GeoMapApp Learning Activities: A Virtual Lab Environment for Student-Centred Engagement with Geoscience Data

Science.gov (United States)

Kluge, S.; Goodwillie, A. M.

2012-12-01

As STEM learning requirements enter the mainstream, there is benefit to providing the tools necessary for students to engage with research-quality geoscience data in a cutting-edge, easy-to-use map-based interface. Funded with an NSF GeoEd award, GeoMapApp Learning Activities ( http://serc.carleton.edu/geomapapp/collection.html ) are being created to help in that endeavour. GeoMapApp Learning Activities offer step-by-step instructions within a guided inquiry approach that enables students to dictate the pace of learning. Based upon GeoMapApp (http://www.geomapapp.org), a free, easy-to-use map-based data exploration and visualisation tool, each activity furnishes the educator with an efficient package of downloadable documents. This includes step-by-step student instructions and answer sheet; an educator's annotated worksheet containing teaching tips, additional content and suggestions for further work; and, quizzes for use before and after the activity to assess learning. Examples of activities so far created involve calculation and analysis of the rate of seafloor spreading; compilation of present-day evidence for huge ancient landslides on the seafloor around the Hawaiian islands; a study of radiometrically-dated volcanic rocks to help understand the concept of hotspots; and, the optimisation of contours as a means to aid visualisation of 3-D data sets on a computer screen. The activities are designed for students at the introductory undergraduate, community college and high school levels, and present a virtual lab-like environment to expose students to content and concepts typically found in those educational settings. The activities can be used in the classroom or out of class, and their guided nature means that the requirement for teacher intervention is reduced thus allowing students to spend more time analysing and understanding geoscience data, content and concepts. Each activity is freely available through the SERC-Carleton web site.

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

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

Advancing Earth System Science Literacy and Preparing the Future Geoscience Workforce Through Strategic Investments at the National Science Foundation (Invited)

Science.gov (United States)

Karsten, J. L.; Patino, L. C.; Rom, E. L.; Weiler, C. S.

2010-12-01

The National Science Foundation (NSF) is an independent federal agency created 60 years ago by the U.S. Congress "to promote the progress of science; to advance the national health, prosperity, and welfare; to secure the national defense…" NSF is the primary funding agency in the U.S. to support basic, frontier research across all fields in science, engineering, and education, except for medical sciences. With a FY 2011 budget request of more than $955 million, the NSF Directorate for Geosciences (GEO) is the principle source of federal funding for university-based fundamental research in the geosciences and preparation of the next generation of geoscientists. Since its inception, GEO has supported the education and training of a diverse and talented pool of future scientists, engineers, and technicians in the Earth, Ocean, Atmospheric and Geospatial Sciences sub-fields, through support of graduate research assistants, post-doctoral fellows, and undergraduate research experiences. In the late 1990’s and early 2000’s, GEO initiated several programs that expanded these investments to also support improvements in pre-college and undergraduate geoscience education through a variety of mechanisms (e.g., professional development support for K-12 teachers, development of innovative undergraduate curricula, and scientist-mentored research experiences for elementary and secondary students). In addition to GEO’s Geoscience Education (GeoEd), Opportunities for Enhancing Diversity in the Geosciences (OEDG), Global Learning and Observations to Benefit the Environment (GLOBE), and Geoscience Teacher Training (GEO-Teach) programs, GEO participates in a number of cross-Foundation programs, including the Research Experiences for Undergraduates (REU), Integrative Graduate Education and Research Traineeship (IGERT), Ethics Education in Science and Engineering (EESE), NSF Graduate STEM Fellows in K-12 Education (GK-12), and Partnerships for International Research and Education

Using Web 2.0 technologies to recruit the next generation of talent to the geoscience workforce

Science.gov (United States)

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

2009-12-01

The GeoConnection Network 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. 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 early career geoscientists to tune in what's going on in the geoscience community, to meet geoscience professionals, and to find innovative career ideas. Early analysis of the page’s participants indicates that the network is reaching its intended audience, with more than two thirds of “fans” participating in the page falling in the 18-34 age range. Twenty-seven percent of these are college-aged, or 18-24 years old. An additional 20% of the page’s fans are over age 45, providing students with access to seasoned geoscientists working in a variety of professions. GeoConnection’s YouTube Channel includes video resources for students on educational pathways and career choices. Videos on the channel have received more than 60,000 views collectively. AGI is currently evaluating its use of the GeoConnection Network and Web 2.0-based student engagement strategies through direct surveys to students and university departments, in order to improve its offerings and to maximize its use of resources. The challenge for the GeoConnection Network in its quest to attract the best and brightest new talent to the geosciences is staying current within the ever-changing landscape of online

GeoMapApp Learning Activities: Grab-and-go inquiry-based geoscience activities that bring cutting-edge technology to the classroom

Science.gov (United States)

Goodwillie, A. M.; Kluge, S.

2011-12-01

NSF-funded GeoMapApp Learning Activities (http://serc.carleton.edu/geomapapp) provide self-contained learning opportunities that are centred around the principles of guided inquiry. The activities allow students to interact with and analyse research-quality geoscience data to explore and enhance student understanding of underlying geoscience content and concepts. Each activity offers ready-to-use step-by-step student instructions and answer sheets that can be downloaded from the web page. Also provided are annotated teacher versions of the worksheets that include teaching tips, additional content and suggestions for further work. Downloadable pre- and post- quizzes tied to each activity help educators gauge the learning progression of their students. Short multimedia tutorials and details on content alignment with state and national teaching standards round out the package of material that comprises each "grab-and-go" activity. GeoMapApp Learning Activities expose students to content and concepts typically found at the community college, high school and introductory undergraduate levels. The activities are based upon GeoMapApp (http://www.geomapapp.org), a free, easy-to-use map-based data exploration and visualisation tool that allows students to access a wide range of geoscience data sets in a virtual lab-like environment. Activities that have so far been created under this project include student exploration of seafloor spreading rates, a study of mass wasting as revealed through geomorphological evidence, and an analysis of plate motion and hotspot traces. The step-by-step instructions and guided inquiry approach lead students through each activity, thus reducing the need for teacher intervention whilst also boosting the time that students can spend on productive exploration and learning. The activities can be used, for example, in a classroom lab with the educator present and as self-paced assignments in an out-of-class setting. GeoMapApp Learning Activities

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

Using GeoMapApp As a Virtual Lab to Enrich Geoscience Education

Science.gov (United States)

Goodwillie, A. M.

2014-12-01

Student engagement increases when they take ownership of data. GeoMapApp (http://www.geomapapp.org) is a free, map-based data discovery and visualisation tool that enables students to manipulate and examine a wide range of geoscience data in a variety of ways. Additionally, a new Save Session function allows educators to preserve a pre-loaded state of GeoMapApp. When shared with a class, the saved file allows every student to open GeoMapApp at exactly the same starting point from which to begin their data explorations. Built-in data sets include those related to land and ocean topography, seafloor spreading and plate tectonics, polar sea ice cover and ocean temperature, geological maps, and sea-level rise. An intuitive user interface allows students to interrogate the research-grade data using simple techniques to help gain meaning from the data. For example, students can readily layer data sets for easy comparison, display tabular data sets in ways that facilitate visual pattern recognition, and shade and contour elevation data to help delineate features on land and the seafloor. Using a simple profiling tool, cross-sections can be generated instantly and saved for future use. In the attached image, high-resolution elevation data for Mount St. Helens reveals the dramatic relief of this famous volcano - the gap in the northern flank is clearly seen in both the map view and the 3-D perspective image, and the cross-section shows the steep flanks forming the crater rim. An import function allows students to quickly bring their own data sets into GeoMapApp. Once imported, all of the same analytical and visualisation functionality that applies to built-in data sets can be used on the students' own data. A number of guided-inquiry learning modules developed with GeoMapApp are available and help students grapple with fundamental concepts in earth sciences. Examples include a module in which students calculate seafloor spreading rates in different ocean basins using their

How FOSTER supports training Open Science in the GeoSciences

Science.gov (United States)

Orth, Astrid

2016-04-01

FOSTER (1) is about promoting and facilitating the adoption of Open Science by the European research community, and fostering compliance with the open access policies set out in Horizon 2020 (H2020). FOSTER aims to reach out and provide training to the wide range of disciplines and countries involved in the European Research Area (ERA) by offering and supporting face-to-face as well as distance training. Different stakeholders, mainly young researchers, are trained to integrate Open Science in their daily workflow, supporting researchers to optimise their research visibility and impact. Strengthening the institutional training capacity is achieved through a train-the-trainers approach. The two-and-half-year project started in February 2014 with identifying, enriching and providing training content on all relevant topics in the area of Open Science. One of the main elements was to support two rounds of trainings, which were conducted during 2014 and 2015, organizing more than 100 training events with around 3000 participants. The presentation will explain the project objectives and results and will look into best practice training examples, among them successful training series in the GeoSciences. The FOSTER portal that now holds a collection of training resources (e.g. slides and PDFs, schedules and design of training events dedicated to different audiences, video captures of complete events) is presented. It provides easy ways to identify learning materials and to create own e-learning courses based on the materials and examples. (1) FOSTER is funded through the European Union's Seventh Framework Programme for research, technological development and demonstration under grant agreement no 612425. http://fosteropenscience.eu

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.

The Geosciences Division of the Council on Undergraduate Research (GeoCUR): Supporting Faculty that Mentor Undergraduate Researchers

Science.gov (United States)

Fox, L. K.; Guertin, L. A.; Manley, P. L.; Fortner, S. K.

2012-12-01

Undergraduate research is a proven effective pedagogy that has a number of benefits including: enhancing student learning through mentoring relationships with faculty; increasing retention; increasing enrollment in graduate programs; developing critical thinking, creativity, problem solving and intellectual independence; and, developing an understanding of research methodology. Undergraduate research also has been demonstrated in preparing students for careers. In addition to developing disciplinary and technical expertise, participation in undergraduate research helps students improve communication skills (written, oral, and graphical) and time management. Early involvement in undergraduate research improves retention and, for those engaged at the 2YC level, helps students successfully transfers to 4YC. The Geosciences Division of the Council on Undergraduate Research (GeoCUR) supports faculty in their development of undergraduate research programs at all levels. GeoCUR leads workshops for new and future faculty covering all aspects of undergraduate research including incorporating research into coursework, project design, mentoring students, sustaining programs, and funding sources. GeoCUR members support new faculty by providing a range of services including: peer-review of grant proposals; advice on establishing an undergraduate research program; balancing teaching and research demands; and networking with other geoscientist. GeoCUR has also developed web resources that support faculty and departments in development of undergraduate research programs (http://serc.carleton.edu/NAGTWorkshops/undergraduate_research/index.html). This presentation will describe the services provided by GeoCUR and highlight examples of programs and resources available to geoscientists in all career stages for effective undergraduate research mentoring and development.

Using GeoMapApp in the Classroom

Science.gov (United States)

Goodwillie, A. M.

2017-12-01

The GeoMapApp tool has been updated with enhanced functionality that is useful in the classroom. Hosted as a service of the IEDA Facility at Columbia University, GeoMapApp (http://www.geomapapp.org) is a free resource that integrates a wide range of research-grade geoscience data in one intuitive map-based interface. It includes earthquake and volcano data, geological maps, plate tectonic data sets, and a high-resolution topography/bathymetry base map. Users can also import and analyse their own data files. Layering and transparency capabilities allow users to compare multiple data sets at once. The GeoMapApp interface presents data in its proper geospatial context, helping students more easily gain insight and understanding from the data. Simple tools for data manipulation allow students to analyse the data in different ways such as generating profiles and producing visualisations for reports. The new Save Session capability is designed to assist in the classroom: The educator saves a pre-loaded state of GeoMapApp. When shared with the class, the saved session file allows students to open GeoMapApp with exactly the same data sets loaded and the same display parameters chosen thus freeing up valuable time in which students can explore the data. In this presentation, activities related to plate tectonics will be highlighted. One activity helps students investigate plate boundaries by exploring earthquake and volcano locations. Another requires students to calculate the rate of seafloor spreading using crustal age data in various ocean basins. A third uses the GeoMapApp layering technique to explore the influence of geological forces in shaping the landscape. Educators report that using GeoMapApp in the classroom lowers the barriers to data accessibility for students; fosters an increased sense of data "ownership" - GeoMapApp presents the same data in the same tool used by researchers; allows engagement with authentic geoscience data; promotes STEM skills and

Probe into geo-information science and information science in nuclear and geography science in China

International Nuclear Information System (INIS)

Tang Bin

2001-01-01

In the past ten years a new science-Geo-Information Science, a branch of Geoscience, developed very fast, which has been valued and paid much attention to. Based on information science, the author analyzes the flow of material, energy, people and information and their relations, presents the place of Geo-Information Science in Geo-science and its content from Geo-Informatics, Geo-Information technology and the application of itself. Finally, the author discusses the main content and problem existed in Geo-Information Science involved in Nuclear and Geography Science

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.

Design and study of geosciences data share platform :platform framework, data interoperability, share approach

Science.gov (United States)

Lu, H.; Yi, D.

2010-12-01

The Deep Exploration is one of the important approaches to the Geoscience research. Since 1980s we had started it and achieved a lot of data. Researchers usually integrate both data of space exploration and deep exploration to study geological structures and represent the Earth’s subsurface, and analyze and explain on the base of integrated data. Due to the different exploration approach it results the heterogeneity of data, and therefore the data achievement is always of the import issue to make the researchers confused. The problem of data share and interaction has to be solved during the development of the SinoProbe research project. Through the research of domestic and overseas well-known exploration project and geosciences data platform, the subject explores the solution of data share and interaction. Based on SOA we present the deep exploration data share framework which comprises three level: data level is used for the solution of data store and the integration of the heterogeneous data; medial level provides the data service of geophysics, geochemistry, etc. by the means of Web service, and carry out kinds of application combination by the use of GIS middleware and Eclipse RCP; interaction level provides professional and non-professional customer the access to different accuracy data. The framework adopts GeoSciML data interaction approach. GeoSciML is a geosciences information markup language, as an application of the OpenGIS Consortium’s (OGC) Geography Markup Language (GML). It transfers heterogeneous data into one earth frame and implements inter-operation. We dissertate in this article the solution how to integrate the heterogeneous data and share the data in the project of SinoProbe.

GEOS. User Tutorials

Energy Technology Data Exchange (ETDEWEB)

Fu, Pengchen [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Settgast, Randolph R. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Johnson, Scott M. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Walsh, Stuart D.C. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Morris, Joseph P. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Ryerson, Frederick J. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States)

2014-12-17

GEOS is a massively parallel, multi-physics simulation application utilizing high performance computing (HPC) to address subsurface reservoir stimulation activities with the goal of optimizing current operations and evaluating innovative stimulation methods. GEOS enables coupling of di erent solvers associated with the various physical processes occurring during reservoir stimulation in unique and sophisticated ways, adapted to various geologic settings, materials and stimulation methods. Developed at the Lawrence Livermore National Laboratory (LLNL) as a part of a Laboratory-Directed Research and Development (LDRD) Strategic Initiative (SI) project, GEOS represents the culmination of a multi-year ongoing code development and improvement e ort that has leveraged existing code capabilities and sta expertise to design new computational geosciences software.

Making the GeoConnection: Web 2.0-based support for early-career geoscientists (Invited)

Science.gov (United States)

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

2010-12-01

The US Bureau of Labor estimates that there will be an 18% increase in geoscience jobs between 2008 and 2018 in the United States, and demand for geoscientists is expected to rise worldwide as scientists tackle global challenges related to resources, hazards and climate. At the same time, the geoscience workforce is aging, with approximately half of the current workforce reaching retirement age within the next 10-15 years. A new generation of geoscientists must be ready to take the reins. To support this new generation, AGI’s geoscience workforce outreach programs were designed to help retain geoscience students through their degree programs and into careers in the field. These resources include support for early-career professional development and career planning. AGI’s GeoConnection Network for the Geosciences provides a venue for informal dissemination of career information and professional resources. The network links Web 2.0 platforms, including a Facebook page, YouTube Channel and Twitter feed, to build a robust geoscience community of geoscientists at all stages of their careers. Early-career geoscientists can participate in GeoConnection to network with other scientists, and to receive information about professional development and job opportunities. Through GeoConnection packets, students can join professional societies which will assist their transition from school to the workplace. AGI’s member societies provide professional development course work, field trips, career services, interviewing opportunities, and community meetings. As part of the GeoConnection Network, AGI hosts informational webinars to highlight new workforce data, discuss current affairs in the geosciences, and to provide information about geoscience careers. Between December 2009 and August 2010, AGI hosted 10 webinars, with more than 300 total participants for all the webinars, and 5 additional webinars are planned for the remainder of the year. The webinars offer early

Making the Case for GeoSTEM Education

Science.gov (United States)

Moore, John

2014-05-01

-related resources that monitor our planet and protect the life and property of our citizens. The integration of a Geoscience and Remote Sensing Laboratory into an existing Earth Science program or a new Earth Systems Science course allows students to acquire the necessary rigorous laboratory skills as required by colleges or universities, while developing and becoming proficient in technological skills using industry standard analysis tools. With the accessibility of real-time or near real time data, students in a GeoSTEM driven course can engage in inquiry-based laboratory experiences focusing on real life applications, both local and global. Developing pathways between geoscientists, researchers, teachers, and students, will create an exchange of information, data, observations, and measurements that will lead to authentic science investigations through the monitoring of weather, water quality, sea surface temperature, coral reefs, marine wildlife, earthquakes, tsunamis, wildfires, air quality, land cover, and much more. Satellite, remote sensing, and geospatial technologies can introduce students and society to data that can inform policy makers and society both now and in the future.

GeoPro: Technology to Enable Scientific Modeling

International Nuclear Information System (INIS)

C. Juan

2004-01-01

Development of the ground-water flow model for the Death Valley Regional Groundwater Flow System (DVRFS) required integration of numerous supporting hydrogeologic investigations. The results from recharge, discharge, hydraulic properties, water level, pumping, model boundaries, and geologic studies were integrated to develop the required conceptual and 3-D framework models, and the flow model itself. To support the complex modeling process and the needs of the multidisciplinary DVRFS team, a hardware and software system called GeoPro (Geoscience Knowledge Integration Protocol) was developed. A primary function of GeoPro is to manage the large volume of disparate data compiled for the 100,000-square-kilometer area of southern Nevada and California. The data are primarily from previous investigations and regional flow models developed for the Nevada Test Site and Yucca Mountain projects. GeoPro utilizes relational database technology (Microsoft SQL Server(trademark)) to store and manage these tabular point data, groundwater flow model ASCII data, 3-D hydrogeologic framework data, 2-D and 2.5-D GIS data, and text documents. Data management consists of versioning, tracking, and reporting data changes as multiple users access the centralized database. GeoPro also supports the modeling process by automating the routine data transformations required to integrate project software. This automation is also crucial to streamlining pre- and post-processing of model data during model calibration. Another function of GeoPro is to facilitate the dissemination and use of the model data and results through web-based documents by linking and allowing access to the underlying database and analysis tools. The intent is to convey to end-users the complex flow model product in a manner that is simple, flexible, and relevant to their needs. GeoPro is evolving from a prototype system to a production-level product. Currently the DVRFS pre- and post-processing modeling tools are being re

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/

Report on GeoData 2011 Workshop - Data Life Cycle, Integration and Citation

Science.gov (United States)

Signell, R.; Fox, P.

2012-04-01

The U.S. GeoData 2011 was inspired by a joint NSF-USGS identification of the need to hear from the broader 'geo' community on a variety of data related matters. While increasing attention needed to be paid to full life cycle of data, in the process of preparing and scoping the workshop two other hot issues were identified: integration and citation, giving the workshop three subject areas to delve into as well as to explore connections among them. Invited participants were drawn from all 'Geo' disciplines, and beyond, from information, computer and library science, from academia, agency and commercial organizations, and from student to senior faculty/ administrators. The workshop diversity provided a rich exchange of ideas, experiences and challenges for GeoData. Many key findings and recommendations have been extracted from the detail breakout discussions and syntheses during and after the workshop. Topical categories included: metadata, standards, standards-based tools, culture, collaboration and workforce. Key points that cut across all three-subject areas were: - A shift is needed within agencies to provide longer-term funding support, for communities to come together, remain coherent and to enable data stewardship, integration and citation within their communities and across to other communities (to the extent possible). - Agencies like USGS, NASA and NOAA must also play a key role in sustaining geoscience cyberinfrastructure by moving research advances into operations. - Community-wide standards and practices should build from demonstrated successes, be widely disseminated, and tools need to be developed to support them. - Education is critical to broader adoption. Marketing studies need to be conducted to provide the business case for full stewardship, integration and citation, and incentives are needed to encourage everyone to participate in making data integratable, citable, etc. While technology gaps are still evident across the three topic areas, there is

Cascadia GeoSciences: Community-Based Earth Science Research Focused on Geologic Hazard Assessment and Environmental Restoration.

Science.gov (United States)

Williams, T. B.; Patton, J. R.; Leroy, T. H.

2007-12-01

Cascadia GeoSciences (CG) is a new non-profit membership governed corporation whose main objectives are to conduct and promote interdisciplinary community based earth science research. The primary focus of CG is on geologic hazard assessment and environmental restoration in the Western U.S. The primary geographic region of interest is Humboldt Bay, NW California, within the southern Cascadia subduction zone (SCSZ). This region is the on-land portion of the accretionary prism to the SCSZ, a unique and exciting setting with numerous hazards in an active, dynamic geologic environment. Humboldt Bay is also a region rich in history. Timber harvesting has been occurring in California's coastal forestlands for approximately 150 years. Timber products transported with ships and railroads from Mendocino and Humboldt Counties helped rebuild San Francisco after the 1906 earthquake. Historic land-use of this type now commonly requires the services of geologists, engineers, and biologists to restore road networks as well as provide safe fish passage. While Humboldt Bay is a focus of some of our individual research goals, we welcome regional scientists to utilize CG to support its mission while achieving their goals. An important function of CG is to provide student opportunities in field research. One of the primary charitable contributions of the organization is a student grant competition. Funds for the student grant will come from member fees and contributions, as well as a percent of all grants awarded to CG. A panel will review and select the student research proposal annually. In addition to supporting student research financially, professional members of CG will donate their time as mentors to the student researchers, promoting a student mentor program. The Humboldt Bay region is well suited to support annual student research. Thorough research like this will help unravel some of the mysteries of regional earthquake-induced land-level changes, as well as possible fault

Integrated Geo Hazard Management System in Cloud Computing Technology

Science.gov (United States)

Hanifah, M. I. M.; Omar, R. C.; Khalid, N. H. N.; Ismail, A.; Mustapha, I. S.; Baharuddin, I. N. Z.; Roslan, R.; Zalam, W. M. Z.

2016-11-01

Geo hazard can result in reducing of environmental health and huge economic losses especially in mountainous area. In order to mitigate geo-hazard effectively, cloud computer technology are introduce for managing geo hazard database. Cloud computing technology and it services capable to provide stakeholder's with geo hazards information in near to real time for an effective environmental management and decision-making. UNITEN Integrated Geo Hazard Management System consist of the network management and operation to monitor geo-hazard disaster especially landslide in our study area at Kelantan River Basin and boundary between Hulu Kelantan and Hulu Terengganu. The system will provide easily manage flexible measuring system with data management operates autonomously and can be controlled by commands to collects and controls remotely by using “cloud” system computing. This paper aims to document the above relationship by identifying the special features and needs associated with effective geohazard database management using “cloud system”. This system later will use as part of the development activities and result in minimizing the frequency of the geo-hazard and risk at that research area.

Personalized, Shareable Geoscience Dataspaces For Simplifying Data Management and Improving Reproducibility

Science.gov (United States)

Malik, T.; Foster, I.; Goodall, J. L.; Peckham, S. D.; Baker, J. B. H.; Gurnis, M.

2015-12-01

Research activities are iterative, collaborative, and now data- and compute-intensive. Such research activities mean that even the many researchers who work in small laboratories must often create, acquire, manage, and manipulate much diverse data and keep track of complex software. They face difficult data and software management challenges, and data sharing and reproducibility are neglected. There is signficant federal investment in powerful cyberinfrastructure, in part to lesson the burden associated with modern data- and compute-intensive research. Similarly, geoscience communities are establishing research repositories to facilitate data preservation. Yet we observe a large fraction of the geoscience community continues to struggle with data and software management. The reason, studies suggest, is not lack of awareness but rather that tools do not adequately support time-consuming data life cycle activities. Through NSF/EarthCube-funded GeoDataspace project, we are building personalized, shareable dataspaces that help scientists connect their individual or research group efforts with the community at large. The dataspaces provide a light-weight multiplatform research data management system with tools for recording research activities in what we call geounits, so that a geoscientist can at any time snapshot and preserve, both for their own use and to share with the community, all data and code required to understand and reproduce a study. A software-as-a-service (SaaS) deployment model enhances usability of core components, and integration with widely used software systems. In this talk we will present the open-source GeoDataspace project and demonstrate how it is enabling reproducibility across geoscience domains of hydrology, space science, and modeling toolkits.

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.

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

Open-source web-enabled data management, analyses, and visualization of very large data in geosciences using Jupyter, Apache Spark, and community tools

Science.gov (United States)

Chaudhary, A.

2017-12-01

Current simulation models and sensors are producing high-resolution, high-velocity data in geosciences domain. Knowledge discovery from these complex and large size datasets require tools that are capable of handling very large data and providing interactive data analytics features to researchers. To this end, Kitware and its collaborators are producing open-source tools GeoNotebook, GeoJS, Gaia, and Minerva for geosciences that are using hardware accelerated graphics and advancements in parallel and distributed processing (Celery and Apache Spark) and can be loosely coupled to solve real-world use-cases. GeoNotebook (https://github.com/OpenGeoscience/geonotebook) is co-developed by Kitware and NASA-Ames and is an extension to the Jupyter Notebook. It provides interactive visualization and python-based analysis of geospatial data and depending the backend (KTile or GeoPySpark) can handle data sizes of Hundreds of Gigabytes to Terabytes. GeoNotebook uses GeoJS (https://github.com/OpenGeoscience/geojs) to render very large geospatial data on the map using WebGL and Canvas2D API. GeoJS is more than just a GIS library as users can create scientific plots such as vector and contour and can embed InfoVis plots using D3.js. GeoJS aims for high-performance visualization and interactive data exploration of scientific and geospatial location aware datasets and supports features such as Point, Line, Polygon, and advanced features such as Pixelmap, Contour, Heatmap, and Choropleth. Our another open-source tool Minerva ((https://github.com/kitware/minerva) is a geospatial application that is built on top of open-source web-based data management system Girder (https://github.com/girder/girder) which provides an ability to access data from HDFS or Amazon S3 buckets and provides capabilities to perform visualization and analyses on geosciences data in a web environment using GDAL and GeoPandas wrapped in a unified API provided by Gaia (https

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

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

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

GeoSciGraph: An Ontological Framework for EarthCube Semantic Infrastructure

Science.gov (United States)

Gupta, A.; Schachne, A.; Condit, C.; Valentine, D.; Richard, S.; Zaslavsky, I.

2015-12-01

The CINERGI (Community Inventory of EarthCube Resources for Geosciences Interoperability) project compiles an inventory of a wide variety of earth science resources including documents, catalogs, vocabularies, data models, data services, process models, information repositories, domain-specific ontologies etc. developed by research groups and data practitioners. We have developed a multidisciplinary semantic framework called GeoSciGraph semantic ingration of earth science resources. An integrated ontology is constructed with Basic Formal Ontology (BFO) as its upper ontology and currently ingests multiple component ontologies including the SWEET ontology, GeoSciML's lithology ontology, Tematres controlled vocabulary server, GeoNames, GCMD vocabularies on equipment, platforms and institutions, software ontology, CUAHSI hydrology vocabulary, the environmental ontology (ENVO) and several more. These ontologies are connected through bridging axioms; GeoSciGraph identifies lexically close terms and creates equivalence class or subclass relationships between them after human verification. GeoSciGraph allows a community to create community-specific customizations of the integrated ontology. GeoSciGraph uses the Neo4J,a graph database that can hold several billion concepts and relationships. GeoSciGraph provides a number of REST services that can be called by other software modules like the CINERGI information augmentation pipeline. 1) Vocabulary services are used to find exact and approximate terms, term categories (community-provided clusters of terms e.g., measurement-related terms or environmental material related terms), synonyms, term definitions and annotations. 2) Lexical services are used for text parsing to find entities, which can then be included into the ontology by a domain expert. 3) Graph services provide the ability to perform traversal centric operations e.g., finding paths and neighborhoods which can be used to perform ontological operations like

Geoscientific (GEO) database of the Andra Meuse / Haute-Marne research center

International Nuclear Information System (INIS)

Tabani, P.; Hemet, P.; Hermand, G.; Delay, J.; Auriere, C.

2010-01-01

Document available in extended abstract form only. The GEO database (geo-scientific database of the Meuse/Haute-Marne Center) is a tool developed by Andra, with a view to group in a secured computer form all data related to the acquisition of in situ and laboratory measurements made on solid and fluid samples. This database has three main functions: - Acquisition and management of data and computer files related to geological, geomechanical, hydrogeological and geochemical measurements on solid and fluid samples and in situ measurements (logging, on sample measurements, geological logs, etc). - Available consultation by the staff on Andra's intranet network for selective viewing of data linked to a borehole and/or a sample and for making computations and graphs on sets of laboratory measurements related to a sample. - Physical management of fluid and solid samples stored in a 'core library' in order to localize a sample, follow-up its movement out of the 'core library' to an organization, and carry out regular inventories. The GEO database is a relational Oracle data base. It is installed on a data server which stores information and manages the users' transactions. The users can consult, download and exploit data from any computer connected to the Andra network or Internet. Management of the access rights is made through a login/ password. Four geo-scientific explanations are linked to the Geo database, they are: - The Geosciences portal: The Geosciences portal is a web Intranet application accessible from the ANDRA network. It does not require a particular installation from the client and is accessible through the Internet navigator. A SQL Server Express database manages the users and access rights to the application. This application is used for the acquisition of hydrogeological and geochemical data collected on the field and on fluid samples, as well as data related to scientific work carried out at surface level or in drifts

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.

Principles of data integration and interoperability in the GEO Biodiversity Observation Network

Science.gov (United States)

Saarenmaa, Hannu; Ó Tuama, Éamonn

2010-05-01

The goal of the Global Earth Observation System of Systems (GEOSS) is to link existing information systems into a global and flexible network to address nine areas of critical importance to society. One of these "societal benefit areas" is biodiversity and it will be supported by a GEOSS sub-system known as the GEO Biodiversity Observation Network (GEO BON). In planning the GEO BON, it was soon recognised that there are already a multitude of existing networks and initiatives in place worldwide. What has been lacking is a coordinated framework that allows for information sharing and exchange between the networks. Traversing across the various scales of biodiversity, in particular from the individual and species levels to the ecosystems level has long been a challenge. Furthermore, some of the major regions of the world have already taken steps to coordinate their efforts, but links between the regions have not been a priority until now. Linking biodiversity data to that of the other GEO societal benefit areas, in particular ecosystems, climate, and agriculture to produce useful information for the UN Conventions and other policy-making bodies is another need that calls for integration of information. Integration and interoperability are therefore a major theme of GEO BON, and a "system of systems" is very much needed. There are several approaches to integration that need to be considered. Data integration requires harmonising concepts, agreeing on vocabularies, and building ontologies. Semantic mediation of data using these building blocks is still not easy to achieve. Agreements on, or mappings between, the metadata standards that will be used across the networks is a major requirement that will need to be addressed early on. With interoperable metadata, service integration will be possible through registry of registries systems such as GBIF's forthcoming GBDRS and the GEO Clearinghouse. Chaining various services that build intermediate products using workflow

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.

Encoding of Geological knowledge in the GeoPiemonte Map Data Base

Science.gov (United States)

Piana, Fabrizio; Lombardo, Vincenzo; Mimmo, Dario; Barale, Luca; Irace, Andrea; Mulazzano, Elia

2017-04-01

In modern digital geological maps and geo-database, namely those devoted to interactive WebGIS services, there is the need to make explicit the geological assumptions in the process of the design and compilation of the Map Geodatabase. The Geodatabase of the Piemonte Geological Map, which consists of several thousands of Geologic Units and Geologic Structures, was designed in a way suitable for linking the knowledge of the geological domain at hand to more general levels of knowledge, represented in existing Earth Sciences ontologies and in a domain ontology (OntoGeonous), specifically designed for the project, though with a wide applicability in mind. The Geologic Units and Geologic Structures of the GeoPiemonte Map have been spatially correlated through the whole region, referring to a non-formal hierarchical scheme, which gives the parental relations between several orders of Geologic Units, putting them in relations with some main Geologic Events. The scheme reports the subdivisions we did on the Alps-Apennines orogenic belt (which constitutes the Piemonte geological framework) on which the architecture of the GeoDB relied. This contribution describes how the two different knowledge levels (specific domain vs. general knowledge) are assimilated within the GeoPiemonte informative system, providing relations between the contents of the geodatabase and the encoded concepts of the reference ontologies. Initiatives such as GeoScience Markup Language (GeoSciML 4.01, 2016 (1) and INSPIRE "Data Specification on Geology" (an operative simplification of GeoSciML, last version is 3.0, 2013) (2), as well as the recent terminological shepherding of the Geoscience Terminology Working Group (GTWG), provided us the authoritative standard geological source for knowledge encoding. Consistency and interoperability of geological data were thus sought, by classifying geologic features in an ontology-driven Data Model, while objects were described using GeoSciML controlled

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

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

3D visualization of geo-scientific data for research and development purposes

International Nuclear Information System (INIS)

Mangeot, A.; Tabani, P.; Yven, B.; Dewonck, S.; Napier, B.; Waston, C.J.; Baker, G.R.; Shaw, R.P.

2012-01-01

Document available in extended abstract form only. In recent years national geoscience organizations have increasingly utilized 3D model data as an output to the stakeholder community. Advances in both software and hardware have led to an increasing use of 3D depictions of geoscience data alongside the standard 2D data formats such as maps and GIS data. By characterizing geoscience data in 3D, knowledge transfer between geo-scientists and stakeholders is improved as the mindset and thought processes are communicated more effectively in a 3D model than in a 2D flat file format. 3D models allow the user to understand the conceptual basis of the 2D data and aids the decision making process at local, regional and national scales. In April 29 2009 a Memorandum of Understanding has been signed between BGS and Andra in order to provide an improved mechanism for technical cooperation and collaboration in the Earth sciences. A specific agreement was signed the 1 December 2009 to evaluate the capacity of a 3D software called GeoVisionary to represent the Underground research Laboratory and its environment. GeoVisionary is the result of collaboration between Virtalis and the British Geological Survey. Combining a powerful data engine with a virtual geological tool-kit enables geo-scientists to visualize, analyze and share large datasets seamlessly in an immersive, real time environment A typical GeoVisionary environment contains one or more the following: 3D terrain files, Aerial photography, Bitmap overlays of specialized data, Vector shapes and outlines, 3D object Models. The key benefits are: Continuously stream geometry and photography in real time, Visualise 2D GIS data in immersive 3D stereo, Diverse datasets in a single environment, 'Fly' to any part of the data in seconds, Infinitely scalable, Prepare and evaluate before you begin fieldwork, Enhance team-working and increased efficiency of field operations, Clearer communication of results. Now, the 3D model has been

InTeGrate's model for developing innovative, adaptable, interdisciplinary curricular materials that reach beyond the geosciences

Science.gov (United States)

Egger, A. E.; Baldassari, C.; Bruckner, M. Z.; Iverson, E. A.; Manduca, C. A.; Mcconnell, D. A.; Steer, D. N.

2013-12-01

InTeGrate is NSF's STEP Center in the geosciences. A major goal of the project is to develop curricula that will increase the geoscience literacy of all students such that they are better positioned to make sustainable decisions in their lives and as part of the broader society. This population includes the large majority of students that do not major in the geosciences, those historically under-represented in the geosciences, and future K-12 teachers. To achieve this goal, we established a model for the development of curricular materials that draws on the distributed expertise of the undergraduate teaching community. Our model seeks proposals from across the higher education community for courses and modules that meet InTeGrate's overarching goals. From these proposals, we select teams of 3-5 instructors from three or more different institutions (and institution types) and pair them with assessment and web experts. Their communication and development process is supported by a robust, web-based content management system (CMS). Over two years, this team develops materials that explicitly address a geoscience-related societal challenge, build interdisciplinary problem-solving skills, make use of real geoscience data, and incorporate geoscientific and systems thinking. Materials are reviewed with the InTeGrate design rubric and then tested by the authors in their own courses, where student learning is assessed. Results are reviewed by the authors and our assessment team to guide revisions. Several student audiences are targeted: students in general education and introductory geoscience courses, pre-service K-12 teachers, students in other science and engineering majors, as well as those in the humanities and social sciences. Curriculum development team members from beyond the geosciences are critical to producing materials that can be adopted for all of these audiences, and we have been successful in engaging faculty from biology, economics, engineering, sociology

Grand Canyon as a universally accessible virtual field trip for intro Geoscience classes using geo-referenced mobile game technology

Science.gov (United States)

Bursztyn, N.; Pederson, J. L.; Shelton, B.

2012-12-01

There is a well-documented and nationally reported trend of declining interest, poor preparedness, and lack of diversity within U.S. students pursuing geoscience and other STEM disciplines. We suggest that a primary contributing factor to this problem is that introductory geoscience courses simply fail to inspire (i.e. they are boring). Our experience leads us to believe that the hands-on, contextualized learning of field excursions are often the most impactful component of lower division geoscience classes. However, field trips are becoming increasingly more difficult to run due to logistics and liability, high-enrollments, decreasing financial and administrative support, and exclusivity of the physically disabled. Recent research suggests that virtual field trips can be used to simulate this contextualized physical learning through the use of mobile devices - technology that exists in most students' hands already. Our overarching goal is to enhance interest in introductory geoscience courses by providing the kinetic and physical learning experience of field trips through geo-referenced educational mobile games and test the hypothesis that these experiences can be effectively simulated through virtual field trips. We are doing this by developing "serious" games for mobile devices that deliver introductory geology material in a fun and interactive manner. Our new teaching strategy will enhance undergraduate student learning in the geosciences, be accessible to students of diverse backgrounds and physical abilities, and be easily incorporated into higher education programs and curricula at institutions globally. Our prototype involves students virtually navigating downstream along a scaled down Colorado River through Grand Canyon - physically moving around their campus quad, football field or other real location, using their smart phone or a tablet. As students reach the next designated location, a photo or video in Grand Canyon appears along with a geological

Transitioning from Faculty-Led Lecture to Student-Centered Field Learning Facilitated by Near-Peer Mentors: Preliminary Findings from the GeoFORCE/ STEMFORCE Program.

Science.gov (United States)

Berry, M.; Wright, V. D.; Ellins, K. K.; Browder, M. G. J.; Castillo, R.; Kotowski, A. J.; Libarkin, J. C.; Lu, J.; Maredia, N.; Butler, N.

2017-12-01

GeoFORCE Texas, a geology-based outreach program in the Jackson School of Geosciences, offers weeklong summer geology field based courses to secondary students from minority-serving high schools in Texas and the Bahamas. Students transitioning from eighth to ninth grade are recruited into the program and ideally remain in GeoFORCE for four years. The program aims to empower underrepresented students by exposing them to experiences intended to inspire them to pursue geoscience or other STEM careers. Since the program's inception in 2005, GeoFORCE Texas has relied on a mix of classroom lectures delivered by a geoscience faculty member and time in the field. Early research findings from a National Science Foundation-sponsored GeoPaths-IMPACT project are influencing the evolution of field instruction away from the faculty-led lecture model to student-centered learning that may improve students' grasp of key geological concepts. The eleventh and twelfth grade programs are shifting towards this strategy. Each trip is facilitated by a seven-person team comprised of a geoscience graduate student, master teachers, four undergraduate geology students, and preservice teachers. Members of the instructional team reflected the racial, ethnic, and cultural diversity that the geoscience strives to achieve; all are excellent role models for GeoFORCE students. The outcome of the most recent Central Texas twelfth grade trip, which used a student-centered, project-based approach, was especially noteworthy. Each group was given a topic to apply to what they saw in the field, such as fluvial systems, cultural significance, or geohazards, etc., and present in any manner in front of peers and a panel of geoscience experts. Students used the latest presentation technology available to them (e.g. Prezi, iMovies) and sketches and site notes from field stops. The final presentations were clear, informative, and entertaining. It can be concluded that the students were more engaged with the

Ontology Design Patterns: Bridging the Gap Between Local Semantic Use Cases and Large-Scale, Long-Term Data Integration

Science.gov (United States)

Shepherd, Adam; Arko, Robert; Krisnadhi, Adila; Hitzler, Pascal; Janowicz, Krzysztof; Chandler, Cyndy; Narock, Tom; Cheatham, Michelle; Schildhauer, Mark; Jones, Matt; Raymond, Lisa; Mickle, Audrey; Finin, Tim; Fils, Doug; Carbotte, Suzanne; Lehnert, Kerstin

2015-04-01

Integrating datasets for new use cases is one of the common drivers for adopting semantic web technologies. Even though linked data principles enables this type of activity over time, the task of reconciling new ontological commitments for newer use cases can be daunting. This situation was faced by the Biological and Chemical Oceanography Data Management Office (BCO-DMO) as it sought to integrate its existing linked data with other data repositories to address newer scientific use cases as a partner in the GeoLink Project. To achieve a successful integration with other GeoLink partners, BCO-DMO's metadata would need to be described using the new ontologies developed by the GeoLink partners - a situation that could impact semantic inferencing, pre-existing software and external users of BCO-DMO's linked data. This presentation describes the process of how GeoLink is bridging the gap between local, pre-existing ontologies to achieve scientific metadata integration for all its partners through the use of ontology design patterns. GeoLink, an NSF EarthCube Building Block, brings together experts from the geosciences, computer science, and library science in an effort to improve discovery and reuse of data and knowledge. Its participating repositories include content from field expeditions, laboratory analyses, journal publications, conference presentations, theses/reports, and funding awards that span scientific studies from marine geology to marine ecology and biogeochemistry to paleoclimatology. GeoLink's outcomes include a set of reusable ontology design patterns (ODPs) that describe core geoscience concepts, a network of Linked Data published by participating repositories using those ODPs, and tools to facilitate discovery of related content in multiple repositories.

Digital image integration technique of multi-geoscience information dominated by aerial radiometric measurements

International Nuclear Information System (INIS)

Liu Dechang; Sun Maorong; Zhu Deling; Zhang Jingbo; He Jianguo; Dong Xiuzhen

1992-02-01

The geologic metallogenetic environment of uranium at Lian Shan Guan region has been studied by using digital image integration technique of multi-geoscience information with aerial radiometric measurements. It includes the classification of uranium-bearing rock, recognizing patterns of ore-forming and geologic mapping in ore field. Some new tectonic structure was found in this region that gives significant information for further exploring of uranium ore. After multi-parameters screening of aerial radiometric data, patterns recognizing and multi-geoscience information integration analysis, four prospective metallogenetic zones were predicted, and the predication was proved by further geologic survey. Three of the four zones are very encouraging, where ore-forming structures, hydrothermal deposits, wall-rock alteration, primary and secondary uranium ore and rich uranium mineralization are discovered. The department of geologic exploring has decided that these zones will enjoy priority in the examination for further prospecting of uranium ores

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

SeriousGeoGames - Geoscience Virtual Reality Experiences for Festival Settings

Science.gov (United States)

Skinner, Christopher

2017-04-01

Festivals, fairs and showcases provide scientists an opportunity to engage with potentially thousands of members of the public in a short space of time. However, the festival setting provides the same members of the public many exhibits competing for their attention - for family groups, this means a successful exhibit must both attract the attention of the group, and also entertain them long enough for the scientist to communicate their message. Here, we will discuss the use of short Virtual Reality (VR) experiences by the SeriousGeoGames project in engaging the public with research in a festival-like setting. SeriousGeoGames uses bespoke, immersive VR experiences to both attract and engage the user. They merge scientific models and/or research field data with popular gaming engines, and present them in VR using the Oculus Rift headset. The experiences are designed to last around four minutes and follow a basic script, although a conversational tone is encouraged. SeriousGeoGames applications have been successfully exhibited at several festivals of different sizes and intended audiences, such as the national-level week-long Cheltenham Science Festival, and the local arts and cultural festival, Hull Freedom Festival. The Flash Flood! application was developed for the Natural Environment Research Council UK (NERC) Flooding from Intense Rainfall (FFIR) programme as a Knowledge Transfer (KT) tool. It was demonstrated at the 5-day NERC Into the blue Science Showcase as one of 38 stands highlighting the UK's cutting edge environmental science research. Over 5000 members of the public attended, and more than 1000 demonstrations of Flash Flood! were made, with 400 booklets handed out. The exhibit received positive feedback from users, and won third prize in a public vote for favourite stand - but this had little visible impact on online metrics of the SeriousGeoGames web presence. In terms of providing a 'positive experience' with science the application was successfully

Geophysical Data Sets in GeoMapApp

Science.gov (United States)

Goodwillie, A. M.

2017-12-01

GeoMapApp (http://www.geomapapp.org), a free map-based data tool developed at Lamont-Doherty Earth Observatory, provides access to hundreds of integrated geoscience data sets that are useful for geophysical studies. Examples include earthquake and volcano catalogues, gravity and magnetics data, seismic velocity tomographic models, geological maps, geochemical analytical data, lithospheric plate boundary information, geodetic velocities, and high-resolution bathymetry and land elevations. Users can also import and analyse their own data files. Data analytical functions provide contouring, shading, profiling, layering and transparency, allowing multiple data sets to be seamlessly compared. A new digitization and field planning portal allow stations and waypoints to be generated. Sessions can be saved and shared with colleagues and students. In this eLightning presentation we will demonstrate some of GeoMapApp's capabilities with a focus upon subduction zones and tectonics. In the attached screen shot of the Cascadia margin, the contoured depth to the top of the subducting Juan de Fuca slab is overlain on a shear wave velocity depth slice. Geochemical data coloured on Al2O3 and scaled on MgO content is shown as circles. The stack of data profiles was generated along the white line.

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

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

Design and Applications of a GeoSemantic Framework for Integration of Data and Model Resources in Hydrologic Systems

Science.gov (United States)

Elag, M.; Kumar, P.

2016-12-01

Hydrologists today have to integrate resources such as data and models, which originate and reside in multiple autonomous and heterogeneous repositories over the Web. Several resource management systems have emerged within geoscience communities for sharing long-tail data, which are collected by individual or small research groups, and long-tail models, which are developed by scientists or small modeling communities. While these systems have increased the availability of resources within geoscience domains, deficiencies remain due to the heterogeneity in the methods, which are used to describe, encode, and publish information about resources over the Web. This heterogeneity limits our ability to access the right information in the right context so that it can be efficiently retrieved and understood without the Hydrologist's mediation. A primary challenge of the Web today is the lack of the semantic interoperability among the massive number of resources, which already exist and are continually being generated at rapid rates. To address this challenge, we have developed a decentralized GeoSemantic (GS) framework, which provides three sets of micro-web services to support (i) semantic annotation of resources, (ii) semantic alignment between the metadata of two resources, and (iii) semantic mediation among Standard Names. Here we present the design of the framework and demonstrate its application for semantic integration between data and models used in the IML-CZO. First we show how the IML-CZO data are annotated using the Semantic Annotation Services. Then we illustrate how the Resource Alignment Services and Knowledge Integration Services are used to create a semantic workflow among TopoFlow model, which is a spatially-distributed hydrologic model and the annotated data. Results of this work are (i) a demonstration of how the GS framework advances the integration of heterogeneous data and models of water-related disciplines by seamless handling of their semantic

Towards a Conceptual Design of a Cross-Domain Integrative Information System for the Geosciences

Science.gov (United States)

Zaslavsky, I.; Richard, S. M.; Valentine, D. W.; Malik, T.; Gupta, A.

2013-12-01

As geoscientists increasingly focus on studying processes that span multiple research domains, there is an increased need for cross-domain interoperability solutions that can scale to the entire geosciences, bridging information and knowledge systems, models, software tools, as well as connecting researchers and organization. Creating a community-driven cyberinfrastructure (CI) to address the grand challenges of integrative Earth science research and education is the focus of EarthCube, a new research initiative of the U.S. National Science Foundation. We are approaching EarthCube design as a complex socio-technical system of systems, in which communication between various domain subsystems, people and organizations enables more comprehensive, data-intensive research designs and knowledge sharing. In particular, we focus on integrating 'traditional' layered CI components - including information sources, catalogs, vocabularies, services, analysis and modeling tools - with CI components supporting scholarly communication, self-organization and social networking (e.g. research profiles, Q&A systems, annotations), in a manner that follows and enhances existing patterns of data, information and knowledge exchange within and across geoscience domains. We describe an initial architecture design focused on enabling the CI to (a) provide an environment for scientifically sound information and software discovery and reuse; (b) evolve by factoring in the impact of maturing movements like linked data, 'big data', and social collaborations, as well as experience from work on large information systems in other domains; (c) handle the ever increasing volume, complexity and diversity of geoscience information; (d) incorporate new information and analytical requirements, tools, and techniques, and emerging types of earth observations and models; (e) accommodate different ideas and approaches to research and data stewardship; (f) be responsive to the existing and anticipated needs

A GeoWall with Physics and Astronomy Applications

Science.gov (United States)

Dukes, Phillip; Bruton, Dan

2008-03-01

A GeoWall is a passive stereoscopic projection system that can be used by students, teachers, and researchers for visualization of the structure and dynamics of three-dimensional systems and data. The type of system described here adequately provides 3-D visualization in natural color for large or small groups of viewers. The name ``GeoWall'' derives from its initial development to visualize data in the geosciences.1 An early GeoWall system was developed by Paul Morin at the electronic visualization laboratory at the University of Minnesota and was applied in an introductory geology course in spring of 2001. Since that time, several stereoscopic media, which are applicable to introductory-level physics and astronomy classes, have been developed and released into the public domain. In addition to the GeoWall's application in the classroom, there is considerable value in its use as part of a general science outreach program. In this paper we briefly describe the theory of operation of stereoscopic projection and the basic necessary components of a GeoWall system. Then we briefly describe how we are using a GeoWall as an instructional tool for the classroom and informal astronomy education and in research. Finally, we list sources for several of the free software media in physics and astronomy available for use with a GeoWall system.

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

Integrated GNSS attitude determination and positioning for direct geo-referencing

NARCIS (Netherlands)

Nadarajah, N.; Paffenholz, J.A.; Teunissen, P.J.G.

2014-01-01

Direct geo-referencing is an efficient methodology for the fast acquisition of 3D spatial data. It requires the fusion of spatial data acquisition sensors with navigation sensors, such as Global Navigation Satellite System (GNSS) receivers. In this contribution, we consider an integrated GNSS

Communication of geo-scientific safety arguments

International Nuclear Information System (INIS)

Flavelle, P.; Goodwin, B.; Jensen, M.; Linden, R.; Mazurek, M.; Srivastave, M.; Strom, A.; Sudicky, E.; Voinis, S.

2007-01-01

Working Group B addressed the communication of geo-scientific safety arguments through a discussion of practical experience as it related to the methods, types of information and specific arguments found to best communicate geo-scientific concepts and notions of safety with broad audiences including, colleagues, authorities and regulators, political decision makers, academics, and the general public. The following questions were suggested by the programme committee of the AMIGO-2 workshop for discussion by Working Group B with respect to the communication of geo-scientific information and safety arguments: - What is the place of geo-scientific arguments in relation to quantitative and qualitative topics like scenario and FEPs (features, events, processes) assessment, simulated repository evolution, calculated dose or risk impacts, engineering tests of materials, etc., when presenting a safety case to different audiences and with respect to the various stages of the repository programme? (see section 3). - Would we be better off focusing messages to the public on time scales of a few hundred years or a few generations? (see section 4). - How do you handle the fact that geoscience interpretations seldom are unique and data often are open to various interpretations? (see section 5). - How do you handle expert controversy on a specific topic? (see section 6). (authors)

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

Teaching Plate Tectonic Concepts using GeoMapApp Learning Activities

Science.gov (United States)

Goodwillie, A. M.; Kluge, S.

2012-12-01

GeoMapApp Learning Activities ( http://serc.carleton.edu/geomapapp/collection.html ) can help educators to expose undergraduate students to a range of earth science concepts using high-quality data sets in an easy-to-use map-based interface called GeoMapApp. GeoMapApp Learning Activities require students to interact with and analyse research-quality geoscience data as a means to explore and enhance their understanding of underlying content and concepts. Each activity is freely available through the SERC-Carleton web site and offers step-by-step student instructions and answer sheets. Also provided are annotated educator versions of the worksheets that include teaching tips, additional content and suggestions for further work. The activities can be used "off-the-shelf". Or, since the educator may require flexibility to tailor the activities, the documents are provided in Word format for easy modification. Examples of activities include one on the concept of seafloor spreading that requires students to analyse global seafloor crustal age data to calculate spreading rates in different ocean basins. Another activity has students explore hot spots using radiometric age dating of rocks along the Hawaiian-Emperor seamount chain. A third focusses upon the interactive use of contours and profiles to help students visualise 3-D topography on 2-D computer screens. A fourth activity provides a study of mass wasting as revealed through geomorphological evidence. The step-by-step instructions and guided inquiry approach reduce the need for teacher intervention whilst boosting the time that students can spend on productive exploration and learning. The activities can be used, for example, in a classroom lab with the educator present and as self-paced assignments in an out-of-class setting. GeoMapApp Learning Activities are funded through the NSF GeoEd program and are aimed at students in the introductory undergraduate, community college and high school levels. The activities are

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

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

materials aimed at K-12 or at faculty teaching geoscience majors tend not to attract 2YC faculty. Conducting a needs assessment and including 2YC faculty in workshop planning helps ensure that the outcomes of professional development opportunities for 2YC faculty are achieved. Financial support for travel seems to be important, although typically it is not necessary to compensate 2YC faculty beyond expenses. 2YC faculty availability varies significantly during the summer as well as during the academic year, so offering multiple opportunities throughout the year and/or virtual events is important. The Geo2YC website at SERC is a resource for geoscience education at two-year colleges and the associated Geo2YC mailing has facilitated the targeted marketing of opportunities for this important group of educators.

Creating an Integrated Community-Wide Effort to Enhance Diversity in the Geosciences

Science.gov (United States)

Manduca, C. A.; Weingroff, M.

2001-05-01

Supporting the development and sustenance of a diverse geoscience workforce and improving Earth system education for the full diversity of students are important goals for our community. There are numerous established programs and many new efforts beginning. However, these efforts can become more powerful if dissemination of opportunities, effective practices, and web-based resources enable synergies to develop throughout our community. The Digital Library for Earth System Education (DLESE; www.dlese.org) has developed a working group and a website to support these goals. The DLESE Diversity Working Group provides an open, virtual community for those interested in enhancing diversity in the geosciences. The working group has focused its initial effort on 1) creating a geoscience community engaged in supporting increased diversity that builds on and is integrated with work taking place in other venues; 2) developing a web resource designed to engage and support members of underrepresented groups in learning about the Earth; and 3) assisting in enhancing DLESE collections and services to better support learning experiences of students from underrepresented groups. You are invited to join the working group and participate in these efforts. The DLESE diversity website provides a mechanism for sharing information and resources. Serving as a community database, the website provides a structure in which community members can post announcements of opportunities, information on programs, and links to resources and services. Information currently available on the site includes links to professional society activities; mentoring opportunities; grant, fellowship, employment, and internship opportunities for students and educators; information on teaching students from underrepresented groups; and professional development opportunities of high interest to members of underrepresented groups. These tools provide a starting point for developing a community wide effort to enhance

High performance geospatial and climate data visualization using GeoJS

Science.gov (United States)

Chaudhary, A.; Beezley, J. D.

2015-12-01

GeoJS (https://github.com/OpenGeoscience/geojs) is an open-source library developed to support interactive scientific and geospatial visualization of climate and earth science datasets in a web environment. GeoJS has a convenient application programming interface (API) that enables users to harness the fast performance of WebGL and Canvas 2D APIs with sophisticated Scalable Vector Graphics (SVG) features in a consistent and convenient manner. We started the project in response to the need for an open-source JavaScript library that can combine traditional geographic information systems (GIS) and scientific visualization on the web. Many libraries, some of which are open source, support mapping or other GIS capabilities, but lack the features required to visualize scientific and other geospatial datasets. For instance, such libraries are not be capable of rendering climate plots from NetCDF files, and some libraries are limited in regards to geoinformatics (infovis in a geospatial environment). While libraries such as d3.js are extremely powerful for these kinds of plots, in order to integrate them into other GIS libraries, the construction of geoinformatics visualizations must be completed manually and separately, or the code must somehow be mixed in an unintuitive way.We developed GeoJS with the following motivations:• To create an open-source geovisualization and GIS library that combines scientific visualization with GIS and informatics• To develop an extensible library that can combine data from multiple sources and render them using multiple backends• To build a library that works well with existing scientific visualizations tools such as VTKWe have successfully deployed GeoJS-based applications for multiple domains across various projects. The ClimatePipes project funded by the Department of Energy, for example, used GeoJS to visualize NetCDF datasets from climate data archives. Other projects built visualizations using GeoJS for interactively exploring

Real-Time Integration of Geo-data in ORM

NARCIS (Netherlands)

Balsters, Herman; Klaver, Chris; Huitema, George B.; Meersman, R; Dillon, T; Herrero, P

2010-01-01

Geographic information (geo-data; i.e., data with a spatial component.) is being used for civil, political, and commercial applications. Modeling geo-data can be involved due to its often very complex structure, hence placing high demands on the modeling language employed. Many geo-applications

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

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

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

Enhanced STEM Learning with the GeoMapApp Data Exploration Tool

Science.gov (United States)

Goodwillie, A. M.

2014-12-01

GeoMapApp (http://www.geomapapp.org), is a free, map-based data discovery and visualisation tool developed with NSF funding at Lamont-Doherty Earth Observatory. GeoMapApp provides casual and specialist users alike with access to hundreds of built-in geoscience data sets covering geology, geophysics, geochemistry, oceanography, climatology, cryospherics, and the environment. Users can also import their own data tables, spreadsheets, shapefiles, grids and images. Simple manipulation and analysis tools combined with layering capabilities and engaging visualisations provide a powerful platform with which to explore and interrogate geoscience data in its proper geospatial context thus helping users to more easily gain insight into the meaning of the data. A global elevation base map covering the oceans as well as continents forms the backbone of GeoMapApp. The multi-resolution base map is updated regularly and includes data sources ranging from Space Shuttle elevation data for land areas to ultra-high-resolution surveys of coral reefs and seafloor hydrothermal vent fields. Examples of built-in data sets that can be layered over the elevation model include interactive earthquake and volcano data, plate tectonic velocities, hurricane tracks, land and ocean temperature, water column properties, age of the ocean floor, and deep submersible bottom photos. A versatile profiling tool provides instant access to data cross-sections. Contouring and 3-D views are also offered - the attached image shows a 3-D view of East Africa's Ngorongoro Crater as an example. Tabular data - both imported and built-in - can be displayed in a variety of ways and a lasso tool enables users to quickly select data points directly from the map. A range of STEM-based education material based upon GeoMapApp is already available, including a number of self-contained modules for school- and college-level students (http://www.geomapapp.org/education/contributed_material.html). More learning modules are

Alaska Center for Unmanned Aircraft Systems Integration (ACUASI): Operational Support and Geoscience Research

Science.gov (United States)

Webley, P. W.; Cahill, C. F.; Rogers, M.; Hatfield, M. C.

2016-12-01

Unmanned Aircraft Systems (UAS) have enormous potential for use in geoscience research and supporting operational needs from natural hazard assessment to the mitigation of critical infrastructure failure. They provide a new tool for universities, local, state, federal, and military organizations to collect new measurements not readily available from other sensors. We will present on the UAS capabilities and research of the Alaska Center for Unmanned Aircraft Systems Integration (ACUASI, http://acuasi.alaska.edu/). Our UAS range from the Responder with its dual visible/infrared payload that can provide simultaneous data to our new SeaHunter UAS with 90 lb. payload and multiple hour flight time. ACUASI, as a designated US Federal Aviation Administration (FAA) test center, works closely with the FAA on integrating UAS into the national airspace. ACUASI covers all aspects of working with UAS from pilot training, airspace navigation, flight operations, and remote sensing analysis to payload design and integration engineers and policy experts. ACUASI's recent missions range from supporting the mapping of sea ice cover for safe passage of Alaskans across the hazardous winter ice to demonstrating how UAS can be used to provide support during oil spill response. Additionally, we will present on how ACUASI has worked with local authorities in Alaska to integrate UAS into search and rescue operations and with NASA and the FAA on their UAS Transport Management (UTM) project to fly UAS within the manned airspace. ACUASI is also working on developing new capabilities to sample volcanic plumes and clouds, map forest fire impacts and burn areas, and develop a new citizen network for monitoring snow extent and depth during Northern Hemisphere winters. We will demonstrate how UAS can be integrated in operational support systems and at the same time be used in geoscience research projects to provide high precision, accurate, and reliable observations.

GeoBrain for Facilitating Earth Science Education in Higher-Education Institutes--Experience and Lessons-learned

Science.gov (United States)

Deng, M.; di, L.

2007-12-01

Data integration and analysis are the foundation for the scientific investigation in Earth science. In the past several decades, huge amounts of Earth science data have been collected mainly through remote sensing. Those data have become the treasure for Earth science research. Training students how to discover and use the huge volume of Earth science data in research become one of the most important trainings for making a student a qualified scientist. Being developed by a NASA funded project, the GeoBrain system has adopted and implemented the latest Web services and knowledge management technologies for providing innovative methods in publishing, accessing, visualizing, and analyzing geospatial data and in building/sharing geoscience knowledge. It provides a data-rich online learning and research environment enabled by wealthy data and information available at NASA Earth Observing System (EOS) Data and Information System (EOSDIS). Students, faculty members, and researchers from institutes worldwide can easily access, analyze, and model with the huge amount of NASA EOS data just like they possess such vast resources locally at their desktops. Although still in development, the GeoBrain system has been operational since 2005. A number of education materials have been developed for facilitating the use of GeoBrain as a powerful education tool for Earth science education at both undergraduate and graduate levels. Thousands of online higher-education users worldwide have used GeoBrain services. A number of faculty members in multiple universities have been funded as GeoBrain education partners to explore the use of GeoBrain in the classroom teaching and student research. By summarizing and analyzing the feedbacks from the online users and the education partners, this presentation presents the user experiences on using GeoBrain in Earth science teaching and research. The feedbacks on classroom use of GeoBrain have demonstrated that GeoBrain is very useful for

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

Geo-Sandbox: An Interactive Geoscience Training Tool with Analytics to Better Understand Student Problem Solving Approaches

Science.gov (United States)

Butt, N.; Pidlisecky, A.; Ganshorn, H.; Cockett, R.

2015-12-01

The software company 3 Point Science has developed three interactive learning programs designed to teach, test and practice visualization skills and geoscience concepts. A study was conducted with 21 geoscience students at the University of Calgary who participated in 2 hour sessions of software interaction and written pre and post-tests. Computer and SMART touch table interfaces were used to analyze user interaction, problem solving methods and visualization skills. By understanding and pinpointing user problem solving methods it is possible to reconstruct viewpoints and thought processes. This could allow us to give personalized feedback in real time, informing the user of problem solving tips and possible misconceptions.

MGDS: Free, on-line, cutting-edge tools to enable the democratisation of geoscience data

Science.gov (United States)

Goodwillie, A. M.; Ryan, W. B.; O'Hara, S.; Ferrini, V.; Arko, R. A.; Coplan, J.; Chan, S.; Carbotte, S. M.; Nitsche, F. O.; Bonczkowski, J.; Morton, J. J.; Weissel, R.; Leung, A.

2010-12-01

The availability of user-friendly, effective cyber-information resources for accessing and manipulating geoscience data has grown rapidly in recent years. Based at Lamont-Doherty Earth Observatory the MGDS group has developed a number of free tools that have wide application across the geosciences for both educators and researchers. A simple web page (http://www.marine-geo.org/) allows users to search for and download many types of data by key word, geographical region, or published citation. The popular Create Maps and Grids function and the downloadable Google Earth-compatible KML files appeal to a wide user base. MGDS MediaBank galleries (http://media.marine-geo.org/) enable users to view and download compelling images that are purposefully selected for their educational value from NSF-funded field programs. GeoMapApp (http://www.geomapapp.org), a free map-based interactive tool that works on any machine, is increasingly being adopted across a broad suite of users from middle school students to university researchers. GeoMapApp allows users to plot, manipulate and present data in an intuitive geographical reference frame. GeoMapApp offers a convenient way to explore the wide range of built-in data sets, to quickly generate maps and images that aid visualisation and, when importing their own gridded and tabular data sets, to access the same rich built-in functionality. A user guide, short multi-media tutorials, and webinar are available on-line. The regularly-updated Global Multi-Resolution Topography (GMRT) Synthesis is used as the default GeoMapApp base map and is an increasingly popular means to rapidly create location maps. Additionally, the layer manager offers a fast way to overlay and compare multiple data sets and is augmented by the ability to alter layer transparency so that underlying layers become visible. Examples of GeoMapApp built-in data sets include high-resolution land topography and ocean floor bathymetry derived from satellite and multi

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.

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

The deep geologic repository technology programme: toward a geoscience basis for understanding repository safety

International Nuclear Information System (INIS)

Jensen, M.R.

2007-01-01

Within the Deep Geologic Repository Technology Programme (DGRTP) several Geoscience activities are focused on advancing the understanding of groundwater flow system evolution and geochemical stability in a Canadian Shield setting as affected by long-term climate change. A key aspect is developing confidence in predictions of groundwater flow patterns and residence times as they relate to the safety of a deep geologic repository for used nuclear fuel waste. This is being achieved through a coordinated multi-disciplinary approach intent on: i) demonstrating coincidence between independent geo-scientific data; ii) improving the traceability of geo-scientific data and its interpretation within a conceptual descriptive model(s); iii) improving upon methods to assess and demonstrate robustness in flow domain prediction(s) given inherent flow domain uncertainties (i.e. spatial chemical/physical property distributions, boundary conditions) in time and space; and iv) improving awareness amongst geo-scientists as to the utility of various geo-scientific data in supporting a safety case for a deep geologic repository. This multi-disciplinary DGRTP approach is yielding an improved understanding of groundwater flow system evolution and stability in Canadian Shield settings that is further contributing to the geo-scientific basis for understanding and communicating aspects of DGR safety. (author)

Big Data, Small Data: Accessing and Manipulating Geoscience Data Ranging From Repositories to Student-Collected Data Sets Using GeoMapApp

Science.gov (United States)

Goodwillie, A. M.

2015-12-01

We often demand information and data to be accessible over the web at no cost, and no longer do we expect to spend time labouriously compiling data from myriad sources with frustratingly-different formats. Instead, we increasingly expect convenience and consolidation. Recent advances in web-enabled technologies and cyberinfrastructure are answering those calls by providing data tools and resources that can transform undergraduate education. By freeing up valuable classroom time, students can focus upon gaining deeper insights and understanding from real-world data. GeoMapApp (http://www.geomapapp.org) is a map-based data discovery and visualisation tool developed at Lamont-Doherty Earth Observatory. GeoMapApp promotes U-Learning by working across all major computer platforms and functioning anywhere with internet connectivity, by lowering socio-economic barriers (it is free), by seamlessly integrating thousands of built-in research-grade data sets under intuitive menus, and by being adaptable to a range of learning environments - from lab sessions, group projects, and homework assignments to in-class pop-ups. GeoMapApp caters to casual and specialist users alike. Contours, artificial illumination, 3-D displays, data point manipulations, cross-sectional profiles, and other display techniques help students better grasp the content and geospatial context of data. Layering capabilities allow easy data set comparisons. The core functionality also applies to imported data sets: Student-collected data can thus be imported and analysed using the same techniques. A new Save Session function allows educators to preserve a pre-loaded state of GeoMapApp. When shared with a class, the saved file allows every student to open GeoMapApp at exactly the same starting point from which to begin their data explorations. Examples of built-in data sets include seafloor crustal age, earthquake locations and focal mechanisms, analytical geochemistry, ocean water physical properties, US and

National Geothermal Data System: Open Access to Geoscience Data, Maps, and Documents

Science.gov (United States)

Caudill, C. M.; Richard, S. M.; Musil, L.; Sonnenschein, A.; Good, J.

2014-12-01

The U.S. National Geothermal Data System (NGDS) provides free open access to millions of geoscience data records, publications, maps, and reports via distributed web services to propel geothermal research, development, and production. NGDS is built on the US Geoscience Information Network (USGIN) data integration framework, which is a joint undertaking of the USGS and the Association of American State Geologists (AASG), and is compliant with international standards and protocols. NGDS currently serves geoscience information from 60+ data providers in all 50 states. Free and open source software is used in this federated system where data owners maintain control of their data. This interactive online system makes geoscience data easily discoverable, accessible, and interoperable at no cost to users. The dynamic project site http://geothermaldata.org serves as the information source and gateway to the system, allowing data and applications discovery and availability of the system's data feed. It also provides access to NGDS specifications and the free and open source code base (on GitHub), a map-centric and library style search interface, other software applications utilizing NGDS services, NGDS tutorials (via YouTube and USGIN site), and user-created tools and scripts. The user-friendly map-centric web-based application has been created to support finding, visualizing, mapping, and acquisition of data based on topic, location, time, provider, or key words. Geographic datasets visualized through the map interface also allow users to inspect the details of individual GIS data points (e.g. wells, geologic units, etc.). In addition, the interface provides the information necessary for users to access the GIS data from third party software applications such as GoogleEarth, UDig, and ArcGIS. A redistributable, free and open source software package called GINstack (USGIN software stack) was also created to give data providers a simple way to release data using

Design, Implementation and Applications of 3d Web-Services in DB4GEO

Science.gov (United States)

Breunig, M.; Kuper, P. V.; Dittrich, A.; Wild, P.; Butwilowski, E.; Al-Doori, M.

2013-09-01

The object-oriented database architecture DB4GeO was originally designed to support sub-surface applications in the geo-sciences. This is reflected in DB4GeO's geometric data model as well as in its import and export functions. Initially, these functions were designed for communication with 3D geological modeling and visualization tools such as GOCAD or MeshLab. However, it soon became clear that DB4GeO was suitable for a much wider range of applications. Therefore it is natural to move away from a standalone solution and to open the access to DB4GeO data by standardized OGC web-services. Though REST and OGC services seem incompatible at first sight, the implementation in DB4GeO shows that OGC-based implementation of web-services may use parts of the DB4GeO-REST implementation. Starting with initial solutions in the history of DB4GeO, this paper will introduce the design, adaptation (i.e. model transformation), and first steps in the implementation of OGC Web Feature (WFS) and Web Processing Services (WPS), as new interfaces to DB4GeO data and operations. Among its capabilities, DB4GeO can provide data in different data formats like GML, GOCAD, or DB3D XML through a WFS, as well as its ability to run operations like a 3D-to-2D service, or mesh-simplification (Progressive Meshes) through a WPS. We then demonstrate, an Android-based mobile 3D augmented reality viewer for DB4GeO that uses the Web Feature Service to visualize 3D geo-database query results. Finally, we explore future research work considering DB4GeO in the framework of the research group "Computer-Aided Collaborative Subway Track Planning in Multi-Scale 3D City and Building Models".

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

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.

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.

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).

Description of the U.S. Geological Survey Geo Data Portal data integration framework

Science.gov (United States)

Blodgett, David L.; Booth, Nathaniel L.; Kunicki, Thomas C.; Walker, Jordan I.; Lucido, Jessica M.

2012-01-01

The U.S. Geological Survey has developed an open-standard data integration framework for working efficiently and effectively with large collections of climate and other geoscience data. A web interface accesses catalog datasets to find data services. Data resources can then be rendered for mapping and dataset metadata are derived directly from these web services. Algorithm configuration and information needed to retrieve data for processing are passed to a server where all large-volume data access and manipulation takes place. The data integration strategy described here was implemented by leveraging existing free and open source software. Details of the software used are omitted; rather, emphasis is placed on how open-standard web services and data encodings can be used in an architecture that integrates common geographic and atmospheric data.

Managing and delivering of 3D geo data across institutions has a web based solution - intermediate results of the project GeoMol.

Science.gov (United States)

Gietzel, Jan; Schaeben, Helmut; Gabriel, Paul

2014-05-01

The increasing relevance of geological information for policy and economy at transnational level has recently been recognized by the European Commission, who has called for harmonized information related to reserves and resources in the EU Member States. GeoMol's transnational approach responds to that, providing consistent and seamless 3D geological information of the Alpine Foreland Basins based on harmonized data and agreed methodologies. However, until recently no adequate tool existed to ensure full interoperability among the involved GSOs and to distribute the multi-dimensional information of a transnational project facing diverse data policy, data base systems and software solutions. In recent years (open) standards describing 2D spatial data have been developed and implemented in different software systems including production environments for 2D spatial data (like regular 2D-GI-Systems). Easy yet secured access to the data is of upmost importance and thus priority for any spatial data infrastructure. To overcome limitations conditioned by highly sophisticated and platform dependent geo modeling software packages functionalities of a web portals can be utilized. Thus, combining a web portal with a "check-in-check-out" system allows distributed organized editing of data and models but requires standards for the exchange of 3D geological information to ensure interoperability. Another major concern is the management of large models and the ability of 3D tiling into spatially restricted models with refined resolution, especially when creating countrywide models . Using GST ("Geosciences in Space and Time") developed initially at TU Bergakademie Freiberg and continuously extended by the company GiGa infosystems, incorporating these key issues and based on an object-relational data model, it is possible to check out parts or whole models for edits and check in again after modification. GST is the core of GeoMol's web-based collaborative environment designed to

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

An Integrated Strategy for Promoting Geoscience Education and Research in Developing Countries through International Cooperation

Science.gov (United States)

Aswathanarayana, U.

2007-12-01

Geoscience education and research in Developing countries should aim at achieving food, water and environmental security, and disaster preparedness, based on the synergetic application of earth (including atmospheric and oceanic realms), space and information sciences through economically-viable, ecologically- sustainable and people-participatory management of natural resources. The proposed strategy involves the integration of the following three principal elements: (i) What needs to be taught: Geoscience needs to be taught as earth system science incorporating geophysical, geochemical and geobiological approaches, with focus (say, 80 % of time) on surficial processes (e.g. dynamics of water, wind and waves, surface and groundwater, soil moisture, geomorphology, landuse, crops), and surficial materials (e.g. soils, water, industrial minerals, sediments, biota). Subjects such as the origin, structure and evolution of the earth, and deep-seated processes (e.g. dynamics of the crust-mantle interaction, plate tectonics) could be taught by way of background knowledge (say, 20 % of the time), (ii) How jobs are to be created: Jobs are to be created by merging geoscience knowledge with economic instruments (say, micro enterprises), and management structures at different levels (Policy level, Technology Transfer level and Implementation level), customized to the local biophysical and socioeconomic situations, and (iii) International cooperation: Web-based instruction (e.g. education portals, virtual laboratories) through South - South and North - South cooperation, customized to the local biophysical and socioeconomic situations, with the help of (say) UNDP, UNESCO, World Bank, etc.

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.

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

Geo-scientific database for research and development purposes

International Nuclear Information System (INIS)

Tabani, P.; Mangeot, A.; Crabol, V.; Delage, P.; Dewonck, S.; Auriere, C.

2012-01-01

, fruit of a continuous computer development over the past ten years, can store several hundreds of million data. The GEO database (geo-scientific database) is a tool developed by Andra since 1992, in order to group in a secured computer form all data related to the acquisition of in situ and laboratory measurements made on solid and fluid samples as well as observations related to environment. This database has three main functions: - Acquisition and management of data and computer files related to geological, geomechanical, hydrogeological and geochemical measurements on solid and fluid samples and in situ measurements (logging, on sample measurements, geological logs, etc.) as well as observations on fauna and flora. - Available consultation by the staff on Andra's intranet network for selective viewing of data linked to a borehole, a sample or a watch point and for making computations and graphs on sets of laboratory measurements related to a sample. - Physical management of fluid and solid samples stored in a 'core library' in order to localize a sample, follow-up its movement out of the 'core library' to an organization, and carry out regular inventories. Three geo-scientific software are linked to the Geo database: - Geosciences portal: it's a web Intranet application accessible from the ANDRA network. This application is used for the acquisition of hydrogeological and geochemical data collected on the field and on fluid samples, observations related to environmental monitoring, as well as data related to scientific work carried out at surface level or in drifts. - GESTECH application is a software used to integrate geomechanical and geological data collected on solid samples in the GEO database. - INTEGRAT application is a software application automatically integrates data files in the GEO database. For the sake of traceability and efficiency, references of the fluid and solid samples, of the containers (crates, cells, etc.) and storage zones of the 'core library

The German-Chinese research collaboration YANGTZE-GEO: Assessing the geo-risks in the Three Gorges Reservoir area

Science.gov (United States)

Schönbrodt, S.; Behrens, T.; Bieger, K.; Ehret, D.; Frei, M.; Hörmann, G.; Seeber, C.; Schleier, M.; Schmalz, B.; Fohrer, N.; Kaufmann, H.; King, L.; Rohn, J.; Subklew, G.; Xiang, W.

2012-04-01

The river impoundment by The Three Gorges Dam leads to resettlement and land reclamation on steep slopes. As a consequence, ecosystem changes such as soil erosion, mass movements, and diffuse sediment and matter fluxes are widely expected to increase rapidly. In order to assess and analyse those ecosystem changes, the German-Chinese joint research project YANGTZE-GEO was set up in 2008. Within the framework of YANGTZE-GEO five German universities (Tuebingen, Erlangen, Giessen, Kiel, Potsdam) conducted studies on soil erosion, mass movements, diffuse matter inputs, and land use change and vulnerability in close collaboration with Chinese scientists. The Chinese partners and institutions are according to their alphabetic order of hometown the Chinese Research Academy of Environmental Sciences (CRAES; Beijing), the Standing Office of the State Council Three Gorges Project Construction Committee (Beijing), the National Climate Centre (NCC) of the China Meteorological Administration (CMA; Beijing), the Aero Geophysical Survey and Remote Sensing for Land and Resources (AES; Beijing), the Nanjing University, the CAS Institute of Soil Science (Nanjing), the Nanjing Institute of Geography and Limnology at CAS (NIGLAS; Nanjing), the China University of Geosciences (CUG; Wuhan), the CAS Institute of Hydrobiology (Wuhan), and the China Three Gorges University (Yichang). The overall aim of YANGTZE-GEO is the development of a risk assessment and forecasting system to locate high risk areas using GIS-based erosion modelling, data mining tools for terrace condition analysis and landslide recognition, eco-hydrological modelling for diffuse matter inputs, and state-of-the-art remote sensing to assess the landscape's vulnerability. Furthermore, the project aims at the recommendation of sustainable land management systems. YANGTZE-GEO showed the relevance of such research and crucially contributes to the understanding of the dimension and dynamics of the ecological consequences of

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.

South African oil dependency : geo-political, geo-economic and geo-strategic considerations

OpenAIRE

2012-01-01

Ph.D. There is little research undertaken on the economic assessment of oil security of supply from the dimensions of geo-politics, geo-economics and geo-strategy. This study seeks to bridge the gap by providing new analytical and empirical work that captures the impact of geo-politics, geo-economics and geo-strategy on oil supply, consumption and price. This study is the first to define, analyse and contextualise the South African oil security of supply from a geo-political, geo-economic ...

Entity Linking Leveraging the GeoDeepDive Cyberinfrastructure and Managing Uncertainty with Provenance.

Science.gov (United States)

Maio, R.; Arko, R. A.; Lehnert, K.; Ji, P.

2017-12-01

Unlocking the full, rich, network of links between the scientific literature and the real world entities to which data correspond - such as field expeditions (cruises) on oceanographic research vessels and physical samples collected during those expeditions - remains a challenge for the geoscience community. Doing so would enable data reuse and integration on a broad scale; making it possible to inspect the network and discover, for example, all rock samples reported in the scientific literature found within 10 kilometers of an undersea volcano, and associated geochemical analyses. Such a capability could facilitate new scientific discoveries. The GeoDeepDive project provides negotiated access to 4.2+ million documents from scientific publishers, enabling text and document mining via a public API and cyberinfrastructure. We mined this corpus using entity linking techniques, which are inherently uncertain, and recorded provenance information about each link. This opens the entity linking methodology to scrutiny, and enables downstream applications to make informed assessments about the suitability of an entity link for consumption. A major challenge is how to model and disseminate the provenance information. We present results from entity linking between journal articles, research vessels and cruises, and physical samples from the Petrological Database (PetDB), and incorporate Linked Data resources such as cruises in the Rolling Deck to Repository (R2R) catalog where possible. Our work demonstrates the value and potential of the GeoDeepDive cyberinfrastructure in combination with Linked Data infrastructure provided by the EarthCube GeoLink project. We present a research workflow to capture provenance information that leverages the World Wide Web Consortium (W3C) recommendation PROV Ontology.

Building Bridges Between Geoscience and Data Science through Benchmark Data Sets

Science.gov (United States)

Thompson, D. R.; Ebert-Uphoff, I.; Demir, I.; Gel, Y.; Hill, M. C.; Karpatne, A.; Güereque, M.; Kumar, V.; Cabral, E.; Smyth, P.

2017-12-01

The changing nature of observational field data demands richer and more meaningful collaboration between data scientists and geoscientists. Thus, among other efforts, the Working Group on Case Studies of the NSF-funded RCN on Intelligent Systems Research To Support Geosciences (IS-GEO) is developing a framework to strengthen such collaborations through the creation of benchmark datasets. Benchmark datasets provide an interface between disciplines without requiring extensive background knowledge. The goals are to create (1) a means for two-way communication between geoscience and data science researchers; (2) new collaborations, which may lead to new approaches for data analysis in the geosciences; and (3) a public, permanent repository of complex data sets, representative of geoscience problems, useful to coordinate efforts in research and education. The group identified 10 key elements and characteristics for ideal benchmarks. High impact: A problem with high potential impact. Active research area: A group of geoscientists should be eager to continue working on the topic. Challenge: The problem should be challenging for data scientists. Data science generality and versatility: It should stimulate development of new general and versatile data science methods. Rich information content: Ideally the data set provides stimulus for analysis at many different levels. Hierarchical problem statement: A hierarchy of suggested analysis tasks, from relatively straightforward to open-ended tasks. Means for evaluating success: Data scientists and geoscientists need means to evaluate whether the algorithms are successful and achieve intended purpose. Quick start guide: Introduction for data scientists on how to easily read the data to enable rapid initial data exploration. Geoscience context: Summary for data scientists of the specific data collection process, instruments used, any pre-processing and the science questions to be answered. Citability: A suitable identifier to

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

Integrating Global Open Geo-Information for Major Disaster Assessment: A Case Study of the Myanmar Flood

Directory of Open Access Journals (Sweden)

Suju Li

2017-07-01

Full Text Available Major disasters typically impact large areas, cause considerable damages, and result in significant human and economic losses. The timely and accurate estimation of impacts and damages is essential to better understand disaster conditions and to support emergency response operations. Geo-information drawn from various sources at multi spatial-temporal scales can be used for disaster assessments through a synthesis of hazard, exposure, and post disaster information based on pertinent approaches. Along with the increased availability of open sourced data and cooperation initiatives, more global scale geo-information, including global land cover datasets, has been produced and can be integrated with other information for disaster dynamic damage assessment (e.g., impact estimation immediately after a disaster occurs, physical damage assessment during the emergency response stage, and comprehensive assessment following an emergency response. Residential areas and arable lands affected by the flood disaster occurring from July to August 2015 in Myanmar were assessed based on satellite images, GlobeLand30 data, and other global open sourced information as a study case. The results show that integrating global open geo-information could serve as a practical and efficient means of assessing damage resulting from major disasters worldwide, especially at the early emergency response stage.

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

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.

Integrity inspection of main access tunnel using ground penetrating radar

Science.gov (United States)

Ismail, M. A.; Abas, A. A.; Arifin, M. H.; Ismail, M. N.; Othman, N. A.; Setu, A.; Ahmad, M. R.; Shah, M. K.; Amin, S.; Sarah, T.

2017-11-01

This paper discusses the Ground Penetrating Radar (GPR) survey performed to determine the integrity of wall of tunnel at a hydroelectric power generation facility. GPR utilises electromagnetic waves that are transmitted into the medium of survey. Any reflectors in the medium will reflect the transmitted waves and picked up by the GPR antenna. The survey was done using MALA GeoScience RAMAC CUII with 250MHz antenna. Survey was done on the left, the crown and the right walls of the underground tunnels. Distance was measured using wheel encoders. The results of the survey is discussed in this paper.

Data Services and Transnational Access for European Geosciences Multi-Scale Laboratories

Science.gov (United States)

Funiciello, Francesca; Rosenau, Matthias; Sagnotti, Leonardo; Scarlato, Piergiorgio; Tesei, Telemaco; Trippanera, Daniele; Spires, Chris; Drury, Martyn; Kan-Parker, Mirjam; Lange, Otto; Willingshofer, Ernst

2016-04-01

The EC policy for research in the new millennium supports the development of european-scale research infrastructures. In this perspective, the existing research infrastructures are going to be integrated with the objective to increase their accessibility and to enhance the usability of their multidisciplinary data. Building up integrating Earth Sciences infrastructures in Europe is the mission of the Implementation Phase (IP) of the European Plate Observing System (EPOS) project (2015-2019). The integration of european multiscale laboratories - analytical, experimental petrology and volcanology, magnetic and analogue laboratories - plays a key role in this context and represents a specific task of EPOS IP. In the frame of the WP16 of EPOS IP working package 16, European geosciences multiscale laboratories aims to be linked, merging local infrastructures into a coherent and collaborative network. In particular, the EPOS IP WP16-task 4 "Data services" aims at standardize data and data products, already existing and newly produced by the participating laboratories, and made them available through a new digital platform. The following data and repositories have been selected for the purpose: 1) analytical and properties data a) on volcanic ash from explosive eruptions, of interest to the aviation industry, meteorological and government institutes, b) on magmas in the context of eruption and lava flow hazard evaluation, and c) on rock systems of key importance in mineral exploration and mining operations; 2) experimental data describing: a) rock and fault properties of importance for modelling and forecasting natural and induced subsidence, seismicity and associated hazards, b) rock and fault properties relevant for modelling the containment capacity of rock systems for CO2, energy sources and wastes, c) crustal and upper mantle rheology as needed for modelling sedimentary basin formation and crustal stress distributions, d) the composition, porosity, permeability, and

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

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

Web Approach for Ontology-Based Classification, Integration, and Interdisciplinary Usage of Geoscience Metadata

Directory of Open Access Journals (Sweden)

B Ritschel

2012-10-01

Full Text Available The Semantic Web is a W3C approach that integrates the different sources of semantics within documents and services using ontology-based techniques. The main objective of this approach in the geoscience domain is the improvement of understanding, integration, and usage of Earth and space science related web content in terms of data, information, and knowledge for machines and people. The modeling and representation of semantic attributes and relations within and among documents can be realized by human readable concept maps and machine readable OWL documents. The objectives for the usage of the Semantic Web approach in the GFZ data center ISDC project are the design of an extended classification of metadata documents for product types related to instruments, platforms, and projects as well as the integration of different types of metadata related to data product providers, users, and data centers. Sources of content and semantics for the description of Earth and space science product types and related classes are standardized metadata documents (e.g., DIF documents, publications, grey literature, and Web pages. Other sources are information provided by users, such as tagging data and social navigation information. The integration of controlled vocabularies as well as folksonomies plays an important role in the design of well formed ontologies.

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://serc.carleton.edu/integrate

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

An integrated risk sensing system for geo-structural safety

Institute of Scientific and Technical Information of China (English)

H.W. Huang; D.M. Zhang; B.M. Ayyub

2017-01-01

Over the last decades, geo-structures are experiencing a rapid development in China. The potential risks inherent in the huge amount of construction and asset operation projects in China were well managed in the major project, i.e. the project of Shanghai Yangtze tunnel in 2002. Since then, risk assessment of geo-structures has been gradually developed from a qualitative manner to a quantitative manner. However, the current practices of risk management have been paid considerable attention to the assessment, but little on risk control. As a result, the responses to risks occurrences after a comprehensive assessment are basically too late. In this paper, a smart system for risk sensing incorporating the wireless sensor network (WSN) on-site visualization techniques and the resilience-based repair strategy was proposed. The merit of this system is the real-time monitoring for geo-structural performance and dynamic pre-warning for safety of on-site workers. The sectional convergence, joint opening, and seepage of segmental lining of shield tunnel were monitored by the micro-electro-mechanical systems (MEMS) based sensors. The light emitting diode (LED) coupling with the above WSN system was used to indicate different risk levels on site. By sensing the risks and telling the risks in real time, the geo-risks could be controlled and the safety of geo-structures could be assured to a certain degree. Finally, a resilience-based analysis model was proposed for designing the repair strategy by using the measured data from the WSN system. The application and efficiency of this system have been validated by two cases including Shanghai metro tunnel and underwater road tunnel.

The Case for GEO Hosted SSA Payloads

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Welsch, C.; Armand, B.; Repp, M.; Robinson, A.

2014-09-01

Space situational awareness (SSA) in the geosynchronous earth orbit (GEO) belt presents unique challenges, and given the national importance and high value of GEO satellites, is increasingly critical as space becomes more congested and contested. Space situational awareness capabilities can serve as an effective deterrent against potential adversaries if they provide accurate, timely, and persistent information and are resilient to the threat environment. This paper will demonstrate how simple optical SSA payloads hosted on GEO commercial and government satellites can complement the SSA mission and data provided by Space-Based Space Surveillance (SBSS) and the Geosynchronous Space Situational Awareness Program (GSSAP). GSSAP is built by Orbital Sciences Corporation and launched on July 28, 2014. Analysis performed for this paper will show how GEO hosted SSA payloads, working in combination with SBSS and GSSAP, can increase persistence and timely coverage of high value assets in the GEO belt. The potential to further increase GEO object identification and tracking accuracy by integrating SSA data from multiple sources across different viewing angles including GEO hosted SSA sources will be addressed. Hosting SSA payloads on GEO platforms also increases SSA mission architecture resiliency as the sensors are by distributed across multiple platforms including commercial platforms. This distributed architecture presents a challenging target for an adversary to attempt to degrade or disable. We will present a viable concept of operations to show how data from hosted SSA sensors could be integrated with SBSS and GSSAP data to present a comprehensive and more accurate data set to users. Lastly, we will present an acquisition approach using commercial practices and building on lessons learned from the Commercially Hosted Infra Red Payload CHIRP to demonstrate the affordability of GEO hosted SSA payloads.

Pro iOS Geo building apps with location based services

CERN Document Server

Andreucci, Giacomo

2013-01-01

Deepen your app development skills with Pro iOS Geo. This book shows you how to use geolocation-based tools to enhance the iOS apps you develop. Author Giacomo Andreucci describes different ways to integrate geo services, depending on the kind of app you're looking to develop: a web app, a hybrid app, or a native app. You'll discover how to use the Google Maps API features to integrate powerful geo capabilities in your apps with a little effort. You'll learn how to: Design geographic features for your apps while respecting usability criteria Design touristic geo apps Use HTML5 and the Google M

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

Science.gov (United States)

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

2010-12-01

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

ICT integration in mathematics initial teacher training and its impact on visualization: the case of GeoGebra

Science.gov (United States)

Dockendorff, Monika; Solar, Horacio

2018-01-01

This case study investigates the impact of the integration of information and communications technology (ICT) in mathematics visualization skills and initial teacher education programmes. It reports on the influence GeoGebra dynamic software use has on promoting mathematical learning at secondary school and on its impact on teachers' conceptions about teaching and learning mathematics. This paper describes how GeoGebra-based dynamic applets - designed and used in an exploratory manner - promote mathematical processes such as conjectures. It also refers to the changes prospective teachers experience regarding the relevance visual dynamic representations acquire in teaching mathematics. This study observes a shift in school routines when incorporating technology into the mathematics classroom. Visualization appears as a basic competence associated to key mathematical processes. Implications of an early integration of ICT in mathematics initial teacher training and its impact on developing technological pedagogical content knowledge (TPCK) are drawn.

OneGeology - The most appropriate model to achieve access to up-to-date geoscience data using a distributed data system

Science.gov (United States)

Komac, Marko; Duffy, Tim; Robida, Francois; Harrison, Matt; Allison, Lee

2015-04-01

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 the 'GeoSciML' (currently version 3.2 exists, which enables instant interoperability of the data). 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 geoscience 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 geosciences 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 geoscience data and One

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

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

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

A Concept Lattice for Semantic Integration of Geo-Ontologies Based on Weight of Inclusion Degree Importance and Information Entropy

Directory of Open Access Journals (Sweden)

Jia Xiao

2016-11-01

Full Text Available Constructing a merged concept lattice with formal concept analysis (FCA is an important research direction in the field of integrating multi-source geo-ontologies. Extracting essential geographical properties and reducing the concept lattice are two key points of previous research. A formal integration method is proposed to address the challenges in these two areas. We first extract essential properties from multi-source geo-ontologies and use FCA to build a merged formal context. Second, the combined importance weight of each single attribute of the formal context is calculated by introducing the inclusion degree importance from rough set theory and information entropy; then a weighted formal context is built from the merged formal context. Third, a combined weighted concept lattice is established from the weighted formal context with FCA and the importance weight value of every concept is defined as the sum of weight of attributes belonging to the concept’s intent. Finally, semantic granularity of concept is defined by its importance weight; we, then gradually reduce the weighted concept lattice by setting up diminishing threshold of semantic granularity. Additionally, all of those reduced lattices are organized into a regular hierarchy structure based on the threshold of semantic granularity. A workflow is designed to demonstrate this procedure. A case study is conducted to show feasibility and validity of this method and the procedure to integrate multi-source geo-ontologies.

Avenue for integrating geoethics into the working world.

Science.gov (United States)

Boon, Jan

2017-04-01

GeoEthics is a young field and is taking shape through events such as the International Declaration on GeoEthics (2011) and conference sessions held since 2013 (http://www.geoethics.org/events). Many of these focused on the geoscience community and had an academic or educational focus. While interest in the subject is growing, the number of participants is still low as compared to that of other geoscience disciplines. The author has found it difficult to generate interest in the formal inclusion of geoethics and the related fields of social and environmental responsibility into university geoscience curricula. This paper proposes to link geoethics to the huge effort that has been under way over the past decade and a half in the extractive industries to develop industry-wide codes that facilitate and structure the introduction of social and environmental responsibility into company operations. All of these codes contain specific references to ethics. The paper builds on two well-developed codes: "e3 Plus - A Framework or Responsible Exploration" (Prospectors and Developers Association of Canada) and "Towards Sustainable Mining" (Mining Association of Canada) to propose an overall practical reference frame for geoethics that may facilitate the transfer of geoethicists' work into daily practice in the extractive industries.

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

Science.gov (United States)

Blake, R.; Liou-Mark, J.

2012-12-01

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

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

Microstructural controls on the macroscopic behavior of geo-architected rock samples

Science.gov (United States)

Mitchell, C. A.; Pyrak-Nolte, L. J.

2017-12-01

Reservoir caprocks, are known to span a range of mechanical behavior from elastic granitic units to visco-elastic shale units. Whether a rock will behave elastically, visco-elastically or plastically depends on both the compositional and textural or microsctructural components of the rock, and how these components are spatially distributed. In this study, geo-architected caprock fabrication was performed to develop synthetic rock to study the role of rock rheology on fracture deformations, fluid flow and geochemical alterations. Samples were geo-architected with Portland Type II cement, Ottawa sand, and different clays (kaolinite, illite, and Montmorillonite). The relative percentages of these mineral components are manipulated to generate different rock types. With set protocols, the mineralogical content, texture, and certain structural aspects of the rock were controlled. These protocols ensure that identical samples with the same morphological and mechanical characteristics are constructed, thus overcoming issues that may arise in the presence of heterogeneity and high anisotropy from natural rock samples. Several types of homogeneous geo-architected rock samples were created, and in some cases the methods were varied to manipulate the physical parameters of the rocks. Characterization of rocks that the samples exhibit good repeatability. Rocks with the same mineralogical content generally yielded similar compressional and shear wave velocities, UCS and densities. Geo-architected rocks with 10% clay in the matrix had lower moisture content and effective porosities than rocks with no clay. The process by which clay is added to the matrix can strongly affect the resulting compressive strength and physical properties of the geo-architected sample. Acknowledgment: This material is based upon work supported by the U.S. Department of Energy, Office of Science, Office of Basic Energy Sciences, Geosciences Research Program under Award Number (DE-FG02-09ER16022).

ICT Integration in Mathematics Initial Teacher Training and Its Impact on Visualization: The Case of GeoGebra

Science.gov (United States)

Dockendorff, Monika; Solar, Horacio

2018-01-01

This case study investigates the impact of the integration of information and communications technology (ICT) in mathematics visualization skills and initial teacher education programmes. It reports on the influence GeoGebra dynamic software use has on promoting mathematical learning at secondary school and on its impact on teachers' conceptions…

GeoGirls: A Geology and Geophysics Field Camp for Middle School Girls at Mount St. Helens

Science.gov (United States)

Samson, C.; Allstadt, K.; Melander, S.; Groskopf, A.; Driedger, C. L.; Westby, E.

2015-12-01

The August 2015 GeoGirls program was a project designed to inspire girls to gain an appreciation and enthusiasm for Earth sciences using Mount St. Helens as an outdoor volcanic laboratory. Occupations in the field of science and engineering tend to be held by more males than females. One way to address this is to introduce girls to possible opportunities within the geosciences and encourage them to learn more about the dynamic environment in which they live. In 2015, the GeoGirls program sought to accomplish this goal through organizing a five day-long field camp for twenty middle school-aged girls, along with four high school-aged mentors and two local teachers. This group explored Mount St. Helens guided by female scientists from the USGS Cascade Volcano Observatory (CVO), the Mount St. Helens Institute (MSHI), UNAVCO, Boise State, Georgia Tech, University of Washington and Oregon State University. To introduce participants to techniques used by volcanologists, the girls participated in hands-on experiments and research projects focusing on seismology, GPS, terrestrial lidar, photogrammetry, water and tephra. Participants also learned to collect samples, analyze data and use microscopes. Through this experience, participants acquired strategies for conducting research by developing hypotheses, making observations, thinking critically and sharing their findings with others. The success of the GeoGirls program was evaluated by participant and parent survey questionnaires, which allowed assessment of overall enthusiasm and interest in pursuing careers in the geosciences. The program was free to participants and was run jointly by MSHI and CVO and funded by NSF, the American Association of University Women, the Association for Women Geoscientists, the Association of Environmental & Engineering Geologists and private donors. The program will run again in the summer of 2016.

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

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

Science.gov (United States)

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

2011-12-01

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

The SmartGeo Portal: A retrospective

Science.gov (United States)

Heilmann, Zeno; Satta, Guido; Bonomi, Ernesto

2016-04-01

The SmartGeo portal was created in a follow-up project that evolved from the geophysical data imaging services of a Grid computing portal for Geoscience, called GRIDA3. The scope of the project was to support commercial geotechnical service providers as well as academic researchers working in near-surface geoscience. Starting from the existing services, the SmartGeo portal was set up on new hardware, using the latest version of the grid portal environment EnginFrame. After a first working version was established, the services were reviewed, updated and accompanied by new services according to the feedback we received from our partners. One partner for instance experienced large difficulties in a project that aimed at delineating the aquifer for finding water pollutant substances in an industrial area of Basel. The seismic imaging service inherited from the previous portal was employing a data-driven algorithm optimized to provide, directly during data acquisition, nearly in real-time a first image of the subsurface structure. Different to this, our user needed for his data from a geologically very complex and noisy urban environment the maximum lateral resolution and noise reduction possible. For this purpose we added two cutting edge data imaging algorithms able to deliver such high precision results by simultaneously optimizing, for every single image point, all parameters of the mathematical model---a procedure which increased the computational effort by one or two magnitudes, respectively. Thus, parallel computing on grid infrastructure served for maximizing the image resolution instead for generating real-time results. This proved also very useful for the data of an academic partner, recorded for imaging the structure of a shallow sedimentary basin, where we could obtain strongly improved seismic velocity information using these new algorithms. A general user request was to implement interactive data visualization tools. To fulfill this demand we took

The use of Web-based GIS data technologies in the construction of geoscience instructional materials: examples from the MARGINS Data in the Classroom project

Science.gov (United States)

Ryan, J. G.; McIlrath, J. A.

2008-12-01

Web-accessible geospatial information system (GIS) technologies have advanced in concert with an expansion of data resources that can be accessed and used by researchers, educators and students. These resources facilitate the development of data-rich instructional resources and activities that can be used to transition seamlessly into undergraduate research projects. MARGINS Data in the Classroom (http://serc.carleton.edu/ margins/index.html) seeks to engage MARGINS researchers and educators in using the images, datasets, and visualizations produced by NSF-MARGINS Program-funded research and related efforts to create Web-deliverable instructional materials for use in undergraduate-level geoscience courses (MARGINS Mini-Lessons). MARGINS science data is managed by the Marine Geosciences Data System (MGDS), and these and all other MGDS-hosted data can be accessed, manipulated and visualized using GeoMapApp (www.geomapapp.org; Carbotte et al, 2004), a freely available geographic information system focused on the marine environment. Both "packaged" MGDS datasets (i.e., global earthquake foci, volcanoes, bathymetry) and "raw" data (seismic surveys, magnetics, gravity) are accessible via GeoMapApp, with WFS linkages to other resources (geodesy from UNAVCO; seismic profiles from IRIS; geochemical and drillsite data from EarthChem, IODP, and others), permitting the comprehensive characterization of many regions of the ocean basins. Geospatially controlled datasets can be imported into GeoMapApp visualizations, and these visualizations can be exported into Google Earth as .kmz image files. Many of the MARGINS Mini-Lessons thus far produced use (or have studentss use the varied capabilities of GeoMapApp (i.e., constructing topographic profiles, overlaying varied geophysical and bathymetric datasets, characterizing geochemical data). These materials are available for use and testing from the project webpage (http://serc.carleton.edu/margins/). Classroom testing and assessment

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.

Assembly and integration of geo-scientific knowledge and arguments

International Nuclear Information System (INIS)

Gierszewki, P.; Gautschi, A.; Nguyen, T.S.; Laaksohaju, M.; Rohlig, K.J.; Peake, T.; Peltier, R.; Pitkanen, P.; Skagius Elert, K.; Sykes, J.F.

2007-01-01

The purpose of this working group was to consider the assembly and integration of geo-scientific knowledge and arguments. In an introductory presentation, K. Skagius Elert presented 'Assessment of Uncertainty and Confidence in Site Descriptive Models Experience from the On-going Site Investigation Programme in Sweden'. The detailed description of concepts and procedures established at SKB for the development of a Site Descriptive Model (SDM) provided a starting point for the discussion of the working group. The SDM components and the procedures to achieve them were used as 'references' for the discussion of comparable elements in other national programmes. The observations have been placed into two broad themes: 1. How to manage the integration? 2. How to handle uncertainties? No specific prescription was identified for either of these questions; rather a range of suggestions were noted based on experience. The appropriate solution will depend on the organisation, the site, the state of the programme, and other factors. A final observation from the working group was on the handling of evolution of the site with time. This topic incorporates aspects of both site integration and uncertainty management. Specifically, the integrated site description model (SDM) noted above represents a description of the site as it presently exists. This description takes into account the site history, but does not describe its evolution. The latter involves a number of uncertainties. This time evolution of the site can be described through Scenarios. The definition of scenarios, similar to the definition of the SDM, is an integrated and multidisciplinary process in order to ensure a self-consistent description. It will involve use of common assumptions. Since it involves the future and the associated uncertainties, it can be useful to draw on expert panels to help define the key assumptions and outlines for scenarios. (authors)

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.

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

Human health impacts for renewable energy scenarios from the EnerGEO Platform of Integrated Assessment (PIA)

International Nuclear Information System (INIS)

Lefevre, Mireille; Gschwind, Benoit; Blanc, Isabelle; Ranchin, Thierry; Cofala, Janusz; Fuss, Sabine

2013-01-01

This article reports impact results from running the EnerGEO Platform of Integrated Assessment (PIA) related to human health for different scenarios in Europe. The scenarios were prepared within the EnerGEO project. The idea of this European project is to determine how low carbon scenarios, and in particular scenarios with a high share of renewable energy, affect concentrations of air pollutants and as a consequence affect human health. PM 2.5 concentrations were estimated with the IIASA Greenhouse Gas and Air Pollution Interactions and Synergies (GAINS) model on a time horizon up to the year 2050 for different scenarios. We analyse here the estimation of the Loss of Life Expectancy due to PM 2.5 concentrations for the Baseline scenario taken as a reference and the Maximum renewable power scenario. (orig.)

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.

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

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

Living with geo-resources and geo-hazards

NARCIS (Netherlands)

Hangx, Suzanne|info:eu-repo/dai/nl/30483579X; Niemeijer, André|info:eu-repo/dai/nl/370832132

2015-01-01

Two of the key strategic topics on the European Committee’s Horizon2020 Roadmap revolve around geo-resources and geo-hazards, and their impact on societal and economic development. On the way towards a better policy for sustainable geo-resources production, such as oil, gas, geothermal energy and

Understanding the Prevalence of Geo-Like Degree Programs at Minority Serving Institutions

Science.gov (United States)

McDaris, J. R.; Manduca, C. A.; Larsen, K.

2014-12-01

Over the decade 2002-12, the percentage of students from underrepresented minorities (URM) graduating with geoscience degrees has increased by 50%. In 2012, of the nearly 6,000 geoscience Bachelor's degrees, 8% were awarded to students from URM. But that same year across all of STEM, 18% of Bachelors went to these students, and URM made up 30% of the US population overall. Minority Serving Institutions (MSIs) play an important role in increasing the diversity of geoscience graduates where there are appropriate degree programs or pathways to programs. To better understand opportunities at these institutions, the InTeGrate project collected information on degree programs at MSIs. A summer 2013 survey of websites for three types of MSIs confirmed that, while stand-alone Geology, Geoscience, or Environmental Science departments are present, there are a larger number of degree programs that include elements of geoscience or related disciplines (geography, GIS, etc.) offered in interdisciplinary departments (e.g. Natural Sciences and Math) or cognate science departments (Physics, Engineering, etc.). Approximately one-third of Hispanic Serving Institutions and Tribal Colleges and one-fifth of Historically Black Colleges and Universities offer at least one degree that includes elements of geoscience. The most common programs were Geology and Environmental Science (94 and 88 degrees respectively), but 21 other types of program were also found. To better profile the nature of these programs, 11 interviews were conducted focusing on strategies for attracting, supporting, and preparing minority students for the workforce. In conjunction with the February 2014 Broadening Access to the Earth and Environmental Sciences workshop, an additional 6 MSI profiles were obtained as well as 22 profiles from non-MSIs. Several common strategies emerge: Proactive marketing and outreach to local high schools and two-year colleges Community building, mentoring and advising, academic support

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.

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.

GeoSciML version 3: A GML application for geologic information

Science.gov (United States)

International Union of Geological Sciences., I. C.; Richard, S. M.

2011-12-01

After 2 years of testing and development, XML schema for GeoSciML version 3 are now ready for application deployment. GeoSciML draws from many geoscience data modelling efforts to establish a common suite of feature types to represent information associated with geologic maps (materials, structures, and geologic units) and observations including structure data, samples, and chemical analyses. After extensive testing and use case analysis, in December 2008 the CGI Interoperability Working Group (IWG) released GeoSciML 2.0 as an application schema for basic geological information. GeoSciML 2.0 is in use to deliver geologic data by the OneGeology Europe portal, the Geological Survey of Canada Groundwater Information Network (wet GIN), and the Auscope Mineral Resources portal. GeoSciML to version 3.0 is updated to OGC Geography Markup Language v3.2, re-engineered patterns for association of element values with controlled vocabulary concepts, incorporation of ISO19156 Observation and Measurement constructs for representing numeric and categorical values and for representing analytical data, incorporation of EarthResourceML to represent mineral occurrences and mines, incorporation of the GeoTime model to represent GSSP and stratigraphic time scale, and refactoring of the GeoSciML namespace to follow emerging ISO practices for decoupling of dependencies between standardized namespaces. These changes will make it easier for data providers to link to standard vocabulary and registry services. The depth and breadth of GeoSciML remains largely unchanged, covering the representation of geologic units, earth materials and geologic structures. ISO19156 elements and patterns are used to represent sampling features such as boreholes and rock samples, as well as geochemical and geochronologic measurements. Geologic structures include shear displacement structures (brittle faults and ductile shears), contacts, folds, foliations, lineations and structures with no preferred

Geo-Parcel Based Crop Identification by Integrating High Spatial-Temporal Resolution Imagery from Multi-Source Satellite Data

Directory of Open Access Journals (Sweden)

Yingpin Yang

2017-12-01

Full Text Available Geo-parcel based crop identification plays an important role in precision agriculture. It meets the needs of refined farmland management. This study presents an improved identification procedure for geo-parcel based crop identification by combining fine-resolution images and multi-source medium-resolution images. GF-2 images with fine spatial resolution of 0.8 m provided agricultural farming plot boundaries, and GF-1 (16 m and Landsat 8 OLI data were used to transform the geo-parcel based enhanced vegetation index (EVI time-series. In this study, we propose a piecewise EVI time-series smoothing method to fit irregular time profiles, especially for crop rotation situations. Global EVI time-series were divided into several temporal segments, from which phenological metrics could be derived. This method was applied to Lixian, where crop rotation was the common practice of growing different types of crops, in the same plot, in sequenced seasons. After collection of phenological features and multi-temporal spectral information, Random Forest (RF was performed to classify crop types, and the overall accuracy was 93.27%. Moreover, an analysis of feature significance showed that phenological features were of greater importance for distinguishing agricultural land cover compared to temporal spectral information. The identification results indicated that the integration of high spatial-temporal resolution imagery is promising for geo-parcel based crop identification and that the newly proposed smoothing method is effective.

Globalization and regionalisation: Determinants of the transformation and the process of the integration of the geo-space

Directory of Open Access Journals (Sweden)

Todorović Marina J.

2005-01-01

Full Text Available The two processes that, basically since the emergence of the classic civilizations, determine major changes in the basic spatial structures in the world are, de facto, of antipode basic characteristics (globalization and regionalisation, but it is often the case that there are elements with traits of complementarily. They have crucial effect on development and integration of geo-spaces and many research results indicate that, depending of the stage of the development, both processes were present in the geo-space in various forms in almost all the phases of its development and that they have contributed to establishment of all the new spatial-structural relations. The subject of this analyses is, among other issues, a brief genesis of these two processes, including identification of their main starters and effects. Besides from that, there is a special attention paid to the role of the traffic as their basic element and one of the important initiators and its role in those parts of the European continent that are not yet included by these processes of crucial changes of the geo-space as the whole.

The Correlation of Geo-Ecological Environment and Mountain Urban planning

Science.gov (United States)

Yang, Chun; Zeng, Wei

2018-01-01

As a special area with the complex geological structure, mountain city is more prone to geological disasters. Due to air pollution, ground subsidence, serious water pollution, earthquakes and floods geo-ecological environment problems have become increasingly serious, mountain urban planning is facing more severe challenges. Therefore, this article bases on the correlation research of geo-ecological environment and mountain urban planning, and re-examins mountain urban planning from the perspective of geo-ecological, coordinates the relationship between the human and nature by geo-ecological thinking, raises the questions which urban planning need to pay attention. And advocates creating an integrated system of geo-ecological and mountain urban planning, analysis the status and dynamics of present mountain urban planning.

Building an International Collaboration for GeoInformatics

Science.gov (United States)

Snyder, W. S.; Lehnert, K.; Klump, J.

2005-12-01

Geoinformatics (cyberinfrastructure for the geosciences) is being developed as a linked system of sites that provide to the Earth science community a library of research data research-grade tools to manipulate, mine, analyze and model interdisciplinary data, and mechanisms to provide the necessary computational resources for these activities. Our science is global in scope and hence, geoinformatics (GI) must be an international effort. How do we build this international GI? What are the main challenges presented by the political, cultural, organizational, and technical diversity of the global science community that we need to address to achieve a truly global cyberinfrastructure for the Geosciences? GI needs to be developed in an internet-like fashion establishing connections among independent globally distributed sites (`nodes') that will share, link, and integrate their data holdings and services. Independence of the GI pieces with respect to goals, scope, and approaches is critical to sustain commitment from people to build a GI node for which they feel ownership and get credit. This should not be fought by funding agencies - and certainly not by state and federal agencies. Communication, coordination, and collaboration are the core efforts to build the connections, but incentives and resources are required to advance and support them. Part of the coordination effort is development and maintenance of standards. Who should set these standards and govern their modification? Do we need an official international body to do so, and should this be a "governing body" or an "advisory body"? What role should international commissions and bodies such as CODATA/ICSU or IUGS-CGI, international societies and unions, the national geological surveys and other federal agencies play? Guidance from the science community is key to construct a system that geo-researchers will want to use, and that meets their needs. Only when the community endorses GI as a fundamental platform to

Leveraging Emerging Standards to Advance Data Interoperability in the Marine Geosciences

Science.gov (United States)

Arko, R. A.; Fishman, A. V.

2005-12-01

Data interoperability in the marine geosciences has long been hampered by the heterogeneity of our data sets (i.e. the large number and variety of expeditions, platforms, instruments, data types, etc); the corresponding lack of metadata standardization; and a tendency to focus on graphical user interfaces (because geoscience data is highly visual in nature) rather than programmatic interfaces. The Marine Geoscience Data Management System (mgDMS; www.marine-geo.org) is an umbrella project based at Lamont-Doherty Earth Observatory that is building data repositories and services for the NSF-funded Ridge2000, MARGINS, and U.S. Antarctic Programs. mgDMS is partnered with several closely-related NSF projects including the Ocean Floor Petrology Database (PetDB), Marine Seismic Data Center (SDC), Sediment Geochemistry Database (SedDB), and others -- all of which include international collaborators and data sets -- and thus provides an excellent testbed to develop interoperability. Toward that end, we are implementing metadata standards and programmatic interfaces to facilitate the discovery and exchange of well-documented data sets. ISO 19115 (published in May 2003 and adopted by ANSI in December 2003) is emerging as an international standard for geoscience metadata, and has been adopted by national standards bodies and agencies in the U.S. (FGDC), E.U., Japan, and others. ISO 19115 defines a comprehensive set of elements for both "discovery" (search) and "markup" (use) metadata, and is easily extensible. We have developed a metadata profile for mgDMS which implements the mandatory elements of 19115, and extends it to accommodate the unique aspects of marine geoscience expedition-based data sets. We have implemented the profile as a lightweight REST-type Web service based on a W3C XML schema and associated XSL stylesheet. Closely related to the development of metadata standards is the development of controlled vocabularies to describe platforms, instruments, etc. The

GeoFORCE Alaska: Four-Year Field Program Brings Rural Alaskan High School Students into the STEM Pipeline

Science.gov (United States)

Fowell, S. J.; Rittgers, A.; Stephens, L.; Hutchinson, S.; Peters, H.; Snow, E.; Wartes, D.

2016-12-01

GeoFORCE Alaska is a four-year, field-based, summer geoscience program designed to raise graduation rates in rural Alaskan high schools, encourage participants to pursue college degrees, and increase the diversity of Alaska's technical workforce. Residents of predominantly Alaska Native villages holding degrees in science, technology, engineering, or math (STEM) bring valuable perspectives to decisions regarding management of cultural and natural resources. However, between 2010 and 2015 the average dropout rate for students in grades 7-12 was 8.5% per year in the North Slope School District and 7% per year in the Northwest Arctic School District. 2015 graduation rates were 70% and 75%, respectively. Statewide statistics highlight the challenge for Alaska Native students. During the 2014-2015 school year alone 37.6% of Alaska Native students dropped out of Alaskan public schools. At the college level, Alaska Native students are underrepresented in University of Alaska Fairbanks (UAF) science departments. Launched in 2012 by UAF in partnership with the longstanding University of Texas at Austin program, GeoFORCE applies the cohort model, leading the same group of high school students on geological field academies during four consecutive summers. Through a combination of active learning, teamwork, and hands-on projects at spectacular geological locations, students gain academic skills and confidence that facilitate high school and college success. To date, GeoFORCE Alaska has recruited two cohorts. 78% of these students identify as Alaska Native, reflecting community demographics. The inaugural cohort of 18 students from the North Slope Borough completed the Fourth-Year Academy in summer 2015. 94% of these students graduated from high school, at least 72% plan to attend college, and 33% will major in geoscience. A second cohort of 34 rising 9th and 10th graders entered the program in 2016. At the request of corporate sponsors, this cohort was recruited from both the

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

Science.gov (United States)

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

2007-12-01

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

GeoLab: A Geological Workstation for Future Missions

Science.gov (United States)

Evans, Cynthia; Calaway, Michael; Bell, Mary Sue; Li, Zheng; Tong, Shuo; Zhong, Ye; Dahiwala, Ravi

2014-01-01

The GeoLab glovebox was, until November 2012, fully integrated into NASA's Deep Space Habitat (DSH) Analog Testbed. The conceptual design for GeoLab came from several sources, including current research instruments (Microgravity Science Glovebox) used on the International Space Station, existing Astromaterials Curation Laboratory hardware and clean room procedures, and mission scenarios developed for earlier programs. GeoLab allowed NASA scientists to test science operations related to contained sample examination during simulated exploration missions. The team demonstrated science operations that enhance theThe GeoLab glovebox was, until November 2012, fully integrated into NASA's Deep Space Habitat (DSH) Analog Testbed. The conceptual design for GeoLab came from several sources, including current research instruments (Microgravity Science Glovebox) used on the International Space Station, existing Astromaterials Curation Laboratory hardware and clean room procedures, and mission scenarios developed for earlier programs. GeoLab allowed NASA scientists to test science operations related to contained sample examination during simulated exploration missions. The team demonstrated science operations that enhance the early scientific returns from future missions and ensure that the best samples are selected for Earth return. The facility was also designed to foster the development of instrument technology. Since 2009, when GeoLab design and construction began, the GeoLab team [a group of scientists from the Astromaterials Acquisition and Curation Office within the Astromaterials Research and Exploration Science (ARES) Directorate at JSC] has progressively developed and reconfigured the GeoLab hardware and software interfaces and developed test objectives, which were to 1) determine requirements and strategies for sample handling and prioritization for geological operations on other planetary surfaces, 2) assess the scientific contribution of selective in-situ sample

Ontological Encoding of GeoSciML and INSPIRE geological standard vocabularies and schemas: application to geological mapping

Science.gov (United States)

Lombardo, Vincenzo; Piana, Fabrizio; Mimmo, Dario; Fubelli, Giandomenico; Giardino, Marco

2016-04-01

Encoding of geologic knowledge in formal languages is an ambitious task, aiming at the interoperability and organic representation of geological data, and semantic characterization of geologic maps. Initiatives such as GeoScience Markup Language (last version is GeoSciML 4, 2015[1]) and INSPIRE "Data Specification on Geology" (an operative simplification of GeoSciML, last version is 3.0 rc3, 2013[2]), as well as the recent terminological shepherding of the Geoscience Terminology Working Group (GTWG[3]) have been promoting information exchange of the geologic knowledge. There have also been limited attempts to encode the knowledge in a machine-readable format, especially in the lithology domain (see e.g. the CGI_Lithology ontology[4]), but a comprehensive ontological model that connect the several knowledge sources is still lacking. This presentation concerns the "OntoGeonous" initiative, which aims at encoding the geologic knowledge, as expressed through the standard vocabularies, schemas and data models mentioned above, through a number of interlinked computational ontologies, based on the languages of the Semantic Web and the paradigm of Linked Open Data. The initiative proceeds in parallel with a concrete case study, concerning the setting up of a synthetic digital geological map of the Piemonte region (NW Italy), named "GEOPiemonteMap" (developed by the CNR Institute of Geosciences and Earth Resources, CNR IGG, Torino), where the description and classification of GeologicUnits has been supported by the modeling and implementation of the ontologies. We have devised a tripartite ontological model called OntoGeonous that consists of: 1) an ontology of the geologic features (in particular, GeologicUnit, GeomorphologicFeature, and GeologicStructure[5], modeled from the definitions and UML schemata of CGI vocabularies[6], GeoScienceML and INSPIRE, and aligned with the Planetary realm of NASA SWEET ontology[7]), 2) an ontology of the Earth materials (as defined by the

EuroGeoSurveys

Science.gov (United States)

Demicheli, L.; Ludden, J. N.; Robida, F.

2012-04-01

In order to create safe, healthy and wealthy places to live in, it is vital that we understand our planet. At national level the collection of information on the state of the solid Earth and its processes is normally mandated to Geological Surveys. In fact, a Geological Survey is the national institution responsible for the geological inventory, monitoring, knowledge and research for the security, health and prosperity of the society. And EuroGeoSurveys (EGS) is the organisation representing the Geological Surveys from 33 countries around Europe. With one member for each country of the European Union and beyond, including the Russian Federation and Ukraine, the EGS network covers the whole continent. EGS'principal purpose is to provide geoscientific knowledge that underpins European policies and regulations for the benefit of society. Naturally, in our day-to-day activities, we contribute to the merging of economic, environmental and social agendas. Engaging a joint workforce of several thousands of geoscientists, also involving regional geological surveys in Germany, Italy and Spain, we strive to be the first body to be contacted when there is an international need for European geodata, or'geo-help'. For this reason we work on a daily basis with the EU institutions, and are considered the natural source of information on Earth science issues and relevant downstream applications in Europe. Our General Secretariat is based in the European Quarter of Brussels close to the European Commission, the EU Council, the European Parliament, and the political seat of NATO. Our operational strategy is based on the cooperation between national institutions, which enables to synergistically integrate both information and activities of our member organisations. This has allowed us to make significant progress over the years, permitting geology to become a topic deserving great attention on the European agenda. In order to enable a quick but high quality response to requests for

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.

Intersection of Hip-Hop and Geoscience: Changes in The Climate

Science.gov (United States)

López, R. D.; Heraldo, S. E.; Nawman, M. A.; Gerry, V. R.; Gerry, M. A.

2017-12-01

Professionals and educators in the science, technology, engineering, art, and mathematics (STEAM) field rely heavily on scientific communication to convey innovations, concepts, and evidence-based policy. The geosciences presents itself as a unique field to communicate respective scientific endeavors, as research efforts have direct impacts on the Earth's resources and understanding natural processes. Several of the authors have previously composed musical pieces that integrated Earth Sciences with music, utilizing this as mechanism to not only foster creativity, but to also establish more dynamic outreach efforts. Unfortunately, geoscience does not readily present itself as a field that is easily accessible to minorities - particularly women, people of color, and those from disadvantaged communities. However, music is somewhat of a universal form of communication that is accessible to everyone. It is through the intersection of hip-hop and geoscience, that topics can be introduced to communities in unique ways. Flows in Hydrogeology was a previous project that several of the authors produced as a means to connect with youth who identify with the hip-hop community, while encouraging inquiry in the STEAM fields. Several of the authors grew up and still reside in some of the most violent cities in the United States of America. The authors have utilized their respective backgrounds in both upbringing and career endeavors to help bridge the gap between science and disadvantaged communities. The musical piece, Changes in the Climate, illustrates the power of understanding the changes in one's life and surrounding world via delivery of concepts with hip-hop and rap. Therefore this musical composition not only integrates STEAM and music, but also serves as mechanism for outreach and encouraging diversity. Such actions could yield the success of accessing untapped potential, while fostering unique opportunities for future collaboration between professionals in geoscience

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.

Contextual Sensing: Integrating Contextual Information with Human and Technical Geo-Sensor Information for Smart Cities.

Science.gov (United States)

Sagl, Günther; Resch, Bernd; Blaschke, Thomas

2015-07-14

In this article we critically discuss the challenge of integrating contextual information, in particular spatiotemporal contextual information, with human and technical sensor information, which we approach from a geospatial perspective. We start by highlighting the significance of context in general and spatiotemporal context in particular and introduce a smart city model of interactions between humans, the environment, and technology, with context at the common interface. We then focus on both the intentional and the unintentional sensing capabilities of today's technologies and discuss current technological trends that we consider have the ability to enrich human and technical geo-sensor information with contextual detail. The different types of sensors used to collect contextual information are analyzed and sorted into three groups on the basis of names considering frequently used related terms, and characteristic contextual parameters. These three groups, namely technical in situ sensors, technical remote sensors, and human sensors are analyzed and linked to three dimensions involved in sensing (data generation, geographic phenomena, and type of sensing). In contrast to other scientific publications, we found a large number of technologies and applications using in situ and mobile technical sensors within the context of smart cities, and surprisingly limited use of remote sensing approaches. In this article we further provide a critical discussion of possible impacts and influences of both technical and human sensing approaches on society, pointing out that a larger number of sensors, increased fusion of information, and the use of standardized data formats and interfaces will not necessarily result in any improvement in the quality of life of the citizens of a smart city. This article seeks to improve our understanding of technical and human geo-sensing capabilities, and to demonstrate that the use of such sensors can facilitate the integration of different

Contextual Sensing: Integrating Contextual Information with Human and Technical Geo-Sensor Information for Smart Cities

Science.gov (United States)

Sagl, Günther; Resch, Bernd; Blaschke, Thomas

2015-01-01

In this article we critically discuss the challenge of integrating contextual information, in particular spatiotemporal contextual information, with human and technical sensor information, which we approach from a geospatial perspective. We start by highlighting the significance of context in general and spatiotemporal context in particular and introduce a smart city model of interactions between humans, the environment, and technology, with context at the common interface. We then focus on both the intentional and the unintentional sensing capabilities of today’s technologies and discuss current technological trends that we consider have the ability to enrich human and technical geo-sensor information with contextual detail. The different types of sensors used to collect contextual information are analyzed and sorted into three groups on the basis of names considering frequently used related terms, and characteristic contextual parameters. These three groups, namely technical in situ sensors, technical remote sensors, and human sensors are analyzed and linked to three dimensions involved in sensing (data generation, geographic phenomena, and type of sensing). In contrast to other scientific publications, we found a large number of technologies and applications using in situ and mobile technical sensors within the context of smart cities, and surprisingly limited use of remote sensing approaches. In this article we further provide a critical discussion of possible impacts and influences of both technical and human sensing approaches on society, pointing out that a larger number of sensors, increased fusion of information, and the use of standardized data formats and interfaces will not necessarily result in any improvement in the quality of life of the citizens of a smart city. This article seeks to improve our understanding of technical and human geo-sensing capabilities, and to demonstrate that the use of such sensors can facilitate the integration of different

Geo-Seas - a pan-European infrastructure for the management of marine geological and geophysical data.

Science.gov (United States)

Glaves, Helen; Graham, Colin

2010-05-01

Geo-Seas - a pan-European infrastructure for the management of marine geological and geophysical data. Helen Glaves1 and Colin Graham2 on behalf of the Geo-Seas consortium The Geo-Seas project will create a network of twenty six European marine geoscience data centres from seventeen coastal countries including six from the Baltic Sea area. This will be achieved through the development of a pan-European infrastructure for the exchange of marine geoscientific data. Researchers will be able to locate and access harmonised and federated marine geological and geophysical datasets and data products held by the data centres through the Geo-Seas data portal, using a common data catalogue. The new infrastructure, an expansion of the exisiting SeaDataNet, will create an infrastructure covering oceanographic and marine geoscientific data. New data products and services will be developed following consultations with users on their current and future research requirements. Common data standards will be implemented across all of the data centres and other geological and geophysical organisations will be encouraged to adopt the protocols, standards and tools which are developed as part of the Geo-Seas project. Oceanographic and marine data include a wide range of variables, an important category of which are the geological and geophysical data sets. This data includes raw observational and analytical data as well as derived data products from seabed sediment samples, boreholes, geophysical surveys (seismic, gravity etc) and sidescan sonar surveys. All of which are essential in order to produce a complete interpretation of seabed geology. Despite there being a large volume of geological and geophysical data available for the marine environment it is currently very difficult to use these datasets in an integrated way between organisations due to different nomenclatures, formats, scales and coordinate systems being used within different organisations and also within different

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.

An infrastructure for the integration of geoscience instruments and sensors on the Grid

Science.gov (United States)

Pugliese, R.; Prica, M.; Kourousias, G.; Del Linz, A.; Curri, A.

2009-04-01

The Grid, as a computing paradigm, has long been in the attention of both academia and industry[1]. The distributed and expandable nature of its general architecture result to scalability and more efficient utilisation of the computing infrastructures. The scientific community, including that of geosciences, often handles problems with very high requirements in data processing, transferring, and storing[2,3]. This has raised the interest on Grid technologies but these are often viewed solely as an access gateway to HPC. Suitable Grid infrastructures could provide the geoscience community with additional benefits like those of sharing, remote access and control of scientific systems. These systems can be scientific instruments, sensors, robots, cameras and any other device used in geosciences. The solution for practical, general, and feasible Grid-enabling of such devices requires non-intrusive extensions on core parts of the current Grid architecture. We propose an extended version of an architecture[4] that can serve as the solution to the problem. The solution we propose is called Grid Instrument Element (IE) [5]. It is an addition to the existing core Grid parts; the Computing Element (CE) and the Storage Element (SE) that serve the purposes that their name suggests. The IE that we will be referring to, and the related technologies have been developed in the EU project on the Deployment of Remote Instrumentation Infrastructure (DORII1). In DORII, partners of various scientific communities including those of Earthquake, Environmental science, and Experimental science, have adopted the technology of the Instrument Element in order to integrate to the Grid their devices. The Oceanographic and coastal observation and modelling Mediterranean Ocean Observing Network (OGS2), a DORII partner, is in the process of deploying the above mentioned Grid technologies on two types of observational modules: Argo profiling floats and a novel Autonomous Underwater Vehicle (AUV

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.

Piloting a Geoscience Literacy Exam for Assessing Students' Understanding of Earth, Climate, Atmospheric and Ocean Science Concepts

Science.gov (United States)

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

2013-12-01

This research seeks to develop valid and reliable questions that faculty can use to assess geoscience literacy across the curriculum. We are particularly interested on effects of curricula developed to teach Earth, Climate, Atmospheric, and Ocean Science concepts in the context of societal issues across the disciplines. This effort is part of the InTeGrate project designed to create a population of college graduates who are poised to use geoscience knowledge in developing solutions to current and future environmental and resource challenges. Details concerning the project are found at http://serc.carleton.edu/integrate/index.html. The Geoscience Literacy Exam (GLE) under development presently includes 90 questions. Each big idea from each literacy document can be probed using one or more of three independent questions: 1) a single answer, multiple choice question aimed at basic understanding or application of key concepts, 2) a multiple correct answer, multiple choice question targeting the analyzing to analysis levels and 3) a short essay question that tests analysis or evaluation cognitive levels. We anticipate multiple-choice scores and the detail and sophistication of essay responses will increase as students engage with the curriculum. As part of the field testing of InTeGrate curricula, faculty collected student responses from classes that involved over 700 students. These responses included eight pre- and post-test multiple-choice questions that covered various concepts across the four literacies. Discrimination indices calculated from the data suggest that the eight tested questions provide a valid measure of literacy within the scope of the concepts covered. Student normalized gains across an academic term with limited InTeGrate exposure (typically two or fewer weeks of InTeGrate curriculum out of 14 weeks) were found to average 16% gain. A small set of control data (250 students in classes from one institution where no InTeGrate curricula were used) was

Multi-User GeoGebra for Virtual Math Teams

Directory of Open Access Journals (Sweden)

Gerry Stahl

2010-05-01

Full Text Available The Math Forum is an online resource center for pre-algebra, algebra, geometry and pre-calculus. Its Virtual Math Teams (VMT service provides an integrated web-based environment for small teams to discuss mathematics. The VMT collaboration environment now includes the dynamic mathematics application, GeoGebra. It offers a multi-user version of GeoGebra, which can be used in concert with VMT’s chat, web browsers, curricula and wiki repository.

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…

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

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.

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…

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.

From industry to academia: Benefits of integrating a professional project management standard into (geo)science research

Science.gov (United States)

Cristini, Luisa

2017-04-01

Scientific and technological research carried out within universities and public research institutions often involves large collaborations across several countries. Despite the considerable budget (typically millions of Euros), the high expectations (high impact scientific findings, new technological developments and links with policy makers, industry and civil society) and the length of the project over several years, these international projects often rely heavily on the personal skills of the management team (project coordinator, project manager, principal investigators) without a structured, transferable framework. While this approach has become an established practice, it's not ideal and can jeopardise the success of the entire effort with consequences ranging from schedule delays, loss of templates/systems, financial charges and ultimately project failure. In this presentation I will show the advantages of integrating a globally recognised standard for professional project management, such as the PMP® by the Project Management Institute, into academic research. I will cover the project management knowledge areas (integration management, scope management, time management, cost management, quality management, human resources management, risk management, procurement management, and stakeholder management) and the processes within these throughout the phases of the project lifetime (project initiation, planning, executing, monitoring and controlling, and closure). I will show how application of standardised, transferable procedures, developed within the business & administration sector, can benefit academia and more generally scientific research.

Use of Persistent Identifiers to link Heterogeneous Data Systems in the Integrated Earth Data Applications (IEDA) Facility

Science.gov (United States)

Hsu, L.; Lehnert, K. A.; Carbotte, S. M.; Arko, R. A.; Ferrini, V.; O'hara, S. H.; Walker, J. D.

2012-12-01

The Integrated Earth Data Applications (IEDA) facility maintains multiple data systems with a wide range of solid earth data types from the marine, terrestrial, and polar environments. Examples of the different data types include syntheses of ultra-high resolution seafloor bathymetry collected on large collaborative cruises and analytical geochemistry measurements collected by single investigators in small, unique projects. These different data types have historically been channeled into separate, discipline-specific databases with search and retrieval tailored for the specific data type. However, a current major goal is to integrate data from different systems to allow interdisciplinary data discovery and scientific analysis. To increase discovery and access across these heterogeneous systems, IEDA employs several unique IDs, including sample IDs (International Geo Sample Number, IGSN), person IDs (GeoPass ID), funding award IDs (NSF Award Number), cruise IDs (from the Marine Geoscience Data System Expedition Metadata Catalog), dataset IDs (DOIs), and publication IDs (DOIs). These IDs allow linking of a sample registry (System for Earth SAmple Registration), data libraries and repositories (e.g. Geochemical Research Library, Marine Geoscience Data System), integrated synthesis databases (e.g. EarthChem Portal, PetDB), and investigator services (IEDA Data Compliance Tool). The linked systems allow efficient discovery of related data across different levels of granularity. In addition, IEDA data systems maintain links with several external data systems, including digital journal publishers. Links have been established between the EarthChem Portal and ScienceDirect through publication DOIs, returning sample-level objects and geochemical analyses for a particular publication. Linking IEDA-hosted data to digital publications with IGSNs at the sample level and with IEDA-allocated dataset DOIs are under development. As an example, an individual investigator could sign up

Description and testing of the Geo Data Portal: Data integration framework and Web processing services for environmental science collaboration

Science.gov (United States)

Blodgett, David L.; Booth, Nathaniel L.; Kunicki, Thomas C.; Walker, Jordan I.; Viger, Roland J.

2011-01-01

Interest in sharing interdisciplinary environmental modeling results and related data is increasing among scientists. The U.S. Geological Survey Geo Data Portal project enables data sharing by assembling open-standard Web services into an integrated data retrieval and analysis Web application design methodology that streamlines time-consuming and resource-intensive data management tasks. Data-serving Web services allow Web-based processing services to access Internet-available data sources. The Web processing services developed for the project create commonly needed derivatives of data in numerous formats. Coordinate reference system manipulation and spatial statistics calculation components implemented for the Web processing services were confirmed using ArcGIS 9.3.1, a geographic information science software package. Outcomes of the Geo Data Portal project support the rapid development of user interfaces for accessing and manipulating environmental data.

Development of Geo-Marketing

OpenAIRE

Tatiana Ozhereleva

2014-01-01

This article analyzes the state and development of geo-marketing. The author illustrates the multi-aspectedness of geo-marketing: applied technology and management technology. The article demonstrates that geo-marketing can be viewed as a reflection of the processes of co-evolution in society. The author brings to light the specifics of geo-marketing research and situational analysis in geo-marketing. The article describes applications of geo-marketing

Development of Geo-Marketing

Directory of Open Access Journals (Sweden)

Tatiana Ozhereleva

2014-10-01

Full Text Available This article analyzes the state and development of geo-marketing. The author illustrates the multi-aspectedness of geo-marketing: applied technology and management technology. The article demonstrates that geo-marketing can be viewed as a reflection of the processes of co-evolution in society. The author brings to light the specifics of geo-marketing research and situational analysis in geo-marketing. The article describes applications of geo-marketing

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.

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...

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.

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.

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.

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

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.

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.

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.

Contributions of the German Research Center for Geosciences (GFZ) to the EPOS (European Plate Observing System) Implementation Phase 2015-18

Science.gov (United States)

Hoffmann, T. L.; Lauterjung, J.

2017-12-01

The European Plate Observing System project is currently approaching the end of year two of its four-year Implementation Phase 2015-18 (EPOS-IP). Under the Horizon 2020 Programme INFRADEV-3, the EPOS cyberinfrastructure is being established as an ERIC (European Research Infrastructure Consortium) and encompasses the implementation of both the EPOS Integrated Core Services (ICS) for solid Earth Science and a multitude of EPOS Thematic Core Services (TCS). During year two, a basic set of ICS and TCS services was developed and implemented, so that in October 2017 the validation phase (year 3) of EPOS is ready to be launched. Up to now, various TCS-Elements have integrated different Service Providers (SD) that are delivering Data, Data Products, Services and Software (DDSS) to their specific scientific community. As one of the 29 awardees of the EC grant, the German Research Center for Geosciences (GFZ) plays an important role in the implementation of EPOS and its Thematic and Integrated Core Services. The presented poster will give an overview of GFZ's participation in the work of nine technical EPOS Work Packages (WP7 ICS Development, WP8 Seismology, WP11 Volcano Observations, WP12 Satellite Data, WP13 Geomagnetic Observations, WP14 Anthropogenic Hazards, WP15 Geological Information and Modelling, WP16 Multi-Scale Laboratories and WP17 Geo Energy Test Beds) as well as in four administrative EPOS Work Packages (WP2 Communication, WP3 Harmonization, WP4 Legal & Governance, and WP5 Financial).

Geo-Neutrinos

International Nuclear Information System (INIS)

Dye, S.T.

2009-01-01

This paper briefly reviews recent developments in the field of geo-neutrinos. It describes current and future detection projects, discusses modeling projects, suggests an observational program, and visits geo-reactor hypotheses.

Geo-Neutrinos

Energy Technology Data Exchange (ETDEWEB)

Dye, S.T. [Department of Physics and Astronomy, University of Hawaii at Manoa, 2505 Correa Road, Honolulu, Hawaii, 96822 (United States); College of Natural Sciences, Hawaii Pacific University, 45-045 Kamehameha Highway, Kaneohe, Hawaii, 96744 (United States)

2009-03-15

This paper briefly reviews recent developments in the field of geo-neutrinos. It describes current and future detection projects, discusses modeling projects, suggests an observational program, and visits geo-reactor hypotheses.

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

GEO activities towards improved Geophysical monitoring. A key input to Disaster Risk Reduction.

Science.gov (United States)

Achache, J.; Rum, G.

2007-05-01

GEO has been established in 2005 with the main objective to put in place a Global, Coordinated, Comprehensive and Sustained System of Observing Systems (GEOSS) to serve 9 Social Benefit Areas, among which Disaster Risk Reduction. The paper will first set up the reference GEO framework, through a brief description of GEOSS key features, architectural functions and capacity building, and then will recall the value of the Geophysical observations, coming both from in situ and remote (satellite) systems, and, even more important, of their integration. GEO activities related to Geophysical monitoring and the use of related observation to foster social benefits in the Disaster Risk Reduction area will then be shortly described, together with the on-going key actions, including specific examples on key scientific/technical and data sharing aspects associated to GEOSS implementation. Special attention will be devoted on how Capacity Building strategy and activities are addressed through GEOSS development, building on infrastructure and programs under consolidation within GEO framework, such as the GEOSS Information collection and dissemination systems under development (GEONETCast, GEO Web Portal, GEO Clearinghouse) and the UN programs such as SPIDER (SPace based Information for Disaster management and Emergency Response) and UNOSAT. The paper will provide recommendations on the way forward for the implementation of Disaster Risk Management provisions as an integral part of sustainable development, also with the objective of creating within GEO a supporting framework to UNDP and World Bank activities on Risk Identification and Assessment.

GeoBoost: accelerating research involving the geospatial metadata of virus GenBank records.

Science.gov (United States)

Tahsin, Tasnia; Weissenbacher, Davy; O'Connor, Karen; Magge, Arjun; Scotch, Matthew; Gonzalez-Hernandez, Graciela

2018-05-01

GeoBoost is a command-line software package developed to address sparse or incomplete metadata in GenBank sequence records that relate to the location of the infected host (LOIH) of viruses. Given a set of GenBank accession numbers corresponding to virus GenBank records, GeoBoost extracts, integrates and normalizes geographic information reflecting the LOIH of the viruses using integrated information from GenBank metadata and related full-text publications. In addition, to facilitate probabilistic geospatial modeling, GeoBoost assigns probability scores for each possible LOIH. Binaries and resources required for running GeoBoost are packed into a single zipped file and freely available for download at https://tinyurl.com/geoboost. A video tutorial is included to help users quickly and easily install and run the software. The software is implemented in Java 1.8, and supported on MS Windows and Linux platforms. gragon@upenn.edu. Supplementary data are available at Bioinformatics online.

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

Through the Lens of TEK - Building GeoScience Pathways for American Indian/Alaska Native Students

Science.gov (United States)

Thomas, W. J.; van Cooten, S.; Wrege, B.; Wildcat, D.

2017-12-01

Native American or American Indian/Alaska Native (AI/AN) students come from diverse communities with indigenous knowledges, perspectives and worldviews. These communities and the students they send into our nation's education systems have cultural connectivity to oral histories, documents, and artwork that details climate cycles and weather events prior to colonization through eras of forced relocation and assimilation. Today, these students are the trailblazers as tribal governments exercise their ownership rights to natural resources and the welfare of their citizens as sovereign nations. In universities, especially tribal colleges, our nation's indigenous students are bridge builders. Through the lens of Traditional Ecological Knowledge (TEK), these students have a unique yet overlooked perspective to merge mainstream research with indigenous knowledge systems to develop practical sustainable solutions for local, regional and international resource management issues. The panel will discuss barriers, such as underdeveloped geophysical science curricula at tribal colleges, that limit the pool of indigenous geoscience graduates and examine possible strategies such as entry point opportunities and partnerships, mentoring, and community relevant research experiences, to eliminate barriers that limit the influx of TEK in resiliency planning.

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…

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.

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

The Elwha Science Education Project (ESEP): Engaging an Entire Community in Geoscience Education

Science.gov (United States)

Young, R. S.; Kinner, F.

2008-12-01

Native Americans are poorly represented in all science, technology and engineering fields. This under- representation results from numerous cultural, economic, and historical factors. The Elwha Science Education Project (ESEP), initiated in 2007, strives to construct a culturally-integrated, geoscience education program for Native American young people through engagement of the entire tribal community. The ESEP has developed a unique approach to informal geoscience education, using environmental restoration as a centerpiece. Environmental restoration is an increasingly important goal for tribes. By integrating geoscience activities with community tradition and history, project stakeholders hope to show students the relevance of science to their day-to-day lives. The ESEP's strength lies in its participatory structure and unique network of partners, which include Olympic National Park; the non-profit, educational center Olympic Park Institute (OPI); a geologist providing oversight and technical expertise; and the Lower Elwha Tribe. Lower Elwha tribal elders and educators share in all phases of the project, from planning and implementation to recruitment of students and discipline. The project works collaboratively with tribal scientists and cultural educators, along with science educators to develop curriculum and best practices for this group of students. Use of hands-on, place-based outdoor activities engage students and connect them with the science outside their back doors. Preliminary results from this summer's middle school program indicate that most (75% or more) students were highly engaged approximately 90% of the time during science instruction. Recruitment of students has been particularly successful, due to a high degree of community involvement. Preliminary evaluations of the ESEP's outcomes indicate success in improving the outlook of the tribe's youth towards the geosciences and science, in general. Future evaluation will be likewise participatory

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.

Canadian Geoscience Education Network (CGEN): Fostering Excellence in Earth Science Education and Outreach

Science.gov (United States)

Haidl, F. M.; Vodden, C.; Bates, J. L.; Morgan, A. V.

2009-05-01

CGEN, the outreach arm of the Canadian Federation of Earth Sciences, is a network of more than 270 individuals from all over Canada who work to promote geoscience education and public awareness of science. CGEN's priorities are threefold: to improve the quality of Earth science education delivered in our primary and secondary schools; to raise public awareness about the Earth sciences and their impact on everyday life; and to encourage student interest in the Earth sciences as a career option. These priorities are supported by CGEN's six core programs: 1) The national EdGEO program (www.edgeo.org), initiated in the 1970s, supports Earth science workshops for teachers. These workshops, organized by teams of local educators and geoscientists, provide teachers with "enhanced knowledge, classroom resources and increased confidence" to more effectively teach Earth science. In 2008, a record 521 teachers attended 14 EdGEO workshops. 2) EarthNet (www.earthnet-geonet.ca) is a virtual resource centre that provides support for teachers and for geoscientists involved in education and outreach. In 2008, EarthNet received a $11,500 grant from Encana Corporation to develop energy-related content. 3) The new Careers in Earth Science website (www.earthsciencescanada.com/careers), launched in October 2008, enhances CGEN's capacity to encourage students to pursue a career in the Earth sciences. This project exemplifies the value of collaboration with other organizations. Seven groups provided financial support for the project and many other organizations and individuals contributed in-kind support. 4) Geoscape Canada and Waterscape Canada, programs led by the Geological Survey of Canada, communicate practical Earth science information to teachers, students, and other members of communities across Canada through a series of electronic and hard-copy posters and other resources. Many of the resources created from 1998 to 2007 are available online (www.geoscape.nrcan.gc.ca). A northern

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

Fluid migration through geo-membrane seams and through the interface between geo-membrane and geo-synthetic clay liner

International Nuclear Information System (INIS)

Barroso, M.

2005-03-01

Composite liners are used to limit the contamination migration from landfills. Their successful performance is closely related with the geo-membrane as it provides the primary barrier to diffusive and advective transport of contaminants. Critical issues on the performance of the geo-membranes are the seams between geo-membrane panels and the inevitable defects resulting, for instance, from inadequate installation activities. In landfills, where high density polyethylene geo-membranes are usually used, seams are typically made by the thermal-hot dual wedge method. A literature review on quality control of the seams showed that, in situ, fluid-tightness of seams is evaluated in qualitative terms (pass/failure criteria), despite their importance to ensure appropriate performance of the geo-membranes as barriers. In addition, a synthesis of studies on geo-membrane defects indicated that defects varying in density from 0.7 to 15.3 per hectare can be found in landfills. Defects represent preferential flow paths for leachate. Various authors have developed analytical solutions and empirical equations for predicting the flow rate through composite liners due to defects in the geo-membrane. The validity of these methods for composite liners comprising a geo-membrane over a geo-synthetic clay liner (GCL) over a compacted clay liner (CCL) has never been studied from an experimental point of view. To address the problem of fluid migration through the geo-membrane seams, an attempt is made to provide a test method, herein termed as 'gas permeation pouch test', for assessing the quality of the thermal-hot dual wedge seams. This test consists of pressurizing the air channel formed by the double seam with a gas to a specific pressure and, then, measuring the decrease in pressure over time. From the pressure decrease, both the gas permeation coefficients, in steady state conditions, and the time constant, in unsteady state conditions, can be estimated. Experiments were carried out

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

GeoMedStat: an integrated spatial surveillance system to track air pollution and associated healthcare events

Directory of Open Access Journals (Sweden)

Fazlay S. Faruque

2014-12-01

Full Text Available Air pollutants, such as particulate matter with a diameter ≤2.5 microns (PM2.5 and ozone (O3, are known to exacerbate asthma and other respiratory diseases. An integrated surveillance system that tracks such air pollutants and associated disease incidence can assist in risk assessment, healthcare preparedness and public awareness. However, the implementation of such an integrated environmental health surveillance system is a challenge due to the disparate sources of many types of data and the implementation becomes even more complicated for a spatial and real-time system due to lack of standardised technological components and data incompatibility. In addition, accessing and utilising health data that are considered as Protected Health Information (PHI require maintaining stringent protocols, which have to be supported by the system. This paper aims to illustrate the development of a spatial surveillance system (GeoMedStat that is capable of tracking daily environmental pollutants along with both daily and historical patient encounter data. It utilises satellite data and the groundmonitor data from the US National Aeronautics and Space Administration (NASA and the US Environemental Protection Agenecy (EPA, rspectively as inputs estimating air pollutants and is linked to hospital information systems for accessing chief complaints and disease classification codes. The components, developmental methods, functionality of GeoMedStat and its use as a real-time environmental health surveillance system for asthma and other respiratory syndromes in connection with with PM2.5 and ozone are described. It is expected that the framework presented will serve as an example to others developing real-time spatial surveillance systems for pollutants and hospital visits.

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.

Designing and implementing a Quality Broker: the GeoViQua experience

Science.gov (United States)

Papeschi, Fabrizio; Bigagli, Lorenzo; Masò, Joan; Nativi, Stefano

2014-05-01

GeoViQua (QUAlity aware VIsualisation for the Global Earth Observation System of Systems) is an FP7 project aiming at complementing the Global Earth Observation System of Systems (GEOSS) with rigorous data quality specifications and quality-aware capabilities, in order to improve reliability in scientific studies and policy decision-making. GeoViQua main scientific and technical objective is to enhance the GEOSS Common Infrastructure (GCI) providing the user community with innovative quality-aware search and visualization tools, which will be integrated in the GEOPortal, as well as made available to other end-user interfaces. To this end, GeoViQua will promote the extension of the current standard metadata for geographic information with accurate and expressive quality indicators. Employing and extending several ISO standards such as 19115, 19157 and 19139, a common set of data quality indicators has been selected to be used within the project. The resulting work, in the form of a data model, is expressed in XML Schema Language and encoded in XML. Quality information can be stated both by data producers and by data users, actually resulting in two conceptually distinct data models, the Producer Quality model and the User Quality model (or User Feedback model). GeoViQua architecture is built on the brokering approach successfully experimented within the EuroGEOSS project and realized by the GEO DAB (Discovery and Access Broker) which is part of the GCI. The GEO DAB allows for harmonization and distribution in a transparent way for both users and data providers. This way, GeoViQua can effectively complement and extend the GEO DAB obtaining a Quality augmentation Broker (DAB-Q) which plays a central role in ensuring the consistency of the Producer and User quality models. The GeoViQua architecture also includes a Feedback Catalog, a particular service brokered by the DAB-Q which is dedicated to the storage and discovery of user feedbacks. A very important issue

Geo-neutrino Observation

International Nuclear Information System (INIS)

Dye, S. T.; Alderman, M.; Batygov, M.; Learned, J. G.; Matsuno, S.; Mahoney, J. M.; Pakvasa, S.; Rosen, M.; Smith, S.; Varner, G.; McDonough, W. F.

2009-01-01

Observations of geo-neutrinos measure radiogenic heat production within the earth, providing information on the thermal history and dynamic processes of the mantle. Two detectors currently observe geo-neutrinos from underground locations. Other detection projects in various stages of development include a deep ocean observatory. This paper presents the current status of geo-neutrino observation and describes the scientific capabilities of the deep ocean observatory, with emphasis on geology and neutrino physics.

GeoViQua: quality-aware geospatial data discovery and evaluation

Science.gov (United States)

Bigagli, L.; Papeschi, F.; Mazzetti, P.; Nativi, S.

2012-04-01

GeoViQua (QUAlity aware VIsualization for the Global Earth Observation System of Systems) is a recently started FP7 project aiming at complementing the Global Earth Observation System of Systems (GEOSS) with rigorous data quality specifications and quality-aware capabilities, in order to improve reliability in scientific studies and policy decision-making. GeoViQua main scientific and technical objective is to enhance the GEOSS Common Infrastructure (GCI) providing the user community with innovative quality-aware search and evaluation tools, which will be integrated in the GEO-Portal, as well as made available to other end-user interfaces. To this end, GeoViQua will promote the extension of the current standard metadata for geographic information with accurate and expressive quality indicators, also contributing to the definition of a quality label (GEOLabel). GeoViQua proposed solutions will be assessed in several pilot case studies covering the whole Earth Observation chain, from remote sensing acquisition to data processing, to applications in the main GEOSS Societal Benefit Areas. This work presents the preliminary results of GeoViQua Work Package 4 "Enhanced geo-search tools" (WP4), started in January 2012. Its major anticipated technical innovations are search and evaluation tools that communicate and exploit data quality information from the GCI. In particular, GeoViQua will investigate a graphical search interface featuring a coherent and meaningful aggregation of statistics and metadata summaries (e.g. in the form of tables, charts), thus enabling end users to leverage quality constraints for data discovery and evaluation. Preparatory work on WP4 requirements indicated that users need the "best" data for their purpose, implying a high degree of subjectivity in judgment. This suggests that the GeoViQua system should exploit a combination of provider-generated metadata (objective indicators such as summary statistics), system-generated metadata (contextual

The community-driven BiG CZ software system for integration and analysis of bio- and geoscience data in the critical zone

Science.gov (United States)

Aufdenkampe, A. K.; Mayorga, E.; Horsburgh, J. S.; Lehnert, K. A.; Zaslavsky, I.; Valentine, D. W., Jr.; Richard, S. M.; Cheetham, R.; Meyer, F.; Henry, C.; Berg-Cross, G.; Packman, A. I.; Aronson, E. L.

2014-12-01

Here we present the prototypes of a new scientific software system designed around the new Observations Data Model version 2.0 (ODM2, https://github.com/UCHIC/ODM2) to substantially enhance integration of biological and Geological (BiG) data for Critical Zone (CZ) science. The CZ science community takes as its charge the effort to integrate theory, models and data from the multitude of disciplines collectively studying processes on the Earth's surface. The central scientific challenge of the CZ science community is to develop a "grand unifying theory" of the critical zone through a theory-model-data fusion approach, for which the key missing need is a cyberinfrastructure for seamless 4D visual exploration of the integrated knowledge (data, model outputs and interpolations) from all the bio and geoscience disciplines relevant to critical zone structure and function, similar to today's ability to easily explore historical satellite imagery and photographs of the earth's surface using Google Earth. This project takes the first "BiG" steps toward answering that need. The overall goal of this project is to co-develop with the CZ science and broader community, including natural resource managers and stakeholders, a web-based integration and visualization environment for joint analysis of cross-scale bio and geoscience processes in the critical zone (BiG CZ), spanning experimental and observational designs. We will: (1) Engage the CZ and broader community to co-develop and deploy the BiG CZ software stack; (2) Develop the BiG CZ Portal web application for intuitive, high-performance map-based discovery, visualization, access and publication of data by scientists, resource managers, educators and the general public; (3) Develop the BiG CZ Toolbox to enable cyber-savvy CZ scientists to access BiG CZ Application Programming Interfaces (APIs); and (4) Develop the BiG CZ Central software stack to bridge data systems developed for multiple critical zone domains into a single

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

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

ExoGeoLab Pilot Project for Landers, Rovers and Instruments

Science.gov (United States)

Foing, Bernard

2010-05-01

We have developed a pilot facility with a Robotic Test Bench (ExoGeoLab) and a Mobile Lab Habitat (ExoHab). They can be used to validate concepts and external instruments from partner institutes. The ExoGeoLab research incubator project, has started in the frame of a collaboration between ILEWG (International Lunar Exploration working Group http://sci.esa.int/ilewg), ESTEC, NASA and academic partners, supported by a design and control desk in the European Space Incubator (ESI), as well as infrastructure. ExoGeoLab includes a sequence of technology and research pilot project activities: - Data analysis and interpretation of remote sensing and in-situ data, and merging of multi-scale data sets - Procurement and integration of geophysical, geo-chemical and astrobiological breadboard instruments on a surface station and rovers - Integration of cameras, environment and solar sensors, Visible and near IR spectrometer, Raman spectrometer, sample handling, cooperative rovers - Delivery of a generic small planetary lander demonstrator (ExoGeoLab lander, Sept 2009) as a platform for multi-instruments tests - Research operations and exploitation of ExoGeoLab test bench for various conceptual configurations, and support for definition and design of science surface packages (Moon, Mars, NEOs, outer moons) - Field tests of lander, rovers and instruments in analogue sites (Utah MDRS 2009 & 2010, Eifel volcanic park in Sept 2009, and future campaigns). Co-authors, ILEWG ExoGeoLab & ExoHab Team: B.H. Foing(1,11)*#, C. Stoker(2,11)*, P. Ehrenfreund(10,11), L. Boche-Sauvan(1,11)*, L. Wendt(8)*, C. Gross(8, 11)*, C. Thiel(9)*, S. Peters(1,6)*, A. Borst(1,6)*, J. Zavaleta(2)*, P. Sarrazin(2)*, D. Blake(2), J. Page(1,4,11), V. Pletser(5,11)*, E. Monaghan(1)*, P. Mahapatra(1)#, A. Noroozi(3), P. Giannopoulos(1,11) , A. Calzada(1,6,11), R. Walker(7), T. Zegers(1, 15) #, G. Groemer(12)# , W. Stumptner(12)#, B. Foing(2,5), J. K. Blom(3)#, A. Perrin(14)#, M. Mikolajczak(14)#, S. Chevrier(14

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

CINERGI: Community Inventory of EarthCube Resources for Geoscience Interoperability

Science.gov (United States)

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

2014-05-01

Organizing geoscience data resources to support cross-disciplinary data discovery, interpretation, analysis and integration is challenging because of different information models, semantic frameworks, metadata profiles, catalogs, and services used in different geoscience domains, not to mention different research paradigms and methodologies. The central goal of CINERGI, a new project supported by the US National Science Foundation through its EarthCube Building Blocks program, is to create a methodology and assemble a large inventory of high-quality information resources capable of supporting data discovery needs of researchers in a wide range of geoscience domains. The key characteristics of the inventory are: 1) collaboration with and integration of metadata resources from a number of large data facilities; 2) reliance on international metadata and catalog service standards; 3) assessment of resource "interoperability-readiness"; 4) ability to cross-link and navigate data resources, projects, models, researcher directories, publications, usage information, etc.; 5) efficient inclusion of "long-tail" data, which are not appearing in existing domain repositories; 6) data registration at feature level where appropriate, in addition to common dataset-level registration, and 7) integration with parallel EarthCube efforts, in particular focused on EarthCube governance, information brokering, service-oriented architecture design and management of semantic information. We discuss challenges associated with accomplishing CINERGI goals, including defining the inventory scope; managing different granularity levels of resource registration; interaction with search systems of domain repositories; explicating domain semantics; metadata brokering, harvesting and pruning; managing provenance of the harvested metadata; and cross-linking resources based on the linked open data (LOD) approaches. At the higher level of the inventory, we register domain-wide resources such as domain

Geo-risk in Central Africa: integrating multi-hazards and vulnerability to support risk management

Science.gov (United States)

Kervyn, Francois; Nicolas, d'Oreye; Haventith, Hans-Balder; Kervyn, Matthieu; Caroline, Michellier; Trefon, Theodore; Wolff, Eleonore

2013-04-01

In some places, geo-hazards are a major concern for population, the assets, and the economy. This is especially the case in the East African Rift (EAR), where high volcanic and tectonic activities are sometimes coupled with geopolitical issues and dense population as in the Kivu rift area. That area is one of the most densely populated regions of Central Africa and is affected by decades of political instability and subsequent humanitarian crisis. In that region, geo-hazards are poorly assessed despite the numerous recent and historical events. Moreover, the relief of the rift also corresponds in this area to the main political boundaries, which complicates the coordination and the management of geo-hazards monitoring networks and related mitigation measures. Based on the experience acquired through several projects focused on hazard assessment and reinforcement of local monitoring capacity, the GeoRisCA project is addressing the assessment of the global risk related to the major geohazards that affect the region. Taking into account the identified factors, GeoRisCA's objective is to assess the risk from multi geohazards in a region which is subject to many (possibly combined) disasters every year and which could undergo a large impact disaster in the coming years. At regional scale, the high seismicity and the volcanic activity are the most important concerns. Possible eruptions of lethal gas in certain area around Goma, and the large number of reported and likely future mass movements as well as site-specific seismic amplification effects increase the danger at local scale. As both human lives and specific ecosystems are under threat, comprehensive methodologies are required to reliably assess multi geohazards over both short and long terms and to clearly outline and map related risk. These tools are needed by local and regional authorities as well as local and international stakeholders in management and mitigation processes. Developed methodologies in Geo

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

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

CEOS Ocean Variables Enabling Research and Applications for Geo (COVERAGE)

Science.gov (United States)

Tsontos, V. M.; Vazquez, J.; Zlotnicki, V.

2017-12-01

The CEOS Ocean Variables Enabling Research and Applications for GEO (COVERAGE) initiative seeks to facilitate joint utilization of different satellite data streams on ocean physics, better integrated with biological and in situ observations, including near real-time data streams in support of oceanographic and decision support applications for societal benefit. COVERAGE aligns with programmatic objectives of CEOS (the Committee on Earth Observation Satellites) and the missions of GEO-MBON (Marine Biodiversity Observation Network) and GEO-Blue Planet, which are to advance and exploit synergies among the many observational programs devoted to ocean and coastal waters. COVERAGE is conceived of as 3 year pilot project involving international collaboration. It focuses on implementing technologies, including cloud based solutions, to provide a data rich, web-based platform for integrated ocean data delivery and access: multi-parameter observations, easily discoverable and usable, organized by disciplines, available in near real-time, collocated to a common grid and including climatologies. These will be complemented by a set of value-added data services available via the COVERAGE portal including an advanced Web-based visualization interface, subsetting/extraction, data collocation/matchup and other relevant on demand processing capabilities. COVERAGE development will be organized around priority use cases and applications identified by GEO and agency partners. The initial phase will be to develop co-located 25km products from the four Ocean Virtual Constellations (VCs), Sea Surface Temperature, Sea Level, Ocean Color, and Sea Surface Winds. This aims to stimulate work among the ocean VCs while developing products and system functionality based on community recommendations. Such products as anomalies from a time mean, would build on the theme of applications with a relevance to CEOS/GEO mission and vision. Here we provide an overview of the COVERAGE initiative with an

An Overview of the GEOS-5 Aerosol Reanalysis

Science.gov (United States)

da Silva, Arlindo; Colarco, Peter Richard; Damenov, Anton Spasov; Buchard-Marchant, Virginie; Randles, Cynthia A.; Gupta, Pawan

2011-01-01

GEOS-5 is the latest version of the NASA Global Modeling and Assimilation Office (GMAO) earth system model. GEOS-5 contains components for atmospheric circulation and composition (including data assimilation), ocean circulation and biogeochemistry, and land surface processes. In addition to traditional meteorological parameters, GEOS-5 includes modules representing the atmospheric composition, most notably aerosols and tropospheric/stratospheric chemical constituents, taking explicit account of the impact of these constituents on the radiative processes of the atmosphere. MERRA is a NASA meteorological reanalysis for the satellite era (1979-present) using GEOS-5. This project focuses on historical analyses of the hydrological cycle on a broad range of weather and climate time scales. As a first step towards an integrated Earth System Analysis (IESA), the GMAO is extending MERRA with reanalyses for other components of the earth system: land, ocean, bio-geochemistry and atmospheric constituents. In this talk we will present results from the MERRA-driven aerosol reanalysis covering the Aqua period (2003-present). The assimilation of Aerosol Optical Depth (AOD) in GEOS-5 involves very careful cloud screening and homogenization of the observing system by means of a Neural Net scheme that translates MODIS radiances into AERONET calibrated AOD. These measurements are further quality controlled using an adaptive buddy check scheme, and assimilated using the Local Displacement Ensemble (LDE) methodology. For this reanalysis, GEOS-5 runs at a nominal 50km horizontal resolution with 72 vertical layers (top at approx. 8Skm). GEOS-5 is driven by daily biomass burning emissions derived from MODIS fire radiative power retrievals. We will present a summary of our efforts to validate such dataset. The GEOS-5 assimilated aerosol fields are first validated by comparison to independent in-situ measurements (AERONET and PM2.5 surface concentrations). In order to asses aerosol

Using the GeoFEST Faulted Region Simulation System

Science.gov (United States)

Parker, Jay W.; Lyzenga, Gregory A.; Donnellan, Andrea; Judd, Michele A.; Norton, Charles D.; Baker, Teresa; Tisdale, Edwin R.; Li, Peggy

2004-01-01

GeoFEST (the Geophysical Finite Element Simulation Tool) simulates stress evolution, fault slip and plastic/elastic processes in realistic materials, and so is suitable for earthquake cycle studies in regions such as Southern California. Many new capabilities and means of access for GeoFEST are now supported. New abilities include MPI-based cluster parallel computing using automatic PYRAMID/Parmetis-based mesh partitioning, automatic mesh generation for layered media with rectangular faults, and results visualization that is integrated with remote sensing data. The parallel GeoFEST application has been successfully run on over a half-dozen computers, including Intel Xeon clusters, Itanium II and Altix machines, and the Apple G5 cluster. It is not separately optimized for different machines, but relies on good domain partitioning for load-balance and low communication, and careful writing of the parallel diagonally preconditioned conjugate gradient solver to keep communication overhead low. Demonstrated thousand-step solutions for over a million finite elements on 64 processors require under three hours, and scaling tests show high efficiency when using more than (order of) 4000 elements per processor. The source code and documentation for GeoFEST is available at no cost from Open Channel Foundation. In addition GeoFEST may be used through a browser-based portal environment available to approved users. That environment includes semi-automated geometry creation and mesh generation tools, GeoFEST, and RIVA-based visualization tools that include the ability to generate a flyover animation showing deformations and topography. Work is in progress to support simulation of a region with several faults using 16 million elements, using a strain energy metric to adapt the mesh to faithfully represent the solution in a region of widely varying strain.

Cloud-Hosted Real-time Data Services for the Geosciences (CHORDS)

Science.gov (United States)

Daniels, M. D.; Graves, S. J.; Vernon, F.; Kerkez, B.; Chandra, C. V.; Keiser, K.; Martin, C.

2014-12-01

Cloud-Hosted Real-time Data Services for the Geosciences (CHORDS) Access, utilization and management of real-time data continue to be challenging for decision makers, as well as researchers in several scientific fields. This presentation will highlight infrastructure aimed at addressing some of the gaps in handling real-time data, particularly in increasing accessibility of these data to the scientific community through cloud services. The Cloud-Hosted Real-time Data Services for the Geosciences (CHORDS) system addresses the ever-increasing importance of real-time scientific data, particularly in mission critical scenarios, where informed decisions must be made rapidly. Advances in the distribution of real-time data are leading many new transient phenomena in space-time to be observed, however real-time decision-making is infeasible in many cases that require streaming scientific data as these data are locked down and sent only to proprietary in-house tools or displays. This lack of accessibility to the broader scientific community prohibits algorithm development and workflows initiated by these data streams. As part of NSF's EarthCube initiative, CHORDS proposes to make real-time data available to the academic community via cloud services. The CHORDS infrastructure will enhance the role of real-time data within the geosciences, specifically expanding the potential of streaming data sources in enabling adaptive experimentation and real-time hypothesis testing. Adherence to community data and metadata standards will promote the integration of CHORDS real-time data with existing standards-compliant analysis, visualization and modeling tools.

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.

e-Infrastuctures interoperability: the Geohazards Exploitation Platform for the use of satellite earth observations in Geosciences

Science.gov (United States)

Caumont, Herve; Brito, Fabrice; Mathot, Emmanuel; Barchetta, Francesco; Loeschau, Frank

2015-04-01

We present recent achievements with the Geohazards Exploitation Platform (GEP), a European contribution to the GEO SuperSites, and its interoperability with the MEDiterranean SUpersite Volcanoes (MED-SUV) e- infrastructure. The GEP is a catalyst for the use of satellite Earth observation missions, providing data to initiatives such as the GEO Geohazard Supersites and Natural Laboratories (GSNL), the Volcano and Seismic Hazards CEOS Pilots or the European Plate Observing System (EPOS). As satellite sensors are delivering increasing amounts of data, researchers need more computational science tools and services. The GEP contribution in this regard allows scientists to access different data types, relevant to the same area and phenomena and to directly stage selected inputs to scalable processing applications that deliver EO-based science products. With the GEP concept of operation for improved collaboration, a partner can bring its processing tools, use from his workspace other shared toolboxes and access large data repositories. GEP is based on Open Source Software components, on a Cloud Services architecture inheriting a range of ESA and EC funded innovations, and is associating the scientific community and SMEs in implementing new capabilities. Via MED-SUV, we are making discoverable and accessible a large number of products over the Mt. Etna, Vesu- vius/Campi Flegrei volcanic areas, which are of broader interest for Geosciences researchers, so they can process ENVISAT MERIS, ENVISAT ASAR, and ERS SAR data (both Level 1 and Level 2) hosted in the ESA clusters and in ESA's Virtual Archive, TerraSAR-X data hosted in DLR's Virtual Archive, as well as data hosted in other dedicated MED-SUV Virtual Archives (e.g. for LANDSAT, EOS-1). GEP will gradually access Sentinel-1A data, other space agencies data and value-added products. Processed products can also be published and archived on the MED-SUV e-Infrastructure. In this effort, data policy rules applied to the

Ontario Power Generation's proposed L and ILW deep geologic repository: geo-scientific assessment

International Nuclear Information System (INIS)

Jensen, Mark; Raven, Ken; Leech, Robert

2012-01-01

Document available in extended abstract form only. The Nuclear Waste Management Organization (NWMO) on behalf of Ontario Power Generation (OPG) has conducted multi-disciplinary geo-scientific studies at the Bruce nuclear site to confirm the suitability of the site to host a proposed Deep Geologic Repository (DGR) for the long-term management of Low and Intermediate Level Radioactive Waste (L and ILW) from OPG owned or operated nuclear generating facilities. An Environmental Assessment for the proposed DGR is currently underway in accordance with the Canadian Environmental Assessment Act. Bruce nuclear site, situated 225 km northwest of Toronto on the eastern shore of Lake Huron, is underlain by an 850 m thick sedimentary sequence of Cambrian to Devonian age near-horizontally layered, weakly deformed shales, carbonates and evaporites of the Michigan Basin. Within this sedimentary pile, the proposed DGR would be excavated within the low permeability argillaceous limestone of the Cobourg Formation at a depth of 680 m, which is overlain by 200 m of Upper Ordovician shale formations (Figure 1). A key aspect of the DGR Safety Case is the predictable nature and long-term stability and integrity of the sedimentary sequence to contain and isolate L and ILW at time frames on the order of 1 Ma. Early in the project, geo-scientific studies that considered regional and site-specific public domain data sets indicated favourable geologic conditions for implementation of the DGR concept (Golder, 2003; Mazurek, 2004). Geo-scientific studies for the DGR were initiated in 2006 following decision by the Municipality of Kincardine to support the DGR concept. Geo-scientific activities were divided into two key areas; i) Site-specific geo-scientific studies of the Bruce nuclear site (i.e., Descriptive Geosphere Site Model); and ii) a Geo-synthesis to convey an understanding of past, present and future evolution of Geosphere enclosing the DGR relevant to communicating notions of

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.

iGeoT v1.0: Automatic Parameter Estimation for Multicomponent Geothermometry, User's Guide

Energy Technology Data Exchange (ETDEWEB)

Spycher, Nicolas [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States). Energy Geosciences Division; Finsterle, Stefan [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States). Energy Geosciences Division

2016-07-18

GeoT implements the multicomponent geothermometry method developed by Reed and Spycher [1984] into a stand-alone computer program to ease the application of this method and to improve the prediction of geothermal reservoir temperatures using full and integrated chemical analyses of geothermal fluids. Reservoir temperatures are estimated from statistical analyses of mineral saturation indices computed as a function of temperature. The reconstruction of the deep geothermal fluid compositions, and geothermometry computations, are all implemented into the same computer program, allowing unknown or poorly constrained input parameters to be estimated by numerical optimization. This integrated geothermometry approach presents advantages over classical geothermometers for fluids that have not fully equilibrated with reservoir minerals and/or that have been subject to processes such as dilution and gas loss. This manual contains installation instructions for iGeoT, and briefly describes the input formats needed to run iGeoT in Automatic or Expert Mode. An example is also provided to demonstrate the use of iGeoT.

Enabling Data-as- a-Service (DaaS) - Biggest Challenge of Geoscience Australia

Science.gov (United States)

Bastrakova, I.; Kemp, C.; Car, N. J.

2016-12-01

Geoscience Australia (GA) is recognised and respected as the national repository and steward of multiple national significance data collections that provides geoscience information, services and capability to the Australian Government, industry and stakeholders. Provision of Data-as-a-Service is both GA's key responsibility and core business. Through the Science First Transformation Program GA is undergoing a significant rethinking of its data architecture, curation and access to support the Digital Science capability for which DaaS forms both a dependency and underpins its implementation. DaaS, being a service, means we can deliver its outputs in multiple ways thus providing users with data on demand in ready-for-consumption forms. We can then to reuse prebuilt data constructions to allow self-serviced integration of data underpinned by dynamic query tools. In GA's context examples of DaaS are the Australian Geoscience Data Cube, the Foundation Spatial Data Framework and data served through several Virtual Laboratories. We have implemented a three-layered architecture for DaaS in order to store and manage the data while honouring the semantics of Scientific Data Models defined by subject matter experts and GA's Enterprise Data Architecture as well as retain that delivery flexibility. The foundation layer of DaaS is Canonical Datasets, which are optimised for a long-term data stewardship and curation. Data is well structured, standardised, described and audited. All data creation and editing happen within this layer. The middle Data Transformation layer assists with transformation of data from Canonical Datasets to data integration layer. It provides mechanisms for multi-format and multi-technology data transformation. The top Data Integration layer is optimised for data access. Data can be easily reused and repurposed; data formats made available are optimised for scientific computing and adjusted for access by multiple applications, tools and libraries. Moving to

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

GeoServer cookbook

CERN Document Server

Iacovella, Stefano

2014-01-01

This book is ideal for GIS experts, developers, and system administrators who have had a first glance at GeoServer and who are eager to explore all its features in order to configure professional map servers. Basic knowledge of GIS and GeoServer is required.

Geostationary Coastal Ecosystem Dynamics Imager (GEO CEDI) for the GEO Coastal and Air Pollution Events (GEO CAPE) Mission. Concept Presentation

Science.gov (United States)

Janz, Scott; Smith, James C.; Mannino, Antonio

2010-01-01

This slide presentation reviews the concepts of the Geostationary Coastal Ecosystem Dynamics Imager (GEO CEDI) which will be used on the GEO Coastal and Air Pollution Events (GEO CAPE) Mission. The primary science requirements require scans of the U.S. Coastal waters 3 times per day during the daylight hours. Included in the overview are presentations about the systems, the optics, the detectors, the mechanical systems, the electromechanical systems, the electrical design, the flight software, the thermal systems, and the contamination prevention requirements.

Surface Pressure Dependencies in the GEOS-Chem-Adjoint System and the Impact of the GEOS-5 Surface Pressure on CO2 Model Forecast

Science.gov (United States)

Lee, Meemong; Weidner, Richard

2016-01-01

In the GEOS-Chem Adjoint (GCA) system, the total (wet) surface pressure of the GEOS meteorology is employed as dry surface pressure, ignoring the presence of water vapor. The Jet Propulsion Laboratory (JPL) Carbon Monitoring System (CMS) research team has been evaluating the impact of the above discrepancy on the CO2 model forecast and the CO2 flux inversion. The JPL CMS research utilizes a multi-mission assimilation framework developed by the Multi-Mission Observation Operator (M2O2) research team at JPL extending the GCA system. The GCA-M2O2 framework facilitates mission-generic 3D and 4D-variational assimilations streamlining the interfaces to the satellite data products and prior emission inventories. The GCA-M2O2 framework currently integrates the GCA system version 35h and provides a dry surface pressure setup to allow the CO2 model forecast to be performed with the GEOS-5 surface pressure directly or after converting it to dry surface pressure.

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.

Geo3DML: A standard-based exchange format for 3D geological models

Science.gov (United States)

Wang, Zhangang; Qu, Honggang; Wu, Zixing; Wang, Xianghong

2018-01-01

A geological model (geomodel) in three-dimensional (3D) space is a digital representation of the Earth's subsurface, recognized by geologists and stored in resultant geological data (geodata). The increasing demand for data management and interoperable applications of geomodelscan be addressed by developing standard-based exchange formats for the representation of not only a single geological object, but also holistic geomodels. However, current standards such as GeoSciML cannot incorporate all the geomodel-related information. This paper presents Geo3DML for the exchange of 3D geomodels based on the existing Open Geospatial Consortium (OGC) standards. Geo3DML is based on a unified and formal representation of structural models, attribute models and hierarchical structures of interpreted resultant geodata in different dimensional views, including drills, cross-sections/geomaps and 3D models, which is compatible with the conceptual model of GeoSciML. Geo3DML aims to encode all geomodel-related information integrally in one framework, including the semantic and geometric information of geoobjects and their relationships, as well as visual information. At present, Geo3DML and some supporting tools have been released as a data-exchange standard by the China Geological Survey (CGS).

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

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

First Li-Ion Battery On-Board A Russian Commercial Geo Satellite

Science.gov (United States)

Masgrangeas, David; Lagattu, Benoit; Nesterishin, Michael; Krenko, Alexander

2011-10-01

This paper deals with the first integration of a Li-ion battery from a western company aboard a Russian commercial GEO satellite. State of the art electrochemistry allied with innovative battery design lead to successful contract for development, manufacturing and delivery of flight hardware. After several months of joint technical work, two batteries were delivered for integration and tested inside a GEO spacecraft. Delivery conditions of a Li-ion battery were also part of the challenge and were successfully filled by both parties. This paper presents the first results of interfacing batteries and spacecraft. Mechanical, thermal and electrical aspects are discussed as well as learned lessons. Beyond cultural and technical habits and despite language barriers, this contract was a true success story between two major companies, each leading its own market share.

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

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

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

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

Science.gov (United States)

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

Geostationary Coastal and Air Pollution Events (GeoCAPE) Filter Radiometer (FR)

Science.gov (United States)

Kotecki, Carl; Chu, Martha; Wilson, Mark; Clark, Mike; Nanan, Bobby; Matson, Liz; McBirney, Dick; Smith, Jay; Earle, Paul; Choi, Mike;

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

Who is looking for an internship and successful in obtaining one? Examining application data from REU programs funded through NSF GEO

Science.gov (United States)

Hubenthal, M.; Kelly, M.

2017-12-01

The Directorate for Geosciences (GEO) at the National Science Foundation (NSF) is currently funding 60 Research Experiences for Undergraduate (REU) sites. Each site offers opportunities for 8 to 12 undergraduates to participate in research within solid earth, oceans, atmospheric and cryosphere sciences. Because applicant data is collected at individual REU sites, the exact number of unique applicants to all REU sites, and the demographics of this national applicant pool has not been previously reported. While some sites do provide some of this information to NSF in annual reports, obtaining and combining such data is problematic because the percentage of individuals that apply to multiple programs is unknown and generally believed anecdotally to be high, especially for students traditionally underrepresented in the geosciences. Understanding both the scale and makeup of the national applicant pool is important for several reasons. First, very little is known about how the supply and geographic location of slots in REU programs compares to the demand from undergraduate STEM majors interested in research experiences. Second, research into internship programs and their role in the career development process are limited by a lack of baseline data that includes both successful and unsuccessful internship applicants across the various sub-disciplines of the Earth sciences. Finally, designing and refining efforts to engage underrepresented populations in STEM research, and measuring the impact of such efforts is difficult without baseline data for comparison. We will present aggregate application data from up to 20 GEO REU funded programs. These programs represent Oceans, Atmospheres and Earth Science research areas and includes over a thousand applicants. Preliminary analysis suggests the number of unique applicants in the pool is higher than anecdotally predicted. Similarly, unique applicants from underrepresented communities also appears higher than anticipated.

Advancing Capabilities for Understanding the Earth System Through Intelligent Systems, the NSF Perspective

Science.gov (United States)

Gil, Y.; Zanzerkia, E. E.; Munoz-Avila, H.

2015-12-01

The National Science Foundation (NSF) Directorate for Geosciences (GEO) and Directorate for Computer and Information Science (CISE) acknowledge the significant scientific challenges required to understand the fundamental processes of the Earth system, within the atmospheric and geospace, Earth, ocean and polar sciences, and across those boundaries. A broad view of the opportunities and directions for GEO are described in the report "Dynamic Earth: GEO imperative and Frontiers 2015-2020." Many of the aspects of geosciences research, highlighted both in this document and other community grand challenges, pose novel problems for researchers in intelligent systems. Geosciences research will require solutions for data-intensive science, advanced computational capabilities, and transformative concepts for visualizing, using, analyzing and understanding geo phenomena and data. Opportunities for the scientific community to engage in addressing these challenges are available and being developed through NSF's portfolio of investments and activities. The NSF-wide initiative, Cyberinfrastructure Framework for 21st Century Science and Engineering (CIF21), looks to accelerate research and education through new capabilities in data, computation, software and other aspects of cyberinfrastructure. EarthCube, a joint program between GEO and the Advanced Cyberinfrastructure Division, aims to create a well-connected and facile environment to share data and knowledge in an open, transparent, and inclusive manner, thus accelerating our ability to understand and predict the Earth system. EarthCube's mission opens an opportunity for collaborative research on novel information systems enhancing and supporting geosciences research efforts. NSF encourages true, collaborative partnerships between scientists in computer sciences and the geosciences to meet these challenges.

Nature as a treasure map! Teaching geoscience with the help of earth caches?!

Science.gov (United States)

Zecha, Stefanie; Schiller, Thomas

2015-04-01

This presentation looks at how earth caches are influence the learning process in the field of geo science in non-formal education. The development of mobile technologies using Global Positioning System (GPS) data to point geographical location together with the evolving Web 2.0 supporting the creation and consumption of content, suggest a potential for collaborative informal learning linked to location. With the help of the GIS in smartphones you can go directly in nature, search for information by your smartphone, and learn something about nature. Earth caches are a very good opportunity, which are organized and supervised geocaches with special information about physical geography high lights. Interested people can inform themselves about aspects in geoscience area by earth caches. The main question of this presentation is how these caches are created in relation to learning processes. As is not possible, to analyze all existing earth caches, there was focus on Bavaria and a certain feature of earth caches. At the end the authors show limits and potentials for the use of earth caches and give some remark for the future.

Assessing The Role Of Integrated Learning In The BSc International Field Geosciences (IFG) Joint Degree Programme At University College Cork, the University of Montana and the University of Potsdam.

Science.gov (United States)

Meere, Patrick; Hendrix, Marc; Strecker, Manfred; Berger, Andreas

2010-05-01

The Department of Geology at University College Cork (UCC), Ireland, in conjunction with the Universities of Montana (UM) and Potsdam (UP) launched a new BSc in International Field Geosciences in Autumn 2008. In this program superb natural field geoscience laboratories available in Europe and the western United States are utilized as learning environments forming the basis for a ‘Joint' Bachelor of Science undergraduate degree. This programme focuses on the documentation, interpretation, and synthesis of critical geological issues in the field. It rests upon a backbone of existing modules that are the foundation of current geology programs at three partner institutions complemented by an emphasis on the development of field-based learning in an intercultural setting. The core curriculum is identical to that required for the existing BSc Geology at UCC except the third Year is spent abroad at UM while additional courses are taken at the UP at the start the fourth year. The mobility component of the programme is funded as part of a joint EU/US ATLANTIS project. The motivation for the new programme was primarily driven by the growing international demand for geoscientists with integrated field skills. Over the last two decades existing geoscience programmes in Europe and the US have tended to progressively reduce their field based learning components. One of the major reasons for this neglect is the increasing cost associated with physically transporting students into the field and maintaining a safe outdoor working environment. Heath and safety considerations in an increasingly litigious society have led to increasingly limited choices for suitable field areas in the last few decades. Lastly, recent technological advances such as GIS and various other forms of remote sensing have led to new ways of analyzing geospatial data that, while certainly useful, divert the attention of the Geoscience community away from collecting ‘ground truth' data and making direct

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

The role of male violence against women in female under-representation in (geo)sciences

Science.gov (United States)

Vincent, Aude

2017-04-01

Many women face male violence, simply because they are women. Street harassment, sexual harassment at the workplace, sexual assaults and rapes in public or private spaces, domestic violence, are rampant issues. About 1 on 5 women in Europe experiences at least once in her lifetime rape or physical violence, most of the time from a partner or former partner. In average, each year in France, 120 women are killed by their partner. Women scientists are women. There is no reason to suppose that they are less victims of male violence than other women. The different forms of violence they can encounter have effects on women, on physical, behavioral, and psychological levels. Those effects can obviously affect women in their professional life as well as in their intimate or social life: - they might want to avoid the perpetrator of the violence they were victim of; - their self-esteem might be crushed by the disparagement suffered from a violent partner; - a violent partner might threaten to get even more violent if they continue their studies or their career; - the psychological effects of a rape might leave them unable to continue their life as before. Because of such impacts on their lives, some women can't carry on their work and career as they could have, or they might even quit them, or never finish their Master or their PhD. The fact that gender stereotyping from an early ages leads more men than women to scientific careers is now quite acknowledge. We should also think about how much of the under-representation of women in geosciences, and sciences in general, is due to the impact of male violence on women lives.

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

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.

GeoSpark SQL: An Effective Framework Enabling Spatial Queries on Spark

Directory of Open Access Journals (Sweden)

Zhou Huang

2017-09-01

Full Text Available In the era of big data, Internet-based geospatial information services such as various LBS apps are deployed everywhere, followed by an increasing number of queries against the massive spatial data. As a result, the traditional relational spatial database (e.g., PostgreSQL with PostGIS and Oracle Spatial cannot adapt well to the needs of large-scale spatial query processing. Spark is an emerging outstanding distributed computing framework in the Hadoop ecosystem. This paper aims to address the increasingly large-scale spatial query-processing requirement in the era of big data, and proposes an effective framework GeoSpark SQL, which enables spatial queries on Spark. On the one hand, GeoSpark SQL provides a convenient SQL interface; on the other hand, GeoSpark SQL achieves both efficient storage management and high-performance parallel computing through integrating Hive and Spark. In this study, the following key issues are discussed and addressed: (1 storage management methods under the GeoSpark SQL framework, (2 the spatial operator implementation approach in the Spark environment, and (3 spatial query optimization methods under Spark. Experimental evaluation is also performed and the results show that GeoSpark SQL is able to achieve real-time query processing. It should be noted that Spark is not a panacea. It is observed that the traditional spatial database PostGIS/PostgreSQL performs better than GeoSpark SQL in some query scenarios, especially for the spatial queries with high selectivity, such as the point query and the window query. In general, GeoSpark SQL performs better when dealing with compute-intensive spatial queries such as the kNN query and the spatial join query.

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.

BIG GEO DATA MANAGEMENT: AN EXPLORATION WITH SOCIAL MEDIA AND TELECOMMUNICATIONS OPEN DATA

Directory of Open Access Journals (Sweden)

C. Arias Munoz

2016-06-01

Full Text Available The term Big Data has been recently used to define big, highly varied, complex data sets, which are created and updated at a high speed and require faster processing, namely, a reduced time to filter and analyse relevant data. These data is also increasingly becoming Open Data (data that can be freely distributed made public by the government, agencies, private enterprises and among others. There are at least two issues that can obstruct the availability and use of Open Big Datasets: Firstly, the gathering and geoprocessing of these datasets are very computationally intensive; hence, it is necessary to integrate high-performance solutions, preferably internet based, to achieve the goals. Secondly, the problems of heterogeneity and inconsistency in geospatial data are well known and affect the data integration process, but is particularly problematic for Big Geo Data. Therefore, Big Geo Data integration will be one of the most challenging issues to solve. With these applications, we demonstrate that is possible to provide processed Big Geo Data to common users, using open geospatial standards and technologies. NoSQL databases like MongoDB and frameworks like RASDAMAN could offer different functionalities that facilitate working with larger volumes and more heterogeneous geospatial data sources.

Big Geo Data Management: AN Exploration with Social Media and Telecommunications Open Data

Science.gov (United States)

Arias Munoz, C.; Brovelli, M. A.; Corti, S.; Zamboni, G.

2016-06-01

The term Big Data has been recently used to define big, highly varied, complex data sets, which are created and updated at a high speed and require faster processing, namely, a reduced time to filter and analyse relevant data. These data is also increasingly becoming Open Data (data that can be freely distributed) made public by the government, agencies, private enterprises and among others. There are at least two issues that can obstruct the availability and use of Open Big Datasets: Firstly, the gathering and geoprocessing of these datasets are very computationally intensive; hence, it is necessary to integrate high-performance solutions, preferably internet based, to achieve the goals. Secondly, the problems of heterogeneity and inconsistency in geospatial data are well known and affect the data integration process, but is particularly problematic for Big Geo Data. Therefore, Big Geo Data integration will be one of the most challenging issues to solve. With these applications, we demonstrate that is possible to provide processed Big Geo Data to common users, using open geospatial standards and technologies. NoSQL databases like MongoDB and frameworks like RASDAMAN could offer different functionalities that facilitate working with larger volumes and more heterogeneous geospatial data sources.

GeoGebra for Mathematical Statistics

Science.gov (United States)

Hewson, Paul

2009-01-01

The GeoGebra software is attracting a lot of interest in the mathematical community, consequently there is a wide range of experience and resources to help use this application. This article briefly outlines how GeoGebra will be of great value in statistical education. The release of GeoGebra is an excellent example of the power of free software…

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

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.

Real-time geo-referenced video mosaicking with the MATISSE system

DEFF Research Database (Denmark)

Vincent, Anne-Gaelle; Pessel, Nathalie; Borgetto, Manon

This paper presents the MATISSE system: Mosaicking Advanced Technologies Integrated in a Single Software Environment. This system aims at producing in-line and off-line geo-referenced video mosaics of seabed given a video input and navigation data. It is based upon several techniques of image...

Building Bridges Between Cyberinfrastructure and Effective Instructional Practice in the Geosciences

Science.gov (United States)

Mogk, D. W.

2008-12-01

The new geo-cybersinfrastructure (CI) has tremendous potential to fundamentally change geoscience education. Learners will have enhanced opportunities to learn science by doing science, particularly in the realm of inquiry and discovery through exploration of CI data and data products. The promise of CI lies in the universal access to data, analytical tools and data products and in the ability to integrate disparate types of data collected from many sources. But access to data for instructional purposes is not enough. CI may initially present significant barriers to learning related to data archive issues, access pathways that are designed for specialists that preclude use by novices, and the lack of educational metadata that can guide instructors and learners in the appropriate use of CI in a variety of educational applications. Consequently, there is a need for CI providers to build instructional portals in their systems that allow users to find and access relevant data; evaluate the quality of data, model output, and other data products; interrogate, sub- set, manipulate and render data; integrate diverse types of data; generate visualizations and other representations; and allow student contributions to the database. These capabilities presented by CI have important implications for what we teach and how we teach: 1) learning goals will have to be realigned to address concept and content mastery, skill development (higher-order thinking, quantitative, communication, interpersonal skills), and attitudes and values about Science, its processes and products; 2) assessments should be well-aligned with instructional goals to measure the process as well as the products of scientific investigations; 3) "primers" and "tutorials" should be developed to help students become critical consumers and producers of data by presenting data in the full context of underlying first principles, investigative strategies, instrumentation and analytical procedures, data manipulation

Maritime Geo-Fence Letter Report

Science.gov (United States)

2016-07-01

1 Classification | CG-926 RDC | author | audience | month year Maritime Geo-Fence Letter Report Authors: Irene Gonin and Gregory...Johnson   Distribution Statement A: Approved for public release; distribution is unlimited. July 2016 Report No. CG-D-10-16 Maritime Geo-Fence...United States Coast Guard Research & Development Center 1 Chelsea Street New London, CT 06320 Maritime Geo-Fence Letter Report 1

File Specification for GEOS-5 FP (Forward Processing)

Science.gov (United States)

Lucchesi, R.

2013-01-01

The GEOS-5 FP Atmospheric Data Assimilation System (GEOS-5 ADAS) uses an analysis developed jointly with NOAA's National Centers for Environmental Prediction (NCEP), which allows the Global Modeling and Assimilation Office (GMAO) to take advantage of the developments at NCEP and the Joint Center for Satellite Data Assimilation (JCSDA). The GEOS-5 AGCM uses the finite-volume dynamics (Lin, 2004) integrated with various physics packages (e.g, Bacmeister et al., 2006), under the Earth System Modeling Framework (ESMF) including the Catchment Land Surface Model (CLSM) (e.g., Koster et al., 2000). The GSI analysis is a three-dimensional variational (3DVar) analysis applied in grid-point space to facilitate the implementation of anisotropic, inhomogeneous covariances (e.g., Wu et al., 2002; Derber et al., 2003). The GSI implementation for GEOS-5 FP incorporates a set of recursive filters that produce approximately Gaussian smoothing kernels and isotropic correlation functions. The GEOS-5 ADAS is documented in Rienecker et al. (2008). More recent updates to the model are presented in Molod et al. (2011). The GEOS-5 system actively assimilates roughly 2 × 10(exp 6) observations for each analysis, including about 7.5 × 10(exp 5) AIRS radiance data. The input stream is roughly twice this volume, but because of the large volume, the data are thinned commensurate with the analysis grid to reduce the computational burden. Data are also rejected from the analysis through quality control procedures designed to detect, for example, the presence of cloud. To minimize the spurious periodic perturbations of the analysis, GEOS-5 FP uses the Incremental Analysis Update (IAU) technique developed by Bloom et al. (1996). More details of this procedure are given in Appendix A. The assimilation is performed at a horizontal resolution of 0.3125-degree longitude by 0.25- degree latitude and at 72 levels, extending to 0.01 hPa. All products are generated at the native resolution of the

From infotainment to tools of interaction - A critical perspective on the use of film/video in geoscience

Science.gov (United States)

Ickert, Johanna

2017-04-01

In times of omnipresent digitisation and interconnectedness, the way how we generate and experience knowledge on geo-related themes is strongly influenced by audiovisual media representations. Moving images are powerful tools and have significant potential to communicate science in novel ways. Major research frameworks such as Horizon 2020 strongly encourage the use of audiovisual media in order to communicate science "more effectively" to the public. An increasing number of geoscientists produce films themselves, while most of them still delegate this task to media professionals to whom they provide their scientific expert knowledge. Usually, the intention behind these outreach efforts is to take advantage of the suitability of the medium to convey "scientific facts", or to motivate certain cognitive/behavioural responses of different target audiences. Undoubtedly, film has a great potential for representing geoscientific knowledge and thus has become a key instrument for geoscience communication. However, the use of images also raises fundamental ethical and representational concerns. While the latter have provoked intense debates in sub-disciplines such as visual anthropology or film geography, the geosciences have paid only little attention to questions on how distinct practices and disciplinary paradigms create filmic representations. Given the fact that the use of scientific images and film is far from being "objective" and that the way how we create and experience images is always context-specific and strongly influenced by the relationship between film maker, film subjects/informants and audience, a series of important question arises: What do we know about the use of film in geosciences beyond the realm of information and representational purposes? What can we learn from using film as a reflexive, process-oriented and dialogue-based medium? How can film help us to better understand ethical and representational dimensions of our interaction with the public

Geo synthetic-reinforced Pavement systems

International Nuclear Information System (INIS)

Zornberg, J. G.

2014-01-01

Geo synthetics have been used as reinforcement inclusions to improve pavement performance. while there are clear field evidence of the benefit of using geo synthetic reinforcements, the specific conditions or mechanisms that govern the reinforcement of pavements are, at best, unclear and have remained largely unmeasured. Significant research has been recently conducted with the objectives of: (i) determining the relevant properties of geo synthetics that contribute to the enhanced performance of pavement systems, (ii) developing appropriate analytical, laboratory and field methods capable of quantifying the pavement performance, and (iii) enabling the prediction of pavement performance as a function of the properties of the various types of geo synthetics. (Author)

Development of RESTful services and map-based user interface tools for access and delivery of data and metadata from the Marine-Geo Digital Library

Science.gov (United States)

Morton, J. J.; Ferrini, V. L.

2015-12-01

The Marine Geoscience Data System (MGDS, www.marine-geo.org) operates an interactive digital data repository and metadata catalog that provides access to a variety of marine geology and geophysical data from throughout the global oceans. Its Marine-Geo Digital Library includes common marine geophysical data types and supporting data and metadata, as well as complementary long-tail data. The Digital Library also includes community data collections and custom data portals for the GeoPRISMS, MARGINS and Ridge2000 programs, for active source reflection data (Academic Seismic Portal), and for marine data acquired by the US Antarctic Program (Antarctic and Southern Ocean Data Portal). Ensuring that these data are discoverable not only through our own interfaces but also through standards-compliant web services is critical for enabling investigators to find data of interest.Over the past two years, MGDS has developed several new RESTful web services that enable programmatic access to metadata and data holdings. These web services are compliant with the EarthCube GeoWS Building Blocks specifications and are currently used to drive our own user interfaces. New web applications have also been deployed to provide a more intuitive user experience for searching, accessing and browsing metadata and data. Our new map-based search interface combines components of the Google Maps API with our web services for dynamic searching and exploration of geospatially constrained data sets. Direct introspection of nearly all data formats for hundreds of thousands of data files curated in the Marine-Geo Digital Library has allowed for precise geographic bounds, which allow geographic searches to an extent not previously possible. All MGDS map interfaces utilize the web services of the Global Multi-Resolution Topography (GMRT) synthesis for displaying global basemap imagery and for dynamically provide depth values at the cursor location.

Three-dimensional Geological and Geo-mechanical Modelling of Repositories for Nuclear Waste Disposal in Deep Geological Structures

International Nuclear Information System (INIS)

Fahland, Sandra; Hofmann, Michael; Bornemann, Otto; Heusermann, Stefan

2008-01-01

To prove the suitability and safety of underground structures for the disposal of radioactive waste extensive geo-scientific research and development has been carried out by BGR over the last decades. Basic steps of the safety analysis are the geological modelling of the entire structure including the host rock, the overburden and the repository geometry as well as the geo-mechanical modelling taking into account the 3-D modelling of the underground structure. The geological models are generated using the special-construction openGEO TM code to improve the visualisation an d interpretation of the geological data basis, e.g. borehole, mine, and geophysical data. For the geo-mechanical analysis the new JIFE finite-element code has been used to consider large 3-D structures with complex inelastic material behaviour. To establish the finite-element models needed for stability and integrity calculations, the geological models are simplified with respect to homogenous rock layers with uniform material behaviour. The modelling results are basic values for the evaluation of the stability of the repository mine and the long-term integrity of the geological barrier. As an example of application, the results of geological and geo-mechanical investigations of the Morsleben repository based on 3-D modelling are presented. (authors)

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

GEO Label Web Services for Dynamic and Effective Communication of Geospatial Metadata Quality

Science.gov (United States)

Lush, Victoria; Nüst, Daniel; Bastin, Lucy; Masó, Joan; Lumsden, Jo

2014-05-01

We present demonstrations of the GEO label Web services and their integration into a prototype extension of the GEOSS portal (http://scgeoviqua.sapienzaconsulting.com/web/guest/geo_home), the GMU portal (http://gis.csiss.gmu.edu/GADMFS/) and a GeoNetwork catalog application (http://uncertdata.aston.ac.uk:8080/geonetwork/srv/eng/main.home). The GEO label is designed to communicate, and facilitate interrogation of, geospatial quality information with a view to supporting efficient and effective dataset selection on the basis of quality, trustworthiness and fitness for use. The GEO label which we propose was developed and evaluated according to a user-centred design (UCD) approach in order to maximise the likelihood of user acceptance once deployed. The resulting label is dynamically generated from producer metadata in ISO or FDGC format, and incorporates user feedback on dataset usage, ratings and discovered issues, in order to supply a highly informative summary of metadata completeness and quality. The label was easily incorporated into a community portal as part of the GEO Architecture Implementation Programme (AIP-6) and has been successfully integrated into a prototype extension of the GEOSS portal, as well as the popular metadata catalog and editor, GeoNetwork. The design of the GEO label was based on 4 user studies conducted to: (1) elicit initial user requirements; (2) investigate initial user views on the concept of a GEO label and its potential role; (3) evaluate prototype label visualizations; and (4) evaluate and validate physical GEO label prototypes. The results of these studies indicated that users and producers support the concept of a label with drill-down interrogation facility, combining eight geospatial data informational aspects, namely: producer profile, producer comments, lineage information, standards compliance, quality information, user feedback, expert reviews, and citations information. These are delivered as eight facets of a wheel

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

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.

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

Internet Geo-Location

Science.gov (United States)

2017-12-01

INTERNET GEO-LOCATION DUKE UNIVERSITY DECEMBER 2017 FINAL TECHNICAL REPORT APPROVED FOR PUBLIC RELEASE; DISTRIBUTION UNLIMITED STINFO COPY AIR...REPORT TYPE FINAL TECHNICAL REPORT 3. DATES COVERED (From - To) MAY 2014 – MAY 2017 4. TITLE AND SUBTITLE INTERNET GEO-LOCATION 5a. CONTRACT...of SpeedTest servers that are used by end users to measure the speed of their Internet connection. The servers log the IP address and the location

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

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.

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.

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.

Mind the Gap: furthering the development of EU-US collaboration in marine geoscience.

Science.gov (United States)

Glaves, H.; Miller, S.; Schaap, D.

2012-04-01

There is a large and ever increasing amount of marine geological and geophysical data available throughout Europe, the USA and beyond. The challenges associated with the acquisition of this data mean that the cost of collecting it is very high and there is therefore a need to maximise the potential re-use of this data wherever possible. Facilitating this is becoming an increasingly important aspect of marine geosciences data management as the need for marine data increases at a time when the financial resources for data acquisition are being dramatically reduced. A significant barrier to the re-use of marine geoscience data is the variety of different formats, standards, vocabularies etc which have been used by the various organisations engaged with the collection and management of marine geosciences data at a regional, national and international scale. This is also proving to be a barrier to the development of interoperability with other data types at a time when there is a need to develop a more holistic approach to marine research. These challenges are currently being addressed within Europe by a number of EU funded initiatives, the objectives of which are an improvement in the discovery and access to marine data. The Geo-Seas project is just one of these initiatives, the focus of which is the development of an e-infrastructure for the delivery of standardised marine geological and geophysical data across Europe. The project is developing this e-infrastructure by adopting and adapting the methodologies of the SeaDataNet project which currently provides an e-infrastructure for the management of oceanographic data. This re-use of the existing technologies has lead to the development a joint multidisciplinary e-infrastructure for the delivery or both geoscientific and oceanographic data. In order to expand these initiatives further and bridge the gap between these European projects and those being undertaken by colleagues in both the US and elsewhere a number of

MS PHD'S: A Successful Model Promoting Inclusion, Preparation and Engagement of Underrepresented Minorities within the Geosciences Workforce

Science.gov (United States)

Padilla, E.; Scott, O.; Strickland, J. T.; Ricciardi, L.; Guzman, W. I.; Braxton, L.; Williamson, V.; Johnson, A.

2015-12-01

According to 2014 findings of the National Research Council, geoscience and related industries indicate an anticipated 48,000 blue-collar, scientific, and managerial positions to be filled by underrepresented minority (URM) workers in the next 15 years. An Information Handling Services (IHS) report prepared for the American Petroleum Institute forecasts even greater numbers estimating upward of 408,000 opportunities for URM workers related to growth in accelerated development of oil, gas and petroleum industries. However, many URM students lack the training in both the hard sciences and craft skills necessary to fill these positions. The Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science (MS PHD'S) Professional Development Program uses integrative and holistic strategies to better prepare URM students for entry into all levels of the geoscience workforce. Through a three-phase program of mentoring, community building, networking and professional development activities, MS PHD'S promotes collaboration, critical thinking, and soft skills development for participants. Program activities expose URM students to education, training and real-life geoscience workforce experiences while maintaining a continuity of supportive mentoring and training networks via an active virtual community. MS PHD'S participants report increased self-confidence and self-efficacy in pursuing geoscience workforce goals. To date, the program supports 223 participants of who 57, 21 and 16 have received Doctorate, Masters and Baccalaureate degrees respectively and are currently employed within the geoscience and related industries workforce. The remaining 129 participants are enrolled in undergraduate and graduate programs throughout the U.S. Geographic representation of participants includes 35 states, the District of Columbia, Puerto Rico and two international postdoctoral appointments - one in Saudi Arabia and the other in France.

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

Science.gov (United States)

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

2008-12-01

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

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.

Voluntarism, public engagement and the role of geoscience in radioactive waste management policy-making

Science.gov (United States)

Bilham, Nic

2014-05-01

In the UK, as elsewhere in Europe, there has been a move away from previous 'technocratic' approaches to radioactive waste management (RWM). Policy-makers have recognised that for any RWM programme to succeed, sustained engagement with stakeholders and the public is necessary, and any geological repository must be constructed and operated with the willing support of the community which hosts it. This has opened up RWM policy-making and implementation to a wider range of (often contested) expert inputs, ranging across natural and social sciences, engineering and even ethics. Geoscientists and other technical specialists have found themselves drawn into debates about how various types of expertise should be prioritised, and how they should be integrated with diverse public and stakeholder perspectives. They also have a vital role to play in communicating to the public the need for geological disposal of radioactive waste, and the various aspects of geoscience which will inform the process of implementing this, from identifying potential volunteer host communities, to finding a suitable site, developing the safety case, construction of a repository, emplacement of waste, closure and subsequent monitoring. High-quality geoscience, effectively communicated, will be essential to building and maintaining public confidence throughout the many decades such projects will take. Failure to communicate effectively the relevant geoscience and its central role in the UK's radioactive waste management programme arguably contributed to West Cumbria's January 2013 decision to withdraw from the site selection process, and may discourage other communities from coming forward in future. Across countries needing to deal with their radioactive waste, this unique challenge gives an unprecedented urgency to finding ways to engage and communicate effectively with the public about geoscience.

Nuclear physics for geo-neutrino studies

International Nuclear Information System (INIS)

Fiorentini, Gianni; Ianni, Aldo; Korga, George; Suvorov, Yury; Lissia, Marcello; Mantovani, Fabio; Miramonti, Lino; Oberauer, Lothar; Obolensky, Michel; Smirnov, Oleg

2010-01-01

Geo-neutrino studies are based on theoretical estimates of geo-neutrino spectra. We propose a method for a direct measurement of the energy distribution of antineutrinos from decays of long-lived radioactive isotopes. We present preliminary results for the geo-neutrinos from 214 Bi decay, a process that accounts for about one-half of the total geo-neutrino signal. The feeding probability of the lowest state of 214 Bi--the most important for geo-neutrino signal--is found to be p 0 =0.177±0.004 (stat) -0.001 +0.003 (sys), under the hypothesis of universal neutrino spectrum shape (UNSS). This value is consistent with the (indirect) estimate of the table of isotopes. We show that achievable larger statistics and reduction of systematics should allow for the testing of possible distortions of the neutrino spectrum from that predicted using the UNSS hypothesis. Implications on the geo-neutrino signal are discussed.

The Geo/Geo/1+1 Queueing System with Negative Customers

OpenAIRE

Ma, Zhanyou; Guo, Yalin; Wang, Pengcheng; Hou, Yumei

2013-01-01

We study a Geo/Geo/1+1 queueing system with geometrical arrivals of both positive and negative customers in which killing strategies considered are removal of customers at the head (RCH) and removal of customers at the end (RCE). Using quasi-birth-death (QBD) process and matrix-geometric solution method, we obtain the stationary distribution of the queue length, the average waiting time of a new arrival customer, and the probabilities of servers in busy or idle period, respectively. Finally, ...

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

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.

Geo-collaboration under stress

NARCIS (Netherlands)

Looije, R.; Brake, G.M. te; Neerincx, M.A.

2007-01-01

“Most of the science and decision making involved in geo-information is the product of collaborative teams. Current geospatial technologies are a limiting factor because they do not provide any direct support for group efforts. In this paper we present a method to enhance geo-collaboration by

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

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

[Brief introduction of geo-authentic herbs].

Science.gov (United States)

Liang, Fei; Li, Jian; Zhang, Wei; Zhang, Rui-Xian

2013-05-01

The science of geo-authentic herbs is a characteristic discipline of traditional Chinese medicine established during thousands of years of clinical practices. It has a long history under the guidance of profound theories of traditional Chinese medicine. The words of "geo-authentic product" were derived from an administrative division unit in the ancient times, which layed stress on the good quality of products in particular regions. In ancient records of traditional Chinese medicine, the words of "geo-authentic product" were first found in Concise Herbal Foundation Compilation of the Ming dynasty, and the words of "geo-authentic herbs" were first discovered in Peony Pavilion of the late Ming dynasty. After all, clinical effect is the fundamental evaluation standard of geo-authentic herbs.

Global Remote Sensing Data Subdivision Organization Based on GeoSOT%全球遥感数据剖分组织的 GeoSOT 网格应用

Institute of Scientific and Technical Information of China (English)

2014-01-01

At present, there are various data grids to organize data in different department data centers.In order to seek a remote sensing image data organization grid,which is compatible with the existing survey-ing and mapping data,a scheme of remote sensing data organization based on GeoSOT,geographical coordinate subdividing grid with one dimension integer coding on 2 n-tree,is proposed.it theoretically proves that GeoSOT has good isomorphism with National Topographic Map and other grids, such as Worldwind, Google Earth, Google Maps, Bing Maps and Mapworld, which makes GeoSOT gridinherit easily traditional surveying and mapping data and organize global remote sensing data.Under the premise of keeping the existing data organization,a virtual one global grid for global remote sensingdata organ-ization based on GeoSOT and a method of fast generating specification data products by GeoSOT cells aggregation are introduced.The test shows that it is very significantly to prove data integration efficiency with the virtual one global grid for global remote sensingdata organization based on GeoSOT.%针对目前不同部门按自身行业特点采用不同数据组织网格的问题，为寻求更适合于现有测绘数据组织体系兼容的遥感数据组织网格，提出基于GeoSOT网格的遥感数据组织方案，理论证明了Geo-SOT网格与国家地形图图幅和Worldwind、GoogleEarth、GoogleMaps、BingMaps、天地图等网格具有很好的同构性，有利于对传统测绘数据的继承。同时，在不改变现有数据组织体系的前提下，提出基于GeoSOT全球遥感数据“虚拟一张网”的数据组织模型和数据整合方法。通过试验证明，基于GeoSOT遥感影像“虚拟一张网”的数据组织可有效提高遥感数据整合效率。

How to learn Thematic Cartography in the context of Geosciences and Engineering? Towards a new pedagogical proposal

Science.gov (United States)

Vargas, German Giovanni; Rocha, Luz Angela

2018-05-01

This paper aims to expose the development of a educational proposal supported in the use of ICT, adopting for this purpose the methodology of instructional design ADDIE, widely used in the design and development of e-learning courses, which offer the possibility of analyzing the results obtained from an individual assessment of each one of these phases and make the feedback respective to the whole process, therefore it allowing assess the effectiveness of the training in terms of its quality and relevance in the academic and professional work of learners, with the goal of helping the process of teaching-learning of Thematic Cartography applied to the study of Geosciences through the design and implementation of a free course in a virtual environment. In this sense the course allows to highlight the scope of the thematic map as a support tool for smart land management in Colombia. The final result is a theoretical and practical virtual course proposed to be developed over a period of five weeks with a total of fifty hours of academic work by the learner, oriented to facilitate the appropriation of concepts, criteria and techniques for reading and apply graphical representation of geospatial information, used and produced in the theme of Geosciences and the use of web tools for geo-visualization and publication. Likewise, this paper offers a short discussion of the opportunities and challenges that involve the course construction, to join efforts that motivate innovation and continuous improvement in transfer quality knowledge in this discipline.

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.

OntoFire: an ontology-based geo-portal for wildfires

Science.gov (United States)

Kalabokidis, K.; Athanasis, N.; Vaitis, M.

2011-12-01

With the proliferation of the geospatial technologies on the Internet, the role of geo-portals (i.e. gateways to Spatial Data Infrastructures) in the area of wildfires management emerges. However, keyword-based techniques often frustrate users when looking for data of interest in geo-portal environments, while little attention has been paid to shift from the conventional keyword-based to navigation-based mechanisms. The presented OntoFire system is an ontology-based geo-portal about wildfires. Through the proposed navigation mechanisms, the relationships between the data can be discovered, which would otherwise not be possible when using conventional querying techniques alone. End users can use the browsing interface to find resources of interest by using the navigation mechanisms provided. Data providers can use the publishing interface to submit new metadata, modify metadata or removing metadata in/from the catalogue. The proposed approach can improve the discovery of valuable information that is necessary to set priorities for disaster mitigation and prevention strategies. OntoFire aspires to be a focal point of integration and management of a very large amount of information, contributing in this way to the dissemination of knowledge and to the preparedness of the operational stakeholders.

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.

Integrating sentiment analysis and term associations with geo-temporal visualizations on customer feedback streams

Science.gov (United States)

Hao, Ming; Rohrdantz, Christian; Janetzko, Halldór; Keim, Daniel; Dayal, Umeshwar; Haug, Lars-Erik; Hsu, Mei-Chun

2012-01-01

Twitter currently receives over 190 million tweets (small text-based Web posts) and manufacturing companies receive over 10 thousand web product surveys a day, in which people share their thoughts regarding a wide range of products and their features. A large number of tweets and customer surveys include opinions about products and services. However, with Twitter being a relatively new phenomenon, these tweets are underutilized as a source for determining customer sentiments. To explore high-volume customer feedback streams, we integrate three time series-based visual analysis techniques: (1) feature-based sentiment analysis that extracts, measures, and maps customer feedback; (2) a novel idea of term associations that identify attributes, verbs, and adjectives frequently occurring together; and (3) new pixel cell-based sentiment calendars, geo-temporal map visualizations and self-organizing maps to identify co-occurring and influential opinions. We have combined these techniques into a well-fitted solution for an effective analysis of large customer feedback streams such as for movie reviews (e.g., Kung-Fu Panda) or web surveys (buyers).

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

Design and Implementation of a New System for Large Bridge Monitoring—GeoSHM

Directory of Open Access Journals (Sweden)

Xiaolin Meng

2018-03-01

Full Text Available Structural Health Monitoring (SHM is a relatively new branch of civil engineering that focuses on assessing the health status of infrastructure, such as long-span bridges. Using a broad range of in-situ monitoring instruments, the purpose of the SHM is to help engineers understand the behaviour of structures, ensuring their structural integrity and the safety of the public. Under the Integrated Applications Promotion (IAP scheme of the European Space Agency (ESA, a feasibility study (FS project that used the Global Navigation Satellite Systems (GNSS and Earth Observation (EO for Structural Health Monitoring of Long-span Bridges (GeoSHM was initiated in 2013. The GeoSHM FS Project was led by University of Nottingham and the Forth Road Bridge (Scotland, UK, which is a 2.5 km long suspension bridge across the Firth of Forth connecting Edinburgh and the Northern part of Scotland, was selected as the test structure for the GeoSHM FS project. Initial results have shown the significant potential of the GNSS and EO technologies. With these successes, the FS project was further extended to the demonstration stage, which is called the GeoSHM Demo project where two other long-span bridges in China were included as test structures. Led by UbiPOS UK Ltd. (Nottingham, UK, a Nottingham Hi-tech company, this stage focuses on addressing limitations identified during the feasibility study and developing an innovative data strategy to process, store, and interpret monitoring data. This paper will present an overview of the motivation and challenges of the GeoSHM Demo Project, a description of the software and hardware architecture and a discussion of some primary results that were obtained in the last three years.

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

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

Geo-portal as a planning instrument: supporting decision making and fostering market potential of Energy efficiency in buildings

Science.gov (United States)

Cuca, Branka; Brumana, Raffaella; Oreni, Daniela; Iannaccone, Giuliana; Sesana, Marta Maria

2014-03-01

Steady technological progress has led to a noticeable advancement in disciplines associated with Earth observation. This has enabled information transition regarding changing scenarios, both natural and urban, to occur in (almost) real time. In particular, the need for integration on a local scale with the wider territorial framework has occurred in analysis and monitoring of built environments over the last few decades. The progress of Geographic Information (GI) science has provided significant advancements when it comes to spatial analysis, while the almost free availability of the internet has ensured a fast and constant exchange of geo-information, even for everyday users' requirements. Due to its descriptive and semantic nature, geo-spatial information is capable of providing a complete overview of a certain phenomenon and of predicting the implications within the natural, social and economic context. However, in order to integrate geospatial data into decision making processes, it is necessary to provide a specific context, which is well supported by verified data. This paper investigates the potentials of geo-portals as planning instruments developed to share multi-temporal/multi-scale spatial data, responding to specific end-users' demands in the case of Energy efficiency in Buildings (EeB) across European countries. The case study regards the GeoCluster geo-portal and mapping tool (Project GE2O, FP7), built upon a GeoClustering methodology for mapping of indicators relevant for energy efficiency technologies in the construction sector.

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.

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

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.

Abiding by codes of ethics and codes of conduct imposed on members of learned and professional geoscience institutions and - a tiresome formality or a win-win for scientific and professional integrity and protection of the public?

Science.gov (United States)

Allington, Ruth; Fernandez, Isabel

2015-04-01

In 2012, the International Union of Geological Sciences (IUGS) formed the Task Group on Global Geoscience Professionalism ("TG-GGP") to bring together the expanding network of organizations around the world whose primary purpose is self-regulation of geoscience practice. An important part of TG-GGP's mission is to foster a shared understanding of aspects of professionalism relevant to individual scientists and applied practitioners working in one or more sectors of the wider geoscience profession (e.g. research, teaching, industry, geoscience communication and government service). These may be summarised as competence, ethical practice, and professional, technical and scientific accountability. Legal regimes for the oversight of registered or licensed professionals differ around the world and in many jurisdictions there is no registration or licensure with the force of law. However, principles of peer-based self-regulation universally apply. This makes professional geoscience organisations ideal settings within which geoscientists can debate and agree what society should expect of us in the range of roles we fulfil. They can provide the structures needed to best determine what expectations, in the public interest, are appropriate for us collectively to impose on each other. They can also provide the structures for the development of associated procedures necessary to identify and discipline those who do not live up to the expected standards of behaviour established by consensus between peers. Codes of Ethics (sometimes referred to as Codes of Conduct), to which all members of all major professional and/or scientific geoscience organizations are bound (whether or not they are registered or hold professional qualifications awarded by those organisations), incorporate such traditional tenets as: safeguarding the health and safety of the public, scientific integrity, and fairness. Codes also increasingly include obligations concerning welfare of the environment and

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…

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.

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.

Pricing Analysis in Geo/Geo/1 Queueing System

Directory of Open Access Journals (Sweden)

Yan Ma

2015-01-01

Full Text Available This paper studies the equilibrium behavior of customers and optimal pricing strategies of servers in a Geo/Geo/1 queueing system. Two common pricing mechanisms are considered. The first one is called ex-post payment (EPP scheme where the server collects tolls proportional to queue times, and the second one is called ex-ante payment (EAP scheme where the server charges a flat fee for the total service. The server sets the toll price to maximize its own profit. It is found that, under a customer’s choice equilibrium, the two toll mechanisms are equivalent from the economic point of view. Finally, we present several numerical experiments to investigate the effects of system parameters on the equilibrium customer joining rate and servers’ profits.

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.

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…

The geo-genic radon potential map of the aspiring 'Buzau Land' Geo-park

International Nuclear Information System (INIS)

Moldovan, M. C.; Burghele, B. D.; Roba, C. A.; Sferle, T. L.; Buterez, C.; Mitrofan, H.

2017-01-01

Mapping the geo-genic radon potential in Buzau County is part of a research project aiming to apply research for sustainable development and economic growth following the principles of geo-conservation in order to support the 'Buzau Land' UNESCO Geo-park initiative. The mapping of geo-genic radon will be used as an overview for planning purposes. The main geological formations of the studied area were identified as Cretaceous and Paleogene flysch, included in a thin-skinned nappes pile and consisting of alternating sandstones, marls, clays and, subordinately, conglomerates, all tightly folded or faulted. Significant variations in the concentration of radon were therefore determined in the ground. However, no high values were determined, the maximum measured activity concentration being 101.6 kBq m -3 . (authors)

Comparative geoscience studies of the Madeira and Southern Nares Abyssal Plains: NEA/SWG preference location document

International Nuclear Information System (INIS)

Auffret, G.A.; Buckley, D.E.; Schuttenhelm, R.T.E.; Searle, R.C.; Shephard, L.E.; Cranston, R.E.

1986-01-01

This document summarizes the status of geoscience investigations in the two primary North Atlantic study locations Great Meteor East (GME) in the Madeira Abyssal Plain, and the Southern Nares Abyssal Plain (SNAP), and assesses the characteristics of these locations relative to the guidelines considered desirable and necessary for a potential subseabed high-level waste repository. These characteristics will be continually reevaluated as additional data become available and as our understanding of deep-sea sediment processes within abyssal plain environments improves. Initially, a number of areas of minimum size were identified in the ocean basins that appeared to comply with most of the stability and barrier guidelines. However, detailed studies in both GME and SNAP demonstrate that as our level of knowledge improves, and the degree of resolution increases, the number of 100 km 2 areas complying with these guidelines becomes much more limited. This observation may be characteristic of abyssal plain and abyssal hill environments in both the North Atlantic and North Pacific basins. Marked differences in geoscience characteristics exist between the Great Meteor East and the Southern Nares Abyssal Plain study locations. The significance of these differences, as they impact the selection of a single preferred site for a potential subseabed repository, can only be determined by using an integrated systems risk assessment modeling approach. The known geoscience characteristics can, however, be used in conjunction with the site assessment guidelines to draw conclusions concerning the geoscience suitability of these two locations. These conclusions will be modified as specific types of data from future expeditions become available

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

Academic Research Library as Broker in Addressing Interoperability Challenges for the Geosciences

Science.gov (United States)

Smith, P., II

2015-12-01

Data capture is an important process in the research lifecycle. Complete descriptive and representative information of the data or database is necessary during data collection whether in the field or in the research lab. The National Science Foundation's (NSF) Public Access Plan (2015) mandates the need for federally funded projects to make their research data more openly available. Developing, implementing, and integrating metadata workflows into to the research process of the data lifecycle facilitates improved data access while also addressing interoperability challenges for the geosciences such as data description and representation. Lack of metadata or data curation can contribute to (1) semantic, (2) ontology, and (3) data integration issues within and across disciplinary domains and projects. Some researchers of EarthCube funded projects have identified these issues as gaps. These gaps can contribute to interoperability data access, discovery, and integration issues between domain-specific and general data repositories. Academic Research Libraries have expertise in providing long-term discovery and access through the use of metadata standards and provision of access to research data, datasets, and publications via institutional repositories. Metadata crosswalks, open archival information systems (OAIS), trusted-repositories, data seal of approval, persistent URL, linking data, objects, resources, and publications in institutional repositories and digital content management systems are common components in the library discipline. These components contribute to a library perspective on data access and discovery that can benefit the geosciences. The USGS Community for Data Integration (CDI) has developed the Science Support Framework (SSF) for data management and integration within its community of practice for contribution to improved understanding of the Earth's physical and biological systems. The USGS CDI SSF can be used as a reference model to map to Earth

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.

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

User Defined Geo-referenced Information

DEFF Research Database (Denmark)

Konstantas, Dimitri; Villalba, Alfredo; di Marzo Serugendo, Giovanna

2009-01-01

. In this paper we present two novel mobile and wireless collaborative services and concepts, the Hovering Information, a mobile, geo-referenced content information management system, and the QoS Information service, providing user observed end-to-end infrastructure geo-related QoS information....

Unidata: A cyberinfrastrucuture for the geosciences

Science.gov (United States)

Ramamurthy, Mohan

2016-04-01

originated externally, but are modified, maintained, and supported at the UPC. Software provided by Unidata is available at no charge. The overarching goal embodied in Unidata's strategic plan is the creation of a scientific ecosystem in which "data friction" is reduced and data transparency and ease-of-use are increased. In such an environment, scientists will expend less effort locating, acquiring, and processing data and more time interpreting their data and sharing knowledge. To accomplish the goals set forth in our strategic plan, Unidata has been working to build and provide cloud-based infrastructure that makes it easy to discover, access, integrate and use data from disparate geoscience disciplines, allowing investigators to perceive connections that today are obscured by incompatible data formats or the mistaken impression that the data they need for their investigations do not exist.

GEOS-5 Chemistry Transport Model User's Guide

Science.gov (United States)

Kouatchou, J.; Molod, A.; Nielsen, J. E.; Auer, B.; Putman, W.; Clune, T.

2015-01-01

The Goddard Earth Observing System version 5 (GEOS-5) General Circulation Model (GCM) makes use of the Earth System Modeling Framework (ESMF) to enable model configurations with many functions. One of the options of the GEOS-5 GCM is the GEOS-5 Chemistry Transport Model (GEOS-5 CTM), which is an offline simulation of chemistry and constituent transport driven by a specified meteorology and other model output fields. This document describes the basic components of the GEOS-5 CTM, and is a user's guide on to how to obtain and run simulations on the NCCS Discover platform. In addition, we provide information on how to change the model configuration input files to meet users' needs.

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

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.

Innovation and entrepreneurship in geosciences: challenges and opportunities for oil and gas production in marginal fields; Inovacao e empreendedorismo em geociencias: desafios e oportunidades para a producao de petroleo e gas em campos marginais

Energy Technology Data Exchange (ETDEWEB)

Rodrigues, Livia da Silva Modesto [Universidade do Estado da Bahia (UNEB), Salvador, BA (Brazil); Universidade Salvador (UNIFACS), BA (Brazil); Fundacao Visconde de Cairu, Salvador, BA (Brazil); Ferreira, Doneivan Fernandes [Universidade Federal da Bahia (UFBA), BA (Brazil)

2012-07-01

The purpose of this paper is to provide a conceptual perspective for the analysis of entrepreneurial behavior and the implementation of a innovation and applied research culture on the niche of marginal oil and gas production in Brazil. Among other topics discussed, there is the conceptual approach of entrepreneurship and innovation, its correlation to the geosciences field, the importance of applied research in the segment, the innovative environment in business and Academia and regulatory issues (Innovation Law and 'Lei do Bem'). The culture of innovation and entrepreneurship in the field of Geosciences should be embodied in the Upstream Segment, highlighting the opportunities represented by geo-knowledge and entrepreneurship, service, technical expertise, and even by the capacity to elaborate a Business Plan Document. The methodology used was literature research through existing publications, books, magazines, web sites, seminars and interaction with players in the niche of production in marginal fields, based on interviews and content analysis, and on the experience of the Group of Applied Research CNPq 'Production of Oil and Gas Marginal Fields' experienced at the Federal University of Bahia. (author)

OntoFire: an ontology-based geo-portal for wildfires

Directory of Open Access Journals (Sweden)

K. Kalabokidis

2011-12-01

Full Text Available With the proliferation of the geospatial technologies on the Internet, the role of geo-portals (i.e. gateways to Spatial Data Infrastructures in the area of wildfires management emerges. However, keyword-based techniques often frustrate users when looking for data of interest in geo-portal environments, while little attention has been paid to shift from the conventional keyword-based to navigation-based mechanisms. The presented OntoFire system is an ontology-based geo-portal about wildfires. Through the proposed navigation mechanisms, the relationships between the data can be discovered, which would otherwise not be possible when using conventional querying techniques alone. End users can use the browsing interface to find resources of interest by using the navigation mechanisms provided. Data providers can use the publishing interface to submit new metadata, modify metadata or removing metadata in/from the catalogue. The proposed approach can improve the discovery of valuable information that is necessary to set priorities for disaster mitigation and prevention strategies. OntoFire aspires to be a focal point of integration and management of a very large amount of information, contributing in this way to the dissemination of knowledge and to the preparedness of the operational stakeholders.

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

Science.gov (United States)

Solheim, A.; Bjoerlykke, A.

2007-12-01

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

Estimation of the Ocean Skin Temperature using the NASA GEOS Atmospheric Data Assimilation System

Science.gov (United States)

Koster, Randal D.; Akella, Santha; Todling, Ricardo; Suarez, Max

2016-01-01

This report documents the status of the development of a sea surface temperature (SST) analysis for the Goddard Earth Observing System (GEOS) Version-5 atmospheric data assimilation system (ADAS). Its implementation is part of the steps being taken toward the development of an integrated earth system analysis. Currently, GEOS-ADAS SST is a bulk ocean temperature (from ocean boundary conditions), and is almost identical to the skin sea surface temperature. Here we describe changes to the atmosphere-ocean interface layer of the GEOS-atmospheric general circulation model (AGCM) to include near surface diurnal warming and cool-skin effects. We also added SST relevant Advanced Very High Resolution Radiometer (AVHRR) observations to the GEOS-ADAS observing system. We provide a detailed description of our analysis of these observations, along with the modifications to the interface between the GEOS atmospheric general circulation model, gridpoint statistical interpolation-based atmospheric analysis and the community radiative transfer model. Our experiments (with and without these changes) show improved assimilation of satellite radiance observations. We obtained a closer fit to withheld, in-situ buoys measuring near-surface SST. Evaluation of forecast skill scores corroborate improvements seen in the observation fits. Along with a discussion of our results, we also include directions for future work.

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.

Framework 'interstitial' oxygen in La10(GeO4)5-(GeO5)O2 apatite electrolyte

International Nuclear Information System (INIS)

Pramana, S.S.; White, T.J.

2007-01-01

Oxygen conduction at low temperatures in apatites make these materials potentially useful as electrolytes in solid-oxide fuel cells, but our understanding of the defect structures enabling ion migration is incomplete. While conduction along [001] channels is dominant, considerable inter-tunnel mobility has been recognized. Using neutron powder diffraction of stoichiometric 'La 10 (GeO 4 ) 6 O 3 ', it has been shown that this compound is more correctly described as an La 10 (GeO 4 ) 5- (GeO 5 )O 2 apatite, in which high concentrations of interstitial oxygen reside within the channel walls. It is suggested that these framework interstitial O atoms provide a reservoir of ions that can migrate into the conducting channels of apatite, via a mechanism of inter-tunnel oxygen diffusion that transiently converts GeO 4 tetrahedra to GeO 5 distorted trigonal bipyramids. This structural modification is consistent with known crystal chemistry and may occur generally in oxide apatites. (orig.)

GeoSEA: Geodetic Earthquake Observatory on the Seafloor

Science.gov (United States)

Kopp, Heidrun; Lange, Dietrich; Flueh, Ernst R.; Petersen, Florian; Behrmann, Jan-Hinrich; Devey, Colin

2014-05-01

Space geodetic observations of crustal deformation have contributed greatly to our understanding of plate tectonic processes in general, and plate subduction in particular. Measurements of interseismic strain have documented the active accumulation of strain, and subsequent strain release during earthquakes. However, techniques such as GPS cannot be applied below the water surface because the electromagnetic energy is strongly attenuated in the water column. Evidence suggests that much of the elastic strain build up and release (and particularly that responsible for both tsunami generation and giant earthquakes) occurs offshore. To quantify strain accumulation and assess the resultant hazard potential we urgently need systems to resolve seafloor crustal deformation. Here we report on first results of sea trials of a newly implemented seafloor geodesy array. The GeoSEA (Geodetic Earthquake Observatory on the Seafloor) array consists of a seafloor transponder network comprising 35 units and a wave glider acting as a surface unit (GeoSURF) to ensure satellite correspondence, data transfer and monitor system health. Seafloor displacement occurs in the horizontal (x,y) and vertical direction (z). The vertical displacement is measured by monitoring pressure variations at the seafloor. Horizontal seafloor displacement can be measured either using an acoustic/GPS combination to provide absolute positioning (requiring a suitably equipped vessel to perform repeated cruises to provide the GPS fixes) or by long-term acoustic telemetry between different beacons fixed on the seafloor to determine relative distances by using the travel time observations to each other, which is the technique tested during our short sea trials. For horizontal direct path measurements, the system utilizes acoustic ranging techniques with a ranging precision better than 15 mm and long term stability over 2 km distances. Vertical motion is obtained from pressure gauges. Integrated inclinometers

Develop Direct Geo-referencing System Based on Open Source Software and Hardware Platform

Directory of Open Access Journals (Sweden)

H. S. Liu

2015-08-01

Full Text Available Direct geo-referencing system uses the technology of remote sensing to quickly grasp images, GPS tracks, and camera position. These data allows the construction of large volumes of images with geographic coordinates. So that users can be measured directly on the images. In order to properly calculate positioning, all the sensor signals must be synchronized. Traditional aerial photography use Position and Orientation System (POS to integrate image, coordinates and camera position. However, it is very expensive. And users could not use the result immediately because the position information does not embed into image. To considerations of economy and efficiency, this study aims to develop a direct geo-referencing system based on open source software and hardware platform. After using Arduino microcontroller board to integrate the signals, we then can calculate positioning with open source software OpenCV. In the end, we use open source panorama browser, panini, and integrate all these to open source GIS software, Quantum GIS. A wholesome collection of data – a data processing system could be constructed.

Develop Direct Geo-referencing System Based on Open Source Software and Hardware Platform

Science.gov (United States)

Liu, H. S.; Liao, H. M.

2015-08-01

Direct geo-referencing system uses the technology of remote sensing to quickly grasp images, GPS tracks, and camera position. These data allows the construction of large volumes of images with geographic coordinates. So that users can be measured directly on the images. In order to properly calculate positioning, all the sensor signals must be synchronized. Traditional aerial photography use Position and Orientation System (POS) to integrate image, coordinates and camera position. However, it is very expensive. And users could not use the result immediately because the position information does not embed into image. To considerations of economy and efficiency, this study aims to develop a direct geo-referencing system based on open source software and hardware platform. After using Arduino microcontroller board to integrate the signals, we then can calculate positioning with open source software OpenCV. In the end, we use open source panorama browser, panini, and integrate all these to open source GIS software, Quantum GIS. A wholesome collection of data - a data processing system could be constructed.

Earth Observations, Models and Geo-Design in Support of SDG Implementation and Monitoring

Science.gov (United States)

Plag, H. P.; Jules-Plag, S.

2016-12-01

Implementation and Monitoring of the United Nations' Sustainable Development Goals (SDGs) requires support from Earth observation and scientific communities. Applying a goal-based approach to determine the data needs to the Targets and Indicators associated with the SDGs demonstrates that integration of environmental with socio-economic and statistical data is required. Large data gaps exist for the built environment. A Geo-Design platform can provide the infrastructure and conceptual model for the data integration. The development of policies and actions to foster the implementation of SDGs in many cases requires research and the development of tools to answer "what if" questions. Here, agent-based models and model webs combined with a Geo-Design platform are promising avenues. This advanced combined infrastructure can also play a crucial role in the necessary capacity building. We will use the example of SDG 5 (Gender equality) to illustrate these approaches. SDG 11 (Sustainable Cities and Communities) is used to underline the cross-goal linkages and the joint benefits of Earth observations, data integration, and modeling tools for multiple SDGs.

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.

GEO portal

Data.gov (United States)

US Agency for International Development — The USAID GeoPortal is a new application that groups web-based capabilities for on-demand discovery of and access to geospatial content, services, expertise, and...

User Experience Design in Professional Map-Based Geo-Portals

Directory of Open Access Journals (Sweden)

Bastian Zimmer

2013-10-01

Full Text Available We have recently been witnessing the growing establishment of map-centered web-based geo-portals on national, regional and local levels. However, a particular issue with these geo-portals is that each instance has been implemented in different ways in terms of design, usability, functionality, interaction possibilities, map size and symbologies. In this paper, we try to tackle these shortcomings by analyzing and formalizing the requirements for map-based geo-portals in a user experience based approach. First, we propose a holistic definition the term of a “geo-portal”. Then, we present our approach to user experience design for map-based geo-portals by defining the functional requirements of a geo-portal, by analyzing previous geo-portal developments, by distilling the results of our empirical user study to perform practically-oriented user requirements, and finally by establishing a set of user experience design guidelines for the creation of map-based geo-portals. These design guidelines have been extracted for each of the main components of a geo-portal, i.e., the map, the search dialogue, the presentation of the search results, symbologies, and other aspects. These guidelines shall constitute the basis for future geo-portal developments to achieve standardization in the user-experience design of map-based geo-portals.

New Results from the Geoengineering Model Intercomparison Project (GeoMIP)

Science.gov (United States)

Robock, A.; Kravitz, B.

2013-12-01

. SRM using stratospheric aerosols would reduce ozone and enhance surface UV-B radiation, but the details depend on the size distribution of the aerosols, and the complex interaction between upwelling of ozone-poor air in the tropics, suppression of the NOx cycle, and increases of surface area density. While GeoMIP has improved confidence in the expected climate effects of geoengineering in several key areas, it has also highlighted several important research gaps, such as the effects on terrestrial net primary productivity and the importance of the CO2 physiological effect in determining the hydrologic cycle response to geoengineering. Future efforts will endeavor to address these gaps, as well as encourage cooperation with the chemistry modeling communities, the impact assessment communities (including on agriculture and ecosystems), and other groups interested in model output. We are organizing new GeoMIP experiments that address the suggestion that SRM be implemented by marine cloud brightening, and are proposing that GeoMIP be an integral part of the design of the CMIP6 project.

Along the Virtuality Continuum - Two Showcases on how xR Technologies Transform Geoscience Research and Education

Science.gov (United States)

Klippel, A.; Zhao, J.; Masrur, A.; Wallgruen, J. O.; La Femina, P. C.

2017-12-01

We present work along the virtuality continuum showcasing both AR and VR environments for geoscience applications and research. The AR/VR project focusses on one of the most prominent landmarks on the Penn State campus which, at the same time, is a representation of the geology of Pennsylvania. The Penn State Obelisk is a 32" high, 51 ton monument composed of 281 rocks collected from across Pennsylvania. While information about its origins and composition are scattered in articles and some web databases, we compiled all the available data from the web and archives and curated them as a basis for an immersive xR experience. Tabular data was amended by xR data such as 360° photos, videos, and 3D models (e.g., the Obelisk). Our xR (both AR and VR) prototype provides an immersive analytical environment that supports interactive data visualization and virtual navigation in a natural environment (a campus model of today and of 1896, the year of the Obelisk's installation). This work-in-progress project can provide an interactive immersive learning platform (specifically, for K-12 and introductory level geosciences students) where learning process is enhanced through seamless navigation between 3D data space and physical space. The, second, VR focused application is creating and empirically evaluating virtual reality (VR) experiences for geosciences research, specifically, an interactive volcano experience based on LiDAR and image data of Iceland's Thrihnukar volcano. The prototype addresses the lack of content and tools for immersive virtual reality (iVR) in geoscientific education and research and how to make it easier to integrate iVR into research and classroom experiences. It makes use of environmentally sensed data such that interaction and linked content can be integrated into a single experience. We discuss our workflows as well as methods and authoring tools for iVR analysis and creation of virtual experiences. These methods and tools aim to enhance the utility

Evaluation of Integration Degree of the ASG-EUPOS Polish Reference Networks With Ukrainian GeoTerrace Network Stations in the Border Area

Science.gov (United States)

Siejka, Zbigniew

2017-09-01

GNSS systems are currently the basic tools for determination of the highest precision station coordinates (e.g. basic control network stations or stations used in the networks for geodynamic studies) as well as for land, maritime and air navigation. All of these tasks are carried out using active, large scale, satellite geodetic networks which are complex, intelligent teleinformatic systems offering post processing services along with corrections delivered in real-time for kinematic measurements. Many countries in the world, also in Europe, have built their own multifunctional networks and enhance them with their own GNSS augmentation systems. Nowadays however, in the era of international integration, there is a necessity to consider collective actions in order to build a unified system, covering e.g. the whole Europe or at least some of its regions. Such actions have already been undertaken in many regions of the world. In Europe such an example is the development for EUPOS which consists of active national networks built in central eastern European countries. So far experience and research show, that the critical areas for connecting these networks are border areas, in which the positioning accuracy decreases (Krzeszowski and Bosy, 2011). This study attempts to evaluate the border area compatibility of Polish ASG-EUPOS (European Position Determination System) reference stations and Ukrainian GeoTerrace system reference stations in the context of their future incorporation into the EUPOS. The two networks analyzed in work feature similar hardware parameters. In the ASG-EUPOS reference stations network, during the analyzed period, 2 stations (WLDW and CHEL) used only one system (GPS), while, in the GeoTerrace network, all the stations were equipped with both GPS and GLONASS receivers. The ASG EUPOS reference station network (95.6%) has its average completeness greater by about 6% when compared to the GeoTerrace network (89.8%).

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.

Geo-neutrino review

International Nuclear Information System (INIS)

Tolich, N.

2012-01-01

The principal source of energy for dynamic processes of the earth, such as plate tectonics is thought to come from the radioactive decays of 238 U, 232 Th, and 40 K within the earth. These decays produce electron-antineutrinos, so-called geo-neutrinos, the measurement of which near the earth's surface allows for a direct measure of the total radiogenic heat production in the earth. The KamLAND and Borexino experiments have both measured a geo-neutrino flux significantly greater than zero. As shown in these proceedings, more precise future measurements will significantly constrain earth composition models.

GEO600: status and plans

International Nuclear Information System (INIS)

Willke, B

2007-01-01

The GEO600 gravitational wave detector located near Hannover in Germany is one of the four detectors of the LIGO Scientific Collaboration (LSC). For almost the entire year of 2006, GEO600 participated in the S5 science run of the LSC. Overall an equivalent of about 270 days of science data with an average peak sensitivity of better than 3 x 10 -22 Hz -1/2 have been acquired so far. In this paper, we describe the status of the GEO600 project during the period between January 2006 and February 2007. In addition, plans for the near-term and medium-term future are discussed

Why Geo-Humanities

Science.gov (United States)

Graells, Robert Casals i.; Sibilla, Anna; Bohle, Martin

2016-04-01

Anthropogenic global change is a composite process. It consists of societal processes (in the 'noosphere') and natural processes (in the 'bio-geosphere'). The 'noosphere' is the ensemble of social, cultural or political insights ('shared subjective mental concepts') of people. Understanding the composite of societal and natural processes ('human geo-biosphere intersections'), which shapes the features of anthropogenic global change, would benefit from a description that draws equally on natural sciences, social sciences and humanities. To that end it is suggested to develop a concept of 'geo-humanities': This essay presents some aspects of its scope, discussing "knowledge that is to manage", "intentions that are to shape", "choices that are to justify" and "complexity that is to handle". Managing knowledge: That people understand anthropogenic global change requires their insights into how 'human geosphere intersections' function. Insights are formed ('processed') in the noosphere by means of interactions between people. Understanding how 'human geosphere intersections' functions combines scientific, engineering and economic studies with studies of the dynamics of the noosphere. Shaping intentions: During the last century anthropogenic global change developed as the collateral outcome of humankind's accumulated actions. It is caused by the number of people, the patterns of their consumption of resources, and the alterations of their environments. Nowadays, anthropogenic global chance is either an intentional negligence or a conscious act. Justifying choices: Humanity has alternatives how to alter Earth at planetary scale consciously. For example, there is a choice to alter the geo-biosphere or to adjust the noosphere. Whatever the choice, it will depend on people's world-views, cultures and preferences. Thus beyond issues whether science and technology are 'sound' overarching societal issues are to tackle, such as: (i) how to appropriate and distribute natural

Bi-static Optical Observations of GEO Objects

Science.gov (United States)

Seitzer, Patrick; Barker, Edwin S.; Cowardin, Heather; Lederer, Susan M.; Buckalew, Brent

2014-01-01

A bi-static study of objects at Geosynchronous Earth Orbit (GEO) was conducted using two ground-based wide-field optical telescopes. The University of Michigan's 0.6-m MODEST (Michigan Orbital Debris Survey Telescope) located at the Cerro Tololo Inter- American Observatory in Chile was employed in a series of coordinated observations with the U.S. Naval Observatory's (USNO) 1.3-m telescope at the USNO Flagstaff Station near Flagstaff, Arizona, USA. The goals of this project are twofold: (1) Obtain optical distances to known and unknown objects at GEO from the difference in the observed topocentric position of objects measured with respect to a reference star frame. The distance can be derived directly from these measurements, and is independent of any orbital solution. The wide geographical separation of these two telescopes means that the parallax difference is larger than ten degrees, and (2) Compare optical photometry in similar filters of GEO objects taken during the same time period from the two sites. The object's illuminated surfaces presented different angles of reflected sunlight to the two telescopes.During a four hour period on the night.of 22 February 2014 (UT), coordinated observations were obtained for eight different GEO positions. Each coordinated observation sequence was started on the hour or half-hour, and was selected to ensure the same cataloged GEO object was available in the field of view of both telescopes during the thirty minute observing sequence. GEO objects were chosen to be both controlled and uncontrolled at a range of orbital inclinations, and the objects were not tracked. Instead both telescopes were operated with all drives off in GEO survey mode to discover un-cataloged objects at GEO. The initial results from this proof-of-concept observing run will be presented, with the intent of laying the foundation for future large-scale bi-static observing campaigns of the GEO regime.

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.

Systemic determinants of modern gravitational processes in the geo-economic space

Directory of Open Access Journals (Sweden)

Zoryana Lutsyshyn

2015-12-01

Full Text Available From the compositional point of view, research on this topic has revealed two main directions: (1 an analysis of global development asymmetry that has activated gravitational processes in geo-economic space; and (2 a direction that focuses on the profound study of the causes for heterogeneity in geo-economic space and divergence in global development under the influence of gravitational factors of nature on the endogenousexogenous axis. Systemic determinants of gravitational processes are revealed in geo- economic space and the asymmetry of global activate ravitional processes in geo-economic space are observed, and methodological interconnectedness coinfluence of two complementary determinants of global development – convergence and divergence and the contradiction between them are examined, which at the same time underlie the inevitable internal contradictions of the process, creating conditions for further configuration of the «new globalization community», which is built on the principles of nonlinear dynamics and logic gravitational processes in geo-economic space.Taking into account the relevant uncertainties, the attention is focused on the isolation of several myths around which the debate that has important methodological significance in the context of the current global inter-system transformations is held. Geostrategic matrix divergence of global development is produced,which is based on techniques which incorporated cluster analysisthat are built on linguistic variables and integrated analysis of the key trends of country and global development geostrategic position of Ukraine in geo-economic space in the projection on the issues of global inter-system transformations isoutlined .It is proved that the level of gravity load increases in the deepening of the global asymmetries , and that the current global transformation is not yet complete, and polycentric new architecture geospace is not formed. In the near future we should

GeoNetwork powered GI-cat: a geoportal hybrid solution

Science.gov (United States)

Baldini, Alessio; Boldrini, Enrico; Santoro, Mattia; Mazzetti, Paolo

2010-05-01

To the aim of setting up a Spatial Data Infrastructures (SDI) the creation of a system for the metadata management and discovery plays a fundamental role. An effective solution is the use of a geoportal (e.g. FAO/ESA geoportal), that has the important benefit of being accessible from a web browser. With this work we present a solution based integrating two of the available frameworks: GeoNetwork and GI-cat. GeoNetwork is an opensource software designed to improve accessibility of a wide variety of data together with the associated ancillary information (metadata), at different scale and from multidisciplinary sources; data are organized and documented in a standard and consistent way. GeoNetwork implements both the Portal and Catalog components of a Spatial Data Infrastructure (SDI) defined in the OGC Reference Architecture. It provides tools for managing and publishing metadata on spatial data and related services. GeoNetwork allows harvesting of various types of web data sources e.g. OGC Web Services (e.g. CSW, WCS, WMS). GI-cat is a distributed catalog based on a service-oriented framework of modular components and can be customized and tailored to support different deployment scenarios. It can federate a multiplicity of catalogs services, as well as inventory and access services in order to discover and access heterogeneous ESS resources. The federated resources are exposed by GI-cat through several standard catalog interfaces (e.g. OGC CSW AP ISO, OpenSearch, etc.) and by the GI-cat extended interface. Specific components implement mediation services for interfacing heterogeneous service providers, each of which exposes a specific standard specification; such components are called Accessors. These mediating components solve providers data modelmultiplicity by mapping them onto the GI-cat internal data model which implements the ISO 19115 Core profile. Accessors also implement the query protocol mapping; first they translate the query requests expressed

Research on Utilization of Geo-Energy

Science.gov (United States)

Bock, Michaela; Scheck-Wenderoth, Magdalena; GeoEn Working Group

2013-04-01

The world's energy demand will increase year by year and we have to search for alternative energy resources. New concepts concerning the energy production from geo-resources have to be provided and developed. The joint project GeoEn combines research on the four core themes geothermal energy, shale gas, CO2 capture and CO2 storage. Sustainable energy production from deep geothermal energy resources is addressed including all processes related to geothermal technologies, from reservoir exploitation to energy conversion in the power plant. The research on the unconventional natural gas resource, shale gas, is focussed on the sedimentological, diagenetic and compositional characteristics of gas shales. Technologies and solutions for the prevention of the greenhouse gas carbon dioxide are developed in the research fields CO2 capture technologies, utilization, transport, and CO2 storage. Those four core themes are studied with an integrated approach using the synergy of cross-cutting methodologies. New exploration and reservoir technologies and innovative monitoring methods, e.g. CSMT (controlled-source magnetotellurics) are examined and developed. All disciplines are complemented by numerical simulations of the relevant processes. A particular strength of the project is the availability of large experimental infrastructures where the respective technologies are tested and monitored. These include the power plant Schwarze Pumpe, where the Oxyfuel process is improved, the pilot storage site for CO2 in Ketzin and the geothermal research platform Groß Schönebeck, with two deep wells and an experimental plant overground for research on corrosion. In addition to fundamental research, the acceptance of new technologies, especially in the field of CCS is examined. Another focus addressed is the impact of shale gas production on the environment. A further important goal is the education of young scientists in the new field "geo-energy" to fight skills shortage in this field

Incorporating Geoscience, Field Data Collection Workflows into Software Developed for Mobile Devices

Science.gov (United States)

Vieira, D. A.; Mookerjee, M.; Matsa, S.

2014-12-01

Modern geological sciences depend heavily on investigating the natural world in situ, i.e., within "the field," as well as managing data collections in the light of evolving advances in technology and cyberinfrastructure. To accelerate the rate of scientific discovery, we need to expedite data collection and management in such a way so as to not interfere with the typical geoscience, field workflow. To this end, we suggest replacing traditional analog methods of data collection, such as the standard field notebook and compass, with primary digital data collection applications. While some field data collecting apps exist for both the iOS and android operating systems, they do not communicate with each other in an organized data collection effort. We propose the development of a mobile app that coordinates the collection of GPS, photographic, and orientation data, along with field observations. Additionally, this application should be able to pair with other devices in order to incorporate other sensor data. In this way, the app can generate a single file that includes all field data elements and can be synced to the appropriate database with ease and efficiency. We present here a prototype application that attempts to illustrate how digital collection can be integrated into a "typical" geoscience, field workflow. The purpose of our app is to get field scientists to think about specific requirements for the development of a unified field data collection application. One fundamental step in the development of such an app is the community-based, decision-making process of adopting certain data/metadata standards and conventions. In August of 2014, on a four-day field trip to Yosemite National Park and Owens Valley, we engaged a group of field-based geologists and computer/cognitive scientists to start building a community consensus on these cyberinfrastructure-related issues. Discussing the unique problems of field data recording, conventions, storage, representation

Topologically Consistent Models for Efficient Big Geo-Spatio Data Distribution

Science.gov (United States)

Jahn, M. W.; Bradley, P. E.; Doori, M. Al; Breunig, M.

2017-10-01

Geo-spatio-temporal topology models are likely to become a key concept to check the consistency of 3D (spatial space) and 4D (spatial + temporal space) models for emerging GIS applications such as subsurface reservoir modelling or the simulation of energy and water supply of mega or smart cities. Furthermore, the data management for complex models consisting of big geo-spatial data is a challenge for GIS and geo-database research. General challenges, concepts, and techniques of big geo-spatial data management are presented. In this paper we introduce a sound mathematical approach for a topologically consistent geo-spatio-temporal model based on the concept of the incidence graph. We redesign DB4GeO, our service-based geo-spatio-temporal database architecture, on the way to the parallel management of massive geo-spatial data. Approaches for a new geo-spatio-temporal and object model of DB4GeO meeting the requirements of big geo-spatial data are discussed in detail. Finally, a conclusion and outlook on our future research are given on the way to support the processing of geo-analytics and -simulations in a parallel and distributed system environment.

The energy geo-policy

International Nuclear Information System (INIS)

Duval, M.

2005-01-01

This analysis updates and develops the analysis of the energy geo-policy proposed by the French Review of geo-policy. In this framework the today policies of the different sate and geographical actors, as suppliers and consumers of petroleum energy, are examined. Then the author analyzes the political problems resulting from, this petroleum energy transfers by earth and sea and the problems resulting specifically from the nuclear energy. The last part brings the author own opinions. (A.L.B.)

Reciprocal Estimation of Pedestrian Location and Motion State toward a Smartphone Geo-Context Computing Solution

Directory of Open Access Journals (Sweden)

Jingbin Liu

2015-06-01

Full Text Available The rapid advance in mobile communications has made information and services ubiquitously accessible. Location and context information have become essential for the effectiveness of services in the era of mobility. This paper proposes the concept of geo-context that is defined as an integral synthesis of geographical location, human motion state and mobility context. A geo-context computing solution consists of a positioning engine, a motion state recognition engine, and a context inference component. In the geo-context concept, the human motion states and mobility context are associated with the geographical location where they occur. A hybrid geo-context computing solution is implemented that runs on a smartphone, and it utilizes measurements of multiple sensors and signals of opportunity that are available within a smartphone. Pedestrian location and motion states are estimated jointly under the framework of hidden Markov models, and they are used in a reciprocal manner to improve their estimation performance of one another. It is demonstrated that pedestrian location estimation has better accuracy when its motion state is known, and in turn, the performance of motion state recognition can be improved with increasing reliability when the location is given. The geo-context inference is implemented simply with the expert system principle, and more sophisticated approaches will be developed.

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.

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.

Cementation of nuclear graphite using geo-polymers

International Nuclear Information System (INIS)

Girke, N.A.; Steinmetz, H.J.; Bukaemsky, A.; Bosbach, D.; Hermann, E.; Griebel, I.

2012-01-01

Geo-polymers are solid aluminosilicate materials usually formed by alkali hydroxide or alkali silicate activation of solid precursors such as coal fly ash, calcined clay and/or metallurgical slag. Today the primary application of geo-polymer technology is in the development of alternatives to Portland-based cements. Variations in the ratio of aluminium to silicon, and alkali to silicon or addition of structure support, produce geo-polymers with different physical and mechanical properties. These materials have an amorphous three-dimensional structure that gives geo-polymers certain properties, such as fire and acid resistance, low leach rate, which make them an ideal substitute for ordinary Portland cement (OPC) in a wide range of applications especially in conditioning and storage of radioactive waste. Therefore investigations have been initiated about how and to which amount graphite as a hydrophobic material can be mixed with cement or concrete to form stable waste products and which concretes fulfill the specifications at best. As result geo-polymers have been identified as a promising matrix for graphite containing nuclear wastes. With geo-polymers both favorable properties in the cementation process and a high long time structural stability of the products can be achieved. (authors)

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

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.

GeoSearch: A lightweight broking middleware for geospatial resources discovery

Science.gov (United States)

Gui, Z.; Yang, C.; Liu, K.; Xia, J.

2012-12-01

With petabytes of geodata, thousands of geospatial web services available over the Internet, it is critical to support geoscience research and applications by finding the best-fit geospatial resources from the massive and heterogeneous resources. Past decades' developments witnessed the operation of many service components to facilitate geospatial resource management and discovery. However, efficient and accurate geospatial resource discovery is still a big challenge due to the following reasons: 1)The entry barriers (also called "learning curves") hinder the usability of discovery services to end users. Different portals and catalogues always adopt various access protocols, metadata formats and GUI styles to organize, present and publish metadata. It is hard for end users to learn all these technical details and differences. 2)The cost for federating heterogeneous services is high. To provide sufficient resources and facilitate data discovery, many registries adopt periodic harvesting mechanism to retrieve metadata from other federated catalogues. These time-consuming processes lead to network and storage burdens, data redundancy, and also the overhead of maintaining data consistency. 3)The heterogeneous semantics issues in data discovery. Since the keyword matching is still the primary search method in many operational discovery services, the search accuracy (precision and recall) is hard to guarantee. Semantic technologies (such as semantic reasoning and similarity evaluation) offer a solution to solve these issues. However, integrating semantic technologies with existing service is challenging due to the expandability limitations on the service frameworks and metadata templates. 4)The capabilities to help users make final selection are inadequate. Most of the existing search portals lack intuitive and diverse information visualization methods and functions (sort, filter) to present, explore and analyze search results. Furthermore, the presentation of the value

Geo-metadata design for the GIS of the pre-selected site for China's high-level radioactive waste repository

International Nuclear Information System (INIS)

Zhong Xia; Wang Ju; Huang Shutao; Wang Shuhong; Gao Min

2008-01-01

The information system for the geological disposal of high-level radioactive waste aims at the integrated management and full application of multi-sourceful information in the research for geological disposal of high-level radioactive waste. And the establishment and operation of the system need geo-metadata's support of multi-sourceful information. In the paper, on the basis of geo-data analysis for pre-selected site of disposal of high-level radioactive waste, we can apply the existing metadata standards. Also we can research and design the content information, management pattern and application for geo-metadata of the multi-sourceful information. (authors)

Geospatial data infrastructure: The development of metadata for geo-information in China

Science.gov (United States)

Xu, Baiquan; Yan, Shiqiang; Wang, Qianju; Lian, Jian; Wu, Xiaoping; Ding, Keyong

2014-03-01

Stores of geoscience records are in constant flux. These stores are continually added to by new information, ideas and data, which are frequently revised. The geoscience record is in restrained by human thought and technology for handling information. Conventional methods strive, with limited success, to maintain geoscience records which are readily susceptible and renewable. The information system must adapt to the diversity of ideas and data in geoscience and their changes through time. In China, more than 400,000 types of important geological data are collected and produced in geological work during the last two decades, including oil, natural gas and marine data, mine exploration, geophysical, geochemical, remote sensing and important local geological survey and research reports. Numerous geospatial databases are formed and stored in National Geological Archives (NGA) with available formats of MapGIS, ArcGIS, ArcINFO, Metalfile, Raster, SQL Server, Access and JPEG. But there is no effective way to warrant that the quality of information is adequate in theory and practice for decision making. The need for fast, reliable, accurate and up-to-date information by providing the Geographic Information System (GIS) communities are becoming insistent for all geoinformation producers and users in China. Since 2010, a series of geoinformation projects have been carried out under the leadership of the Ministry of Land and Resources (MLR), including (1) Integration, update and maintenance of geoinformation databases; (2) Standards research on clusterization and industrialization of information services; (3) Platform construction of geological data sharing; (4) Construction of key borehole databases; (5) Product development of information services. "Nine-System" of the basic framework has been proposed for the development and improvement of the geospatial data infrastructure, which are focused on the construction of the cluster organization, cluster service, convergence

Geospatial data infrastructure: The development of metadata for geo-information in China

International Nuclear Information System (INIS)

Xu, Baiquan; Yan, Shiqiang; Wang, Qianju; Lian, Jian; Wu, Xiaoping; Ding, Keyong

2014-01-01

Stores of geoscience records are in constant flux. These stores are continually added to by new information, ideas and data, which are frequently revised. The geoscience record is in restrained by human thought and technology for handling information. Conventional methods strive, with limited success, to maintain geoscience records which are readily susceptible and renewable. The information system must adapt to the diversity of ideas and data in geoscience and their changes through time. In China, more than 400,000 types of important geological data are collected and produced in geological work during the last two decades, including oil, natural gas and marine data, mine exploration, geophysical, geochemical, remote sensing and important local geological survey and research reports. Numerous geospatial databases are formed and stored in National Geological Archives (NGA) with available formats of MapGIS, ArcGIS, ArcINFO, Metalfile, Raster, SQL Server, Access and JPEG. But there is no effective way to warrant that the quality of information is adequate in theory and practice for decision making. The need for fast, reliable, accurate and up-to-date information by providing the Geographic Information System (GIS) communities are becoming insistent for all geoinformation producers and users in China. Since 2010, a series of geoinformation projects have been carried out under the leadership of the Ministry of Land and Resources (MLR), including (1) Integration, update and maintenance of geoinformation databases; (2) Standards research on clusterization and industrialization of information services; (3) Platform construction of geological data sharing; (4) Construction of key borehole databases; (5) Product development of information services. ''Nine-System'' of the basic framework has been proposed for the development and improvement of the geospatial data infrastructure, which are focused on the construction of the cluster organization, cluster

GeoDeepDive: Towards a Machine Reading-Ready Digital Library and Information Integration Resource

Science.gov (United States)

Husson, J. M.; Peters, S. E.; Livny, M.; Ross, I.

2015-12-01

Recent developments in machine reading and learning approaches to text and data mining hold considerable promise for accelerating the pace and quality of literature-based data synthesis, but these advances have outpaced even basic levels of access to the published literature. For many geoscience domains, particularly those based on physical samples and field-based descriptions, this limitation is significant. Here we describe a general infrastructure to support published literature-based machine reading and learning approaches to information integration and knowledge base creation. This infrastructure supports rate-controlled automated fetching of original documents, along with full bibliographic citation metadata, from remote servers, the secure storage of original documents, and the utilization of considerable high-throughput computing resources for the pre-processing of these documents by optical character recognition, natural language parsing, and other document annotation and parsing software tools. New tools and versions of existing tools can be automatically deployed against original documents when they are made available. The products of these tools (text/XML files) are managed by MongoDB and are available for use in data extraction applications. Basic search and discovery functionality is provided by ElasticSearch, which is used to identify documents of potential relevance to a given data extraction task. Relevant files derived from the original documents are then combined into basic starting points for application building; these starting points are kept up-to-date as new relevant documents are incorporated into the digital library. Currently, our digital library stores contains more than 360K documents supplied by Elsevier and the USGS and we are actively seeking additional content providers. By focusing on building a dependable infrastructure to support the retrieval, storage, and pre-processing of published content, we are establishing a foundation for

Geo-communication and web-based infrastructure

DEFF Research Database (Denmark)

Brodersen, Lars; Nielsen, Anders

2005-01-01

The role of geo-information and the distribution of geo-information have changed dramatically since the introduction of web-services on the Internet. In the framework of web-services maps should be seen as an index to further geo-information. Maps are no longer an aim in themselves. In this context...... web-services perform the function as index-portals on the basis of geoinformation. The introduction of web-services as index-portals based on geoinformation has changed the conditions for both content and form of geocommunication. A high number of players and interactions (as well as a very high...... number of all kinds of information and combinations of these) characterize web-services, where maps are only a part of the whole. These new conditions demand new ways of modelling the processes leading to geo-communication. One new aspect is the fact that the service providers have become a part...

XAFS study of GeO sub 2 glass under pressure

CERN Document Server

Ohtaka, O; Fukui, H; Murai, K; Okube, M; Takebe, H; Katayama, Y; Utsumi, W

2002-01-01

Using a large-volume high-pressure apparatus, Li sub 2 O-4GeO sub 2 glass and pure GeO sub 2 gel have been compressed to 14 GPa at room temperature and their local structural changes have been investigated by an in situ XAFS (x-ray absorption fine-structure) method. On compression of Li sub 2 O-4GeO sub 2 glass, the Ge-O distance gradually becomes short below 7 GPa, showing the conventional compression of the GeO sub 4 tetrahedron. Abrupt increase in the Ge-O distance occurs between 8 and 10 GPa, which corresponds to the coordination number (CN) changing from 4 to 6. The CN change is completed at 10 GPa. On decompression, the reverse transition occurs gradually below 10 GPa. In contrast to the case for Li sub 2 O-4GeO sub 2 glass, the Ge-O distance in GeO sub 2 gel gradually increases over a pressure range from 2 to 12 GPa, indicating that continuous change in CN occurs. The Ge-O distance at 12 GPa is shorter than that of Li-4GeO sub 2 indicating that the change in CN is not completed even at this pressure. O...

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

Towards Precise Metadata-set for Discovering 3D Geospatial Models in Geo-portals

Science.gov (United States)

Zamyadi, A.; Pouliot, J.; Bédard, Y.

2013-09-01

Accessing 3D geospatial models, eventually at no cost and for unrestricted use, is certainly an important issue as they become popular among participatory communities, consultants, and officials. Various geo-portals, mainly established for 2D resources, have tried to provide access to existing 3D resources such as digital elevation model, LIDAR or classic topographic data. Describing the content of data, metadata is a key component of data discovery in geo-portals. An inventory of seven online geo-portals and commercial catalogues shows that the metadata referring to 3D information is very different from one geo-portal to another as well as for similar 3D resources in the same geo-portal. The inventory considered 971 data resources affiliated with elevation. 51% of them were from three geo-portals running at Canadian federal and municipal levels whose metadata resources did not consider 3D model by any definition. Regarding the remaining 49% which refer to 3D models, different definition of terms and metadata were found, resulting in confusion and misinterpretation. The overall assessment of these geo-portals clearly shows that the provided metadata do not integrate specific and common information about 3D geospatial models. Accordingly, the main objective of this research is to improve 3D geospatial model discovery in geo-portals by adding a specific metadata-set. Based on the knowledge and current practices on 3D modeling, and 3D data acquisition and management, a set of metadata is proposed to increase its suitability for 3D geospatial models. This metadata-set enables the definition of genuine classes, fields, and code-lists for a 3D metadata profile. The main structure of the proposal contains 21 metadata classes. These classes are classified in three packages as General and Complementary on contextual and structural information, and Availability on the transition from storage to delivery format. The proposed metadata set is compared with Canadian Geospatial

File Specification for GEOS-5 FP-IT (Forward Processing for Instrument Teams)

Science.gov (United States)

Lucchesi, R.

2013-01-01

The GEOS-5 FP-IT Atmospheric Data Assimilation System (GEOS-5 ADAS) uses an analysis developed jointly with NOAA's National Centers for Environmental Prediction (NCEP), which allows the Global Modeling and Assimilation Office (GMAO) to take advantage of the developments at NCEP and the Joint Center for Satellite Data Assimilation (JCSDA). The GEOS-5 AGCM uses the finite-volume dynamics (Lin, 2004) integrated with various physics packages (e.g, Bacmeister et al., 2006), under the Earth System Modeling Framework (ESMF) including the Catchment Land Surface Model (CLSM) (e.g., Koster et al., 2000). The GSI analysis is a three-dimensional variational (3DVar) analysis applied in grid-point space to facilitate the implementation of anisotropic, inhomogeneous covariances (e.g., Wu et al., 2002; Derber et al., 2003). The GSI implementation for GEOS-5 FP-IT incorporates a set of recursive filters that produce approximately Gaussian smoothing kernels and isotropic correlation functions. The GEOS-5 ADAS is documented in Rienecker et al. (2008). More recent updates to the model are presented in Molod et al. (2011). The GEOS-5 system actively assimilates roughly 2 × 10(exp 6) observations for each analysis, including about 7.5 × 10(exp 5) AIRS radiance data. The input stream is roughly twice this volume, but because of the large volume, the data are thinned commensurate with the analysis grid to reduce the computational burden. Data are also rejected from the analysis through quality control procedures designed to detect, for example, the presence of cloud. To minimize the spurious periodic perturbations of the analysis, GEOS-5 FP-IT uses the Incremental Analysis Update (IAU) technique developed by Bloom et al. (1996). More details of this procedure are given in Appendix A. The analysis is performed at a horizontal resolution of 0.625-degree longitude by 0.5-degree latitude and at 72 levels, extending to 0.01 hPa. All products are generated at the native resolution of the

"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

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

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

Science.gov (United States)

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

2011-12-01

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

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.

GEOS Code Development Road Map - May, 2013

Energy Technology Data Exchange (ETDEWEB)

Johnson, Scott [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Settgast, Randolph [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Fu, Pengcheng [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Antoun, Tarabay [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Ryerson, F. J. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States)

2013-05-03

GEOS is a massively parallel computational framework designed to enable HPC-based simulations of subsurface reservoir stimulation activities with the goal of optimizing current operations and evaluating innovative stimulation methods. GEOS will enable coupling of different solvers associated with the various physical processes occurring during reservoir stimulation in unique and sophisticated ways, adapted to various geologic settings, materials and stimulation methods. The overall architecture of the framework includes consistent data structures and will allow incorporation of additional physical and materials models as demanded by future applications. Along with predicting the initiation, propagation and reactivation of fractures, GEOS will also generate a seismic source term that can be linked with seismic wave propagation codes to generate synthetic microseismicity at surface and downhole arrays. Similarly, the output from GEOS can be linked with existing fluid/thermal transport codes. GEOS can also be linked with existing, non-intrusive uncertainty quantification schemes to constrain uncertainty in its predictions and sensitivity to the various parameters describing the reservoir and stimulation operations. We anticipate that an implicit-explicit 3D version of GEOS, including a preliminary seismic source model, will be available for parametric testing and validation against experimental and field data by Oct. 1, 2013.

A vision for, and progress towards EarthCube

Science.gov (United States)

Jacobs, C.

2012-04-01

The National Science Foundation (NSF), a US government agency, seeks to transform the conduct of research in geosciences by supporting innovative approaches to community-created cyberinfrastructure that integrates knowledge management across the Geosciences. Within the NSF organization, the Geosciences Directorate (GEO) and the Office of Cyberinfrastructure (OCI) are partnering to address the multifaceted challenges of modern, data-intensive science and education. NSF encourages the community to envision and create an environment where low adoption thresholds and new capabilities act together to greatly increase the productivity and capability of researchers and educators working at the frontiers of Earth system science. This initiative is EarthCube. NSF believes the geosciences community is well positioned to plan and prototype transformative approaches that use innovative technologies to integrate and make interoperable vast resources of heterogeneous data and knowledge within a knowledge management framework. This believe is founded on tsunami of technology development and application that has and continues to engulf science and investments geosciences has made in cyberinfrastructure (CI) to take advantage the technological developments. However, no master framework for geosciences was employed in the development of technology-enable capabilities required by various geosciences communities. It is time to develop an open, adaptable and sustainable framework (an "EarthCube") to enable transformative research and education of Earth system. This will involve, but limited to fostering common data models and data-focused methodologies; developing next generation search and data tools; and advancing application software to integrate data from various sources to expand the frontiers of knowledge. Also, NSF looks to the community to develop a robust and balanced paradigm to manage a collaborative effort and build community support. Such a paradigm must engage a diverse

geoKepler Workflow Module for Computationally Scalable and Reproducible Geoprocessing and Modeling

Science.gov (United States)

Cowart, C.; Block, J.; Crawl, D.; Graham, J.; Gupta, A.; Nguyen, M.; de Callafon, R.; Smarr, L.; Altintas, I.

2015-12-01

The NSF-funded WIFIRE project has developed an open-source, online geospatial workflow platform for unifying geoprocessing tools and models for for fire and other geospatially dependent modeling applications. It is a product of WIFIRE's objective to build an end-to-end cyberinfrastructure for real-time and data-driven simulation, prediction and visualization of wildfire behavior. geoKepler includes a set of reusable GIS components, or actors, for the Kepler Scientific Workflow System (https://kepler-project.org). Actors exist for reading and writing GIS data in formats such as Shapefile, GeoJSON, KML, and using OGC web services such as WFS. The actors also allow for calling geoprocessing tools in other packages such as GDAL and GRASS. Kepler integrates functions from multiple platforms and file formats into one framework, thus enabling optimal GIS interoperability, model coupling, and scalability. Products of the GIS actors can be fed directly to models such as FARSITE and WRF. Kepler's ability to schedule and scale processes using Hadoop and Spark also makes geoprocessing ultimately extensible and computationally scalable. The reusable workflows in geoKepler can be made to run automatically when alerted by real-time environmental conditions. Here, we show breakthroughs in the speed of creating complex data for hazard assessments with this platform. We also demonstrate geoKepler workflows that use Data Assimilation to ingest real-time weather data into wildfire simulations, and for data mining techniques to gain insight into environmental conditions affecting fire behavior. Existing machine learning tools and libraries such as R and MLlib are being leveraged for this purpose in Kepler, as well as Kepler's Distributed Data Parallel (DDP) capability to provide a framework for scalable processing. geoKepler workflows can be executed via an iPython notebook as a part of a Jupyter hub at UC San Diego for sharing and reporting of the scientific analysis and results from

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.

Kennisagenda Geo-informatie: GISsen met beleid

NARCIS (Netherlands)

Dessing, N.; Lips, F.; Hoogenboom, J.; Vullings, L.A.E.

2009-01-01

LNV wil méér geo-informatie inzetten bij de ontwikkeling en uitvoering van beleid en beleidsnota’s ruimer voorzien van kaartmateriaal. Dit betekent dat geo-informatie vaker moet worden benut om lokale knelpunten, mogelijkheden en de gevolgen van alternatieve oplossingen inzichtelijk te maken. Om dit

Innovation and entrepreneurship in geosciences: challenges and opportunities for oil and gas production in marginal fields; Inovacao e empreendedorismo em geociencias: desafios e oportunidades para a producao de petroleo e gas em campos marginais

Energy Technology Data Exchange (ETDEWEB)

Rodrigues, Livia da Silva Modesto [Universidade do Estado da Bahia (UNEB), Salvador, BA (Brazil); Universidade Salvador (UNIFACS), BA (Brazil); Fundacao Visconde de Cairu, Salvador, BA (Brazil); Ferreira, Doneivan Fernandes [Universidade Federal da Bahia (UFBA), BA (Brazil)

2012-07-01

The purpose of this paper is to provide a conceptual perspective for the analysis of entrepreneurial behavior and the implementation of a innovation and applied research culture on the niche of marginal oil and gas production in Brazil. Among other topics discussed, there is the conceptual approach of entrepreneurship and innovation, its correlation to the geosciences field, the importance of applied research in the segment, the innovative environment in business and Academia and regulatory issues (Innovation Law and 'Lei do Bem'). The culture of innovation and entrepreneurship in the field of Geosciences should be embodied in the Upstream Segment, highlighting the opportunities represented by geo-knowledge and entrepreneurship, service, technical expertise, and even by the capacity to elaborate a Business Plan Document. The methodology used was literature research through existing publications, books, magazines, web sites, seminars and interaction with players in the niche of production in marginal fields, based on interviews and content analysis, and on the experience of the Group of Applied Research CNPq 'Production of Oil and Gas Marginal Fields' experienced at the Federal University of Bahia. (author)

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

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.

Requirements elicitation for geo-information solutions

NARCIS (Netherlands)

Robbi Sluter, Claudia; van Elzakker, Corné P.J.M.; Ivanova, Ivana

2017-01-01

Geo-information solutions can achieve a higher level of quality if they are developed in accordance with a user-centred design that requires definition of the user requirements in the first step of solution construction. We treat a geo-information solution as a system designed to support human-based

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...

GeoBuilder: a geometric algorithm visualization and debugging system for 2D and 3D geometric computing.

Science.gov (United States)

Wei, Jyh-Da; Tsai, Ming-Hung; Lee, Gen-Cher; Huang, Jeng-Hung; Lee, Der-Tsai

2009-01-01

Algorithm visualization is a unique research topic that integrates engineering skills such as computer graphics, system programming, database management, computer networks, etc., to facilitate algorithmic researchers in testing their ideas, demonstrating new findings, and teaching algorithm design in the classroom. Within the broad applications of algorithm visualization, there still remain performance issues that deserve further research, e.g., system portability, collaboration capability, and animation effect in 3D environments. Using modern technologies of Java programming, we develop an algorithm visualization and debugging system, dubbed GeoBuilder, for geometric computing. The GeoBuilder system features Java's promising portability, engagement of collaboration in algorithm development, and automatic camera positioning for tracking 3D geometric objects. In this paper, we describe the design of the GeoBuilder system and demonstrate its applications.

Prediction of HAMR Debris Population Distribution Released from GEO Space

Science.gov (United States)

Rosengren, A.; Scheeres, D.

2012-09-01

The high area-to-mass ratio (HAMR) debris population is thought to have origins in the GEO region. Many of these objects are uncharacterized with apparent area-to-mass ratios of up to 30 meters squared per kilogram. The orbits of HAMR objects are highly perturbed due to the combined effect of solar radiation pressure (SRP), anomalies of the Earth gravitational field, and third-body gravitational interactions induced by the Sun and the Moon. A sound understanding of their nature, orbital evolution, and possible origin is critical for space situational awareness. The study of the orbital evolution of HAMR objects, taking into account both short-period and long-period terms, requires numerical integration of the precise set of differential equations, and the investigation of a broad range of possible parameter values. However, such computations become very costly when continuously applied over a period of several decades, as is necessary in the case of HAMR debris. It therefore seems reasonable to investigate the equations that govern the long-term behavior of orbits; such equations can be derived by the method of averaging. We have validated a semi-analytical averaged theory of HAMR object orbit evolution against high precision numerical integrations, and are able to capture the extreme dynamical behaviors reported for these objects. This new averaged model, explicitly given in terms of the eccentricity and angular momentum vectors, is several hundred times faster to numerically integrate than the non-averaged Newtonian counterpart, and provides a very accurate description of the long-term behavior. Using this model, it is possible to make predictions of how a population of HAMR objects, released into GEO orbit, will evolve over time. Our earlier analyses revealed that the population would have a range of orbits much different than circular GEO. Their orbits will suffer a sub-yearly oscillation in the eccentricity and inclination evolutions, and a longer-term drift

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.

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

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

GEOS Atmospheric Model: Challenges at Exascale

Science.gov (United States)

Putman, William M.; Suarez, Max J.

2017-01-01

The Goddard Earth Observing System (GEOS) model at NASA's Global Modeling and Assimilation Office (GMAO) is used to simulate the multi-scale variability of the Earth's weather and climate, and is used primarily to assimilate conventional and satellite-based observations for weather forecasting and reanalysis. In addition, assimilations coupled to an ocean model are used for longer-term forecasting (e.g., El Nino) on seasonal to interannual times-scales. The GMAO's research activities, including system development, focus on numerous time and space scales, as detailed on the GMAO website, where they are tabbed under five major themes: Weather Analysis and Prediction; Seasonal-Decadal Analysis and Prediction; Reanalysis; Global Mesoscale Modeling, and Observing System Science. A brief description of the GEOS systems can also be found at the GMAO website. GEOS executes as a collection of earth system components connected through the Earth System Modeling Framework (ESMF). The ESMF layer is supplemented with the MAPL (Modeling, Analysis, and Prediction Layer) software toolkit developed at the GMAO, which facilitates the organization of the computational components into a hierarchical architecture. GEOS systems run in parallel using a horizontal decomposition of the Earth's sphere into processing elements (PEs). Communication between PEs is primarily through a message passing framework, using the message passing interface (MPI), and through explicit use of node-level shared memory access via the SHMEM (Symmetric Hierarchical Memory access) protocol. Production GEOS weather prediction systems currently run at 12.5-kilometer horizontal resolution with 72 vertical levels decomposed into PEs associated with 5,400 MPI processes. Research GEOS systems run at resolutions as fine as 1.5 kilometers globally using as many as 30,000 MPI processes. Looking forward, these systems can be expected to see a 2 times increase in horizontal resolution every two to three years, as well as

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.

Geo-energy Test Beds: part of the European Plate Observing System

Science.gov (United States)

Stephenson, Michael; Schofield, David; Luton, Christopher; Haslinger, Florian; Henninges, Jan; Giardini, Domenico

2016-04-01

For 2020, the EU has committed to cutting its greenhouse gas emissions to 20% below 1990 levels and further cuts are being decided for 2050. This commitment is one of the headline targets of the Europe 2020 growth strategy and is being implemented through binding legislation. This decarbonisation of the EU economy is one dimension of an overall EU energy and climate framework that is mutually interlinked with the need to ensure energy security, promote a fully integrated energy market, promote energy efficiency and promote research innovation and competitiveness. Power generation will have to take a particularly large part in emissions reductions (-54 to -68% by 2030 and -93 to -99% by 2050), mainly by focussing on increasing surface renewables (wind, tidal and solar) but also on carbon capture and storage on fossil fuel and biofuel power plants, shale gas, nuclear and geothermal power. All the above generation technologies share common geological challenges around containment, safety and environmental sustainability. In a densely populated continent, this means that high levels of subsurface management are needed to fully realise the energy potential. In response to this need, across Europe, public and private sector funded, experimental test and monitoring facilities and infrastructures (Geo-energy Test Beds, GETB) are being developed. These GETB investigate the processes, technology and practices that facilitate the sustainable exploitation of Geo-energy resources and are of intense interest to the public and regulators alike. The vision of EPOS IP Work Package 17 (wp17) is to promote research and innovation in Geo-energy that reflects core European energy priorities through provision of virtual access to data and protocols and trans-national access to GETB experiments. This will be achieved through provision of access to continuous strategic observations, promotion of the integrated use of data and models from European GETB, development of underpinning research

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…

The Population of Optically Faint GEO Debris

Science.gov (United States)

Seitzer, Patrick; Barker, Ed; Buckalew, Brent; Burkhardt, Andrew; Cowardin, Heather; Frith, James; Gomez, Juan; Kaleida, Catherine; Lederer, Susan M.; Lee, Chris H.

2016-01-01

The 6.5-m Magellan telescope 'Walter Baade' at the Las Campanas Observatory in Chile has been used for spot surveys of the GEO orbital regime to study the population of optically faint GEO debris. The goal is to estimate the size of the population of GEO debris at sizes much smaller than can be studied with 1-meter class telescopes. Despite the small size of the field of view of the Magellan instrument (diameter 0.5-degree), a significant population of objects fainter than R = 19th magnitude have been found with angular rates consistent with circular orbits at GEO. We compare the size of this population with the numbers of GEO objects found at brighter magnitudes by smaller telescopes. The observed detections have a wide range in characteristics starting with those appearing as short uniform streaks. But there are a substantial number of detections with variations in brightness, flashers, during the 5-second exposure. The duration of each of these flashes can be extremely brief: sometimes less than half a second. This is characteristic of a rapidly tumbling object with a quite variable projected size times albedo. If the albedo is of the order of 0.2, then the largest projected size of these objects is around 10-cm. The data in this paper was collected over the last several years using Magellan's IMACS camera in f/2 mode. The analysis shows the brightness bins for the observed GEO population as well as the periodicity of the flashers. All objects presented are correlated with the catalog: the focus of the paper will be on the uncorrelated, optically faint, objects. The goal of this project is to better characterize the faint debris population in GEO that access to a 6.5-m optical telescope in a superb site can provide.

Ethical dilemmas in geosciences. We can ask, but, can we ans?

Science.gov (United States)

Marone, Eduardo

2016-04-01

Philosophy tries to provide rules and principles enabling us to solve the ethical dilemmas we face in a wide sense, and, also, in particular fields as (geo)sciences. One alleged goal of ethics is to figure out how to solve ethical dilemmas. But, is it possible to solve such dilemmas? And what can we do if we cannot? An ethical dilemma is a problem that offers an alternative between two or more solutions, none of which proves to be fully acceptable in practice. Dilemmas arise because of conflict between the rightness or wrongness of the actions/means and the goodness or badness of the consequences/ends. They involve an apparent conflict between moral imperatives, in which to follow one would result in violating another. Can a geoscientist answer those dilemmas that appear in the exercise of his/her profession? Always? In some cases? Not at all? What if we cannot? Have we? As geoscientists, we hold the knowledge (our scientific principles), not perfect, thus fallible, and always subject to changes and improvements. If we have to do what is right, based on our principles, despite potentially bad consequences, then we have to be sure that the principle is an absolute true. But, are our scientific principles such a true? Deontological theories may deny that consequences are of any concern, provided the intention was a good one. However, if our principles are not perfect (and we know that): can we answer in one or other direction to geoethical dilemmas in good faith? Although, if a geoscientist action does usually go for the best consequences, sometimes bad consequences may be accepted. But, who have to decide to accept the bad consequences? If ethical dilemmas with a conflict between means and ends cannot simply be solved by a geoscientist, where is our duty? If there is no real solution to the conflict of the right with the good, in the sense that a solution usually seems to be expected, what has to be our professional attitude? When we have duties of omission and when

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.

Paradigm shift from cartography to geo-communication

DEFF Research Database (Denmark)

Brodersen, Lars

2007-01-01

This paper argues that the domain of GIS, cartography, geo-information etc. is facing a paradigm shift. The implication of a paradigm shift is a complete and necessary re-definition of e.g. the philosophical foundation of the system, as well as with a major upgrade and readjustment of procedures......-information is actually not possible at all without having a usage (a project identity and a purpose) in mind. Objective and neutral geo-information does not exist. Therefore the overall philosophy of the geo-domain will be that it is a communication discipline....

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.

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

Raspberry Pi in-situ network monitoring system of groundwater flow and temperature integrated with OpenGeoSys

Science.gov (United States)

Park, Chan-Hee; Lee, Cholwoo

2016-04-01

Raspberry Pi series is a low cost, smaller than credit-card sized computers that various operating systems such as linux and recently even Windows 10 are ported to run on. Thanks to massive production and rapid technology development, the price of various sensors that can be attached to Raspberry Pi has been dropping at an increasing speed. Therefore, the device can be an economic choice as a small portable computer to monitor temporal hydrogeological data in fields. In this study, we present a Raspberry Pi system that measures a flow rate, and temperature of groundwater at sites, stores them into mysql database, and produces interactive figures and tables such as google charts online or bokeh offline for further monitoring and analysis. Since all the data are to be monitored on internet, any computers or mobile devices can be good monitoring tools at convenience. The measured data are further integrated with OpenGeoSys, one of the hydrogeological models that is also ported to the Raspberry Pi series. This leads onsite hydrogeological modeling fed by temporal sensor data to meet various needs.

Undergraduate Research in Geoscience with Students from Two-year Colleges: SAGE 2YC Resources

Science.gov (United States)

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

2014-12-01

Undergraduate research experiences are important for the development of expertise in geoscience disciplines. These experiences have been shown to help students learn content and skills, promote students' cognitive and affective development, and develop students' sense of self. Early exposure to research experiences has shown to be effective in the recruitment of students, improved retention and persistence in degree programs, motivation for students to learn and increase self-efficacy, improved attitudes and values about science, and overall increased student success. Just as departments at four-year institutions (4YCs) are increasingly integrating research into their introductory courses, two-year college (2YC) geoscience faculty have a great opportunity to ground their students in authentic research. The Undergraduate Research with Two-year College Students website developed by SAGE 2YC: Supporting and Advancing Geoscience Education at Two-year Colleges provides ideas and advice for 2YC and 4YC faculty who want to get more 2YC students involved in research. The continuum of possibilities for faculty to explore includes things that can be done at 2YCs (eg. doing research as part of a regular course, developing a course specifically around research on a particular topic, or independent study), done in collaboration with other local institutions (eg. using their facilities, conducting joint class research, or using research to support transfer programs), and by involving students in the kind of organized Undergraduate Research programs run by a number of institutions and organizations. The website includes profiles illustrating how 2YC geoscience faculty have tackled these various models of research and addressed potential challenges such as lack of time, space, and funding as part of supporting the wide diversity of students that attend 2YCs, most of whom have less experience than that of rising seniors who are the traditional REU participant. The website also

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.

An EarthCube Roadmap for Cross-Domain Interoperability in the Geosciences: Governance Aspects

Science.gov (United States)

Zaslavsky, I.; Couch, A.; Richard, S. M.; Valentine, D. W.; Stocks, K.; Murphy, P.; Lehnert, K. A.

2012-12-01

The goal of cross-domain interoperability is to enable reuse of data and models outside the original context in which these data and models are collected and used and to facilitate analysis and modeling of physical processes that are not confined to disciplinary or jurisdictional boundaries. A new research initiative of the U.S. National Science Foundation, called EarthCube, is developing a roadmap to address challenges of interoperability in the earth sciences and create a blueprint for community-guided cyberinfrastructure accessible to a broad range of geoscience researchers and students. Infrastructure readiness for cross-domain interoperability encompasses the capabilities that need to be in place for such secondary or derivative-use of information to be both scientifically sound and technically feasible. In this initial assessment we consider the following four basic infrastructure components that need to be present to enable cross-domain interoperability in the geosciences: metadata catalogs (at the appropriate community defined granularity) that provide standard discovery services over datasets, data access services, models and other resources of the domain; vocabularies that support unambiguous interpretation of domain resources and metadata; services used to access data repositories and other resources including models, visualizations and workflows; and formal information models that define structure and semantics of the information returned on service requests. General standards for these components have been proposed; they form the backbone of large scale integration activities in the geosciences. By utilizing these standards, EarthCube research designs can take advantage of data discovery across disciplines using the commonality in key data characteristics related to shared models of spatial features, time measurements, and observations. Data can be discovered via federated catalogs and linked nomenclatures from neighboring domains, while standard data

THE EUROPEAN UNION’S QUEST FOR ENERGY POLICY: A GEO-ECONOMIC APPROACH

Directory of Open Access Journals (Sweden)

Alin Codoban

2011-09-01

Full Text Available The European Union’s external energy policy architecture is very important for further energy security and economic development. European normative power on its neighbours represents the most efficient way of integrating neighbouring energy markets, with the EU’s emerging internal market and, in perspective, through economic interdependence and complementarities, there are chances of creating an European geo-energy space. EU’s tools for shaping the geo-energy space are becoming more effective in an extended European economic area that would allow it to act as the main actor in a multilateral interconnected system of energy producer and transit countries. The result of the paper is materialized in a new paradigm for EU’s external energy policy, which can provide future security of supply through market institutions and an active economic diplomacy in the resource energy countries.

Kennisagenda Geo-informatie: GISsen met beleid

OpenAIRE

Dessing, N.; Lips, F.; Hoogenboom, J.; Vullings, L.A.E.

2009-01-01

LNV wil méér geo-informatie inzetten bij de ontwikkeling en uitvoering van beleid en beleidsnota’s ruimer voorzien van kaartmateriaal. Dit betekent dat geo-informatie vaker moet worden benut om lokale knelpunten, mogelijkheden en de gevolgen van alternatieve oplossingen inzichtelijk te maken. Om dit te bereiken moet de beschikbaarheid van adequate data en gebruikersvriendelijke en nieuwe GIS-technieken aanmerkelijk verbeteren.

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

Geo-registration of Unprofessional and Weakly-related Image and Precision Evaluation

Directory of Open Access Journals (Sweden)

LIU Yingzhen

2015-09-01

Full Text Available The 3D geo-spatial model built by unprofessional and weakly-related image is a significant source of geo-spatial information. The unprofessional and weakly-related image cannot be useful geo-spatial information until be geo-registered with accurate geo-spatial orientation and location. In this paper, we present an automatic geo-registration using the coordination acquired by real-time GPS module. We calculate 2D and 3D spatial transformation parameters based on the spatial similarity between the image location in the geo-spatial coordination system and in the 3D reconstruction coordination system. Because of the poor precision of GPS information and especially the unstability of elevation measurement, we use RANSAC algorithm to get rid of outliers. In the experiment, we compare the geo-registered image positions to their differential GPS coordinates. The errors of translation, rotation and scaling are evaluated quantitively and the causes of bad result are analyzed. The experiment demonstrates that this geo-registration method can get a precise result with enough images.

Ensuring consistency and persistence to the Quality Information Model - The role of the GeoViQua Broker

Science.gov (United States)

Bigagli, Lorenzo; Papeschi, Fabrizio; Nativi, Stefano; Bastin, Lucy; Masó, Joan

2013-04-01

GeoViQua (QUAlity aware VIsualisation for the Global Earth Observation System of Systems) is an FP7 project aiming at complementing the Global Earth Observation System of Systems (GEOSS) with rigorous data quality specifications and quality-aware capabilities, in order to improve reliability in scientific studies and policy decision-making. GeoViQua main scientific and technical objective is to enhance the GEOSS Common Infrastructure (GCI) providing the user community with innovative quality-aware search and visualization tools, which will be integrated in the GEOPortal, as well as made available to other end-user interfaces. To this end, GeoViQua will promote the extension of the current standard metadata for geographic information with accurate and expressive quality indicators. The project will also contribute to the definition of a quality label, the GEOLabel, reflecting scientific relevance, quality, acceptance and societal needs. The concept of Quality Information is very broad. When talking about the quality of a product, this is not limited to geophysical quality but also includes concepts like mission quality (e.g. data coverage with respect to planning). In general, it provides an indication of the overall fitness for use of a specific type of product. Employing and extending several ISO standards such as 19115, 19157 and 19139, a common set of data quality indicators has been selected to be used within the project. The resulting work, in the form of a data model, is expressed in XML Schema Language and encoded in XML. Quality information can be stated both by data producers and by data users, actually resulting in two conceptually distinct data models, the Producer Quality model and the User Quality model (or User Feedback model). A very important issue concerns the association between the quality reports and the affected products that are target of the report. This association is usually achieved by means of a Product Identifier (PID), but actually just

Enabling big geoscience data analytics with a cloud-based, MapReduce-enabled and service-oriented workflow framework.

Directory of Open Access Journals (Sweden)

Zhenlong Li

Full Text Available Geoscience observations and model simulations are generating vast amounts of multi-dimensional data. Effectively analyzing these data are essential for geoscience studies. However, the tasks are challenging for geoscientists because processing the massive amount of data is both computing and data intensive in that data analytics requires complex procedures and multiple tools. To tackle these challenges, a scientific workflow framework is proposed for big geoscience data analytics. In this framework techniques are proposed by leveraging cloud computing, MapReduce, and Service Oriented Architecture (SOA. Specifically, HBase is adopted for storing and managing big geoscience data across distributed computers. MapReduce-based algorithm framework is developed to support parallel processing of geoscience data. And service-oriented workflow architecture is built for supporting on-demand complex data analytics in the cloud environment. A proof-of-concept prototype tests the performance of the framework. Results show that this innovative framework significantly improves the efficiency of big geoscience data analytics by reducing the data processing time as well as simplifying data analytical procedures for geoscientists.

Enabling big geoscience data analytics with a cloud-based, MapReduce-enabled and service-oriented workflow framework.

Science.gov (United States)

Li, Zhenlong; Yang, Chaowei; Jin, Baoxuan; Yu, Manzhu; Liu, Kai; Sun, Min; Zhan, Matthew

2015-01-01

Geoscience observations and model simulations are generating vast amounts of multi-dimensional data. Effectively analyzing these data are essential for geoscience studies. However, the tasks are challenging for geoscientists because processing the massive amount of data is both computing and data intensive in that data analytics requires complex procedures and multiple tools. To tackle these challenges, a scientific workflow framework is proposed for big geoscience data analytics. In this framework techniques are proposed by leveraging cloud computing, MapReduce, and Service Oriented Architecture (SOA). Specifically, HBase is adopted for storing and managing big geoscience data across distributed computers. MapReduce-based algorithm framework is developed to support parallel processing of geoscience data. And service-oriented workflow architecture is built for supporting on-demand complex data analytics in the cloud environment. A proof-of-concept prototype tests the performance of the framework. Results show that this innovative framework significantly improves the efficiency of big geoscience data analytics by reducing the data processing time as well as simplifying data analytical procedures for geoscientists.

Enabling Big Geoscience Data Analytics with a Cloud-Based, MapReduce-Enabled and Service-Oriented Workflow Framework

Science.gov (United States)

Li, Zhenlong; Yang, Chaowei; Jin, Baoxuan; Yu, Manzhu; Liu, Kai; Sun, Min; Zhan, Matthew

2015-01-01

Geoscience observations and model simulations are generating vast amounts of multi-dimensional data. Effectively analyzing these data are essential for geoscience studies. However, the tasks are challenging for geoscientists because processing the massive amount of data is both computing and data intensive in that data analytics requires complex procedures and multiple tools. To tackle these challenges, a scientific workflow framework is proposed for big geoscience data analytics. In this framework techniques are proposed by leveraging cloud computing, MapReduce, and Service Oriented Architecture (SOA). Specifically, HBase is adopted for storing and managing big geoscience data across distributed computers. MapReduce-based algorithm framework is developed to support parallel processing of geoscience data. And service-oriented workflow architecture is built for supporting on-demand complex data analytics in the cloud environment. A proof-of-concept prototype tests the performance of the framework. Results show that this innovative framework significantly improves the efficiency of big geoscience data analytics by reducing the data processing time as well as simplifying data analytical procedures for geoscientists. PMID:25742012

Visual-based simultaneous localization and mapping and global positioning system correction for geo-localization of a mobile robot

International Nuclear Information System (INIS)

Berrabah, Sid Ahmed; Baudoin, Yvan; Sahli, Hichem

2011-01-01

This paper introduces an approach combining visual-based simultaneous localization and mapping (V-SLAM) and global positioning system (GPS) correction for accurate multi-sensor localization of an outdoor mobile robot in geo-referenced maps. The proposed framework combines two extended Kalman filters (EKF); the first one, referred to as the integration filter, is dedicated to the improvement of the GPS localization based on data from an inertial navigation system and wheels' encoders. The second EKF implements the V-SLAM process. The linear and angular velocities in the dynamic model of the V-SLAM EKF filter are given by the GPS/INS/Encoders integration filter. On the other hand, the output of the V-SLAM EKF filter is used to update the dynamics estimation in the integration filter and therefore the geo-referenced localization. This solution increases the accuracy and the robustness of the positioning during GPS outage and allows SLAM in less featured environments

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.

Characterisation of irradiation effect on geo-polymers

International Nuclear Information System (INIS)

Chupin, Frederic

2015-01-01

This study aims to improve knowledge about the radiation effect on geo-polymer behavior in terms of dihydrogen release and general strength in order to consider them as an alternative to usual nuclear waste cementitious coating matrices. Using various characterization techniques (nitrogen adsorption, low temperature DSC, FTIR and 1 H NMR spectroscopy) and by means of simulation irradiations (gamma, heavy ions), it has been shown that all the water present in the geo-polymer could be radiolyzed and that there was a confinement effect on the water radiolysis under low LET irradiation, probably due to efficient energy transfers from the solid matrix to the interstitial solution. Three dihydrogen production rates have been identified with the absorbed dose, depending on the concentration of dissolved dioxygen and the dihydrogen accumulation in the geo-polymer matrix. The good mechanical strength of the geo-polymer has been shown up to 9 MGy under gamma irradiation and is due to its high stability under irradiation. This could be explained by the fast recombination of the defects observed by EPR spectroscopy. However, phase crystallization was revealed during irradiation with heavy ions, which may induce some weakening of the geo-polymer network under alpha irradiation. The overall results helped to understand the phenomenology in a waste package under storage conditions. (author) [fr

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…

The Key Driving Forces for Geo-Economic Relationships between China and ASEAN Countries

Directory of Open Access Journals (Sweden)

Shufang Wang

2017-12-01

Full Text Available With the rise of China and the implementation of the “21st Century Maritime Silk Road” strategy, research on geo-economics between China and ASEAN (Association of Southeast Asian Nations countries has become increasingly important. Current studies mainly focus on influencing factors, while there is little consideration about how these influencing factors act on geo-economic relationships. Therefore, this paper explores the key driving forces for geo-economic relationships between China and ASEAN countries by use of the structural equation modeling based on Partial Lease Squares. There are three main findings: (1 Economic factors have the greatest impact on geo-economic relationships and the total path effect is 0.778. Geo-location, geopolitics and geo-culture act on geo-economic relationships directly and indirectly. Their total path effects are 0.731, 0.645 and 0.513, respectively. (2 Indirect effects of geo-location, geopolitics and geo-culture impacting geo-economic relationships are far greater than direct effects. Geo-culture, in particular, has a vital mediating effect on geo-economic relationships. (3 Economic drivers promote geo-economic relationships through market, industrial policy, technical, network and benefit-sharing mechanisms. Political drivers improve geo-economic relationships through cooperation, negotiation, coordination and institutional mechanisms. Cultural drivers enhance geo-economic relationships through transmission mechanism. Location drivers facilitate geo-economic relationships through selection mechanism. We provide new insights on the geo-economic relationships through quantitative analysis and enrich the existing literature by revealing the key driving forces and mechanisms for geo-economic relationships.

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

Geo-social visual analytics

Directory of Open Access Journals (Sweden)

Wei Luo

2014-06-01

Full Text Available Spatial analysis and social network analysis typically consider social processes in their own specific contexts, either geographical or network space. Both approaches demonstrate strong conceptual overlaps. For example, actors close to each other tend to have greater similarity than those far apart; this phenomenon has different labels in geography (spatial autocorrelation and in network science (homophily. In spite of those conceptual and observed overlaps, the integration of geography and social network context has not received the attention needed in order to develop a comprehensive understanding of their interaction or their impact on outcomes of interest, such as population health behaviors, information dissemination, or human behavior in a crisis. In order to address this gap, this paper discusses the integration of geographic with social network perspectives applied to understanding social processes in place from two levels: the theoretical level and the methodological level. At the theoretical level, this paper argues that the concepts of nearness and relationship in terms of a possible extension of the First Law of Geography are a matter of both geographical and social network distance, relationship, and interaction. At the methodological level, the integration of geography and social network contexts are framed within a new interdisciplinary field:~visual analytics, in which three major application-oriented subfields (data exploration, decision-making, and predictive analysis are used to organize discussion. In each subfield, this paper presents a theoretical framework first, and then reviews what has been achieved regarding geo-social visual analytics in order to identify potential future research.

Integrated Geoscience Studies in the Greater Yellowstone Area - Volcanic, Tectonic, and Hydrothermal Processes in the Yellowstone Geoecosystem

Science.gov (United States)

Morgan, Lisa A.

2007-01-01

Yellowstone National Park, rimmed by a crescent of older mountainous terrain, has at its core the Quaternary Yellowstone Plateau, an undulating landscape shaped by forces of volcanism, tectonism, and later glaciation. Its spectacular hydrothermal systems cap this landscape. From 1997 through 2003, the United States Geological Survey Mineral Resources Program conducted a multidisciplinary project of Yellowstone National Park entitled Integrated Geoscience Studies of the Greater Yellowstone Area, building on a 130-year foundation of extensive field studies (including the Hayden survey of 1871, the Hague surveys of the 1880s through 1896, the studies of Iddings, Allen, and Day during the 1920s, and NASA-supported studies starting in the 1970s - now summarized in USGS Professional Paper 729 A through G) in this geologically dynamic terrain. The project applied a broad range of scientific disciplines and state-of-the-art technologies targeted to improve stewardship of the unique natural resources of Yellowstone and enable the National Park Service to effectively manage resources, protect park visitors from geologic hazards, and better educate the public on geologic processes and resources. This project combined a variety of data sets in characterizing the surficial and subsurface chemistry, mineralogy, geology, geophysics, and hydrothermal systems in various parts of the park. The sixteen chapters presented herein in USGS Professional Paper 1717, Integrated Geoscience Studies in the Greater Yellowstone Area - Volcanic, Tectonic, and Hydrothermal Processes in the Yellowstone Geoecosystem, can be divided into four major topical areas: (1) geologic studies, (2) Yellowstone Lake studies, (3) geochemical studies, and (4) geophysical studies. The geologic studies include a paper by Ken Pierce and others on the influence of the Yellowstone hotspot on landscape formation, the ecological effects of the hotspot, and the human experience and human geography of the greater

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

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

Science.gov (United States)

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

2010-12-01

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

A novel insight into beaconless geo-routing

KAUST Repository

Bader, Ahmed

2012-12-01

Beaconless geo-routing protocols have been traditionally analyzed assuming equal communication ranges for the data and control packets. This is not true in reality, since the communication range is in practice function of the packet length. As a consequence, a substantial discrepancy may exist between analytical and empirical results offered in beaconless geo-routing literature. Furthermore, performance of beaconless geo-routing protocols has typically considered using single-hop metrics only. End-to-end performance is considered in literature only occasionally and mainly in terms of simulation only. In this paper, we re-examine this class of protocols. We first incorporate practical packet detection models in order to capture the dependency of the communication range on the packet\\'s length. We then develop a detailed analytical framework for the end-to-end delay and energy performance of beaconless geo-routing protocols. Finally, we present two different application scenarios and study various tradeoffs in light of the framework developed. © 2012 IEEE.

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.

The impact of geo-tagging on the photo industry and creating revenue streams

Science.gov (United States)

Richter, Rolf; Böge, Henning; Weckmann, Christoph; Schloen, Malte

2010-02-01

Internet geo and mapping services like Google Maps, Google Earth and Microsoft Bing Maps have reinvented the use of geographical information and have reached an enormous popularity. Besides that, location technologies like GPS have become affordable and are now being integrated in many camera phones. GPS is also available for standalone cameras as add on products or integrated in cameras. These developments are the enabler for new products for the photo industry or they enhance existing products. New commercial opportunities have been identified in the areas of photo hardware, internet/software and photo finishing.

Enabling Field Experiences in Introductory Geoscience Classes through the Use of Immersive Virtual Reality

Science.gov (United States)

Moysey, S. M.; Smith, E.; Sellers, V.; Wyant, P.; Boyer, D. M.; Mobley, C.; Brame, S.

2015-12-01

Although field experiences are an important aspect of geoscience education, the opportunity to provide physical world experiences to large groups of introductory students is often limited by access, logistical, and financial constraints. Our project (NSF IUSE 1504619) is investigating the use of immersive virtual reality (VR) technologies as a surrogate for real field experiences in introductory geosciences classes. We are developing a toolbox that leverages innovations in the field of VR, including the Oculus Rift and Google Cardboard, to enable every student in an introductory geology classroom the opportunity to have a first-person virtual field experience in the Grand Canyon. We have opted to structure our VR experience as an interactive game where students must explore the Canyon to accomplish a series of tasks designed to emphasize key aspects of geoscience learning. So far we have produced two demo products for the virtual field trip. The first is a standalone "Rock Box" app developed for the iPhone, which allows students to select different rock samples, examine them in 3D, and obtain basic information about the properties of each sample. The app can act as a supplement to the traditional rock box used in physical geology labs. The second product is a fully functioning VR environment for the Grand Canyon developed using satellite-based topographic and imagery data to retain real geologic features within the experience. Players can freely navigate to explore anywhere they desire within the Canyon, but are guided to points of interest where they are able to complete exercises that will be aligned with specific learning goals. To this point we have integrated elements of the "Rock Box" app within the VR environment, allowing players to examine 3D details of rock samples they encounter within the Grand Canyon. We plan to provide demos of both products and obtain user feedback during our presentation.

Synergy between geo- and biomechanics

NARCIS (Netherlands)

Huyghe, J.M.R.J.; Kraaijeveld, F.; Broek, van den P.R.; Pizzocolo, F.; Schroder, Y.

2009-01-01

Today,the focus of physical scientists is shifting to biology more than ever before. Because there is no biological tissue that is not a porous medium, the porous media community should be very alert to this shift of attention. The impact that porous media mechanics had on geosciences in the past

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

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

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

Comparative Analysis of NOAA REFM and SNB3GEO Tools for the Forecast of the Fluxes of High-Energy Electrons at GEO

Science.gov (United States)

Balikhin, M. A.; Rodriguez, J. V.; Boynton, R. J.; Walker, S. N.; Aryan, Homayon; Sibeck, D. G.; Billings, S. A.

2016-01-01

Reliable forecasts of relativistic electrons at geostationary orbit (GEO) are important for the mitigation of their hazardous effects on spacecraft at GEO. For a number of years the Space Weather Prediction Center at NOAA has provided advanced online forecasts of the fluence of electrons with energy >2 MeV at GEO using the Relativistic Electron Forecast Model (REFM). The REFM forecasts are based on real-time solar wind speed observations at L1. The high reliability of this forecasting tool serves as a benchmark for the assessment of other forecasting tools. Since 2012 the Sheffield SNB3GEO model has been operating online, providing a 24 h ahead forecast of the same fluxes. In addition to solar wind speed, the SNB3GEO forecasts use solar wind density and interplanetary magnetic field B(sub z) observations at L1. The period of joint operation of both of these forecasts has been used to compare their accuracy. Daily averaged measurements of electron fluxes by GOES 13 have been used to estimate the prediction efficiency of both forecasting tools. To assess the reliability of both models to forecast infrequent events of very high fluxes, the Heidke skill score was employed. The results obtained indicate that SNB3GEO provides a more accurate 1 day ahead forecast when compared to REFM. It is shown that the correction methodology utilized by REFM potentially can improve the SNB3GEO forecast.

Comparative analysis of NOAA REFM and SNB3GEO tools for the forecast of the fluxes of high-energy electrons at GEO

Science.gov (United States)

Balikhin, M. A.; Rodriguez, J. V.; Boynton, R. J.; Walker, S. N.; Aryan, H.; Sibeck, D. G.; Billings, S. A.

2016-01-01

Reliable forecasts of relativistic electrons at geostationary orbit (GEO) are important for the mitigation of their hazardous effects on spacecraft at GEO. For a number of years the Space Weather Prediction Center at NOAA has provided advanced online forecasts of the fluence of electrons with energy >2 MeV at GEO using the Relativistic Electron Forecast Model (REFM). The REFM forecasts are based on real-time solar wind speed observations at L1. The high reliability of this forecasting tool serves as a benchmark for the assessment of other forecasting tools. Since 2012 the Sheffield SNB3GEO model has been operating online, providing a 24 h ahead forecast of the same fluxes. In addition to solar wind speed, the SNB3GEO forecasts use solar wind density and interplanetary magnetic field Bz observations at L1.The period of joint operation of both of these forecasts has been used to compare their accuracy. Daily averaged measurements of electron fluxes by GOES 13 have been used to estimate the prediction efficiency of both forecasting tools. To assess the reliability of both models to forecast infrequent events of very high fluxes, the Heidke skill score was employed. The results obtained indicate that SNB3GEO provides a more accurate 1 day ahead forecast when compared to REFM. It is shown that the correction methodology utilized by REFM potentially can improve the SNB3GEO forecast.

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.

Rheological behavior of alkali-activated metakaolin during geo-polymerization

International Nuclear Information System (INIS)

Poulesquen, A.; Frizon, F.; Lambertin, D.

2011-01-01

The dynamic rheological behavior of geo-polymers, inorganic materials synthesized by activation of an aluminosilicate source by an alkaline solution, is described. The pastes studied were mixtures of an activation solution (alkali + silica) and metakaolin. The influence of the activation solution (NaOH vs. KOH), the silica (Aerosil vs. Tixosil), and the temperature on the evolution of the elastic modulus (G') and viscous modulus (G') over time were studied in the linear viscoelastic range. The results show that the nature of the silica has little influence on the viscous and elastic moduli when the geo-polymer is activated by KOH, and that the setting time is faster with sodium hydroxide and at higher temperatures regardless of the geo-polymer. In addition, during geo-polymerization the stepwise variation of the modulus values indicates that the formation of the 3D network occurs in several steps. Moreover, geo-polymers activated by potassium hydroxide exhibit slower kinetics but the interactions between constituents are stronger, as the loss tangent (tanδ = G''/G') is lower. Finally, the maximum loss tangent, tanδ, was also used as a criterion to determine the temperature dependence of the geo-polymers synthesized. This criterion is a precursor of the transition to the glassy state. The activation energies could thus be determined for the geo-polymers synthesized with potassium hydroxide or sodium hydroxide. (authors)

Ethical considerations in developing the next generation of geoscientists and defining a common cause for the geosciences

Science.gov (United States)

Keane, Christopher; Boland, Maeve

2017-04-01

Much of the discussion about ethics in geoscience centers around the ethical use of the science in a societal context or the social and professional conduct between individuals within the geoscience community. Little has been discussed about the challenges and ethical issues associated with the discipline's effort to build its future workforce in light of cyclical hiring, tightening research budgets, and rapidly evolving skill demands for professional geoscientists. Many geoscientists assume that the profession is underappreciated by society and insufficiently visible to students in higher education. Yet, at least in the United States, we are coming out of nearly a decade of record geoscience undergraduate enrollments and graduate programs that are operating at full capacity. During this time we have witnessed several fundamental shifts in the hiring demands for geoscientists, but in aggregate, have not seen any decrease in hiring of new graduates. The formal education system has not been able to respond to rapid changes in the skills required by employers and is producing a proportion of students unprepared to engage in a career as a geoscientist and, in some cases, unaware of the realities of business cycles and the need for professional and geographic mobility. Another problem for the future workforce is the lack of a fundamental rationale for the geosciences. Currently, the geosciences do not have a substantive vision for their role in society that can define the perception and destiny of the geosciences. During the Cold War and the Space Race, for example, advances in geoscience helped shape the next steps by society. Several initiatives, such as Resourcing Future Generations, are proposing research and social context frameworks for the geosciences that address critical global priorities, such as the Sustainable Development Goals. These projects may establish long-term trends and momentum that the discipline can build around. But what is the discipline's, and

Semantics-informed cartography: the case of Piemonte Geological Map

Science.gov (United States)

Piana, Fabrizio; Lombardo, Vincenzo; Mimmo, Dario; Giardino, Marco; Fubelli, Giandomenico

2016-04-01

In modern digital geological maps, namely those supported by a large geo-database and devoted to dynamical, interactive representation on WMS-WebGIS services, there is the need to provide, in an explicit form, the geological assumptions used for the design and compilation of the database of the Map, and to get a definition and/or adoption of semantic representation and taxonomies, in order to achieve a formal and interoperable representation of the geologic knowledge. These approaches are fundamental for the integration and harmonisation of geological information and services across cultural (e.g. different scientific disciplines) and/or physical barriers (e.g. administrative boundaries). Initiatives such as GeoScience Markup Language (last version is GeoSciML 4.0, 2015, http://www.geosciml.org) and the INSPIRE "Data Specification on Geology" http://inspire.jrc.ec.europa.eu/documents/Data_Specifications/INSPIRE_DataSpecification_GE_v3.0rc3.pdf (an operative simplification of GeoSciML, last version is 3.0 rc3, 2013), as well as the recent terminological shepherding of the Geoscience Terminology Working Group (GTWG) have been promoting information exchange of the geologic knowledge. Grounded on these standard vocabularies, schemas and data models, we provide a shared semantic classification of geological data referring to the study case of the synthetic digital geological map of the Piemonte region (NW Italy), named "GEOPiemonteMap", developed by the CNR Institute of Geosciences and Earth Resources, Torino (CNR IGG TO) and hosted as a dynamical interactive map on the geoportal of ARPA Piemonte Environmental Agency. The Piemonte Geological Map is grounded on a regional-scale geo-database consisting of some hundreds of GeologicUnits whose thousands instances (Mapped Features, polygons geometry) widely occur in Piemonte region, and each one is bounded by GeologicStructures (Mapped Features, line geometry). GeologicUnits and GeologicStructures have been spatially

Summaries of physical research in the geosciences

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