WorldWideScience

Sample records for strong explosions geosciences

  1. 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

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

    Science.gov (United States)

    Flood, T. P.; Munk, L.; Anderson, S. W.

    2005-12-01

    During the past decade, at least sixteen geoscience departments in the U.S. that offer a B.S. degree or higher have been eliminated or dispersed. During that same time, three new geoscience departments with degree-granting programs have been developed. Each program has unique student demographics, affiliation (i.e. public institution versus private liberal arts college), geoscience curricula and reasons for initiation. Some of the common themes for each program include; 1) strong devotion to providing field experiences, 2) commitment to student-faculty collaborative research, 3) maintaining traditional geology program elements in the core curriculum and 4) placing students into high quality graduate programs and geoscience careers. Although the metrics for each school vary, each program can claim success in the area of maintaining solid enrollments. This metric is critical because programs are successful only if they have enough students, either in the major and/or general education courses, to convince administrators that continued support of faculty, including space and funding is warranted. Some perspectives gained through the establishment of these new programs may also be applicable to established programs. The success and personality of a program can be greatly affected by the personality of a single faculty member. Therefore, it may not be in the best interest of a program to distribute programmatic work equally among all faculty. For example, critical responsibilities such as teaching core and introductory courses should be the responsibility of faculty who are fully committed to these pursuits. However, if these responsibilities reduce scholarly output, well-articulated arguments should be developed in order to promote program quality and sustainability rather than individual productivity. Field and undergraduate research experiences should be valued as much as high-quality classroom and laboratory instruction. To gain the support of the administration

  3. 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

  4. Explosion source strong ground motions in the Mississippi embayment

    Science.gov (United States)

    Langston, C.A.; Bodin, P.; Powell, C.; Withers, M.; Horton, S.; Mooney, W.

    2006-01-01

    Two strong-motion arrays were deployed for the October 2002 Embayment Seismic Excitation Experiment to study the spatial variation of strong ground motions in the deep, unconsolidated sediments of the Mississippi embayment because there are no comparable strong-motion data from natural earthquakes in the area. Each linear array consisted of eight three-component K2 accelerographs spaced 15 m apart situated 1.2 and 2.5 kin from 2268-kg and 1134-kg borehole explosion sources, respectively. The array data show distinct body-wave and surface-wave arrivals that propagate within the thick, unconsolidated sedimentary column, the high-velocity basement rocks, and small-scale structure near the surface. Time-domain coherence of body-wave and surface-wave arrivals is computed for acceleration, velocity, and displacement time windows. Coherence is high for relatively low-frequency verticalcomponent Rayleigh waves and high-frequency P waves propagating across the array. Prominent high-frequency PS conversions seen on radial components, a proxy for the direct S wave from earthquake sources, lose coherence quickly over the 105-m length of the array. Transverse component signals are least coherent for any ground motion and appear to be highly scattered. Horizontal phase velocity is computed by using the ratio of particle velocity to estimates of the strain based on a plane-wave-propagation model. The resulting time-dependent phase-velocity map is a useful way to infer the propagation mechanisms of individual seismic phases and time windows of three-component waveforms. Displacement gradient analysis is a complementary technique for processing general spatial-array data to obtain horizontal slowness information.

  5. Big Explosions, Strong Gravity: Making Girl Scouts ACEs of Space through Chandra Outreach

    Science.gov (United States)

    Hornschemeier, A. E.; Lochner, J. C.; Ganguly, R.; Feaga, L. M.; Ford, K. E. S.

    2005-12-01

    Thanks to two years of Chandra E/PO funding we have carried out a number of successful activities with the Girl Scouts of Central Maryland, focusing on girls in the 11-17 year age range. Our reasons for targeting this age range include the general decline in interest in math and science that occurs at or after children reach this critical age (meaning that we reach them early enough to have a positive effect). We initially target girls due to their underrepresentation in science, but the actitivities are all gender-neutral and highly adaptable to other groups. The program includes two components, in collaboration with Girl Scouts of Central Maryland. The first component is a well-established one-day Girl Scout patch activity entitled Big Explosions and Strong Gravity (BESG) where the girls earn a patch for their badge sash. The four BESG activities, mostly adapted from existing E/PO material, are available on the World Wide Web for use by others. The activities cover the electromagnetic spectrum as a tool for astronomy, the cosmic abundance of the elements and the supernova origin of many of the elements, black holes and their detection, and supernova explosions/stellar evolution. Thus far approximately 200 girls and their parents have participated in BESG and it has now become part of the council culture. The second activity is new and is part of the relatively new Girl Scout Studio 2B program, which is a girl-led program for the 11-17 year age range. Based on several meetings with small groups of girls and adults, we have formed a Studio 2B "club" called the ACE of Space Club (Astronomical Cosmic Exploration). We'll describe our experiences interacting with the Girl Scouts in this girl-led program.

  6. Comparison of the inelastic response of steel building frames to strong earthquake and underground nuclear explosion ground motion

    International Nuclear Information System (INIS)

    Murray, R.C.; Tokarz, F.J.

    1976-01-01

    Analytic studies were made of the adequacy of simulating earthquake effects at the Nevada Test Site for structural testing purposes. It is concluded that underground nuclear explosion ground motion will produce inelastic behavior and damage comparable to that produced by strong earthquakes. The generally longer duration of earthquakes compared with underground nuclear explosions does not appear to significantly affect the structural behavior of the building frames considered. A comparison of maximum ductility ratios, maximum story drifts, and maximum displacement indicate similar structural behavior for both types of ground motion. Low yield (10 - kt) underground nuclear explosions are capable of producing inelastic behavior in large structures. Ground motion produced by underground nuclear explosions can produce inelastic earthquake-like effects in large structures and could be used for testing large structures in the inelastic response regime. The Nevada Test Site is a feasible earthquake simulator for testing large structures

  7. Onset of Coulomb explosion in small silicon clusters exposed to strong-field laser pulses

    Science.gov (United States)

    Sayres, S. G.; Ross, M. W.; Castleman, A. W., Jr.

    2012-05-01

    It is now well established that, under intense laser illumination, clusters undergo enhanced ionization compared to their isolated atomic and molecular counterparts being subjected to the same pulses. This leads to extremely high charge states and concomitant Coulomb explosion. Until now, the cluster size necessary for ionization enhancement has not been quantified. Here, we demonstrate that through the comparison of ion signal from small covalently bound silicon clusters exposed to low intensity laser pulses with semi-classical theory, their ionization potentials (IPs) can be determined. At moderate laser intensities the clusters are not only atomized, but all valence electrons are removed from the cluster, thereby producing up to Si4+. The effective IPs for the production of the high charge states are shown to be ˜40% lower than the expected values for atomic silicon. Finally, the minimum cluster size responsible for the onset of the enhanced ionization is determined utilizing the magnitude of the kinetic energy released from the Coulomb explosion.

  8. Strong Geoscience Departments in Research-Intensive Universities: How do you Know you are One and how Much Planning is Needed to Stay One?

    Science.gov (United States)

    Richardson, R. M.; Beck, S. L.

    2003-12-01

    How do you know your geoscience department is strong? Can it stay that way without conscious planning, relying instead primarily upon day-to-day decisions? The University of Arizona is a member of the American Association of Universities (AAU), a self-selected group of 63 of the most research-intensive public and private institutions in the United States. We will present results of a concentrated look at our own department from both the perspective of the department head (SLB) and a newly reunited member of the department (RMR), returning from an extended stint in administration. In addition, we will present the results of a survey of selected geoscience departments at other AAU institutions. The survey will include demographic data on these departments in terms of numbers of faculty and students, and grant dollars if available, as well as what department heads see as the largest threats and opportunities for their departments in the next five years. We will also seek information on departmental efforts to recruit and retain both faculty and students, and efforts to integrate/balance research and education within the department and the institution. Finally, we will ask departments the extent to which they rely upon, or value, departmental planning efforts. As a beginning, the Department of Geosciences at the University currently has 27 tenure/tenure eligible faculty, 84 graduate students, and 68 undergraduate majors. Approximate annual grant dollars are on the order of \\$4M. The department head (SLB) feels that faculty retention and lack of space are among the largest threats to the department. Faculty retention is critical in an environment where funding is chronically short, and budget cuts have been significant over the last two years. Retention efforts typically involve collaborative efforts with the dean and/or provost. Among the opportunities for the department are the ability to extend and diversify funding within and beyond the NSF, typically multi- and

  9. Tracking the Health of the Geoscience Workforce

    Science.gov (United States)

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

    2008-12-01

    , lagging numbers of graduates from geoscience degree programs and the consolidation and closing of geoscience academic departments presents a strong challenge for the future of the geoscience profession. Measurement, analysis, and reporting of all aspects of the geoscience workforce system are central to successful decisions that support the improvement of geosciences in the U.S.

  10. Strong explosions impact on buildings representative of an industrial facility; Impact de fortes explosions sur les batiments representatifs d'une installation industrielle

    Energy Technology Data Exchange (ETDEWEB)

    Trelat, S

    2006-12-15

    The goal of this study is to focus on the analysis of blast wave damage to structures when blast wave is consequence of explosive charge detonation. The objective is to propose useful tools to predict charges on structure. All experiences are realized in laboratory. The experimental investigation consists in simulating a detonation of a stoichiometric propane-oxygen mixture at ground level or at higher altitude. The study is going to give us experimental data on blast wave effects on a structure. For that, two types of structures frequently found on industrial site are going to be used: a parallelepipedal structure and a cylindrical structure, both with known dimensions. Finally, the important point of the problem is to determine an energetic equivalence between TNT and gas used in the experiments, in order to model TNT explosions at full scale by gaseous explosions at reduced scale. (author)

  11. 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.

  12. The Grenoble station for producing strong transient magnetic fields higher than 100 teslas by an explosive driven flux compression

    International Nuclear Information System (INIS)

    Guillot, M.

    1976-01-01

    Reproducible transient magnetic fields up to 400 teslas (4 megaoersted) are achieved by a simple explosive driven flux compression. The results are described simply from the point of view of energy conversion. The problems of field measurements are studied: the precision is +-2% with a field cavity of 5 mm diameter [fr

  13. 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

  14. 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.

  15. 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.

  16. Geoscience and the 21st Century Workforce

    Science.gov (United States)

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

    2013-12-01

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

  17. 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

  18. 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

  19. 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.

  20. 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

  1. Primary explosives

    Energy Technology Data Exchange (ETDEWEB)

    Matyas, Robert; Pachman, Jiri [Pardubice Univ. (Czech Republic). Faculty of Chemical Technology

    2013-06-01

    The first chapter provides background such as the basics of initiation and differences between requirements on primary explosives used in detonators and igniters. The authors then clarify the influence of physical characteristics on explosive properties, focusing on those properties required for primary explosives. Furthermore, the issue of sensitivity is discussed. All the chapters on particular groups of primary explosives are structured in the same way, including introduction, physical and chemical properties, explosive properties, preparation and documented use.

  2. 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…

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

    Science.gov (United States)

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

    2011-12-01

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

  4. 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

  5. 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

  6. Liquid explosives

    CERN Document Server

    Liu, Jiping

    2015-01-01

    The book drawing on the author's nearly half a century of energetic materials research experience intends to systematically review the global researches on liquid explosives. The book focuses on the study of the conception, explosion mechanism, properties and preparation of liquid explosives. It provides a combination of theoretical knowledge and practical examples in a reader-friendly style. The book is likely to be interest of university researchers and graduate students in the fields of energetic materials, blasting engineering and mining.

  7. Accessible Geoscience - Digital Fieldwork

    Science.gov (United States)

    Meara, Rhian

    2017-04-01

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

  8. Managing the explosion of high resolution topography in the geosciences

    Science.gov (United States)

    Crosby, Christopher; Nandigam, Viswanath; Arrowsmith, Ramon; Phan, Minh; Gross, Benjamin

    2017-04-01

    Centimeter to decimeter-scale 2.5 to 3D sampling of the Earth surface topography coupled with the potential for photorealistic coloring of point clouds and texture mapping of meshes enables a wide range of science applications. Not only is the configuration and state of the surface as imaged valuable, but repeat surveys enable quantification of topographic change (erosion, deposition, and displacement) caused by various geologic processes. We are in an era of ubiquitous point clouds that come from both active sources such as laser scanners and radar as well as passive scene reconstruction via structure from motion (SfM) photogrammetry. With the decreasing costs of high-resolution topography (HRT) data collection, via methods such as SfM and UAS-based laser scanning, the number of researchers collecting these data is increasing. These "long-tail" topographic data are of modest size but great value, and challenges exist to making them widely discoverable, shared, annotated, cited, managed and archived. Presently, there are no central repositories or services to support storage and curation of these datasets. The U.S. National Science Foundation funded OpenTopography (OT) Facility employs cyberinfrastructure including large-scale data management, high-performance computing, and service-oriented architectures, to provide efficient online access to large HRT (mostly lidar) datasets, metadata, and processing tools. With over 225 datasets and 15,000 registered users, OT is well positioned to provide curation for community collected high-resolution topographic data. OT has developed a "Community DataSpace", a service built on a low cost storage cloud (e.g. AWS S3) to make it easy for researchers to upload, curate, annotate and distribute their datasets. The system's ingestion workflow will extract metadata from data uploaded; validate it; assign a digital object identifier (DOI); and create a searchable catalog entry, before publishing via the OT portal. The OT Community DataSpace enables wider discovery and utilization of these HRT datasets via the OT portal and sources that federate the OT data catalog, promote citations, and most importantly increase the impact of investments in data to catalyzes scientific discovery.

  9. 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...

  10. 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

  11. 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.

  12. Stellar explosion

    International Nuclear Information System (INIS)

    Suraud, E.

    1987-01-01

    What is the energy source and which physical processes are powerful enough to generate this explosion which scatters the star. The knowledge progress of very dense matter allows the scenario reconstitution. An instability in the star core which is developing during milliseconds is the cause of this explosion [fr

  13. 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.

  14. 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

  15. 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.

  16. 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

    problem, to make collaborative decisions, and to collectively problem solve. The development of this shared understanding is a primary result of the past decade of work. It has been developed through geoscience hosted events like the On the Cutting Edge emerging theme workshops and the Synthesis of Research on Thinking and Learning in the Geosciences project, complementary events in cognitive science and education that include geoscientists like the Gordon Conferences on Visualization in Science & Education or the Spatial Cognition conference series, and the interactions within and among geoscience education research projects like the Spatial Intelligence and Learning Center, the GARNET project, and many others. With this common ground in place, effective collaborations that bring together deep knowledge of psychology and brain function, of educational design and testing, and of time tested learning goals, teaching methods, and measures of success can flourish. A strong and accelerating research field has emerged that spans from work on basic cognitive skills important in geoscience, to studies of specific teaching strategies.

  17. 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

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

    Science.gov (United States)

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

    2012-12-01

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

  19. 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

  20. 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

  1. 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.

  2. 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.

  3. Building a strong geoscience department by emphasizing curriculum and pedagogy

    Science.gov (United States)

    Lea, P. D.; Beane, R. J.; Laine, E. P.

    2005-12-01

    About a decade ago the Bowdoin College Geology Department recognized a need for a new curriculum that more fully engaged majors and non-majors as active learners. To accomplish this curricular change the faculty have adopted differing pedagogies that all engage students in real projects. Research project-based learning, community-based learning, and problem-based service-learning form the core of our teaching efforts. The emphasis on problem-solving and inquiry in our courses has greatly strengthened our department's contributions to research, education, and service at the college. These courses have an added benefit of acquainting students with various aspects of their local and global environment. Geology majors leave Bowdoin equipped with tools and experiences they need for employment or graduate school as well life-long learners. To support the integration of research into our teaching we have successfully sought funding from NSF's CCLI and MRI programs. As a consequence, even first year students work with an SEM/EDAX/EBSD, with instrumented watersheds, and soon with an ocean observatory adjacent to our Coastal Studies Center, as well as taking greater advantage of local field opportunities. Our intense focus on improving curriculum and pedagogy organized and energized us within the department and helped us to present ourselves and our goals to the college.

  4. 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

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

    Science.gov (United States)

    Mogk, D. W.

    2015-12-01

    Research; and the NAGT Building Strong Departments program that has developed extensive web-based resources using the "matrix approach" http://nagt.org/nagt/profdev/twp/trav_departments.html. Geoscience departments should commit to producing great Science and great Scientists.

  6. 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.

  7. 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

  8. 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…

  9. 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.

  10. 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.

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

    Science.gov (United States)

    Barry, T.; Troost, K. G.

    2012-12-01

    The Association of Environmental and Engineering Geologists offers multiple resources to students and faculty about careers in the geosciences, such as description of what employers are looking for, career options, mentoring, and building your professional network. Our website provides easy access to these and other resources. Most of AEG's 3000 members found their first job through association with another AEG member and more than 75% of our membership is working in applied geoscience jobs. We know that employers are looking for the following qualities: passion for your career and the geosciences, an enthusiastic personality, flexibility, responsibility, ability to communicate well in oral and written modes, and the ability to work well in teams or independently. Employers want candidates with a strong well-rounded geoscience education and the following skills/experience: attendance at field camp, working knowledge of field methodologies, strong oral and written communication skills, basic to advanced computer skills, and the ability to conduct research. In addition, skill with GIS applications, computer modeling, and 40-hour OSHA training are desired. The most successful technique for finding a job is to have and use a network. Students can start building their network by attending regular AEG or other professional society monthly meetings, volunteering with the society, attending annual meetings, going on fieldtrips and participating in other events. Students should research what kind of job they want and build a list of potential preferred employers, then market themselves to people within those companies using networking opportunities. Word-of-mouth sharing of job openings is the most powerful tool for getting hired, and if students have name recognition established within their group of preferred employers, job interviews will occur at a faster rate than otherwise.

  12. Explosive simulants for testing explosive detection systems

    Science.gov (United States)

    Kury, John W.; Anderson, Brian L.

    1999-09-28

    Explosives simulants that include non-explosive components are disclosed that facilitate testing of equipment designed to remotely detect explosives. The simulants are non-explosive, non-hazardous materials that can be safely handled without any significant precautions. The simulants imitate real explosives in terms of mass density, effective atomic number, x-ray transmission properties, and physical form, including moldable plastics and emulsions/gels.

  13. 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

  14. Explosive Pleuritis

    Directory of Open Access Journals (Sweden)

    Satish Kumar

    2012-01-01

    Full Text Available Pleural effusions associated with pneumonia (parapneumonic effusions are one of the most common causes of exudative pleural effusions in the world. Approximately 20 to 40% of patients hospitalized with pneumonia will have an accompanying pleural effusion. The term 'Explosive pleuritis' was originally described by Braman and Donat in 1986 as pleural effusions developing within hours of admission. We report a 38 years old male patient with minimal pleural effusion which progressed rapidly within one day to involve almost whole of the hemithorax. There were multiple loculations on ultrasonography of thorax. Pleural fluid was sero-sanguinous and revealed gram positive diplococcic. The patient improved with antibiotics and pigtail catheter drainage.

  15. 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.

  16. 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

  17. 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

  18. 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.

  19. 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.

  20. 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.

  1. Explosive compositions

    Energy Technology Data Exchange (ETDEWEB)

    1971-04-01

    An explosive composition containing ammonium nitrate consists of (1) from 40 to 75 Pt. by wt of particulate ammonium nitrate, (2) from 20 to 35 Pt. by wt of a solution selected from the group consisting of aqueous magnesium nitrate, aqueous ammonium nitrate and aqueous ammoniacal ammonium nitrate; and (3) at least 2 Pt. by wt of a setting agent selected from the group consisting of alkaline earth metal oxides, zinc oxide, lead monoxide, calcined dolomitic limestone, anhydrous calcium sulfate, anhydrous magnesium sulfate, anhydrous sodium tetrapyrophosphate and anhydrous sodium thiosulfate. The setting agent is further characterized in setting the composition to a solid material which contains solvent used in the liquid phase. (Abstract only - original article not available from T.U.)

  2. Explosive composition

    Energy Technology Data Exchange (ETDEWEB)

    Slykhouse, T E

    1968-05-09

    An ammonium nitrate explosive composition is characterized in that it contains from 40 to 75 parts by wt of particulate ammonium nitrate, from 20 to 35 parts by wt of a solution selected from the group consisting of aqueous magnesium nitrate, aqueous ammonium nitrate, and aqueous ammoniacal ammonium nitrate. It also contains at least 2 parts by wt of a setting agent selected from the group consisting of alkaline earth metal oxides, zinc oxide, lead monoxide, calcined dolomitic limestone, substantially anhydrous calcium sulfate, substantially anhydrous magnesium sulfate, substantially anhydrous sodium tetrapyrophosphate and substantially anhydrous sodium thiosulfate. The setting agent is further characterized in that it sets the composition to a solid material which contains solvent used in the liquid phase. (12 claims)

  3. Slurry explosives

    Energy Technology Data Exchange (ETDEWEB)

    1973-08-23

    A slurry explosive is comprised of (1) a composition consisting of ammonium nitrate or a mixture of ammonium nitrate and an alkali metal nitrate; or an alkaline earth metal nitrate; or an alkali metal nitrate and an alkaline earth metal nitrate; at least one member selected from the group consisting of 2,4,6-trinitrotoluene, aluminum, smokeless powder and fuels; and water; (2) 0.1 to 2.0% of guar gum; (3) between 0% and 0.3% of a sodium, potassium, calcium or magnesium borate; and greater than 0% but not more than 20% of hexamethylene tetramine; and (4) 0.02 to 2.0% of antimony potassium tartarate, antimony trioxide, antimony trisulfide or a mixture of these antimony compounds, % by wt.

  4. 78 FR 64246 - Commerce in Explosives; List of Explosives Materials

    Science.gov (United States)

    2013-10-28

    ..., including non-cap sensitive slurry and water gel explosives. Blasting caps. Blasting gelatin. Blasting.... Explosive conitrates. Explosive gelatins. Explosive liquids. Explosive mixtures containing oxygen-releasing... powder. [[Page 64247

  5. 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.

  6. 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

  7. 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.

  8. 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.

  9. Proceedings of the geosciences workshop

    Energy Technology Data Exchange (ETDEWEB)

    None

    1991-01-01

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

  10. 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…

  11. Supernova explosions

    CERN Document Server

    Branch, David

    2017-01-01

    Targeting advanced students of astronomy and physics, as well as astronomers and physicists contemplating research on supernovae or related fields, David Branch and J. Craig Wheeler offer a modern account of the nature, causes and consequences of supernovae, as well as of issues that remain to be resolved. Owing especially to (1) the appearance of supernova 1987A in the nearby Large Magellanic Cloud, (2) the spectacularly successful use of supernovae as distance indicators for cosmology, (3) the association of some supernovae with the enigmatic cosmic gamma-ray bursts, and (4) the discovery of a class of superluminous supernovae, the pace of supernova research has been increasing sharply. This monograph serves as a broad survey of modern supernova research and a guide to the current literature. The book’s emphasis is on the explosive phases of supernovae. Part 1 is devoted to a survey of the kinds of observations that inform us about supernovae, some basic interpreta tions of such data, and an overview of t...

  12. 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

  13. 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.

  14. 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.

  15. Computer axial tomography in geosciences

    International Nuclear Information System (INIS)

    Duliu, Octavian G.

    2002-01-01

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

  16. 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

  17. 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

    researcher and practitioner community, (2) provide funding agencies with a strong rationale for including GER in future funding priorities, (3) increase the strength of evidence of GER community claims, and (4) elevate the visibility, stature, and collaborative potential of GER in the geosciences and in STEM education research.

  18. Social Technologies to Jump Start Geoscience Careers

    Science.gov (United States)

    Keane, Christopher; Martinez, Cynthia; Gonzales, Leila

    2010-05-01

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

  19. 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

  20. Electromagnetic field effects in explosives

    Science.gov (United States)

    Tasker, Douglas

    2009-06-01

    Present and previous research on the effects of electromagnetic fields on the initiation and detonation of explosives and the electromagnetic properties of explosives are reviewed. Among the topics related to detonating explosives are: measurements of conductivity; enhancement of performance; and control of initiation and growth of reaction. Hayes...()^1 showed a strong correlation of peak electrical conductivity with carbon content of the detonation products. Ershov.......^2 linked detailed electrical conductivity measurements with reaction kinetics and this work was extended to enhance detonation performance electrically;...^3 for this, electrical power densities of the order of 100 TW/m^2 of explosive surface normal to the detonation front were required. However, small electrical powers are required to affect the initiation and growth of reaction.......^4,5 A continuation of this work will be reported. LA-UR 09-00873 .^1 B. Hayes, Procs. of 4th Symposium (International) on Detonation (1965), p. 595. ^2 A. Ershov, P. Zubkov, and L. Luk'yanchikov, Combustion, Explosion, and Shock Waves 10, 776-782 (1974). ^3 M. Cowperthwaite, Procs. 9th Detonation Symposium (1989), p. 388-395. ^4 M. A. Cook and T. Z. Gwyther, ``Influence of Electric Fields on Shock to Detonation Transition,'' (1965). ^5 D. Salisbury, R. Winter, and L. Biddle, Procs. of the APS Topical Conference on Shock Compression of Condensed Matter (2005) p. 1010-1013.

  1. Understanding vented gas explosions

    Energy Technology Data Exchange (ETDEWEB)

    Lautkaski, R. [VTT Energy, Espoo (Finland). Energy Systems

    1997-12-31

    The report is an introduction to vented gas explosions for nonspecialists, particularly designers of plants for flammable gases and liquids. The phenomena leading to pressure generation in vented gas explosions in empty and congested rooms are reviewed. The four peak model of vented gas explosions is presented with simple methods to predict the values of the individual peaks. Experimental data on the external explosion of dust and gas explosions is discussed. The empirical equation relating the internal and external peak pressures in vented dust explosions is shown to be valid for gas explosion tests in 30 m{sup 3} and 550 m{sup 3} chambers. However, the difficulty of predicting the internal peak pressure in large chambers remains. Methods of explosion relief panel design and principles of vent and equipment layout to reduce explosion overpressures are reviewed. (orig.) 65 refs.

  2. Understanding vented gas explosions

    Energy Technology Data Exchange (ETDEWEB)

    Lautkaski, R [VTT Energy, Espoo (Finland). Energy Systems

    1998-12-31

    The report is an introduction to vented gas explosions for nonspecialists, particularly designers of plants for flammable gases and liquids. The phenomena leading to pressure generation in vented gas explosions in empty and congested rooms are reviewed. The four peak model of vented gas explosions is presented with simple methods to predict the values of the individual peaks. Experimental data on the external explosion of dust and gas explosions is discussed. The empirical equation relating the internal and external peak pressures in vented dust explosions is shown to be valid for gas explosion tests in 30 m{sup 3} and 550 m{sup 3} chambers. However, the difficulty of predicting the internal peak pressure in large chambers remains. Methods of explosion relief panel design and principles of vent and equipment layout to reduce explosion overpressures are reviewed. (orig.) 65 refs.

  3. 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.

  4. 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

  5. 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.

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

    Science.gov (United States)

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

    2009-12-01

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

  7. Status and Future of Lunar Geoscience.

    Science.gov (United States)

    1986

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

  8. Summaries of physical research in the geosciences

    Energy Technology Data Exchange (ETDEWEB)

    1986-09-01

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

  9. A Ten-Year Retrospective Look at the NSF/GEO Opportunities for Enhancing Diversity in the Geosciences (OEDG) Program

    Science.gov (United States)

    Karsten, J. L.

    2013-12-01

    in the geosciences. The OEDG program is slated to end in FY 2013, but GEO remains strongly committed to the program goals and is actively exploring new mechanisms for pursuing and achieving those goals. This presentation will provide a retrospective look at the OEDG portfolio and its achievements, and summarize the many insights gained regarding best practices for broadening participation in the geosciences.

  10. Glass produced by underground nuclear explosions

    International Nuclear Information System (INIS)

    Schwartz, L.; Piwinskii, A.; Ryerson, F.; Tewes, H.; Beiriger, W.

    1983-01-01

    Detonation of an underground nuclear explosive produces a strong shock wave which propagates spherically outward, vaporizing the explosive and nearby rock and melting, the surrounding rock. The vaporized material expands adiabatically, forming a cavity. As the energy is dissipated during the cavity formation process, the explosive and rock debris condense and mix with the melted rock. The melt flows to the bottom of the cavity where it is quenched by fractured rock fragments falling from above as the cavity collapses. Measurements indicate that about 740 tonnes of rock and/or soil are melted for every kiloton (10 12 calories) of explosive energy, or about 25% of the explosive energy goes to melting rock. The resulting glass composition reflects the composition of the unaltered rock with explosive debris. The appearance ranges from white pumice to dense, dark lava. The bulk composition and color vary with the amount of explosive iron incorporated into the glass. The refractory explosion products are mixed with the solidified melt, although the degree of mixing is variable. Electron microprobe studies of glasses produced by Rainier in welded tuff have produced the following results: glasses are dehydrated relative to the host media, glasses are extremely heterogeneous on a 20 μm scale, a ubiquitous feature is the presence of dark marble-cake regions in the glass, which were locally enriched in iron and may be related to the debris, optically amorphous regions provide evidence of shock melting, only limited major element redistribution and homogenization occur within the cavity

  11. Explosive fragmentation

    Science.gov (United States)

    Vledouts, Alexandre; Graña-Otero, José; Quinard, Joel; Vandenberghe, Nicolas; Villermaux, Emmanuel

    2013-11-01

    We report on an experiment consisting in forcing the fast radial expansion of a spherical liquid shell. The shell is formed by the capillary pinch off of a water thin annular jet surrounding a jet of reactive gaseous mixture at ambient pressure. The encapsulated gas in the resulting water bubble is a mixture of Hydrogen and Oxygen in controlled relative proportions, which is ignited by a laser plasma aimed at the center of the bubble. The strongly exothermic combustion of the mixture induces the expansion of the hot burnt gas, pushing the shell radially outwards in a violently accelerated motion. That motion triggers the instability of the shell, developing thickness modulations ultimately piercing it in a number of holes. The capillary retraction of the holes concentrates the liquid constitutive of the shell into a web of ligaments, whose breakup leads to stable drops. We document the overall process, from the kinematics of the shell initial expansion, to the final drops size distribution as a function of the composition of the gas mixture and bubble shell thickness.

  12. 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

  13. Explosions of Thorne-Żytkow objects

    Science.gov (United States)

    Moriya, Takashi J.

    2018-03-01

    We propose that massive Thorne-Żytkow objects can explode. A Thorne-Żytkow object is a theoretically predicted star that has a neutron core. When nuclear reactions supporting a massive Thorne-Żytkow object terminate, a strong accretion occurs towards the central neutron core. The accretion rate is large enough to sustain a super-Eddington accretion towards the neutron core. The neutron core may collapse to a black hole after a while. A strong large-scale outflow or a jet can be launched from the super-Eddington accretion disc and the collapsing Thorne-Żytkow object can be turned into an explosion. The ejecta have about 10 M⊙ but the explosion energy depends on when the accretion is suppressed. We presume that the explosion energy could be as low as ˜1047 erg and such a low-energy explosion could be observed like a failed supernova. The maximum possible explosion energy is ˜1052 erg and such a high-energy explosion could be observed as an energetic Type II supernova or a superluminous supernova. Explosions of Thorne-Żytkow objects may provide a new path to spread lithium and other heavy elements produced through the irp process such as molybdenum in the Universe.

  14. 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

  15. 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

  16. 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

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

    Science.gov (United States)

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

    2011-12-01

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

  18. 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

  19. 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.

  20. New Mix Explosives for Explosive Welding

    Science.gov (United States)

    Andreevskikh, Leonid

    2011-06-01

    Suggested and tested were some mix explosives--powder mixtures of a brisant high explosive (HE = RDX, PETN) and an inert diluent (baking soda)--for use in explosive welding. RDX and PETN were selected in view of their high throwing ability and low critical diameter. Since the decomposition of baking soda yields a huge amount of gaseous products, its presence ensures (even at a low HE percentage) a throwing speed that is sufficient for realization of explosive welding, at a reduced brisant action of charge. Mix chargers containing 30-70 wt % HE (the rest baking soda) have been tested experimentally and optimized. For study of possibility to reduce critical diameter of HE mixture, the mixture was prepared where HE crystal sizes did not exceed 10 μm. The tests, which were performed with this HE, revealed that the mixture detonated stably with the velocity D ~ 2 km/s, if the layer thickness was d = 2 mm. The above explosives afford to markedly diminish deformations within the oblique impact zone and thus to carry out explosive welding of hollow items and thin metallic foils.

  1. 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.

  2. History of Geoscience Research Matters to You

    Science.gov (United States)

    Fleming, J. R.

    2017-12-01

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

  3. Smartphones: Powerful Tools for Geoscience Education

    Science.gov (United States)

    Johnson, Zackary I.; Johnston, David W.

    2013-11-01

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

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

    Science.gov (United States)

    Savina, M. E.

    2008-12-01

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

  5. 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

  6. 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.

  7. 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.

  8. GeoX: A New Pre-college Program to Attract Underrepresented Minorities and First Generation Students to the Geosciences

    Science.gov (United States)

    Miller, K. C.; Garcia, S. J.; Houser, C.; GeoX Team

    2011-12-01

    An emerging challenge in science, technology, engineering and math (STEM) education is the recruitment of underrepresented groups in those areas of the workforce. This paper describes the structure and first-year results of the Geosciences Exploration Summer Program (GeoX) at Texas A&M University. Recent evidence suggest that pipeline programs should target junior and senior high school students who are beginning to seriously consider future career choices and appropriate college programs. GeoX is an overnight program that takes place during the summer at Texas A&M University. Over the course of a week, GeoX participants interact with faculty from the College of Geosciences, administrators, current students, and community leaders through participation in inquiry-based learning activities, field trips, and evening social events. The aim of this project is to foster a further interest in pursuing geosciences as an undergraduate major in college and thereby increase participation in the geosciences by underrepresented ethnic minority students. With funding from industry and private donors, high achieving rising junior and rising senior students, with strong interest in science and math, were invited to participate in the program. Students and their parents were interviewed before and after the program to determine if it was successful in introducing and enhancing awareness of the: 1) various sub-disciplines in the geosciences, 2) benefits of academia and research, 3) career opportunities in each of those fields and 4) college admission process including financial aid and scholarship opportunities. Results of the survey suggest that the students had a very narrow and stereotypical view of the geosciences that was almost identical to the views of their parents. Following the program, the students had a more expanded and positive view of the geosciences compared to the pre-program survey and compared to their parents. While it remains to be seen how many of those

  9. 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

  10. 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

  11. Free radical explosive composition

    Science.gov (United States)

    Walker, Franklin E.; Wasley, Richard J.

    1979-01-01

    An improved explosive composition is disclosed and comprises a major portion of an explosive having a detonation velocity between about 1500 and 10,000 meters per second and a minor amount of a getter additive comprising a compound or mixture of compounds capable of capturing or deactivating free radicals or ions under mechanical or electrical shock conditions and which is not an explosive. Exemplary getter additives are isocyanates, olefins and iodine.

  12. Nuclear explosives and hydrocarbons

    Energy Technology Data Exchange (ETDEWEB)

    Cohen, P

    1971-10-01

    A nuclear explosive 12 in. in diam and producing very little tritium is feasible in France. Such a device would be well adapted for contained nuclear explosions set off for the purpose of hydrocarbon storage or stimulation. The different aspects of setting off the explosive are reviewed. In the particular case of gas storage in a nuclear cavity in granite, it is demonstrated that the dose of irradiation received is extremely small. (18 refs.)

  13. Chernobyl explosion bombshell

    International Nuclear Information System (INIS)

    Martin, S.; Arnott, D.

    1988-01-01

    It is suggested that the explosion at the Chernobyl-4 reactor in April 1986 was a nuclear explosion. The evidence for this is examined. The sequence of events at Chernobyl is looked at to see if the effects were like those from a nuclear explosion. The question of whether a United Kingdom reactor could go prompt critical is discussed. It is concluded that prompt criticality excursions are possible, but the specific Chernobyl sequence is impossible. (UK)

  14. 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/

  15. Explosive Technology Group

    Data.gov (United States)

    Federal Laboratory Consortium — The Explosive Technology Group (ETG) provides diverse technical expertise and an agile, integrated approach to solve complex challenges for all classes of energetic...

  16. 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.

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

    Science.gov (United States)

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

    2012-01-01

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

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

    Science.gov (United States)

    Wolfe, C. J.

    2001-12-01

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

  19. 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

  20. Explosion metal welding

    International Nuclear Information System (INIS)

    Popoff, A.A.

    1976-01-01

    Process parameters pertaining to welding similar and dissimilar metals using explosives are reviewed. The discussion centers on the interrelationship of physical parameters which play a part in achieving desirable metallurgical results. Present activities in explosion metal welding at LASL are presented and shown how they related to the interests of the ERDA community

  1. Explosions and static electricity

    DEFF Research Database (Denmark)

    Jonassen, Niels M

    1995-01-01

    The paper deals with the problem of electrostatic discharges as causes of ignition of vapor/gas and dust/gas mixtures. A series of examples of static-caused explosions will be discussed. The concepts of explosion limits, the incendiveness of various discharge types and safe voltages are explained...

  2. Steam explosion studies review

    International Nuclear Information System (INIS)

    Hwang, Moon Kyu; Kim, Hee Dong

    1999-03-01

    When a cold liquid is brought into contact with a molten material with a temperature significantly higher than the liquid boiling point, an explosive interaction due to sudden fragmentation of the melt and rapid evaporation of the liquid may take place. This phenomenon is referred to as a steam explosion or vapor explosion. Depending upon the amount of the melt and the liquid involved, the mechanical energy released during a vapor explosion can be large enough to cause serious destruction. In hypothetical severe accidents which involve fuel melt down, subsequent interactions between the molten fuel and coolant may cause steam explosion. This process has been studied by many investigators in an effort to assess the likelihood of containment failure which leads to large scale release of radioactive materials to the environment. In an effort to understand the phenomenology of steam explosion, extensive studies has been performed so far. The report presents both experimental and analytical studies on steam explosion. As for the experimental studies, both small scale tests which involve usually less than 20 g of high temperature melt and medium/large scale tests which more than 1 kg of melt is used are reviewed. For the modelling part of steam explosions, mechanistic modelling as well as thermodynamic modelling is reviewed. (author)

  3. Cell phone explosion.

    Science.gov (United States)

    Atreya, Alok; Kanchan, Tanuj; Nepal, Samata; Pandey, Bhuwan Raj

    2016-03-01

    Cell phone explosions and resultant burn injuries are rarely reported in the scientific literature. We report a case of cell phone explosion that occurred when a young male was listening to music while the mobile was plugged in for charging. © The Author(s) 2015.

  4. 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.

  5. Underground nuclear explosions

    Energy Technology Data Exchange (ETDEWEB)

    Higgins, Gary H [Lawrence Radiation Laboratory, University of California, Livermore, CA (United States)

    1970-05-01

    In the Third Plowshare Symposium, held in 1964, data from a number of nuclear explosions were presented. At that time the basic elements of the nuclear explosion appeared to be well understood and relationships for predicting the gross nuclear effects were presented. Since that time, additional work has been done and many of the concepts have been extended. For example, nuclear explosions have been conducted at greater depths and with much greater yields. The physical and chemical properties of the material in which the explosions occur have been more accurately measured and related to explosion effects. Interpretation of the new information seems to indicate that the earlier relationships are valid over the ranges of energy and depths for which data is available but that effects relating to cavity and chimney sizes or fracturing had been overestimated at great depths of burst and higher yields. (author)

  6. Underground nuclear explosions

    International Nuclear Information System (INIS)

    Higgins, Gary H.

    1970-01-01

    In the Third Plowshare Symposium, held in 1964, data from a number of nuclear explosions were presented. At that time the basic elements of the nuclear explosion appeared to be well understood and relationships for predicting the gross nuclear effects were presented. Since that time, additional work has been done and many of the concepts have been extended. For example, nuclear explosions have been conducted at greater depths and with much greater yields. The physical and chemical properties of the material in which the explosions occur have been more accurately measured and related to explosion effects. Interpretation of the new information seems to indicate that the earlier relationships are valid over the ranges of energy and depths for which data is available but that effects relating to cavity and chimney sizes or fracturing had been overestimated at great depths of burst and higher yields. (author)

  7. 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

  8. 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

  9. Summaries of FY 1995 geosciences research

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1995-12-01

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

  10. Muons tomography applied to geosciences and volcanology

    Energy Technology Data Exchange (ETDEWEB)

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

    2012-12-11

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

  11. Geoscience Training for NASA Astronaut Candidates

    Science.gov (United States)

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

    2017-01-01

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

  12. OERL: A Tool For Geoscience Education Evaluators

    Science.gov (United States)

    Zalles, D. R.

    2002-12-01

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

  13. 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.

  14. Research topics in explosives - a look at explosives behaviors

    International Nuclear Information System (INIS)

    Maienschein, J L

    2014-01-01

    The behaviors of explosives under many conditions - e.g., sensitivity to inadvertent reactions, explosion, detonation - are controlled by the chemical and physical properties of the explosive materials. Several properties are considered for a range of improvised and conventional explosives. Here I compare these properties across a wide range of explosives to develop an understanding of explosive behaviors. For improvised explosives, which are generally heterogeneous mixtures of ingredients, a range of studies is identified as needed to more fully understand their behavior and properties. For conventional explosives, which are generally comprised of crystalline explosive molecules held together with a binder, I identify key material properties that determine overall sensitivity, including the extremely safe behavior of Insensitive High Explosives, and discuss an approach to predicting the sensitivity or insensitivity of an explosive.

  15. 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…

  16. Diversifying the Geosciences: Examples from the Arctic

    Science.gov (United States)

    Holmes, R. M.

    2017-12-01

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

  17. 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.

  18. Fundamental geosciences program. Annual report, 1977

    Energy Technology Data Exchange (ETDEWEB)

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

    1977-01-01

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

  19. Machine learning in geosciences and remote sensing

    Directory of Open Access Journals (Sweden)

    David J. Lary

    2016-01-01

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

  20. 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

  1. Explosives 92. Conference proceedings

    Energy Technology Data Exchange (ETDEWEB)

    Farnfield, R.A. (ed.)

    1992-01-01

    17 papers are presented. Topics covered include: the POG system - a new concept in the use of ANFO; demolition of a motorway bridge; presplit and smooth blasting; VIBReX - a predictive code for assessing the effect of blast design on ground vibration; ground vibrations from blasting; digital seismographs; human response to blasting and the effects on planning conditions; landform construction by restoration blasting; use of small diameter explosives; efficient priming; safety management in the explosives industry; and the law on packaging of explosives. Two papers have been abstracted separately.

  2. 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

  3. 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

  4. The control and prevention of dust explosions

    Energy Technology Data Exchange (ETDEWEB)

    1982-01-01

    Papers presented discussed: explosion characteristics and hybrid mixtures explosion characteristics and influencing factors, propagation of dust explosions in ducts, prevention of dust explosions, desensitization, explosion-proof type of construction, explosion pressure relief, optical flame barriers, slide-valves for explosion protection, Ventex explosion barrier valves, grinding and mixing plants, spray driers, dust explosions in silos, and explosion-proof bucket elevators. One paper has been abstracted separately.

  5. Thermal explosion models

    Energy Technology Data Exchange (ETDEWEB)

    Ping, Tso Chin [Malaya Univ., Kuala Lumpur (Malaysia)

    1984-12-01

    The phenomenon of thermal explosion arises in several important safety problems, yet scientists are still baffled by its origin. This article reviews some of the models that have been proposed to explain the phenomenon.

  6. Thermal explosion models

    International Nuclear Information System (INIS)

    Tso Chin Ping

    1984-01-01

    The phenomenon of thermal explosion arises in several important safety problems, yet scientists are still baffled by its origin. This article reviews some of the models that have been proposed to explain the phenomenon. (author)

  7. Parametric Explosion Spectral Model

    Energy Technology Data Exchange (ETDEWEB)

    Ford, S R; Walter, W R

    2012-01-19

    Small underground nuclear explosions need to be confidently detected, identified, and characterized in regions of the world where they have never before occurred. We develop a parametric model of the nuclear explosion seismic source spectrum derived from regional phases that is compatible with earthquake-based geometrical spreading and attenuation. Earthquake spectra are fit with a generalized version of the Brune spectrum, which is a three-parameter model that describes the long-period level, corner-frequency, and spectral slope at high-frequencies. Explosion spectra can be fit with similar spectral models whose parameters are then correlated with near-source geology and containment conditions. We observe a correlation of high gas-porosity (low-strength) with increased spectral slope. The relationship between the parametric equations and the geologic and containment conditions will assist in our physical understanding of the nuclear explosion source.

  8. Ammonium nitrate explosion hazards

    Directory of Open Access Journals (Sweden)

    Negovanović Milanka

    2015-01-01

    Full Text Available Ammonium nitrate (AN primarily is used as a fertilizer but it is also very important compound in the production of industrial explosives. The application of ammonium nitrate in the production of industrial explosives was related with the early era of Nobel dynamite and widely increased with the appearance of blasting agents such as ANFO and Slurry, in the middle of the last Century. Throughout the world millions of tons of ammonium nitrate are produced annually and handled without incident. Although ammonium nitrate generally is used safely, accidental explosions involving AN have high impact resulting in loss of lives and destruction of property. The paper presents the basic properties of ammonium nitrate as well as hazards in handling of ammonium nitrate in order to prevent accidents. Several accidents with explosions of ammonium nitrate resulted in catastrophic consequences are listed in the paper as examples of non-compliance with prescribed procedures.

  9. Nuclear explosive driven experiments

    International Nuclear Information System (INIS)

    Ragan, C.E.

    1981-01-01

    Ultrahigh pressures are generated in the vicinity of a nuclear explosion. We have developed diagnostic techniques to obtain precise high pressures equation-of-state data in this exotic but hostile environment

  10. Shock waves & explosions

    CERN Document Server

    Sachdev, PL

    2004-01-01

    Understanding the causes and effects of explosions is important to experts in a broad range of disciplines, including the military, industrial and environmental research, aeronautic engineering, and applied mathematics. Offering an introductory review of historic research, Shock Waves and Explosions brings analytic and computational methods to a wide audience in a clear and thorough way. Beginning with an overview of the research on combustion and gas dynamics in the 1970s and 1980s, the author brings you up to date by covering modeling techniques and asymptotic and perturbative methods and ending with a chapter on computational methods.Most of the book deals with the mathematical analysis of explosions, but computational results are also included wherever they are available. Historical perspectives are provided on the advent of nonlinear science, as well as on the mathematical study of the blast wave phenomenon, both when visualized as a point explosion and when simulated as the expansion of a high-pressure ...

  11. Intermittent Explosive Disorder

    Science.gov (United States)

    ... explosive disorder involves repeated, sudden episodes of impulsive, aggressive, violent behavior or angry verbal outbursts in which you react grossly out of proportion to the situation. Road rage, domestic abuse, throwing or breaking objects, or other temper tantrums ...

  12. Explosive Components Facility

    Data.gov (United States)

    Federal Laboratory Consortium — The 98,000 square foot Explosive Components Facility (ECF) is a state-of-the-art facility that provides a full-range of chemical, material, and performance analysis...

  13. Idaho Explosives Detection System

    International Nuclear Information System (INIS)

    Reber, Edward L.; Blackwood, Larry G.; Edwards, Andrew J.; Jewell, J. Keith; Rohde, Kenneth W.; Seabury, Edward H.; Klinger, Jeffery B.

    2005-01-01

    The Idaho Explosives Detection System was developed at the Idaho National Laboratory (INL) to respond to threats imposed by delivery trucks potentially carrying explosives into military bases. A full-scale prototype system has been built and is currently undergoing testing. The system consists of two racks, one on each side of a subject vehicle. Each rack includes a neutron generator and an array of NaI detectors. The two neutron generators are pulsed and synchronized. A laptop computer controls the entire system. The control software is easily operable by minimally trained staff. The system was developed to detect explosives in a medium size truck within a 5-min measurement time. System performance was successfully demonstrated with explosives at the INL in June 2004 and at Andrews Air Force Base in July 2004

  14. Idaho Explosives Detection System

    Energy Technology Data Exchange (ETDEWEB)

    Reber, Edward L. [Idaho National Laboratory, 2525 N. Freemont Ave., Idaho Falls, ID 83415-2114 (United States)]. E-mail: reber@inel.gov; Blackwood, Larry G. [Idaho National Laboratory, 2525 N. Freemont Ave., Idaho Falls, ID 83415-2114 (United States); Edwards, Andrew J. [Idaho National Laboratory, 2525 N. Freemont Ave., Idaho Falls, ID 83415-2114 (United States); Jewell, J. Keith [Idaho National Laboratory, 2525 N. Freemont Ave., Idaho Falls, ID 83415-2114 (United States); Rohde, Kenneth W. [Idaho National Laboratory, 2525 N. Freemont Ave., Idaho Falls, ID 83415-2114 (United States); Seabury, Edward H. [Idaho National Laboratory, 2525 N. Freemont Ave., Idaho Falls, ID 83415-2114 (United States); Klinger, Jeffery B. [Idaho National Laboratory, 2525 N. Freemont Ave., Idaho Falls, ID 83415-2114 (United States)

    2005-12-15

    The Idaho Explosives Detection System was developed at the Idaho National Laboratory (INL) to respond to threats imposed by delivery trucks potentially carrying explosives into military bases. A full-scale prototype system has been built and is currently undergoing testing. The system consists of two racks, one on each side of a subject vehicle. Each rack includes a neutron generator and an array of NaI detectors. The two neutron generators are pulsed and synchronized. A laptop computer controls the entire system. The control software is easily operable by minimally trained staff. The system was developed to detect explosives in a medium size truck within a 5-min measurement time. System performance was successfully demonstrated with explosives at the INL in June 2004 and at Andrews Air Force Base in July 2004.

  15. Intermittent Explosive Disorder

    Directory of Open Access Journals (Sweden)

    Lut Tamam

    2011-09-01

    Full Text Available Intermittent explosive disorder is an impulse control disorder characterized by the occurrence of discrete episodes of failure to resist aggressive impulses that result in violent assault or destruction of property. Though the prevalence intermittent explosive disorder has been reported to be relatively rare in frontier studies on the field, it is now common opinion that intermittent explosive disorder is far more common than previously thought especially in clinical psychiatry settings. Etiological studies displayed the role of both psychosocial factors like childhood traumas and biological factors like dysfunctional neurotransmitter systems and genetics. In differential diagnosis of the disorder, disorders involving agression as a symptom such as alcohol and drug intoxication, antisocial and borderline personality disorders, personality changes due to general medical conditions and behavioral disorder should be considered. A combination of pharmacological and psychotherapeutic approaches are suggested in the treatment of the disorder. This article briefly reviews the historical background, diagnostic criteria, epidemiology, etiology and treatment of intermittent explosive disorder.

  16. Unidata: A cyberinfrastrucuture for the geosciences

    Science.gov (United States)

    Ramamurthy, Mohan

    2016-04-01

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

  17. Sensitivities of ionic explosives

    Science.gov (United States)

    Politzer, Peter; Lane, Pat; Murray, Jane S.

    2017-03-01

    We have investigated the relevance for ionic explosive sensitivity of three factors that have been demonstrated to be related to the sensitivities of molecular explosives. These are (1) the maximum available heat of detonation, (2) the amount of free space per molecule (or per formula unit) in the crystal lattice and (3) specific features of the electrostatic potential on the molecular or ionic surface. We find that for ionic explosives, just as for molecular ones, there is an overall tendency for impact sensitivity to increase as the maximum detonation heat release is greater. This means that the usual emphasis upon designing explosives with large heats of detonation needs to be tempered somewhat. We also show that a moderate detonation heat release does not preclude a high level of detonation performance for ionic explosives, as was already demonstrated for molecular ones. Relating the free space per formula unit to sensitivity may require a modified procedure for ionic explosives; this will continue to be investigated. Finally, an encouraging start has been made in linking impact sensitivities to the electrostatic potentials on ionic surfaces, although limited so far to ammonium salts.

  18. A study on vapor explosions

    International Nuclear Information System (INIS)

    Takagi, N.; Shoji, M.

    1979-01-01

    An experimental study was carried out for vapor explosions of molten tin falling in water. For various initial metal temperatures and subcooling of water, transient pressure of the explosions, relative frequency of the explosions and the position where the explosions occur were measured in detail. The influence of ambient pressure was also investigated. From the results, it was concluded that the vapor explosion is closely related to the collapse of a vapor film around the molten metal. (author)

  19. GeoMod 2014 - Modelling in geoscience

    Science.gov (United States)

    Leever, Karen; Oncken, Onno

    2016-08-01

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

  20. Radon applications in geosciences - Progress & perspectives

    Science.gov (United States)

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

    2015-05-01

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

  1. Mentored undergraduate research in the geosciences

    Science.gov (United States)

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

    2012-09-01

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

  2. Linking Research, Education and Public Engagement in Geoscience: Leadership and Strategic Partnerships.

    Science.gov (United States)

    Moosavi, S. C.

    2017-12-01

    By their very nature, the geosciences address societal challenges requiring a complex interplay between the research community, geoscience educators and public engagement with the general population to build their knowledge base and convince them to act appropriately to implement policies guided by scientific understanding. The most effective responses to geoscience challenges arise when strong collaborative structures connecting research, education and the public are in place to afford rapid communication and trust at all stages of the investigative and policy implementation processes. Educational programs that involve students and scientists via service learning exploring high profile issues of community interest and outreach to teachers through professional development build the network of relationships with geoscientists to respond rapidly to solve societal problems. These pre-existing personal connections simultaneously hold wider credibility with the public than unfamiliar scientific experts less accustomed to speaking to general audiences. The Geological Society of America is leveraging the research and educational experience of its members to build a self-sustaining state/regional network of K-12 professional development workshops designed to link the academic, research, governmental and industrial communities. The goal is not only to improve the content knowledge and pedagogical skills which teachers bring to their students, but also to build a diverse community of trust capable of responding to geoscience challenges in a fashion relevant to local communities. Dr. Moosavi is building this program by drawing on his background as a biogeochemistry researcher with 20 years experience focused on use of place-based approaches in general education and pre- and in-service teacher preparation in Research 1 and comprehensive universities, liberal arts and community colleges and high school. Experience with K-12 professional development working with the Minnesota

  3. 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

  4. Magnetorotational Explosions of Core-Collapse Supernovae

    Directory of Open Access Journals (Sweden)

    Gennady S. Bisnovatyi-Kogan

    2014-12-01

    Full Text Available Core-collapse supernovae are accompanied by formation of neutron stars. The gravitation energy is transformed into the energy of the explosion, observed as SN II, SN Ib,c type supernovae. We present results of 2-D MHD simulations, where the source of energy is rotation, and magnetic eld serves as a "transition belt" for the transformation of the rotation energy into the energy of the explosion. The toroidal part of the magnetic energy initially grows linearly with time due to dierential rotation. When the twisted toroidal component strongly exceeds the poloidal eld, magneto-rotational instability develops, leading to a drastic acceleration in the growth of magnetic energy. Finally, a fast MHD shock is formed, producing a supernova explosion. Mildly collimated jet is produced for dipole-like type of the initial field. At very high initial magnetic field no MRI development was found.

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

    Science.gov (United States)

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

    2015-12-01

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

  6. R-22 vapor explosions

    International Nuclear Information System (INIS)

    Anderson, R.P.; Armstrong, D.R.

    1977-01-01

    Previous experimental and theoretical studies of R-22 vapor explosions are reviewed. Results from two experimental investigations of vapor explosions in a medium scale R-22/water system are reported. Measurements following the drop of an unrestrained mass of R-22 into a water tank demonstrated the existence of two types of interaction behavior. Release of a constrained mass of R-22 beneath the surface of a water tank improved the visual resolution of the system thus allowing identification of two interaction mechansims: at low water temperatures, R-22/water contact would produce immediate violent boiling; at high water temperatures a vapor film formed around its R-22 as it was released, explosions were generated by a surface wave which initiated at a single location and propagated along the vapor film as a shock wave. A new vapor explosion model is proposed, it suggests explosions are the result of a sequence of three independent steps: an initial mixing phase, a trigger and growth phase, and a mature phase where a propagating shock wave accelerates the two liquids into a collapsing vapor layer causing a high velocity impact which finely fragments and intermixes the two liquids

  7. Explosive hydrogen burning in novae

    International Nuclear Information System (INIS)

    Wiescher, M.; Goerres, J.; Thielemann, F.K.; Ritter, H.

    1986-01-01

    Recent observations (nova CrA 81 and Aql 82) reported large enhancements of element abundances beyond CNO nuclei in nova ejecta, which still wait for a clear theoretical explanation. Attempts to interprete these findings include scenarios like nova events on a O-Ne-Mg white dwarf or nuclear processing which enables the transfer of CNO material to heavier nuclei. In the present study we included all available nuclear information on proton-rich unstable nuclei, to update thermo-nuclear reaction rates in explosive hydrogen burning. They are applied in a systematic analysis of explosive hydrogen burning for a variety of temperature conditions, appropriate to nova explosions. We find that (a) for temperatures T>2 10 8 K, pre-existing material in Ne, Al, or Mg can be transferred to heavier nuclei following the flow pattern of a r(apid) p(roton-capture) process (b) for T> or approx.3.5 10 8 K CNO matter can be processed to heavier nuclei (in accordance with previous findings). On the basis of these results it seems unlikely that nova Aql 82 (which shows strong carbon and oxygen enrichment together with heavier elements) can be explained by a nova event on a bare O-Ne-Mg white dwarf but is rather a result of burning with T> or approx.3.5 10 8 K. An application to existing nova models shows a reduced 26 Al production, when compared to earlier predictions. Both conclusions, however, have to be verified by complete nova calculations which include the improved nuclear physics input, presented here. (orig.)

  8. <strong>Mini-project>

    DEFF Research Database (Denmark)

    Katajainen, Jyrki

    2008-01-01

    In this project the goal is to develop the safe * family of containers for the CPH STL. The containers to be developed should be safer and more reliable than any of the existing implementations. A special focus should be put on strong exception safety since none of the existing prototypes available...

  9. 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

  10. Novel high explosive compositions

    Science.gov (United States)

    Perry, D.D.; Fein, M.M.; Schoenfelder, C.W.

    1968-04-16

    This is a technique of preparing explosive compositions by the in-situ reaction of polynitroaliphatic compounds with one or more carboranes or carborane derivatives. One or more polynitroaliphatic reactants are combined with one or more carborane reactants in a suitable container and mixed to a homogeneous reaction mixture using a stream of inert gas or conventional mixing means. Ordinarily the container is a fissure, crack, or crevice in which the explosive is to be implanted. The ratio of reactants will determine not only the stoichiometry of the system, but will effect the quality and quantity of combustion products, the explosive force obtained as well as the impact sensitivity. The test values can shift with even relatively slight changes or modifications in the reaction conditions. Eighteen illustrative examples accompany the disclosure. (46 claims)

  11. Strong interactions

    International Nuclear Information System (INIS)

    Froissart, Marcel

    1976-01-01

    Strong interactions are introduced by their more obvious aspect: nuclear forces. In hadron family, the nucleon octet, OMEGA - decuplet, and quark triply are successively considered. Pion wave having been put at the origin of nuclear forces, low energy phenomena are described, the force being explained as an exchange of structure corresponding to a Regge trajectory in a variable rotating state instead of the exchange of a well defined particle. At high energies the concepts of pomeron, parton and stratons are introduced, pionization and fragmentation are briefly differentiated [fr

  12. High-nitrogen explosives

    Energy Technology Data Exchange (ETDEWEB)

    Naud, D. (Darren); Hiskey, M. A. (Michael A.); Kramer, J. F. (John F.); Bishop, R. L. (Robert L.); Harry, H. H. (Herbert H.); Son, S. F. (Steven F.); Sullivan, G. K. (Gregg K.)

    2002-01-01

    The syntheses and characterization of various tetrazine and furazan compounds offer a different approach to explosives development. Traditional explosives - such as TNT or RDX - rely on the oxidation of the carbon and hydrogen atoms by the oxygen carrying nitro group to produce the explosive energy. High-nitrogen compounds rely instead on large positive heats of formation for that energy. Some of these high-nitrogen compounds have been shown to be less sensitive to initiation (e.g. by impact) when compared to traditional nitro-containing explosives of similar performances. Using the precursor, 3,6-bis-(3,5-dimethylpyrazol-1-yl)-s-tetrazine (BDT), several useful energetic compounds based on the s-tetrazine system have been synthesized and studied. The compound, 3,3{prime}-azobis(6-amino-s-tetrazine) or DAAT, detonates as a half inch rate stick despite having no oxygen in the molecule. Using perfluoroacetic acid, DAAT can be oxidized to give mixtures of N-oxide isomers (DAAT03.5) with an average oxygen content of about 3.5. This energetic mixture burns at extremely high rates and with low dependency on pressure. Another tetrazine compound of interest is 3,6-diguanidino-s-tetrazine(DGT) and its dinitrate and diperchlorate salts. DGT is easily synthesized by reacting BDT with guanidine in methanol. Using Caro's acid, DGT can be further oxidized to give 3,6-diguanidino-s-tetrazine-1,4-di-N-oxide (DGT-DO). Like DGT, the di-N-oxide can react with nitric acid or perchloric acid to give the dinitrate and the diperchlorate salts. The compounds, 4,4{prime}-diamino-3,3{prime}-azoxyfurazan (DAAF) and 4,4{prime}-diamino-3,3{prime}-azofurazan (DAAzF), may have important future roles in insensitive explosive applications. Neither DAAF nor DAAzF can be initiated by laboratory impact drop tests, yet both have in some aspects better explosive performances than 1,3,5-triamino-2,4,6-trinitrobenzene TATB - the standard of insensitive high explosives. The thermal stability of DAAz

  13. Explosive material treatment in particular the explosive compaction of powders

    International Nuclear Information System (INIS)

    Pruemmer, R.

    1985-01-01

    The constructive use of explosives in the last decades has led to new procedures in manufacturing techniques. The most important of these are explosive forming and cladding, the latter especially for the production of compound materials. The method of explosive compaction has the highest potential for further innovation. Almost theoretical densities are achievable in the green compacts as the pressure released by detonating explosives are very high. Also, the production of new conditions of materials (metastable high pressure phases) is possible. (orig.) [de

  14. Simulation of steam explosion in stratified melt-coolant configuration

    International Nuclear Information System (INIS)

    Leskovar, Matjaž; Centrih, Vasilij; Uršič, Mitja

    2016-01-01

    Highlights: • Strong steam explosions may develop spontaneously in stratified configurations. • Considerable melt-coolant premixed layer formed in subcooled water with hot melts. • Analysis with MC3D code provided insight into stratified steam explosion phenomenon. • Up to 25% of poured melt was mixed with water and available for steam explosion. • Better instrumented experiments needed to determine dominant mixing process. - Abstract: A steam explosion is an energetic fuel coolant interaction process, which may occur during a severe reactor accident when the molten core comes into contact with the coolant water. In nuclear reactor safety analyses steam explosions are primarily considered in melt jet-coolant pool configurations where sufficiently deep coolant pool conditions provide complete jet breakup and efficient premixture formation. Stratified melt-coolant configurations, i.e. a molten melt layer below a coolant layer, were up to now believed as being unable to generate strong explosive interactions. Based on the hypothesis that there are no interfacial instabilities in a stratified configuration it was assumed that the amount of melt in the premixture is insufficient to produce strong explosions. However, the recently performed experiments in the PULiMS and SES (KTH, Sweden) facilities with oxidic corium simulants revealed that strong steam explosions may develop spontaneously also in stratified melt-coolant configurations, where with high temperature melts and subcooled water conditions a considerable melt-coolant premixed layer is formed. In the article, the performed study of steam explosions in a stratified melt-coolant configuration in PULiMS like conditions is presented. The goal of this analytical work is to supplement the experimental activities within the PULiMS research program by addressing the key questions, especially regarding the explosivity of the formed premixed layer and the mechanisms responsible for the melt-water mixing. To

  15. 75 FR 1085 - Commerce in Explosives; List of Explosive Materials (2009R-18T)

    Science.gov (United States)

    2010-01-08

    ... sensitive slurry and water gel explosives. Blasting caps. Blasting gelatin. Blasting powder. BTNEC [bis.... Explosive conitrates. Explosive gelatins. Explosive liquids. Explosive mixtures containing oxygen-releasing... powder. Fulminate of mercury. Fulminate of silver. Fulminating gold. Fulminating mercury. Fulminating...

  16. 75 FR 70291 - Commerce in Explosives; List of Explosive Materials (2010R-27T)

    Science.gov (United States)

    2010-11-17

    ..., including non-cap sensitive slurry and water gel explosives. Blasting caps. Blasting gelatin. Blasting.... Explosive conitrates. Explosive gelatins. Explosive liquids. Explosive mixtures containing oxygen-releasing... powder. Fulminate of mercury. Fulminate of silver. Fulminating gold. Fulminating mercury. Fulminating...

  17. 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

  18. 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

  19. 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

  20. BCube: Building a Geoscience Brokering Framework

    Science.gov (United States)

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

    2014-05-01

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

  1. Raft river geoscience case study, volume 1

    Science.gov (United States)

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

    1981-11-01

    The Raft River Geothermal Site has been evaluated over the past eight years by the United States Geological Survey and the Idaho National Engineering Laboratory as a moderate-temperature geothermal resource. The geoscience data gathered in the drilling and testing of seven geothermal wells suggest that the Raft River thermal reservoir is: (1) produced from fractures found at the contact metamorphic zone apparently the base of detached normal faulting from the Bridge and Horse Well Fault zones of the Jim Sage Mountains; (2) anisotropic, with the major axis of hydraulic conductivity coincident to the Bridge Fault Zone; (3) hydraulically connected to the shallow thermal fluid of the Crook and BLM wells based upon both geochemistry and pressure response; (4) controlled by a mixture of diluted meteoric water recharging from the northwest and a saline sodium chloride water entering from the southwest. Although the hydrogeologic environment of the Raft River geothermal area is very complex and unique, it is typical of many Basin and Range systems.

  2. Why research into the history of geosciences?

    Science.gov (United States)

    Schröder, Wilfried

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

  3. Developing Short Films of Geoscience Research

    Science.gov (United States)

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

    2015-12-01

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

  4. Explosive composition containing water

    Energy Technology Data Exchange (ETDEWEB)

    Cattermole, G.R.; Lyerly, W.M.; Cummings, A.M.

    1971-11-26

    This addition to Fr. 1,583,223, issued 31 May 1968, describes an explosive composition containing a water in oil emulsion. The composition contains an oxidizing mineral salt, a nitrate base salt as sensitizer, water, an organic fuel, a lipophilic emulsifier, and incorporates gas bubbles. The composition has a performance which is improved over and above the original patent.

  5. 75 FR 5545 - Explosives

    Science.gov (United States)

    2010-02-03

    ... the Storage of Ammonium Nitrate. OSHA subsequently made several minor revisions to the standard (37 FR... explosives; storing ammonium nitrate; and storing small arms ammunition, small arms primers, and small arms..., which is extremely widespread, causes lung disease, silicosis and lung cancer. Terminating the...

  6. New slurry explosives

    Energy Technology Data Exchange (ETDEWEB)

    Kale, D.C.

    1982-12-01

    Mining engineers will soon have an additional 2 or 3 types of explosives which increase rock yield without increasing cost. A new variety of Ammonium Nitrate and Fuel Oil (ANFO), which is much heavier and more powerful, is being introduced in the US. New types of NCN (nitrocarbonitrate) blasting agents have also been developed.

  7. 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

  8. Effective Recruiting and Intrusive Retention Strategies for Diversifying the Geosciences through a Research Experiences for Undergraduate Program

    Science.gov (United States)

    Liou-Mark, J.; Blake, R.; Norouzi, H.; Yuen-Lau, L.; Ikramova, M.

    2016-12-01

    Worse than in most Science, Technology, Engineering, and Mathematics (STEM) fields, underrepresented minority (URM) groups in the geosciences are reported to be farthest beneath the national benchmarks. Even more alarming, the geosciences have the lowest diversity of all the STEM disciplines at all three levels of higher education. In order to increase the number of underrepresented groups in the geosciences, a National Science Foundation funded Research Experiences for Undergraduates (REU) program at the New York City College of Technology has implemented effective recruitment strategies to attract and retain diverse student cohorts. Recruitment efforts include: 1) establishing partnership with the local community colleges; 2) forging collaborations with scientists of color; 3) reaching out to the geoscience departments; and 4) forming relationships with STEM organizations. Unlike the other REU programs which primarily provide a summer-only research experience, this REU program engages students in a year-long research experience. Students begin their research in the summer for nine weeks, and they continue their research one day a week in the fall and spring semesters. During the academic year, they present their projects at conferences. They also serve as STEM ambassadors to community and high school outreach events. This one-year triad connection of 1) professional organizations/conferences, 2) continual research experience, and 3) service constituent has resulted in higher retention and graduation rates of URMs in the STEM disciplines. Both formative and summative program assessment have uncovered and shown that strong recruitment efforts accompanied by intrusive retention strategies are essential to: a) sustain and support STEM URMs in developing confidence as scientists; b) create formal and informal STEM communities; and c) provide a clear pathway to advanced degrees and to the geoscience workforce. This project is supported by NSF REU Grant #1560050.

  9. Radioactive and Other Effects of Nuclear Explosion

    International Nuclear Information System (INIS)

    Ilijas, B.; Cizmek, A.; Prah, M.; Medakovic, S.

    2008-01-01

    As a result of long lasting efforts of international community to definitely ban all test nuclear explosions, the Comprehensive Nuclear-Test-Ban Treaty (CTBT) was opened for signature in New York on 24 September 1996, when it was signed by 71 states, including Croatia. The State Office for Nuclear Safety (SONS) which, as an independent state regulatory authority has a responsibility for activities relating to nuclear safety, including the national authority over this Treaty, is actively engaged in CTBTO activities. The nuclear explosion causes a lot of effects (blast, thermal, radioactive, electromagnetic) which differs a lot in its nature, reach, lasting and other. The longest lasting aftermath is from the radioactive effects that cause a radioactive fallout and a lot of radioactive elements in the environment, created by the influence of a primary beam of radiation. Fission and fusion are the main source of radionuclide created by the nuclear explosion, and the longest lasting aftermaths are by the fission products, namely their offspring in natural disintegration chains. This can make contaminated areas inappropriate for life for very long periods. Even in the case of underground nuclear explosion (when underground cavity is formed with no effects on the surface), a leakage of radioactive gases through cracks is possible. A number of radionuclide is created by the neutron activation of elements naturally present in an environment, because a very strong neutron radiation appears in the moment of nuclear explosion. The abundance of particular radionuclide is a very much dependent of a place of performing nuclear explosion and a composition of soil or water in the vicinity.(author)

  10. 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.

  11. 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

  12. 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

  13. 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

  14. Supernova Explosions Stay In Shape

    Science.gov (United States)

    2009-12-01

    At a very early age, children learn how to classify objects according to their shape. Now, new research suggests studying the shape of the aftermath of supernovas may allow astronomers to do the same. A new study of images from NASA's Chandra X-ray Observatory on supernova remnants - the debris from exploded stars - shows that the symmetry of the remnants, or lack thereof, reveals how the star exploded. This is an important discovery because it shows that the remnants retain information about how the star exploded even though hundreds or thousands of years have passed. "It's almost like the supernova remnants have a 'memory' of the original explosion," said Laura Lopez of the University of California at Santa Cruz, who led the study. "This is the first time anyone has systematically compared the shape of these remnants in X-rays in this way." Astronomers sort supernovas into several categories, or "types", based on properties observed days after the explosion and which reflect very different physical mechanisms that cause stars to explode. But, since observed remnants of supernovas are leftover from explosions that occurred long ago, other methods are needed to accurately classify the original supernovas. Lopez and colleagues focused on the relatively young supernova remnants that exhibited strong X-ray emission from silicon ejected by the explosion so as to rule out the effects of interstellar matter surrounding the explosion. Their analysis showed that the X-ray images of the ejecta can be used to identify the way the star exploded. The team studied 17 supernova remnants both in the Milky Way galaxy and a neighboring galaxy, the Large Magellanic Cloud. For each of these remnants there is independent information about the type of supernova involved, based not on the shape of the remnant but, for example, on the elements observed in it. The researchers found that one type of supernova explosion - the so-called Type Ia - left behind relatively symmetric, circular

  15. 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.

  16. 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.

  17. Geoscience for society. 125th Anniversary volume

    Energy Technology Data Exchange (ETDEWEB)

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

    2011-07-01

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

  18. Geoscience for society. 125th Anniversary volume

    Energy Technology Data Exchange (ETDEWEB)

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

    2011-07-01

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

  19. Study of elastic waves with a camouflage explosion

    Energy Technology Data Exchange (ETDEWEB)

    Dunin, S.Z.; Nagornov, O.V.; Popov, E.A.

    1982-01-01

    Examination is made of the problem concerning the study of elastic waves with an explosion in a porous medium with consideration given to the effect of dilation. Investigation is made of the character of the study of elastic energy at various moments. An analysis is made of the spectral properties of the investigated seismic signal, the effect of strong parameters of the medium, porosity, and the coefficient of dilation on the magnitude of elastic energy, which is emitted during an explosion.

  20. Thermal decomposition and reaction of confined explosives

    International Nuclear Information System (INIS)

    Catalano, E.; McGuire, R.; Lee, E.; Wrenn, E.; Ornellas, D.; Walton, J.

    1976-01-01

    Some new experiments designed to accurately determine the time interval required to produce a reactive event in confined explosives subjected to temperatures which will cause decomposition are described. Geometry and boundary conditions were both well defined so that these experiments on the rapid thermal decomposition of HE are amenable to predictive modelling. Experiments have been carried out on TNT, TATB and on two plastic-bonded HMX-based high explosives, LX-04 and LX-10. When the results of these experiments are plotted as the logarithm of the time to explosion versus 1/T K (Arrhenius plot), the curves produced are remarkably linear. This is in contradiction to the results obtained by an iterative solution of the Laplace equation for a system with a first order rate heat source. Such calculations produce plots which display considerable curvature. The experiments have also shown that the time to explosion is strongly influenced by the void volume in the containment vessel. Results of the experiments with calculations based on the heat flow equations coupled with first-order models of chemical decomposition are compared. The comparisons demonstrate the need for a more realistic reaction model

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

    Science.gov (United States)

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

    2006-12-01

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

  2. Services Textbook of Explosives

    Science.gov (United States)

    1972-03-01

    the propagation in such systems of the detonation wave which had been observed in 1881 by Berthelot and Vieille and by Mallard and le Chatelier . In...detonation, Berthelot and Le Chatelier , Dautrich 4 - 63: Calorometric value 4 -- 66, Power of explosive, lead block, Trauzl 4 - 67- Ballistic pendulum 4...the principles of electric ignition were applied to this system also. 75. In 1890-91 Curtius first prepared lead, silver and mercury azides. The

  3. Explosive Leidenfrost droplets

    Science.gov (United States)

    Colinet, Pierre; Moreau, Florian; Dorbolo, Stéphane

    2017-11-01

    We show that Leidenfrost droplets made of an aqueous solution of surfactant undergo a violent explosion in a wide range of initial volumes and concentrations. This unexpected behavior turns out to be triggered by the formation of a gel-like shell, followed by a sharp temperature increase. Comparing a simple model of the radial surfactant distribution inside a spherical droplet with experiments allows highlighting the existence of a critical surface concentration for the shell to form. The temperature rise (attributed to boiling point elevation with surface concentration) is a key feature leading to the explosion, instead of the implosion (buckling) scenario reported by other authors. Indeed, under some conditions, this temperature increase is shown to be sufficient to trigger nucleation and growth of vapor bubbles in the highly superheated liquid bulk, stretching the surrounding elastic shell up to its rupture limit. The successive timescales characterizing this explosion sequence are also discussed. Funding sources: F.R.S. - FNRS (ODILE and DITRASOL projects, RD and SRA positions of P. Colinet and S. Dorbolo), BELSPO (IAP 7/38 MicroMAST project).

  4. 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.

  5. 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.

  6. The effect of explosive percentage on underwater explosion energy release of hexanitrohexaazaisowurtzitane and octogen based aluminized explosives

    OpenAIRE

    Qingjie Jiao; Qiushi Wang; Jianxin Nie; Xueyong Guo; Wei Zhang; Wenqi Fan

    2018-01-01

    To control the explosion energy output by optimizing explosive components is a key requirement in a number of different application areas. The effect of different Al/O Ratio on underwater explosion of aluminized explosives has been studied detailedly. However, the effect of explosive percentage in the same Al/O Ratio is rarely researched, especially for Hexanitrohexaazaisowurtzitane (CL-20) based aluminized explosives. In this study, we performed the underwater explosion experiments with 1.2-...

  7. 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.

  8. 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

  9. 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.

  10. 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.

  11. 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

  12. 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...

  13. Surface and body waves from surface and underground explosions

    International Nuclear Information System (INIS)

    Kusubov, A.S.

    1976-06-01

    The characteristics of surface and ground waves were recorded for surface and underground explosions up to 100 tons and 40 kt in magnitude, respectively, and a preliminary analysis of these results is presented. The experiments were conducted at NTS in the Yucca Flats, Nevada. Ground motions were detected with triaxial geophones along seismic lines extending up to 16 miles from the point of explosions. A comparison of Rayleigh waves generated by surface and underground explosions in the same lake bed is presented indicating a very different behavior of surface and ground waves from the two types of explosions. The magnitude of the transverse wave for surface shots was smaller by a factor of two than its longitudinal counterpart. The dependence of apparent periods on the blast energy was not apparent at a fixed distance from the explosions. Changes in the apparent period with distance for both types of explosion are compared indicating a strong layering effect of the lake bed. The ground motion study was complimented by excavation of cavities generated by the explosions

  14. Modelling and simulation of gas explosions in complex geometries

    Energy Technology Data Exchange (ETDEWEB)

    Saeter, Olav

    1998-12-31

    This thesis presents a three-dimensional Computational Fluid Dynamics (CFD) code (EXSIM94) for modelling and simulation of gas explosions in complex geometries. It gives the theory and validates the following sub-models : (1) the flow resistance and turbulence generation model for densely packed regions, (2) the flow resistance and turbulence generation model for single objects, and (3) the quasi-laminar combustion model. It is found that a simple model for flow resistance and turbulence generation in densely packed beds is able to reproduce the medium and large scale MERGE explosion experiments of the Commission of European Communities (CEC) within a band of factor 2. The model for a single representation is found to predict explosion pressure in better agreement with the experiments with a modified k-{epsilon} model. This modification also gives a slightly improved grid independence for realistic gas explosion approaches. One laminar model is found unsuitable for gas explosion modelling because of strong grid dependence. Another laminar model is found to be relatively grid independent and to work well in harmony with the turbulent combustion model. The code is validated against 40 realistic gas explosion experiments. It is relatively grid independent in predicting explosion pressure in different offshore geometries. It can predict the influence of ignition point location, vent arrangements, different geometries, scaling effects and gas reactivity. The validation study concludes with statistical and uncertainty analyses of the code performance. 98 refs., 96 figs, 12 tabs.

  15. Study on Explosive Forming of Aluminum Alloy

    Directory of Open Access Journals (Sweden)

    H Iyama

    2016-09-01

    Full Text Available Now, the aluminum alloy is often used as auto parts, for example, body, engine. For example, there are the body, a cylinder block, a piston, a connecting rod, interior, exterior parts, etc. These are practical used the characteristic of a light and strong aluminum alloy efficiently. However, although an aluminum alloy is lighter than steel, the elongation is smaller than that. Therefore, in press forming, some problems often occur. We have proposed use of explosive forming, in order to solve this problem. In the explosive forming, since a blank is formed at high speed, a strain rate effect becomes large and it can be made the elongation is larger. Then, in order to clarify this feature, we carried out experimental research and numerical analysis. In this paper, these contents will be discussed.

  16. Explosive processes in nucleosynthesis

    International Nuclear Information System (INIS)

    Boyd, R.N.

    2002-01-01

    There are many explosive processes in nucleosynthesis: big bang nucleosynthesis, the rp-process, the γ-process, the ν-process, and the r-process. However, I will discuss just the rp-process and the r-process in detail, primarily because both seem to have been very active research areas of late, and because they have great potential for studies with radioactive nuclear beams. I will also discuss briefly the γ-process because of its inevitability in conjunction with the rp-process. (orig.)

  17. EXPLOSION OF ANNULAR CHARGE ON DUSTY SURFASE

    Directory of Open Access Journals (Sweden)

    A. Levin Vladimir

    2017-01-01

    Full Text Available This problem is related to the safety problem in the area of forest fires. It is well known that is possible to extinguish a fire, for example, by means of a powerful air stream. Such flow arises from the explosive shock wave. To enhance the im- pact of the blast wave can be used an explosive charge of annular shape. The shock wave, produced by the explosion, in- creased during moves to the center and can serve as a means of transportation dust in the seat of the fire. In addition, emerging after the collapse of a converging shock wave strong updraft can raise dust on a greater height and facilitate fire extinguishing, precipitating dust over a large area. This updraft can be dangerous for aircraft that are in the sky above the fire. To determine the width and height of the danger zone performed the numerical simulation of the ring of the explosion and the subsequent movement of dust and gas mixtures. The gas is considered ideal and perfect. The explosion is modeled as an instantaneous increase in the specific internal energy in an annular zone on the value of the specific heat of explosives. The flow is consid- ered as two-dimensional, and axisymmetric. The axis of symmetry perpendicular to the Earth surface. This surface is considered to be absolutely rigid and is considered as the boundary of the computational domain. On this surface is exhibited the condition of no motion. For the numerical method S. K. Godunov is used a movable grid. One system of lines of this grid is moved in accordance with movement of the shock wave. Others lines of this grid are stationary. The calculations were per- formed for different values of the radii of the annular field and for different sizes of rectangular cross-sectional of the annular field. Numerical results show that a very strong flow is occurring near the axis of symmetry and the particles rise high above the surface. These calculations allow us to estimate the sizes of the zone of danger in specific

  18. SLIFER measurement for explosive yield

    International Nuclear Information System (INIS)

    Bass, R.C.; Benjamin, B.C.; Miller, H.M.; Breding, D.R.

    1976-04-01

    This report describes the shorted location indicator by frequency of electrical resonance (SLIFER) system used at Sandia Laboratories for determination of explosive yield of under ground nuclear tests

  19. Zirconium hydride containing explosive composition

    Science.gov (United States)

    Walker, Franklin E.; Wasley, Richard J.

    1981-01-01

    An improved explosive composition is disclosed and comprises a major portion of an explosive having a detonation velocity between about 1500 and 10,000 meters per second and a minor amount of a donor additive comprising a non-explosive compound or mixture of non-explosive compounds which when subjected to an energy fluence of 1000 calories/cm.sup.2 or less is capable of releasing free radicals each having a molecular weight between 1 and 120. Exemplary donor additives are dibasic acids, polyamines and metal hydrides.

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

    Science.gov (United States)

    Marriner, Nick; Morhange, Christophe; Skrimshire, Stefan

    2010-10-01

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

  1. Geoscience Videos and Their Role in Supporting Student Learning

    Science.gov (United States)

    Wiggen, Jennifer; McDonnell, David

    2017-01-01

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

  2. Information extraction and knowledge graph construction from geoscience literature

    Science.gov (United States)

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

    2018-03-01

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

  3. Undergraduate research projects help promote diversity in the geosciences

    Science.gov (United States)

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

    2016-01-01

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

  4. A Compilation and Review of over 500 Geoscience Misconceptions

    Science.gov (United States)

    Francek, Mark

    2013-01-01

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

  5. 76 FR 64974 - Commerce in Explosives; List of Explosive Materials (2011R-18T)

    Science.gov (United States)

    2011-10-19

    ... slurry and water gel explosives. Blasting caps. Blasting gelatin. Blasting powder. BTNEC [bis.... Esters of nitro-substituted alcohols. Ethyl-tetryl. Explosive conitrates. Explosive gelatins. Explosive... silver. Fulminating gold. Fulminating mercury. Fulminating platinum. Fulminating silver. G Gelatinized...

  6. 77 FR 58410 - Commerce in Explosives; List of Explosive Materials (2012R-10T)

    Science.gov (United States)

    2012-09-20

    ... sensitive slurry and water gel explosives. Blasting caps. Blasting gelatin. Blasting powder. BTNEC [bis.... Esters of nitro-substituted alcohols. Ethyl-tetryl. Explosive conitrates. Explosive gelatins. Explosive.... Fulminate of silver. Fulminating gold. Fulminating mercury. Fulminating platinum. Fulminating silver. G...

  7. Embedding Data Stewardship in Geoscience Australia

    Science.gov (United States)

    Bastrakova, I.; Fyfe, S.

    2013-12-01

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

  8. Making a Difference: a Global Geoscience Initiative

    Science.gov (United States)

    Nickless, E.

    2013-05-01

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

  9. 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

  10. 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

  11. The Public Acceptance of Biofuels and Bioethanol from Straw- how does this affect Geoscience

    Science.gov (United States)

    Jäger, Alexander; Ortner, Tina; Kahr, Heike

    2015-04-01

    The Public Acceptance of Biofuels and Bioethanol from Straw- how does this affect Geoscience The successful use of bioethanol as a fuel requires its widespread acceptance by consumers. Due to the planned introduction of a 10 per cent proportion of bioethanol in petrol in Austria, the University of Applied Sciences Upper Austria carried out a representative opinion poll to collect information on the population's acceptance of biofuels. Based on this survey, interviews with important stakeholders were held to discuss the results and collect recommendations on how to increase the information level and acceptance. The results indicate that there is a lack of interest and information about biofuels, especially among young people and women. First generation bioethanol is strongly associated with the waste of food resources, but the acceptance of the second generation, produced from agricultural remnants like straw from wheat or corn, is considerably higher. The interviewees see more transparent, objective and less technical information about biofuels as an essential way to raise the information level and acceptance rate. As the production of bioethanol from straw is now economically feasible, there is one major scientific question to answer: In which way does the withdrawal of straw from the fields affect the formation of humus and, therefore, the quality of the soil? An interdisciplinary approach of researchers in the fields of bioethanol production, geoscience and agriculture in combination with political decision makers are required to make the technologies of renewable bioenergy acceptable to the population.

  12. Why They Stay - Retention Strategies for Students from Diverse Backgrounds in the Geosciences

    Science.gov (United States)

    Haacker, R.

    2014-12-01

    The geosciences have had a chronic problem of underrepresentation of students from diverse ethnic, cultural, and socio-economic backgrounds. While many programs and efforts focus on the recruitment of minorities, a strategic approach to increase retention is equally important for a student's success. Students from diverse backgrounds often face isolation in majority schools, and lack role models and guidance as they navigate through the academic system. Research has shown that continuous and individualized support can greatly strengthen a student's performance and chance of staying in the field. Successful strategies include a strong mentoring system, early involvement in research, cohort building, and creating a welcoming campus climate. At the SOARS Center for Undergraduate Research, we have found that offering students research topics that allow them to give back to society increases engagement and retention significantly. All interventions need to be applied early, often and on a continuous basis in a student's college experience. A long-term mentor assigned to the student beyond a class or a summer research experience can provide follow-up and champion the student's progress. This presentation will share successful approaches of retaining diverse students in the geosciences and discuss how we can support each other in the community to provide such resources.

  13. Peaceful nuclear explosions

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1975-07-01

    Article V of the Treaty on the Non-Proliferation of Nuclear Weapons (NPT) specifies that the potential benefits of peaceful applications of nuclear explosions be made available to non-nuclear weapon states party to the Treaty 'under appropriate international observation and through appropriate international procedures'. The International Atomic Energy Agency's responsibility and technical competence in this respect have been recognized by its Board of Governors, the Agency's General Conference and the United Nations' General Assembly. Since 1968 when the United Nations Conference of Non-Nuclear Weapon States also recommended that the Agency initiate the necessary studies in the peaceful nuclear explosions (PNE) field, the Agency has taken the following steps: 1. The exchange of scientific and technical information has been facilitated by circulating information on the status of the technology and through the Agency's International Nuclear Information System. A bibliography of PNE-related literature was published in 1970. 2. In 1972, guidelines for 'the international observation of PNE under the provisions of NPT and analogous provisions in other international agreements' were developed and approved by the Board of Governors. These guidelines defined the basic purpose of international observation as being to verify that in the course of conducting a PNE project the intent and letter of Articles I and II of the NPT are not violated. 3. In 1974, an advisory group developed 'Procedures for the Agency to Use in Responding to Requests for PNE-Related Services'. These procedures have also been approved by the Board of Governors. 4. The Agency has convened a series of technical meetings which reviewed the 'state-of-the- art'. These meetings were convened in 1970, 1971, 1972 and in January 1975. The Fourth Technical Committee was held in Vienna from 20-24 January 1975 under the chairmanship of Dr. Allen Wilson of Australia with Experts from: Australia, France, Federal

  14. 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.

  15. 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

  16. 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.

  17. 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.

  18. Aspects regarding explosion risk assessment

    Directory of Open Access Journals (Sweden)

    Părăian Mihaela

    2017-01-01

    Full Text Available Explosive risk occurs in all activities involving flammable substances in the form of gases, vapors, mists or dusts which, in mixture with air, can generate an explosive atmosphere. As explosions can cause human losses and huge material damage, the assessment of the explosion risk and the establishment of appropriate measures to reduce it to acceptable levels according to the standards and standards in force is of particular importance for the safety and health of people and goods.There is no yet a recognized method of assessing the explosion risk, but regardless of the applied method, the likelihood of an explosive atmosphere occurrence has to be determined, together with the occurrence of an efficient ignition source and the magnitude of foreseeable consequences. In assessment processes, consequences analysis has a secondary importance since it’s likely that explosions would always involve considerable damage, starting from important material damages and up to human damages that could lead to death.The purpose of the work is to highlight the important principles and elements to be taken into account for a specific risk assessment. An essential element in assessing the risk of explosion in workplaces where explosive atmospheres may occur is technical installations and personal protective equipment (PPE that must be designed, manufactured, installed and maintained so that they cannot generate a source of ignition. Explosion prevention and protection requirements are governed by specific norms and standards, and a main part of the explosion risk assessment is related to the assessment of the compliance of the equipment / installation with these requirements.

  19. 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

  20. Supporting geoscience with graphical-user-interface Internet tools for the Macintosh

    Science.gov (United States)

    Robin, Bernard

    1995-07-01

    This paper describes a suite of Macintosh graphical-user-interface (GUI) software programs that can be used in conjunction with the Internet to support geoscience education. These software programs allow science educators to access and retrieve a large body of resources from an increasing number of network sites, taking advantage of the intuitive, simple-to-use Macintosh operating system. With these tools, educators easily can locate, download, and exchange not only text files but also sound resources, video movie clips, and software application files from their desktop computers. Another major advantage of these software tools is that they are available at no cost and may be distributed freely. The following GUI software tools are described including examples of how they can be used in an educational setting: ∗ Eudora—an e-mail program ∗ NewsWatcher—a newsreader ∗ TurboGopher—a Gopher program ∗ Fetch—a software application for easy File Transfer Protocol (FTP) ∗ NCSA Mosaic—a worldwide hypertext browsing program. An explosive growth of online archives currently is underway as new electronic sites are being added continuously to the Internet. Many of these resources may be of interest to science educators who learn they can share not only ASCII text files, but also graphic image files, sound resources, QuickTime movie clips, and hypermedia projects with colleagues from locations around the world. These powerful, yet simple to learn GUI software tools are providing a revolution in how knowledge can be accessed, retrieved, and shared.

  1. Establishment of data base of regional seismic recordings from earthquakes, chemical explosions and nuclear explosions in the Former Soviet Union

    Energy Technology Data Exchange (ETDEWEB)

    Ermolenko, N.A.; Kopnichev, Yu.F.; Kunakov, V.G.; Kunakova, O.K.; Rakhmatullin, M.Kh.; Sokolova, I.N.; Vybornyy, Zh.I. [AN SSSR, Moscow (Russian Federation). Inst. Fiziki Zemli

    1995-06-01

    In this report results of work on establishment of a data base of regional seismic recordings from earthquakes, chemical explosions and nuclear explosions in the former Soviet Union are described. This work was carried out in the Complex Seismological Expedition (CSE) of the Joint Institute of Physics of the Earth of the Russian Academy of Sciences and Lawrence Livermore National Laboratory. The recording system, methods of investigations and primary data processing are described in detail. The largest number of digital records was received by the permanent seismic station Talgar, situated in the northern Tien Shan, 20 km to the east of Almaty city. More than half of the records are seismograms of underground nuclear explosions and chemical explosions. The nuclear explosions were recorded mainly from the Semipalatinsk test site. In addition, records of the explosions from the Chinese test site Lop Nor and industrial nuclear explosions from the West Siberia region were obtained. Four records of strong chemical explosions were picked out (two of them have been produced at the Semipalatinsk test site and two -- in Uzbekistan). We also obtained 16 records of crustal earthquakes, mainly from the Altai region, close to the Semipalatinsk test site, and also from the West China region, close to the Lop Nor test site. In addition, a small number of records of earthquakes and underground nuclear explosions, received by arrays of temporary stations, that have been working in the southern Kazakhstan region are included in this report. Parameters of the digital seismograms and file structure are described. Possible directions of future work on the digitizing of unique data archive are discussed.

  2. 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

  3. Introduction to High Explosives Science

    Energy Technology Data Exchange (ETDEWEB)

    Skidmore, Cary Bradford [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Preston, Daniel N. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

    2016-11-17

    These are a set of slides for educational outreach to children on high explosives science. It gives an introduction to the elements involved in this science: carbon, hydrogen, nitrogen, and oxygen. Combined, these form the molecule HMX. Many pictures are also included to illustrate explosions.

  4. Kaliski's explosive driven fusion experiments

    International Nuclear Information System (INIS)

    Marshall, J.

    1979-01-01

    An experiment performed by a group in Poland on the production of DD fusion neutrons by purely explosive means is discussed. A method for multiplying shock velocities ordinarily available from high explosives by a factor of ten is described, and its application to DD fusion experiments is discussed

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

    Science.gov (United States)

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

    2012-04-01

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

  6. Earth Science Pipeline: Enhancing Diversity in the Geosciences Through Outreach and Research

    Science.gov (United States)

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

    2004-12-01

    Our efforts to increase diversity in the geosciences have been directed towards pre-college students and their teachers as well as towards undergraduate students. We made presentations about the geosciences and careers in geosciences at local schools, and we invited school groups to visit our campus (located near the San Andreas fault) for hands-on activities related to Earth Science. We also led field trips for high school students to other areas of geologic interest in southern California. We hired undergraduate students, including several from under-represented groups, from both our introductory and upper-division geology courses to help with these outreach activities. During 2001-2004, we conducted 169 outreach sessions that involved over 12,000 contact hours with about 5700 students, mostly middle and high school students. The majority (about 74%) of the students participating in these activities were from ethnic groups that are under-represented in the geosciences. Ninety per cent of the students said they would like to go on another field trip like the one they took to our department. At many outreach events we conducted a pre- and post-survey in which we asked students to what extent they agreed with the statement: "It would be fun to be a geologist." The pre-surveys indicated that 42% of the students either agreed or strongly agreed with the statement before participating in the outreach event. After participating, 61% of the students agreed or strongly agreed with the statement. We have also offered summer field trips and research opportunities for high school teachers. In order to attract and retain undergraduate students to the geology major, we have recruited undergraduate students from under-represented groups (and high school teachers) to participate in various research projects. The two largest projects are (1) geologic mapping and monitoring of volcanoes on the island of Dominica, in the Lesser Antilles and (2) using the Global Positioning System

  7. 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.

  8. Nuclear explosions and their effects

    Energy Technology Data Exchange (ETDEWEB)

    1958-01-01

    A brief historical background is given of the development of the atomic bomb. Also included is an account of the Hiroshima-Nagasaki bombing, plus some information on the testing and production of nuclear weapons by the United States, United Kingdom, and Russia. More detailed consideration is given to the following: the scientific principles of fission and fusion explosions; the energy released in fission and the radioactivity of fission products; blast, thermal, and radiologicalal effects of nuclear explosions; long-term radiological hazards from fall-out; and genetic effects of nuclear explosions. A brief account is given of the fission chain process, the concept of critical size, and the principles of implosion as applied to nuclear explosions. Limited information is presented on the controlled release of thermonuclear energy and catalyzed fusion reaction. Discussions are included on dose rates from radiation sources inside and outside the body, the effect of nuclear explosions on the weather, and the contamination of fish and marine organisms.

  9. Supernova neutrinos and explosive nucleosynthesis

    Science.gov (United States)

    Kajino, T.; Aoki, W.; Cheoun, M.-K.; Hayakawa, T.; Hidaka, J.; Hirai, Y.; Mathews, G. J.; Nakamura, K.; Shibagaki, S.; Suzuki, T.

    2014-05-01

    Core-collapse supernovae eject huge amount of flux of energetic neutrinos. We studied the explosive nucleosyn-thesis in supernovae and found that several isotopes 7Li, 11B, 92Nb, 138La and 180Ta as well as r-process nuclei are affected by the neutrino interactions. The abundance of these isotopes therefore depends strongly on the neutrino flavor oscillation due to the Mikheyev-Smirnov-Wolfenstein (MSW) effect. We discuss first how to determine the neutrino temperatures in order to explain the observed solar system abundances of these isotopes, combined with Galactic chemical evolution of the light nuclei and the heavy r-process elements. We then study the effects of neutrino oscillation on their abundances, and propose a novel method to determine the still unknown neutrino oscillation parameters, mass hierarchy and θ13, simultaneously. There is recent evidence that SiC X grains from the Murchison meteorite may contain supernova-produced light elements 11B and 7Li encapsulated in the presolar grains. Combining the recent experimental constraints on θ13, we show that our method sug-gests at a marginal preference for an inverted neutrino mass hierarchy. Finally, we discuss supernova relic neutrinos that may indicate the softness of the equation of state (EoS) of nuclear matter as well as adiabatic conditions of the neutrino oscillation.

  10. Supernova neutrinos and explosive nucleosynthesis

    Energy Technology Data Exchange (ETDEWEB)

    Kajino, T. [National Astronomical Observatory of Japan, 2-21-1 Osawa, Mitaka, Tokyo 181-8588, Japan and Department of Astronomy, Graduate School of Science, The University of Tokyo, Hongo 7-3-1, Bunkyo-ku, Tokyo 113-0033 (Japan); Aoki, W. [National Astronomical Observatory of Japan, 2-21-1 Osawa, Mitaka, Tokyo 181-8588 (Japan); Cheoun, M.-K. [Department of Physics, Soongsil University, Seoul 156-743 (Korea, Republic of); Hayakawa, T. [Japan Atomic Energy Agency, Shirakara-Shirane 2-4, Tokai-mura, Ibaraki 319-1195 (Japan); Hidaka, J.; Hirai, Y.; Shibagaki, S. [National Astronomical Observatory, 2-21-1 Osawa, Mitaka, Tokyo 181-8588 (Japan); Mathews, G. J. [Center for Astrophysics, Department of Physics, University of Notre Dame, Notre Dame, IN 46556 (United States); Nakamura, K. [Faculty of Science and Engineering, Waseda University, Ohkubo 3-4-1, Shinjuku, Tokyo 169-8555 (Japan); Suzuki, T. [Department of Physics, College of Humanities and Sciences, Nihon University, Sakurajosui 3-25-40, Setagaya-ku, Tokyo 156-8550 (Japan)

    2014-05-09

    Core-collapse supernovae eject huge amount of flux of energetic neutrinos. We studied the explosive nucleosyn-thesis in supernovae and found that several isotopes {sup 7}Li, {sup 11}B, {sup 92}Nb, {sup 138}La and {sup 180}Ta as well as r-process nuclei are affected by the neutrino interactions. The abundance of these isotopes therefore depends strongly on the neutrino flavor oscillation due to the Mikheyev-Smirnov-Wolfenstein (MSW) effect. We discuss first how to determine the neutrino temperatures in order to explain the observed solar system abundances of these isotopes, combined with Galactic chemical evolution of the light nuclei and the heavy r-process elements. We then study the effects of neutrino oscillation on their abundances, and propose a novel method to determine the still unknown neutrino oscillation parameters, mass hierarchy and θ{sub 13}, simultaneously. There is recent evidence that SiC X grains from the Murchison meteorite may contain supernova-produced light elements {sup 11}B and {sup 7}Li encapsulated in the presolar grains. Combining the recent experimental constraints on θ{sub 13}, we show that our method sug-gests at a marginal preference for an inverted neutrino mass hierarchy. Finally, we discuss supernova relic neutrinos that may indicate the softness of the equation of state (EoS) of nuclear matter as well as adiabatic conditions of the neutrino oscillation.

  11. 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.

  12. Nucleosynthesis in stellar explosions

    Energy Technology Data Exchange (ETDEWEB)

    Woosley, S.E.; Axelrod, T.S.; Weaver, T.A.

    1983-01-01

    The final evolution and explosion of stars from 10 M/sub solar/ to 10/sup 6/ M/sub solar/ are reviewed with emphasis on factors affecting the expected nucleosynthesis. We order our paper in a sequence of decreasing mass. If, as many suspect, the stellar birth function was peaked towards larger masses at earlier times (see e.g., Silk 1977; but also see Palla, Salpeter, and Stahler 1983), this sequence of masses might also be regarded as a temporal sequence. At each stage of Galactic chemical evolution stars form from the ashes of preceding generations which typically had greater mass. A wide variety of Type I supernova models, most based upon accreting white dwarf stars, are also explored using the expected light curves, spectra, and nucleosynthesis as diagnostics. No clearly favored Type I model emerges that is capable of simultaneously satisfying all three constraints.

  13. Nucleosynthesis in stellar explosions

    International Nuclear Information System (INIS)

    Woosley, S.E.; Axelrod, T.S.; Weaver, T.A.

    1983-01-01

    The final evolution and explosion of stars from 10 M/sub solar/ to 10 6 M/sub solar/ are reviewed with emphasis on factors affecting the expected nucleosynthesis. We order our paper in a sequence of decreasing mass. If, as many suspect, the stellar birth function was peaked towards larger masses at earlier times (see e.g., Silk 1977; but also see Palla, Salpeter, and Stahler 1983), this sequence of masses might also be regarded as a temporal sequence. At each stage of Galactic chemical evolution stars form from the ashes of preceding generations which typically had greater mass. A wide variety of Type I supernova models, most based upon accreting white dwarf stars, are also explored using the expected light curves, spectra, and nucleosynthesis as diagnostics. No clearly favored Type I model emerges that is capable of simultaneously satisfying all three constraints

  14. Action Replay of Powerful Stellar Explosion

    Science.gov (United States)

    2008-03-01

    the new optical study, an estimate of the explosion's energy came from studying an echo of the original light of the explosion. Just as sound bounces off walls of a canyon, so too can light waves create an echo by bouncing off dust clouds in space. The light from these echoes travels a longer path than the light that travels straight toward us, and so can be seen hundreds of years after the supernova itself. First seen by the Cerro-Tololo Inter-American Observatory in Chile, the light echoes were observed in greater detail by Gemini Observatory in Chile. The optical spectra of the light echo were used to confirm that the supernova was a Type Ia and to unambiguously determine the particular class of explosion and therefore its energy. The Chandra data, along with XMM data obtained in 2000, were then independently used to calculate the amount of energy involved in the original explosion, using an analysis of the supernova remnant and state-of-the-art explosion models. Their conclusion confirmed the results from the optical data, namely that the explosion was an especially energetic and bright variety of Type Ia supernova. This agreement provides strong evidence that the detailed explosion models are accurate. "Having these two methods agree lets us breathe a sigh of relief," said Carlos Badenes of Princeton University who led the Chandra and XMM study. "It looks like we're on the right track with trying to understand these big explosions. Their stellar debris really can retain a memory of what created them hundreds of years earlier." Both methods estimated a similar time since the explosion of about 400 years. An extra constraint on the age comes from the lack of recorded historical evidence for a recent supernova in the LMC. Because this star appears in the Southern Hemisphere, it likely would have been seen by navigators who noted similarly bright celestial events if it had occurred less than about 400 years ago. Because Type Ia supernovas have nearly uniform

  15. Thermochemistry of mixed explosives

    International Nuclear Information System (INIS)

    Janney, J.L.; Rogers, R.N.

    1982-01-01

    In order to predict thermal hazards of high-energy materials, accurate kinetics constants must be determined. Predictions of thermal hazards for mixtures of high-energy materials require measurements on the mixtures, because interactions among components are common. A differential-scanning calorimeter (DSC) can be used to observe rate processes directly, and isothermal methods enable detection of mechanism changes. Rate-controlling processes will change as components of a mixture are depleted, and the correct depletion function must be identified for each specific stage of a complex process. A method for kinetics measurements on mixed explosives can be demonstrated with Composition B is an approximately 60/40 mixture of RDX and TNT, and is an important military explosive. Kinetics results indicate that the mator process is the decomposition of RDX in solution in TNT with a perturbation caused by interaction between the two components. It is concluded that a combination of chemical kinetics and experimental self-heating procedures provides a good approach to the production of predictive models for thermal hazards of high-energy materials. Systems involving more than one energy-contributing component can be studied. Invalid and dangerous predictive models can be detected by a failure of agreement between prediction and experiment at a specific size, shape, and density. Rates of thermal decomposition for Composition B appear to be modeled adequately for critical-temperature predictions with the following kinetics constants: E = 180.2 kJ mole -1 and Z = 4.62 X 10 16 s -1

  16. Explosive synchronization transitions in complex neural networks

    Science.gov (United States)

    Chen, Hanshuang; He, Gang; Huang, Feng; Shen, Chuansheng; Hou, Zhonghuai

    2013-09-01

    It has been recently reported that explosive synchronization transitions can take place in networks of phase oscillators [Gómez-Gardeñes et al. Phys. Rev. Lett. 106, 128701 (2011)] and chaotic oscillators [Leyva et al. Phys. Rev. Lett. 108, 168702 (2012)]. Here, we investigate the effect of a microscopic correlation between the dynamics and the interacting topology of coupled FitzHugh-Nagumo oscillators on phase synchronization transition in Barabási-Albert (BA) scale-free networks and Erdös-Rényi (ER) random networks. We show that, if natural frequencies of the oscillations are positively correlated with node degrees and the width of the frequency distribution is larger than a threshold value, a strong hysteresis loop arises in the synchronization diagram of BA networks, indicating the evidence of an explosive transition towards synchronization of relaxation oscillators system. In contrast to the results in BA networks, in more homogeneous ER networks, the synchronization transition is always of continuous type regardless of the width of the frequency distribution. Moreover, we consider the effect of degree-mixing patterns on the nature of the synchronization transition, and find that the degree assortativity is unfavorable for the occurrence of such an explosive transition.

  17. Numerical schemes for explosion hazards

    International Nuclear Information System (INIS)

    Therme, Nicolas

    2015-01-01

    In nuclear facilities, internal or external explosions can cause confinement breaches and radioactive materials release in the environment. Hence, modeling such phenomena is crucial for safety matters. Blast waves resulting from explosions are modeled by the system of Euler equations for compressible flows, whereas Navier-Stokes equations with reactive source terms and level set techniques are used to simulate the propagation of flame front during the deflagration phase. The purpose of this thesis is to contribute to the creation of efficient numerical schemes to solve these complex models. The work presented here focuses on two major aspects: first, the development of consistent schemes for the Euler equations, then the buildup of reliable schemes for the front propagation. In both cases, explicit in time schemes are used, but we also introduce a pressure correction scheme for the Euler equations. Staggered discretization is used in space. It is based on the internal energy formulation of the Euler system, which insures its positivity and avoids tedious discretization of the total energy over staggered grids. A discrete kinetic energy balance is derived from the scheme and a source term is added in the discrete internal energy balance equation to preserve the exact total energy balance at the limit. High order methods of MUSCL type are used in the discrete convective operators, based solely on material velocity. They lead to positivity of density and internal energy under CFL conditions. This ensures that the total energy cannot grow and we can furthermore derive a discrete entropy inequality. Under stability assumptions of the discrete L8 and BV norms of the scheme's solutions one can prove that a sequence of converging discrete solutions necessarily converges towards the weak solution of the Euler system. Besides it satisfies a weak entropy inequality at the limit. Concerning the front propagation, we transform the flame front evolution equation (the so called

  18. Optical detection of explosives: spectral signatures for the explosive bouquet

    Science.gov (United States)

    Osborn, Tabetha; Kaimal, Sindhu; Causey, Jason; Burns, William; Reeve, Scott

    2009-05-01

    Research with canines suggests that sniffer dogs alert not on the odor from a pure explosive, but rather on a set of far more volatile species present in an explosive as impurities. Following the explosive trained canine example, we have begun examining the vapor signatures for many of these volatile impurities utilizing high resolution spectroscopic techniques in several molecular fingerprint regions. Here we will describe some of these high resolution measurements and discuss strategies for selecting useful spectral signature regions for individual molecular markers of interest.

  19. The limit of detection for explosives in spectroscopic differential reflectometry

    Science.gov (United States)

    Dubroca, Thierry; Vishwanathan, Karthik; Hummel, Rolf E.

    2011-05-01

    In the wake of recent terrorist attacks, such as the 2008 Mumbai hotel explosion or the December 25th 2009 "underwear bomber", our group has developed a technique (US patent #7368292) to apply differential reflection spectroscopy to detect traces of explosives. Briefly, light (200-500 nm) is shone on a surface such as a piece of luggage at an airport. Upon reflection, the light is collected with a spectrometer combined with a CCD camera. A computer processes the data and produces in turn a differential reflection spectrum involving two adjacent areas of the surface. This differential technique is highly sensitive and provides spectroscopic data of explosives. As an example, 2,4,6, trinitrotoluene (TNT) displays strong and distinct features in differential reflectograms near 420 nm. Similar, but distinctly different features are observed for other explosives. One of the most important criteria for explosive detection techniques is the limit of detection. This limit is defined as the amount of explosive material necessary to produce a signal to noise ratio of three. We present here, a method to evaluate the limit of detection of our technique. Finally, we present our sample preparation method and experimental set-up specifically developed to measure the limit of detection for our technology. This results in a limit ranging from 100 nano-grams to 50 micro-grams depending on the method and the set-up parameters used, such as the detector-sample distance.

  20. 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.

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

    Science.gov (United States)

    Rapisardi, Elena; Di Franco, Sabina; Giardino, Marco

    2015-04-01

    environmental dynamics and their interaction with human activity (preparedness). We suspect, that in the Italian framework, this raises from a sort of original sin: a "resistance" to science, that, for people with little or poor scientific knowledge, swings between pseudoscientific simplifications (which, unfortunately, web is variously "dotted" [Quattrociocchi et al. 2014]) and, as the sociologist Franco Ferrarotti would say, pre-scientific traditions [Peppoloni, 2011]. The "logos" of geology and the geological "narrative" are of fundamental importance in the Anthropocene, allowing to shift the focus back on the human/environment interaction. Geologists are often ignored, as bearers of uncomfortable messages, especially in a country where there is no longer a National Geological Survey, but it is unquestionable the importance of Earth Sciences and the social role of the geologist (geoethics) for Disaster Resilience. This is the next challenge of Geosciences, and of the whole community of geoscientists. Develop a coordinated communication approach for geosciences as an ethical imperative, and also as a pre-requisite to risk and emergency communication: geologists and geology are the authoritative interpreters of natural processes and risk, holders of scientific knowledge that if explained and shared allow people and decision makers to better cope with risks, and to enable Disaster Resilience.

  2. Fire and explosion hazards to flora and fauna from explosives.

    Science.gov (United States)

    Merrifield, R

    2000-06-30

    Deliberate or accidental initiation of explosives can produce a range of potentially damaging fire and explosion effects. Quantification of the consequences of such effects upon the surroundings, particularly on people and structures, has always been of paramount importance. Information on the effects on flora and fauna, however, is limited, with probably the weakest area lying with fragmentation of buildings and their effects on different small mammals. Information has been used here to gain an appreciation of the likely magnitude of the potential fire and explosion effects on flora and fauna. This is based on a number of broad assumptions and a variety of data sources including World War II bomb damage, experiments performed with animals 30-40 years ago, and more recent field trials on building break-up under explosive loading.

  3. Peaceful applications of nuclear explosions

    International Nuclear Information System (INIS)

    Wallin, L.B.

    1975-12-01

    The intension of this report is to give a survey of the field of peaceful applications of nuclear explosions. As an introduction some examples of possibilities of application are given together with a simple description of nuclear explosions under ground. After a summary of what has been done and will be done in this field nationally and internationally, a short discussion of advantages and problems with peaceful application of nuclear explosions follows. The risks of spreading nuclear weapons due to this applications are also touched before the report is finished with an attempt to judge the future development in this field. (M.S.)

  4. Donor free radical explosive composition

    Science.gov (United States)

    Walker, Franklin E. [15 Way Points Rd., Danville, CA 94526; Wasley, Richard J. [4290 Colgate Way, Livermore, CA 94550

    1980-04-01

    An improved explosive composition is disclosed and comprises a major portion of an explosive having a detonation velocity between about 1500 and 10,000 meters per second and a minor amount of a donor additive comprising an organic compound or mixture of organic compounds capable of releasing low molecular weight free radicals or ions under mechanical or electrical shock conditions and which is not an explosive, or an inorganic compound or mixture of inorganic compounds capable of releasing low molecular weight free radicals or ions under mechanical or electrical shock conditions and selected from ammonium or alkali metal persulfates.

  5. Explosive coalescence of Magnetic Islands

    International Nuclear Information System (INIS)

    Tajima, T.; Sakai, J.I.

    1985-04-01

    An explosive reconnection process associated with nonlinear evolution of the coalescence instability is found through studies of particle and magnetohydrodynamic simulations. The explosive coalescence is a self-similar process of magnetic collapse, in which the magnetic and electrostatic energies and temperatures explode toward the explosion time t 0 as (t 0 -t)/sup 8/3/,(t 0 -t) -4 , and (t 0 -t)/sup -8/3/, respectively. Ensuing amplitude oscillations in these quantities are identified by deriving an equation of motion for the scale factor in the Sagdeev potential

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

    Science.gov (United States)

    Groat, C. G.

    2005-12-01

    Concern about the decreasing number of students entering undergraduate geoscience programs has been chronic and, at times, acute over the past three decades. Despite dwindling populations of undergraduate majors, graduate programs have remained relatively robust, bolstered by international students. With Increasing competition for graduate students by universities in Europe, Japan, Australia, and some developing countries, and with procedural challenges faced by international students seeking entry into the United States and its universities, this supply source is threatened. For corporations operating on a global scale, the opportunity to employ students from and trained in the regions in which they operate is generally a plus. For U.S. universities that have traditionally supplied this workforce, the changing situation poses challenges, but also opportunities for creative international partnerships. Federal government science agencies face more challenges than opportunities in meeting workforce needs under both present and changing education conditions. Restrictions on hiring non-U.S. citizens into the permanent workforce have been a long-standing issue for federal agencies. Exceptions are granted only where they can document the absence of eligible U.S.-citizen candidates. The U.S. Geological Survey has been successful in doing this in its Mendenhall Postdoctoral Research Fellowship Program, but there has been no solution to the broader limitation. Under current and forecast workforce recruitment conditions, creativity, such as that evidenced by the Mendenhall program,will be necessary if federal agencies are to draw from the increasingly international geoscience talent pool. With fewer U.S. citizens in U.S. geoscience graduate programs and a growing number of advanced-degreed scientists coming from universities outside the U.S., the need for changes in federal hiring policies is heightened. The near-term liklihood of this is low and combined with the decline in

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

    Energy Technology Data Exchange (ETDEWEB)

    Witherspoon, P.A.

    1978-01-01

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

  8. The role of karst in engineering and environmental geosciences

    Directory of Open Access Journals (Sweden)

    H. C. Ho

    2011-08-01

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

  9. 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.

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

    OpenAIRE

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

    2018-01-01

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

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

    Science.gov (United States)

    Lazar, K.; Moysey, S. M.

    2017-12-01

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

  12. 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.

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

    Science.gov (United States)

    WANG, M.; Wang, J.

    2016-12-01

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

  14. Resourcing Future Generations - Challenges for geoscience: a new IUGS initiative

    Science.gov (United States)

    Oberhänsli, Roland; Lambert, Ian

    2014-05-01

    In a world with rapidly increasing population and technological development new space based remote sensing tools allowed for new discoveries and production of water, energy- and mineral-resources, including minerals, soils and construction materials. This has impact on politics, socio-economic development and thus calls for a strong involvement of geosciences because one of humanities biggest challenges will be, to rise living standards particularly in less developed countries. Any growth will lead to an increase of demand for natural resources. But especially for readily available mineral resources supply appears to be limited. Particularly demand for so called high-tech commodities - platinum group or rare earth elements - increased. This happened often faster than new discoveries were made. All this, while areas available for exploration decreased as the need for urban and agricultural use increased. Despite strong efforts in increasing efficiency of recycling, shortage in some commodities has to be expected. A major concern is that resources are not distributed evenly on our planet. Thus supplies depend on political stability, socio-economic standards and pricing. In the light of these statements IUGS is scoping a new initiative, Resourcing Future Generations (RFG), which is predicated on the fact that mining will continue to be an essential activity to meet the needs of future generations. RFG is aimed at identifying and addressing key challenges involved in securing natural resources to meet global needs post-2030. We consider that mineral resources should be the initial focus, but energy, soils, water resources and land use should also be covered. Addressing the multi-generational needs for mineral and other natural resources requires data, research and actions under four general themes: 1. Comprehensive evaluation and quantification of 21st century supply and demand. 2. Enhanced understanding of subsurface as it relates to mineral (energy and groundwater

  15. Explosive actuated valve

    International Nuclear Information System (INIS)

    Byrne, K.G.

    1983-01-01

    1. A device of the character described comprising the combination of a housing having an elongate bore and including a shoulder extending inwardly into said bore, a single elongate movable plunger disposed in said bore including an outwardly extending flange adjacent one end thereof overlying said shoulder, normally open conduit means having an inlet and an outlet perpendicularly piercing said housing intermediate said shoulder and said flange and including an intermediate portion intersecting and normally openly communicating with said bore at said shoulder, normally closed conduit means piercing said housing and intersecting said bore at a location spaced from said normally open conduit means, said elongate plunger including a shearing edge adjacent the other end thereof normally disposed intermediate both of said conduit means and overlying a portion of said normally closed conduit means, a deformable member carried by said plunger intermediate said flange and said shoulder and normally spaced from and overlying the intermediate portion of said normally open conduit means, and means on the housing communicating with the bore to retain an explosive actuator for moving said plunger to force the deformable member against the shoulder and extrude a portion of the deformable member out of said bore into portions of the normally open conduit means for plugging the same and to effect the opening of said normally closed conduit means by the plunger shearing edge substantially concomitantly with the plugging of the normally open conduit means

  16. Furball Explosive Breakout Test

    Energy Technology Data Exchange (ETDEWEB)

    Carroll, Joshua David [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

    2015-08-05

    For more than 30 years the Onionskin test has been the primary way to study the surface breakout of a detonation wave. Currently the Onionskin test allows for only a small, one dimensional, slice of the explosive in question to be observed. Asymmetrical features are not observable with the Onionskin test and its one dimensional view. As a result, in 2011, preliminary designs for the Hairball and Furball were developed then tested. The Hairball used shorting pins connected to an oscilloscope to determine the arrival time at 24 discrete points. This limited number of data points, caused by the limited number of oscilloscope channels, ultimately led to the Hairball’s demise. Following this, the Furball was developed to increase the number of data points collected. Instead of shorting pins the Furball uses fiber optics imaged by a streak camera to determine the detonation wave arrival time for each point. The original design was able to capture the detonation wave’s arrival time at 205 discrete points with the ability to increase the number of data points if necessary.

  17. Suppression of stratified explosive interactions

    Energy Technology Data Exchange (ETDEWEB)

    Meeks, M.K.; Shamoun, B.I.; Bonazza, R.; Corradini, M.L. [Wisconsin Univ., Madison, WI (United States). Dept. of Nuclear Engineering and Engineering Physics

    1998-01-01

    Stratified Fuel-Coolant Interaction (FCI) experiments with Refrigerant-134a and water were performed in a large-scale system. Air was uniformly injected into the coolant pool to establish a pre-existing void which could suppress the explosion. Two competing effects due to the variation of the air flow rate seem to influence the intensity of the explosion in this geometrical configuration. At low flow rates, although the injected air increases the void fraction, the concurrent agitation and mixing increases the intensity of the interaction. At higher flow rates, the increase in void fraction tends to attenuate the propagated pressure wave generated by the explosion. Experimental results show a complete suppression of the vapor explosion at high rates of air injection, corresponding to an average void fraction of larger than 30%. (author)

  18. Phenomenological modelling of steam explosions

    International Nuclear Information System (INIS)

    Corradini, M.L.; Drumheller, D.S.

    1980-01-01

    During a hypothetical core meltdown accident, an important safety issue to be addressed is the potential for steam explosions. This paper presents analysis and modelling of experimental results. There are four observations that can be drawn from the analysis: (1) vapor explosions are suppressed by noncondensible gases generated by fuel oxidation, by high ambient pressure, and by high water temperatures; (2) these effects appear to be trigger-related in that an explosion can again be induced in some cases by increasing the trigger magnitude; (3) direct fuel liquid-coolant liquid contact can explain small scale fuel fragmentation; (4) heat transfer during the expansion phase of the explosion can reduce the work potential

  19. Water-bearing explosive compositions

    Energy Technology Data Exchange (ETDEWEB)

    Gay, G M

    1970-12-21

    An explosive water-bearing composition, with high detonation velocity, comprises a mixture of (1) an inorganic oxidizer salt; (2) nitroglycerine; (3) nitrocellulose; (4) water; and (5) a water thickening agent. (11 claims)

  20. 30 CFR 77.1301 - Explosives; magazines.

    Science.gov (United States)

    2010-07-01

    ... 30 Mineral Resources 1 2010-07-01 2010-07-01 false Explosives; magazines. 77.1301 Section 77.1301... and Blasting § 77.1301 Explosives; magazines. (a) Detonators and explosives other than blasting agents shall be stored in magazines. (b) Detonators shall not be stored in the same magazine with explosives...

  1. Explosives mimic for testing, training, and monitoring

    Science.gov (United States)

    Reynolds, John G.; Durban, Matthew M.; Gash, Alexander E.; Grapes, Michael D.; Kelley, Ryan S.; Sullivan, Kyle T.

    2018-02-13

    Additive Manufacturing (AM) is used to make mimics for explosives. The process uses mixtures of explosives and matrices commonly used in AM. The explosives are formulated into a mixture with the matrix and printed using AM techniques and equipment. The explosive concentrations are kept less than 10% by wt. of the mixture to conform to requirements of shipping and handling.

  2. 8. Peaceful uses of nuclear explosions

    International Nuclear Information System (INIS)

    Musilek, L.

    1992-01-01

    The chapter deals with peaceful uses of nuclear explosions. Described are the development of the underground nuclear explosion, properties of radionuclides formed during the explosion, their distribution, the release of radioactive products of underground nuclear explosions into the air, their propagation in the atmosphere, and fallout in the landscape. (Z.S.). 1 tab., 8 figs., 19 refs

  3. "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

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

    Science.gov (United States)

    Manduca, C. A.; MacDonald, R. H.; Merritts, D.; Savina, M.

    2004-12-01

    Introductory courses are one of the most challenging teaching environments for geoscience faculty. Courses are often large, students have a wide variety of background and skills, and student motivation can include completing a geoscience major, preparing for a career as teacher, fulfilling a distribution requirement, and general interest. The Starting Point site (http://serc.carleton.edu/introgeo/index.html) provides help for faculty teaching introductory courses by linking together examples of different teaching methods that have been used in entry-level courses with information about how to use the methods and relevant references from the geoscience and education literature. Examples span the content of geoscience courses including the atmosphere, biosphere, climate, Earth surface, energy/material cycles, human dimensions/resources, hydrosphere/cryosphere, ocean, solar system, solid earth and geologic time/earth history. Methods include interactive lecture (e.g think-pair-share, concepTests, and in-class activities and problems), investigative cases, peer review, role playing, Socratic questioning, games, and field labs. A special section of the site devoted to using an Earth System approach provides resources with content information about the various aspects of the Earth system linked to examples of teaching this content. Examples of courses incorporating Earth systems content, and strategies for designing an Earth system course are also included. A similar section on Teaching with an Earth History approach explores geologic history as a vehicle for teaching geoscience concepts and as a framework for course design. The Starting Point site has been authored and reviewed by faculty around the country. Evaluation indicates that faculty find the examples particularly helpful both for direct implementation in their classes and for sparking ideas. The help provided for using different teaching methods makes the examples particularly useful. Examples are chosen from

  5. Meeting the Challenges for Gender Diversity in the Geosciences

    Science.gov (United States)

    Bell, R. E.; Cane, M. A.; Kastens, K. A.; Miller, R. B.; Mutter, J. C.; Pfirman, S. L.

    2003-12-01

    Women are now routinely chief scientists on major cruises, lead field parties to all continents, and have risen to leadership positions in professional organizations, academic departments and government agencies including major funding agencies. They teach at all levels, advise research students, make research discoveries and receive honors in recognition of their achievements. Despite these advances, women continue to be under-represented in the earth, ocean, and atmospheric sciences. As of 1997 women received only 29% of the doctorates in the earth, atmospheric, and oceanographic sciences and accounted for only 13% of employed Ph.D.s in these fields. Women's salaries also lag: the median annual salary for all Ph.D. geoscientists was \\60,000; for women the figure is \\47,000. Solving the problem of gender imbalance in the geosciences requires understanding of the particular obstacles women face in our field. The problem of under-representation of women requires that earth science departments, universities and research centers, funding agencies, and professional organizations like AGU take constructive action to recognize the root causes of the evident imbalance, and enact corrective policies. We have identified opportunities and challenges for each of these groups. A systematic study of the flux of women at Columbia University enabled a targeted strategy towards improving gender diversity based on the observed trends. The challenge for academic institutions is to document the flux of scientists and develop an appropriate strategy to balance the geoscience demographics. Based on the MIT study, an additional challenge faces universities and research centers. To enhance gender diversity these institutions need to develop transparency in promotion processes and open distribution of institutional resources. The challenge for granting agencies is to implement policies that ease the burden of extensive fieldwork on parents. Many fields of science require long work hours

  6. Computer simulation of explosion crater in dams with different buried depths of explosive

    Science.gov (United States)

    Zhang, Zhichao; Ye, Longzhen

    2018-04-01

    Based on multi-material ALE method, this paper conducted a computer simulation on the explosion crater in dams with different buried depths of explosive using LS-DYNA program. The results turn out that the crater size increases with the increase of buried depth of explosive at first, but closed explosion cavity rather than a visible crater is formed when the buried depth of explosive increases to some extent. The soil in the explosion cavity is taken away by the explosion products and the soil under the explosion cavity is compressed with its density increased. The research can provide some reference for the anti-explosion design of dams in the future.

  7. Hydrocarbon production with nuclear explosives

    International Nuclear Information System (INIS)

    Wade Watkins, J.

    1970-01-01

    The tremendous energy of nuclear explosives and the small dimensions of the explosive package make an ideal combination for drill-hole explosive emplacement in deep, thick hydrocarbon deposits. Potential applications exist in fracturing low permeability natural-gas and petroleum formations for stimulating production, fracturing oil shale to permit in situ retorting, and creating storage chimneys for natural gas, liquefied petroleum gas, petroleum, petroleum products, helium, and other fluids. Calculations show, for example, that less than 100 shots per year would be needed to stabilize the natural gas reserves to production ratio. Under the Government-industry Plowshare program, two experiments, Projects Gasbuggy and Rulison, were conducted to stimulate natural gas production from low-permeability formations. Incomplete information indicates that both were technically successful. Potential problems associated with the use of nuclear explosives for underground engineering applications are radioactive contamination, maximum yield limitations, high costs of detonating contained nuclear explosives, and adverse public opinion. Results at Project Gasbuggy and other considerations indicated that the problem of radioactive contamination was about as predicted and not an insurmountable one. Also, it was demonstrated that shots at adequate depths could be detonated without appreciable damage to existing surface and subsurface buildings, natural features, and equipment. However, costs must be reduced and the public must be better informed before these techniques can be widely used in field operations. On the basis of present knowledge, the potential of nuclear-explosive stimulation of hydrocarbon production appears good. Additional field experiments will be required to adequately explore that potential. (author)

  8. Hydrocarbon production with nuclear explosives

    Energy Technology Data Exchange (ETDEWEB)

    Wade Watkins, J [Petroleum Research, Bureau of Mines, U.S. Department of the Interior, Washington, DC (United States)

    1970-05-01

    The tremendous energy of nuclear explosives and the small dimensions of the explosive package make an ideal combination for drill-hole explosive emplacement in deep, thick hydrocarbon deposits. Potential applications exist in fracturing low permeability natural-gas and petroleum formations for stimulating production, fracturing oil shale to permit in situ retorting, and creating storage chimneys for natural gas, liquefied petroleum gas, petroleum, petroleum products, helium, and other fluids. Calculations show, for example, that less than 100 shots per year would be needed to stabilize the natural gas reserves to production ratio. Under the Government-industry Plowshare program, two experiments, Projects Gasbuggy and Rulison, were conducted to stimulate natural gas production from low-permeability formations. Incomplete information indicates that both were technically successful. Potential problems associated with the use of nuclear explosives for underground engineering applications are radioactive contamination, maximum yield limitations, high costs of detonating contained nuclear explosives, and adverse public opinion. Results at Project Gasbuggy and other considerations indicated that the problem of radioactive contamination was about as predicted and not an insurmountable one. Also, it was demonstrated that shots at adequate depths could be detonated without appreciable damage to existing surface and subsurface buildings, natural features, and equipment. However, costs must be reduced and the public must be better informed before these techniques can be widely used in field operations. On the basis of present knowledge, the potential of nuclear-explosive stimulation of hydrocarbon production appears good. Additional field experiments will be required to adequately explore that potential. (author)

  9. Safety engineering experiments of explosives

    Energy Technology Data Exchange (ETDEWEB)

    Ishikawa, Noboru

    1987-07-24

    The outline of large scale experiments carried out every year since 1969 to obtain fundamental data and then establish the safety engineering standards concerning the manufacturing, storage and transportation, etc. of all explosives was described. Because it becomes recently difficult to ensure the safety distance in powder magazines and powder plants, the sandwich structure with sand is thought to be suitable as the neighboring barrier walls. The special vertical structure for embankments to provide against a emergency explosion is effective to absorb the blast. Explosion behaviors such as initiating sensitivity, detonation, sympathetic detonation, and shock occurence of the ANFO explosives in place of dynamite and the slurry explosives were studied. The safety engineering standards for the manufacturing and application of explosives were studied to establish because accidents by tabacco fire are not still distinguished. Much data concerning early stage fire fighting, a large quantity of flooding and shock occurence from a assumption of ignition during machining in the propellants manufacturing plant, could be obtained. Basic studies were made to prevent pollution in blasting sites. Collected data are utilized for the safety administration after sufficient discussion. (4 figs, 2 tabs, 3 photos, 17 refs)

  10. Explosive Characteristics of Carbonaceous Nanoparticles

    Science.gov (United States)

    Turkevich, Leonid; Fernback, Joseph; Dastidar, Ashok

    2013-03-01

    Explosion testing has been performed on 20 codes of carbonaceous particles. These include SWCNTs (single-walled carbon nanotubes), MWCNTs (multi-walled carbon nanotubes), CNFs (carbon nanofibers), graphene, diamond, fullerene, carbon blacks and graphites. Explosion screening was performed in a 20 L explosion chamber (ASTM E1226-10 protocol), at a (dilute) concentration of 500 g/m3, using a 5 kJ ignition source. Time traces of overpressure were recorded. Samples exhibited overpressures of 5-7 bar, and deflagration index KSt = V1/3 (dp/pt)max ~ 10 - 80 bar-m/s, which places these materials in European Dust Explosion Class St-1 (similar to cotton and wood dust). There was minimal variation between these different materials. The explosive characteristics of these carbonaceous powders are uncorrelated with particle size (BET specific surface area). Additional tests were performed on selected materials to identify minimum explosive concentration [MEC]. These materials exhibit MEC ~ 101 -102 g/m3 (lower than the MEC for coals). The concentration scans confirm that the earlier screening was performed under fuel-rich conditions (i.e. the maximum over-pressure and deflagration index exceed the screening values); e.g. the true fullerene KSt ~ 200 bar-m/s, placing it borderline St-1/St-2. Work supported through the NIOSH Nanotechnology Research Center (NTRC)

  11. Trace explosives sensor testbed (TESTbed)

    Science.gov (United States)

    Collins, Greg E.; Malito, Michael P.; Tamanaha, Cy R.; Hammond, Mark H.; Giordano, Braden C.; Lubrano, Adam L.; Field, Christopher R.; Rogers, Duane A.; Jeffries, Russell A.; Colton, Richard J.; Rose-Pehrsson, Susan L.

    2017-03-01

    A novel vapor delivery testbed, referred to as the Trace Explosives Sensor Testbed, or TESTbed, is demonstrated that is amenable to both high- and low-volatility explosives vapors including nitromethane, nitroglycerine, ethylene glycol dinitrate, triacetone triperoxide, 2,4,6-trinitrotoluene, pentaerythritol tetranitrate, and hexahydro-1,3,5-trinitro-1,3,5-triazine. The TESTbed incorporates a six-port dual-line manifold system allowing for rapid actuation between a dedicated clean air source and a trace explosives vapor source. Explosives and explosives-related vapors can be sourced through a number of means including gas cylinders, permeation tube ovens, dynamic headspace chambers, and a Pneumatically Modulated Liquid Delivery System coupled to a perfluoroalkoxy total-consumption microflow nebulizer. Key features of the TESTbed include continuous and pulseless control of trace vapor concentrations with wide dynamic range of concentration generation, six sampling ports with reproducible vapor profile outputs, limited low-volatility explosives adsorption to the manifold surface, temperature and humidity control of the vapor stream, and a graphical user interface for system operation and testing protocol implementation.

  12. Functionalisation of the hinge region in receptor molecules for explosive detection

    DEFF Research Database (Denmark)

    Krebs, Frederik C

    2003-01-01

    The functionalisation of the hinge region in a molecular tweezer molecule showing a strong binding to explosives is presented. Two versatile functional groups are introduced, a carboxylic acid and a bromine atom. (C) 2003 Elsevier Ltd. All rights reserved....

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

    Science.gov (United States)

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

    2017-04-01

    GIFT workshops are a two-and-a-half-day teacher enhancement workshops organized by the EGU Committee on Education and held in conjunction with the EGU annual General Assembly in Vienna, and also elsewhere in the world usually associated with large geoscience conferences. The program of each workshop focuses on a different general theme each year. Past themes have included, for example, "The solar system and beyond", "Mineral Resources", "Our changing Planet", "Natural Hazards", "Water" and "Evolution and Biodiversity". These workshops combine scientific presentations on current research in the Earth and Space Sciences, given by prominent scientists, with hands-on, inquiry-based activities that can be used by the teachers in their classrooms to explain related scientific principles or topics. Participating teachers are also invited to present their own classroom activities to their colleagues, even when not directly related to the current program. The main objective of these workshops is to communicate first-hand scientific information to teachers in primary and secondary schools, significantly shortening the time between discovery and textbook. The GIFT workshop provides the teachers with materials that can be directly incorporated into their classroom, as well as those of their colleagues at home institutions. In addition, the full immersion of science teachers in a truly scientific context (EGU General Assemblies) and the direct contact with leading geoscientists stimulates curiosity towards research that the teachers can transmit to their pupils. In addition to their scientific content, the GIFT workshops are of high societal value. The value of bringing teachers from many nations together includes the potential for networking and collaborations, the sharing of experiences and an awareness of science education as it is presented in other countries. Since 2003, the EGU GIFT workshops have brought together more than 800 teachers from more than 25 nations. At all

  14. Science Diplomacy in the Geosciences (Invited)

    Science.gov (United States)

    Sztein, E.; Casadevall, T.

    2013-12-01

    Science can provide advice to inform and support foreign policy objectives (science in diplomacy), diplomacy can facilitate international scientific cooperation (diplomacy for science), and scientific cooperation can improve international relations (science for diplomacy) (The Royal Society, 2010). Historically, science policy and science diplomacy have served to both build relationships with other countries, to raise the status of science across borders, and to produce concrete scientific/societal results. International scientific cooperation is necessary for the advancement of science in the U.S. and abroad, among other societal benefits. Among the wide spectrum of scientific challenges, natural hazards and global environmental change are of great international importance, not only for the development of the intellectual pursuit of science, but because of their very concrete effects on populations and natural systems. In general, science diplomacy policy is determined at the political level through bilateral and multilateral science and technology agreements and partnerships, while the practice of science diplomacy is usually in the hands of individual scientists. Among the U.S. government efforts are the Department of State's Science Envoy program (mostly active in Muslim-majority nations) and the United States Geological Survey-Office of Foreign Disaster Assistance's Volcano Disaster Assistance Program. Individual scientists and their institutions establish collaborations one-on-one, in small principal investigator or research group collaborations, in bilateral agreements between universities, or in activities organized under the auspices of larger programs, such as those of scientific unions or international organizations (National Research Council, 2012). Among many programs, the U.S. has strong participation in the Intergovernmental Panel on Climate Change (IPCC), and in Future Earth (a global environmental change initiative) and the Integrated Research on

  15. 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

  16. Geoscience Challenges of a State-by-state Adoption or Adaptation of the NGSS

    Science.gov (United States)

    Wysession, M. E.

    2016-12-01

    For the geosciences, the Next Generation Science Standards (NGSS) contain the largest shift in K-12 education to have happened in our lifetimes, but its adoption is playing our very differently in different states. Because it is illegal to have a national curriculum, the NGSS intentionally avoided providing a curriculum but rather a set of performance expectations that each state (or district or school) could use in its own way to construct assessments and curricula. The result is that although more than 80% of schools in the U.S. are in the process of revising their curricula to align with the NGSS, this is happening in a different way in each state (or district or school). Instead of having a single target for curriculum developers to aim for, the result is to actually create a greater diversity of pedagogic platforms across the U.S. schools than there was before the NGSS were released. Some states (Alaska, North Dakota, Texas, Virginia) stated at the outset that they would not be adopting any version of the NGSS at all. So far seventeen states (and D.C.) have adopted the NGSS verbatim, but they are still each developing their curricula in their own way. In fossil-fuel-concentrated communities, such as Wyoming, Oklahoma, and West Virginia, the strong presence of the topics of climate and climate change in the NGSS have created complications for its adoption. States that still only require two years of high school science for all students, so the addition of a year of Earth and Space Science is creating legislative challenges. There is a general lack of trained and accredited high school geoscience teachers in nearly all states (with a few notable exceptions, such as New York), so the preparation and training of high school geoscience teachers is a significant nationwide concern. There are also large variations in the development of assessment materials, pre-service training, and updating certification programs. Progress is definitely being made, but the NGSS is

  17. The Role of Geoscience Information in Reducing Catastrophic Loss Using a Web-Based Economics Experiment

    Science.gov (United States)

    Bernknopf, Richard L.; Brookshire, David S.; Ganderton, Philip T.

    2003-01-01

    What role can geoscience information play in the assessment of risk and the value of insurance, especially for natural hazard type risks? In an earlier, related paper Ganderton and others (2000) provided subjects with relatively simple geoscience information concerning natural hazard-type risks. Their research looked at how subjects purchase insurance when faced with relatively low probability but high loss risks of the kind that characterize natural hazards and now, increasingly, manmade disasters. They found evidence to support the expected utility theory (definitions of economics terms can be found in a glossary at the end of report), yet there remained the implication that subjects with excessive aversion to risk were willing to pay considerably more for insurance than the actuarially fair price plus any reasonable risk premium. Here, we report the results of additional experiments that provide further support for the basic postulates of expected utility theory. However, these new experiments add considerably to the decision environment facing subjects by offering an option to purchase geoscientific information that would assist them when calculating expected losses from hazards more accurately. Using an Internet-based mechanism to present information and gather data in an experimental setting, this research provided subjects with considerable textual and graphical information, and time to process it. Over a period of three months, almost 400 subjects participated in on-line experiments that generated approximately 22,000 usable data points for the empirical analysis discussed in this report. In the design of the experiment, we modeled the decisions to purchase (1) a detailed map giving subjects more information regarding the distribution of losses from a hazard and (2) insurance to indemnify them from any losses should they occur. On the basis of this design, we find strong evidence in support of the expected utility theory. Many of the findings reinforce

  18. Explosive coalescence of magnetic islands and explosive particle acceleration

    International Nuclear Information System (INIS)

    Tajima, T.; Sakai, J.I.

    1985-07-01

    An explosive reconnection process associated with the nonlinear evolution of the coalescence instability is found through studies of the electromagnetic particle simulation and the magnetohydrodynamic particle simulation. The explosive coalescence is a process of magnetic collapse, in which we find the magnetic and electrostatic field energies and temperatures (ion temperature in the coalescing direction, in particular) explode toward the explosion time t 0 as (t 0 - t)/sup -8/3/, (t 0 - t) -4 , and (t 0 - t)/sup -8/3/, respectively for a canonical case. Single-peak, double-peak, and triple-peak structures of magnetic energy, temperature, and electrostatic energy, respectively, are observed on the simulation as overshoot amplitude oscillations and are theoretically explained. The heuristic model of Brunel and Tajima is extended to this explosive coalescence in order to extract the basic process. Since the explosive coalescence exhibits self-similarity, a temporal universality, we theoretically search for a self-similar solution to the two-fluid plasma equations

  19. The effect of explosive percentage on underwater explosion energy release of hexanitrohexaazaisowurtzitane and octogen based aluminized explosives

    Directory of Open Access Journals (Sweden)

    Qingjie Jiao

    2018-03-01

    Full Text Available To control the explosion energy output by optimizing explosive components is a key requirement in a number of different application areas. The effect of different Al/O Ratio on underwater explosion of aluminized explosives has been studied detailedly. However, the effect of explosive percentage in the same Al/O Ratio is rarely researched, especially for Hexanitrohexaazaisowurtzitane (CL-20 based aluminized explosives. In this study, we performed the underwater explosion experiments with 1.2-kilogram explosives in order to investigate the explosion energy released from CL-20 and Octogen (HMX based aluminized explosives. The percentage of the explosive varied from 5% to 30% and it is shown that: the shockwave peak pressure (pm grows gradually; shock wave energy (Es continues increasing, bubble energy (Eb increases then decreases peaking at 15% for both formulas, and the total energy (E and energy release rate (η peak at 20% for CL-20 and 15% for HMX. This paper outlines the physical mechanism of Eb change under the influence of an aluminium initial reaction temperature and reaction active detonation product percentage coupling. The result shows that CL-20 is superior as a new high explosive and has promising application prospects in the regulation of explosive energy output for underwater explosives.

  20. The effect of explosive percentage on underwater explosion energy release of hexanitrohexaazaisowurtzitane and octogen based aluminized explosives

    Science.gov (United States)

    Jiao, Qingjie; Wang, Qiushi; Nie, Jianxin; Guo, Xueyong; Zhang, Wei; Fan, Wenqi

    2018-03-01

    To control the explosion energy output by optimizing explosive components is a key requirement in a number of different application areas. The effect of different Al/O Ratio on underwater explosion of aluminized explosives has been studied detailedly. However, the effect of explosive percentage in the same Al/O Ratio is rarely researched, especially for Hexanitrohexaazaisowurtzitane (CL-20) based aluminized explosives. In this study, we performed the underwater explosion experiments with 1.2-kilogram explosives in order to investigate the explosion energy released from CL-20 and Octogen (HMX) based aluminized explosives. The percentage of the explosive varied from 5% to 30% and it is shown that: the shockwave peak pressure (pm) grows gradually; shock wave energy (Es) continues increasing, bubble energy (Eb) increases then decreases peaking at 15% for both formulas, and the total energy (E) and energy release rate (η) peak at 20% for CL-20 and 15% for HMX. This paper outlines the physical mechanism of Eb change under the influence of an aluminium initial reaction temperature and reaction active detonation product percentage coupling. The result shows that CL-20 is superior as a new high explosive and has promising application prospects in the regulation of explosive energy output for underwater explosives.

  1. Molecular Outflows: Explosive versus Protostellar

    Energy Technology Data Exchange (ETDEWEB)

    Zapata, Luis A.; Rodríguez, Luis F.; Palau, Aina; Loinard, Laurent [Instituto de Radioastronomía y Astrofísica, UNAM, Apdo. Postal 3-72 (Xangari), 58089 Morelia, Michoacán, México (Mexico); Schmid-Burgk, Johannes [Max-Planck-Institut für Radioastronomie, Auf dem Hügel 69, D-53121, Bonn (Germany)

    2017-02-10

    With the recent recognition of a second, distinctive class of molecular outflows, namely the explosive ones not directly connected to the accretion–ejection process in star formation, a juxtaposition of the morphological and kinematic properties of both classes is warranted. By applying the same method used in Zapata et al., and using {sup 12}CO( J = 2-1) archival data from the Submillimeter Array, we contrast two well-known explosive objects, Orion KL and DR21, to HH 211 and DG Tau B, two flows representative of classical low-mass protostellar outflows. At the moment, there are only two well-established cases of explosive outflows, but with the full availability of ALMA we expect that more examples will be found in the near future. The main results are the largely different spatial distributions of the explosive flows, consisting of numerous narrow straight filament-like ejections with different orientations and in almost an isotropic configuration, the redshifted with respect to the blueshifted components of the flows (maximally separated in protostellar, largely overlapping in explosive outflows), the very-well-defined Hubble flow-like increase of velocity with distance from the origin in the explosive filaments versus the mostly non-organized CO velocity field in protostellar objects, and huge inequalities in mass, momentum, and energy of the two classes, at least for the case of low-mass flows. Finally, all the molecular filaments in the explosive outflows point back to approximately a central position (i.e., the place where its “exciting source” was located), contrary to the bulk of the molecular material within the protostellar outflows.

  2. Fostering Critical Thinking in the Geosciences: Combining Geoethics, the Affective Domain, Metacognition, and Systems Thinking

    Science.gov (United States)

    Mogk, D. W.; Geissman, J. W.

    2015-12-01

    There is a compelling need to develop the geoscience workforce of the future to address the "grand challenges" that face humanity. This workforce must have a strong understanding of Earth history, processes and materials and be able to communicate effectively and responsibly to inform public policy and personal and societal actions, particularly with regard to geohazards and natural resources. Curricula to train future geoscientists must be designed to help students develop critical thinking skills across the curriculum, from introductory to senior capstone courses. Students will be challenged in their pre-professional training as geoscientists as they encounter an incomplete geologic record, ambiguity and uncertainty in observed and experimental results, temporal reasoning ("deep time", frequency, recurrence intervals), spatial reasoning (from microns to mountains), and complex system behavior. Four instructional approaches can be combined to address these challenges and help students develop critical thinking skills: 1) Geoethics and ethical decision making includes review and integration of the context/facts of the situation, stakeholders, decision-makers, and possible alternative actions and expected outcomes; 2) The affective domain which encompasses factors such as student motivation to learn, curiosity, fear, attitudes, perceptions, social barriers and values; 3) Metacognition which encourages students to be aware about their own thinking processes, and to develop self-monitoring and self-regulating behaviors; and 4) Systems thinking which requires integrative thinking about the interactions between physical, chemical, biological and human processes, feedback mechanisms and emergent phenomena. Guided inquiry and scaffolded exercises can be used to present increasingly complex situations that require a thorough understanding of geologic principles and processes as applied to issues of societal concern. These approaches are not "owned" by any single course or

  3. NASA Applied Sciences' DEVELOP National Program: a unique model cultivating capacity in the geosciences

    Science.gov (United States)

    Ross, K. W.; Favors, J. E.; Childs-Gleason, L. M.; Ruiz, M. L.; Rogers, L.; Allsbrook, K. N.

    2013-12-01

    The NASA DEVELOP National Program takes a unique approach to cultivating the next generation of geoscientists through interdisciplinary research projects that address environmental and public policy issues through the application of NASA Earth observations. Competitively selected teams of students, recent graduates, and early career professionals take ownership of project proposals outlining basic application concepts and have ten weeks to research core scientific challenges, engage partners and end-users, demonstrate prototypical solutions, and finalize and document their results and outcomes. In this high pressure, results-driven environment emerging geoscience professionals build strong networks, hone effective communication skills, and learn how to call on the varied strengths of a multidisciplinary team to achieve difficult objectives. The DEVELOP approach to workforce development has a variety of advantages over classic apprenticeship-style internship systems. Foremost is the experiential learning of grappling with real-world applied science challenges as a primary actor instead of as an observer or minor player. DEVELOP participants gain experience that fosters personal strengths and service to others, promoting a balance of leadership and teamwork in order to successfully address community needs. The program also advances understanding of Earth science data and technology amongst participants and partner organizations to cultivate skills in managing schedules, risks and resources to best optimize outcomes. Individuals who come through the program gain experience and networking opportunities working within NASA and partner organizations that other internship and academic activities cannot replicate providing not only skill development but an introduction to future STEM-related career paths. With the competitive nature and growing societal role of science and technology in today's global community, DEVELOP fosters collaboration and advances environmental

  4. The American Geological Institute Minority Participation Program (MPP): Thirty Years of Improving Access to Opportunities in the Geosciences Through Undergraduate and Graduate Scholarships for Underrepresented Minorities

    Science.gov (United States)

    Callahan, C. N.; Byerly, G. R.; Smith, M. J.

    2001-05-01

    are used to gauge the needs of the scholar, and to access the success of the overall program. The MPP Advisory Committee aims to match the profession of the mentor with the scholar's academic interest. Throughout the year, mentors and scholars communicate about possible opportunities in the geosciences such as internships, participation in symposia, professional society meetings, and job openings. Mentors have also been active in helping younger students cope with the major changes involved in relocating to a new region of the country or a new college culture. We believe that AGI is well positioned to advance diversity in the geosciences through its unique standing as the major professional organization in the geosciences. AGI maintains strong links to its professional Member Societies, state and federal agencies and funding programs, many with distinctive programs in the geoscience education. AGI Corporate Associates have consistently pledged to support diversity issues in geoscience education. Current plans include seeking funding for 48 undergraduate awards at \\2500 each and \\24,000 to support undergraduate travel to professional meetings. We also expect to increase the size of our graduate scholarship program to 30 students and raise an additional \\$30,000 to support graduate travel to professional meetings.

  5. Explosion hazards of LPG-air mixtures in vented enclosure with obstacles.

    Science.gov (United States)

    Zhang, Qi; Wang, Yaxing; Lian, Zhen

    2017-07-15

    Numerical simulations were performed to study explosion characteristics of liquefied petroleum gas (LPG) explosion in enclosure with a vent. Unlike explosion overpressure and dynamic pressure, explosion temperature of the LPG-air mixture at a given concentration in a vented enclosure has very little variation with obstacle numbers for a given blockage ratio. For an enclosure without obstacle, explosion overpressures for the stoichiometric mixtures and the fuel-lean mixtures reach their maximum within the vent and that for fuel-rich mixture reaches its maximum beyond and near the vent. Dynamic pressures produced by an indoor LPG explosion reach their maximum always beyond the vent no matter obstacles are present or not in the enclosure. A LPG explosion in a vented enclosure with built-in obstacles is strong enough to make the brick and mortar wall with a thickness of 370mm damaged. If there is no obstacle in the enclosure, the lower explosion pressure of several kPa can not break the brick and mortar wall with a thickness of 370mm. For a LPG explosion produced in an enclosure with a vent, main hazards, within the vent, are overpressure and high temperature. However main hazards are dynamic pressure, blast wind, and high temperature beyond the vent. Copyright © 2017 Elsevier B.V. All rights reserved.

  6. 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

  7. Frictional properties of single crystals HMX, RDX and PETN explosives

    International Nuclear Information System (INIS)

    Wu, Y.Q.; Huang, F.L.

    2010-01-01

    The frictional properties of single crystals of cyclotetramethylene tetranitramine (HMX), cyclotrimethylene trinitramine (RDX) and pentaerythritol tetranitrate (PETN) secondary explosives are examined using a sensitive friction machine. The explosive crystals used for the measurements are at least 3.5 mm wide. The friction coefficients between crystals of the same explosive (i.e., HMX on HMX, etc.), crystals of different explosives (i.e., HMX on RDX, etc.), and each explosive and a well-polished gauge steel surface are determined. The frictional surfaces are also studied under an environmental scanning electron microscope (ESEM) to analyze surface microstructural changes under increasing loading forces. The friction coefficients vary considerably with increasing normal loading forces and are particularly sensitive to slider shapes, crystal roughness and the mechanical properties of both the slider and the sample. With increasing loading forces, most friction experiments show surface damage, consisting of grooves, debris, and nano-particles, on both the slider and sample. In some cases, a strong evidence of a localized molten state is found in the central region of the friction track. Possible mechanisms that affect the friction coefficient are discussed based on microscopic observations.

  8. Simulation of first SERENA KROTOS steam explosion experiment

    International Nuclear Information System (INIS)

    Leskovar, Matjaz; Ursic, Mitja

    2009-01-01

    A steam explosion may occur when, during a severe reactor accident, the molten core comes into contact with the coolant water. A strong enough steam explosion in a nuclear power plant could jeopardize the containment integrity and so lead to a direct release of radioactive material to the environment. To resolve the open issues in steam explosion understanding and modeling, the OECD program SERENA Phase 2 was launched at the end of year 2007, focusing on nuclear applications. SERENA comprises an experimental program, which is being carried out in the complementary KROTOS and TROI corium facilities, accompanied by a comprehensive analytical program, where also pre- and post-test calculations are foreseen. In the paper the sensitivity post-test calculations of the first SERENA KROTOS experiment KS-1, which were performed with the code MC3D, are presented and discussed. Since the results of the SERENA tests are restricted to SERENA members, only the various calculation results are given, not comparing them to experimental measurements. Various premixing and explosion simulations were performed on a coarse and a fine numerical mesh, applying two different jet breakup models (global, local) and varying the minimum bubble diameter in the explosion simulations (0.5 mm, 5 mm). The simulations revealed that all varied parameters have a significant influence on the calculation results, as was expected since the fuel coolant interaction process is a highly complex phenomenon. The results of the various calculations are presented in comparison and the observed differences are discussed and explained. (author)

  9. General phenomenology of underground nuclear explosions

    International Nuclear Information System (INIS)

    Derlich, S.; Supiot, F.

    1969-01-01

    An essentially qualitatively description is given of the phenomena related to underground nuclear explosions (explosion of a single unit, of several units in line, and simultaneous explosions). In the first chapter are described the phenomena which are common to contained explosions and to explosions forming craters (formation and propagation of a shock-wave causing the vaporization, the fusion and the fracturing of the medium). The second chapter describes the phenomena related to contained explosions (formation of a cavity with a chimney). The third chapter is devoted to the phenomenology of test explosions which form a crater; it describes in particular the mechanism of formation and the different types of craters as a function of the depth of the explosion and of the nature of the ground. The aerial phenomena connected with explosions which form a crater: shock wave in the air and focussing at a large distance, and dust clouds, are also dealt with. (authors) [fr

  10. 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

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

    Science.gov (United States)

    Sturm, D.; Jones, T. S.

    2006-12-01

    Studies of high achieving African-American and Hispanic students have shown the students do not go into STEM (Science, Technology, Engineering and Math) disciplines due to the poor teaching by some STEM teachers, lack of encouragement from teachers or parents and a self perception the students will not be successful. One underlying component to this problem is the issue of perception of the STEM disciplines by the general public. This study focuses on changing the often negative or neutral perception into one more positive and diverse. This study utilizes clear, and hopefully effective, media communication through the use of traditional marketing strategies to promote the geosciences and the geology program at the University of Tennessee at Chattanooga to the general public in the Chattanooga metropolitan area. Average citizens are generally unaware of the various geoscience divisions and career opportunities available. Pioneer marketing, used in this study, introduces new ideas and concepts to the general public, but does not ask for direct action to be taken. The primary goal is to increase awareness of the geosciences. The use of printed and online media delivers the message to the public. In the media, personal interviews with geoscientists from all races and backgrounds were included to demonstrate diversity. An invitation was made to all high school students to participate in an associated after-school program. Elements developed for this program include: 1) clearly defining goals for the marketing effort; 2) delineating the target market by age, education, race and gender; 3) developing a story to tell in the marketing effort; and 4) producing products to achieve the marketing goals. For this effort, the product results included: an annual newspaper tabloid, an associated website and a departmental brochure. The marketing results show increased public awareness, increased awareness of the geology program within the University of Tennessee at Chattanooga

  12. 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

  13. LaURGE: Louisiana Undergraduate Recruitment and Geoscience Education

    Science.gov (United States)

    Nunn, J. A.; Agnew, J.

    2009-12-01

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

  14. 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

  15. Inhomogeneous wire explosion in water

    International Nuclear Information System (INIS)

    Hwangbo, C.K.; Kong, H.J.; Lee, S.S.

    1980-01-01

    Inhomogeneous processes are observed in underwater copper wire explosion induced by a condensed capacitor discharge. The wire used is 0.1 mm in diameter and 10 mm long, and the capacitor of 2 μF is charged to 5 KV. A N 2 laser is used for the diagnostic of spatial extension of exploding copper vapour. The photographs obtained in this experiment show unambiguously the inhomogeneous explosion along the exploding wire. The quenching of plasma by the surrounding water inhibits the expansion of the vapour. It is believed the observed inhomogeneous explosion along the wire is located and localized around Goronkin's striae, which was first reported by Goronkin and discussed by Froengel as a pre-breakdown phenomenon. (author)

  16. Seismic coupling of nuclear explosions

    International Nuclear Information System (INIS)

    Larson, D.B.

    1989-01-01

    The new Giant Magnet Experimental Facility employing digital recording of explosion induced motion has been constructed and successfully tested. Particle velocity and piezoresistance gage responses can be measured simultaneously thus providing the capability for determining the multi-component stress-strain history in the test material. This capability provides the information necessary for validation of computer models used in simulation of nuclear underground testing, chemical explosion testing, dynamic structural response, earth penetration response, and etc. This report discusses fully coupled and cavity decoupled explosions of the same energy (0.622 kJ) were carried out as experiments to study wave propagation and attenuation in polymethylmethacrylate (PMMA). These experiments produced particle velocity time histories at strains from 2 x 10 -3 to as low as 5.8 x 10 -6 . Other experiments in PMMA, reported recently by Stout and Larson 8 provide additional particle velocity data to strains of 10 -1

  17. Optimal dynamic detection of explosives

    Energy Technology Data Exchange (ETDEWEB)

    Moore, David Steven [Los Alamos National Laboratory; Mcgrane, Shawn D [Los Alamos National Laboratory; Greenfield, Margo T [Los Alamos National Laboratory; Scharff, R J [Los Alamos National Laboratory; Rabitz, Herschel A [PRINCETON UNIV; Roslund, J [PRINCETON UNIV

    2009-01-01

    The detection of explosives is a notoriously difficult problem, especially at stand-off distances, due to their (generally) low vapor pressure, environmental and matrix interferences, and packaging. We are exploring optimal dynamic detection to exploit the best capabilities of recent advances in laser technology and recent discoveries in optimal shaping of laser pulses for control of molecular processes to significantly enhance the standoff detection of explosives. The core of the ODD-Ex technique is the introduction of optimally shaped laser pulses to simultaneously enhance sensitivity of explosives signatures while reducing the influence of noise and the signals from background interferents in the field (increase selectivity). These goals are being addressed by operating in an optimal nonlinear fashion, typically with a single shaped laser pulse inherently containing within it coherently locked control and probe sub-pulses. With sufficient bandwidth, the technique is capable of intrinsically providing orthogonal broad spectral information for data fusion, all from a single optimal pulse.

  18. Calculating overpressure from BLEVE explosions

    Energy Technology Data Exchange (ETDEWEB)

    Planas-Cuchi, E.; Casal, J. [Universitat Politecnica de Catalunya, Barcelona (Spain). Department of Chemical Engineering, Centre for Technological Risk Studies; Salla, J.M. [Universitat Politecnica de Catalunya, Barcelona (Spain). Department of Heat Engines

    2004-11-01

    Although a certain number of authors have analyzed the prediction of boiling liquid expanding vapour explosion (BLEVE) and fireball effects, only very few of them have proposed methodologies for predicting the overpressure from such explosions. In this paper, the methods previously published are discussed and shown to introduce a significant overestimation due to erroneous thermodynamic assumptions - ideal gas behaviour and isentropic vapour expansion - on which they are based (in fact, they give the maximum value of overpressure which can be caused by a BLEVE). A new approach is proposed, based on the - more realistic - assumption of an adiabatic and irreversible expansion process; the real properties of the substance involved in the explosion are used. The two methods are compared through the application to a given case. (author)

  19. The vapor pressures of explosives

    Energy Technology Data Exchange (ETDEWEB)

    Ewing, Robert G.; Waltman, Melanie J.; Atkinson, David A.; Grate, Jay W.; Hotchkiss, Peter

    2013-01-05

    The vapor pressures of many explosive compounds are extremely low and thus determining accurate values proves difficult. Many researchers, using a variety of methods, have measured and reported the vapor pressures of explosives compounds at single temperatures, or as a function of temperature using vapor pressure equations. There are large variations in reported vapor pressures for many of these compounds, and some errors exist within individual papers. This article provides a review of explosive vapor pressures and describes the methods used to determine them. We have compiled primary vapor pressure relationships traceable to the original citations and include the temperature ranges for which they have been determined. Corrected values are reported as needed and described in the text. In addition, after critically examining the available data, we calculate and tabulate vapor pressures at 25 °C.

  20. Evidence for nearby supernova explosions

    International Nuclear Information System (INIS)

    Benitez, Narciso; Maiz-Apellaniz, Jesus; Canelles, Matilde

    2002-01-01

    Supernova (SN) explosions are one of the most energetic--and potentially lethal--phenomena in the Universe. We show that the Scorpius-Centaurus OB association, a group of young stars currently located at ∼130 pc from the Sun, has generated 20 SN explosions during the last 11 Myr, some of them probably as close as 40 pc to our planet. The deposition on Earth of 60 Fe atoms produced by these explosions can explain the recent measurements of an excess of this isotope in deep ocean crust samples. We propose that ∼2 Myr ago, one of the SNe exploded close enough to Earth to seriously damage the ozone layer, provoking or contributing to the Pliocene-Pleistocene boundary marine extinction

  1. 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…

  2. 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…

  3. ICPP custom dissolver explosion recovery

    International Nuclear Information System (INIS)

    Demmer, R.; Hawk, R.

    1992-01-01

    This report discusses the recovery from the February 9, 1991 small scale explosion in a custom processing dissolver at the Idaho Chemical Processing Plant. Custom processing is a small scale dissolution facility which processes nuclear material in an economical fashion. The material dissolved in this facility was uranium metal, uranium oxides, and uranium/fissium alloy in nitric acid. The paper explained the release of fission material, and the decontamination and recovery of the fuel material. The safety and protection procedures were also discussed. Also described was the chemical analysis which was used to speculate the most probable cause of the explosion. (MB)

  4. Explosions in Landau Vlasov dynamics

    International Nuclear Information System (INIS)

    Suraud, E.; Cussol, D.; Gregoire, C.; Boilley, D.; Pi, M.; Schuck, P.; Remaud, B.; Sebille, F.

    1988-01-01

    A microscopic study of the quasi-fusion/explosion transition is presented in the framework of Landau-Vlasov simulations of intermediate energy heavy-ion collisions (bombarding energies between 10 and 100 MeV/A). A detailed analysis in terms of the Equation of State of the system is performed. In agreement with schematic models we find that the composite nuclear system formed in the collision does explode when it stays long enough in the mechanically unstable region (spinodal region). Quantitative estimates of the explosion threshold are given for central symmetric reactions (Ca+Ca and Ar+Ti). The effect of the nuclear matter compressibility modulus is discussed

  5. System for detecting nuclear explosions

    International Nuclear Information System (INIS)

    Rawls, L.E.

    1978-01-01

    Apparatus for detecting underground nuclear explosions is described that is comprised of an antenna located in the dielectric substance of a deep waveguide in the earth and adapted to detect low frequency electromagnetic waves generated by a nuclear explosion, the deep waveguide comprising the high conductivity upper sedimentary layers of the earth, the dielectric basement rock, and a high conductivity layer of basement rock due to the increased temperature thereof at great depths, and means for receiving the electromagnetic waves detected by said antenna means

  6. Biological consequences of atomic explosions

    International Nuclear Information System (INIS)

    Messerschmidt, O.

    1984-01-01

    After an introductory chapter of the development and properties of nuclear weapons and the events of Hiroshima and Nagasaki, this books shows the effects of atomic explosions for man: effects of the pressure wave, thermal radiation, initial nuclear radiation alone or in conjunction and possible medical help. In addition the less massive damage caused by induced radioactivity and fallout, their prevention resp. treatment and the malignant/nonmalignant late effects are discussed. A further chapter deals with the psychological and epidemiological effects of atomic explosions, the consequences for food and water supply, and the construction of shetters. The last chapter is concerned with the problem of organising medical help. (MG) [de

  7. 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

  8. Delayed signatures of underground nuclear explosions

    Science.gov (United States)

    Carrigan, Charles R.; Sun, Yunwei; Hunter, Steven L.; Ruddle, David G.; Wagoner, Jeffrey L.; Myers, Katherine B. L.; Emer, Dudley F.; Drellack, Sigmund L.; Chipman, Veraun D.

    2016-03-01

    Radionuclide signals from underground nuclear explosions (UNEs) are strongly influenced by the surrounding hydrogeologic regime. One effect of containment is delay of detonation-produced radioxenon reaching the surface as well as lengthening of its period of detectability compared to uncontained explosions. Using a field-scale tracer experiment, we evaluate important transport properties of a former UNE site. We observe the character of signals at the surface due to the migration of gases from the post-detonation chimney under realistic transport conditions. Background radon signals are found to be highly responsive to cavity pressurization suggesting that large local radon anomalies may be an indicator of a clandestine UNE. Computer simulations, using transport properties obtained from the experiment, track radioxenon isotopes in the chimney and their migration to the surface. They show that the chimney surrounded by a fractured containment regime behaves as a leaky chemical reactor regarding its effect on isotopic evolution introducing a dependence on nuclear yield not previously considered. This evolutionary model for radioxenon isotopes is validated by atmospheric observations of radioxenon from a 2013 UNE in the Democratic People’s Republic of Korea (DPRK). Our model produces results similar to isotopic observations with nuclear yields being comparable to seismic estimates.

  9. [Death by explosion of an aerial mine].

    Science.gov (United States)

    Stockhausen, Sarah; Wöllner, Kirsten; Madea, Burkhard; Doberentz, Elke

    2014-01-01

    Civilians are rarely killed by military weapons except in times of war. In early 2014, a 50-year-old man died in an explosion of an aerial mine from the Second World War when he was crushing concrete chunks with an excavator at a recycling plant. In the burned operator's cab, the remains of a body were found on the driver's seat. The thorax and the head were missing. Still sticking in the shoe, the right foot severed at the ankle was found about 7 m from the excavator together with numerous small to tiny body parts. At autopsy, the completely disrupted, strongly charred lower torso of a male connected to the left extremities as well as a large number of small tissue fragments and calcined bones were found. According to calculations performed by the seismographical station on the basis of seismic data, only about 45-60 percent of the charge had detonated. The autopsy results illustrate all the more the massive impact of such an explosion.

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

    Science.gov (United States)

    Blake, R.; Liou-Mark, J.

    2012-12-01

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

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

    Science.gov (United States)

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

    2016-12-01

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

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

    Science.gov (United States)

    Houlding, Simon W.

    2001-08-01

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

  13. 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.

  14. OntoSoft: A Software Registry for Geosciences

    Science.gov (United States)

    Garijo, D.; Gil, Y.

    2017-12-01

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

  15. 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

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

    Science.gov (United States)

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

    2011-12-01

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

  17. Excavation research with chemical explosives

    International Nuclear Information System (INIS)

    Vandenberg, William E.; Day, Walter C.

    1970-01-01

    The US Army Engineer Nuclear Cratering Group (NCG) is located at the Lawrence Radiation Laboratory in Livermore, California. NCG was established in 1962 and assigned responsibility for technical program direction of the Corps of Engineers Nuclear Excavation Research Program. The major part of the experimental program has been the execution of chemical explosive excavation experiments. In the past these experiments were preliminary to planned nuclear excavation experiments. The experience gained and technology developed in accomplishing these experiments has led to an expansion of NCG's research mission. The overall research and development mission now includes the development of chemical explosive excavation technology to enable the Corps of Engineers to more economically accomplish Civil Works Construction projects of intermediate size. The current and future chemical explosive excavation experiments conducted by NCG will be planned so as to provide data that can be used in the development of both chemical and nuclear excavation technology. In addition, whenever possible, the experiments will be conducted at the specific sites of authorized Civil Works Construction Projects and will be designed to provide a useful portion of the engineering structures planned in that project. Currently, the emphasis in the chemical explosive excavation program is on the development of design techniques for producing specific crater geometries in a variety of media. Preliminary results of two such experiments are described in this paper; Project Pre-GONDOLA III, Phase III, Reservoir Connection Experiment; and a Safety Calibration Series for Project TUGBOAT, a small boat harbor excavation experiment

  18. Excavation research with chemical explosives

    Energy Technology Data Exchange (ETDEWEB)

    Vandenberg, William E; Day, Walter C [U.S. Army Engineer Nuclear Cratering Group, Lawrence Radiation Laboratory, Livermore, CA (United States)

    1970-05-01

    The US Army Engineer Nuclear Cratering Group (NCG) is located at the Lawrence Radiation Laboratory in Livermore, California. NCG was established in 1962 and assigned responsibility for technical program direction of the Corps of Engineers Nuclear Excavation Research Program. The major part of the experimental program has been the execution of chemical explosive excavation experiments. In the past these experiments were preliminary to planned nuclear excavation experiments. The experience gained and technology developed in accomplishing these experiments has led to an expansion of NCG's research mission. The overall research and development mission now includes the development of chemical explosive excavation technology to enable the Corps of Engineers to more economically accomplish Civil Works Construction projects of intermediate size. The current and future chemical explosive excavation experiments conducted by NCG will be planned so as to provide data that can be used in the development of both chemical and nuclear excavation technology. In addition, whenever possible, the experiments will be conducted at the specific sites of authorized Civil Works Construction Projects and will be designed to provide a useful portion of the engineering structures planned in that project. Currently, the emphasis in the chemical explosive excavation program is on the development of design techniques for producing specific crater geometries in a variety of media. Preliminary results of two such experiments are described in this paper; Project Pre-GONDOLA III, Phase III, Reservoir Connection Experiment; and a Safety Calibration Series for Project TUGBOAT, a small boat harbor excavation experiment.

  19. Experimental approach to explosive nucleosynthesis

    International Nuclear Information System (INIS)

    Kubono, S.

    1991-07-01

    Recent development of experimental studies on explosive nucleosynthesis, especially the rapid proton process and the primordial nucleosynthesis were discussed with a stress on unstable nuclei. New development in the experimental methods for the nuclear astrophysics is also discussed which use unstable nuclear beams. (author)

  20. Lead-free primary explosives

    Science.gov (United States)

    Huynh, My Hang V.

    2010-06-22

    Lead-free primary explosives of the formula (cat).sub.Y[M.sup.II(T).sub.X(H.sub.2O).sub.6-X].sub.Z, where T is 5-nitrotetrazolate, and syntheses thereof are described. Substantially stoichiometric equivalents of the reactants lead to high yields of pure compositions thereby avoiding dangerous purification steps.

  1. Explosive micro-bubble actuator

    NARCIS (Netherlands)

    van den Broek, D.M.; Elwenspoek, Michael Curt

    2007-01-01

    Explosive evaporation occurs when a thin layer of liquid reaches a very high temperature in a very short time. At these temperatures homogeneous nucleation takes place. The nucleated bubbles almost instantly coalesce forming a vapour film followed by rapid growth due to the pressure impulse and

  2. The behavior limestone under explosive load

    Science.gov (United States)

    Orlov, M. Yu; Orlova, Yu N.; Bogomolov, G. N.

    2016-11-01

    Limestone behavior under explosive loading was investigated. The behavior of the limestone by the action of the three types of explosives, including granular, ammonite and emulsion explosives was studied in detail. The shape and diameter of the explosion craters were obtained. The observed fragments after the blast have been classified as large, medium and small fragments. Three full-scale experiments were carried out. The research results can be used as a qualitative test for the approbation of numerical methods.

  3. Exploring how New Teaching Materials Influence the Beliefs and Practices of Instructors and Students' Attitudes about Geoscience

    Science.gov (United States)

    Pelch, Michael Anthony

    STEM educational reform encourages a transition from instructor-centered passive learning classrooms to student-centered, active learning environments. Instructors adopting these changes incorporate research-validated teaching practices that improve student learning. Professional development that trains faculty to implement instructional reforms plays a key role in supporting this transition. Effective professional development features authentic, rigorous experiences of sufficient duration. We investigated changes in the teaching beliefs of college faculty resulting from their participation in InTeGrate project that guided them in the development of reformed instructional materials for introductory college science courses. A convergent parallel mixed methods design was employed using the Teacher Belief Interview, the Beliefs About Reformed Science Teaching and Learning survey and participants' reflections on their experience to characterize pedagogical beliefs at different stages of their professional development. Qualitative and quantitative data show a congruent change toward reformed pedagogical beliefs for the majority of participants. The majority of participants' TBI scores improved toward more student-centered pedagogical beliefs. Instructors who began with the most traditional pedagogical beliefs showed the greatest gains. Interview data and participants' reflections aligned with the characteristics of effective professional development. Merged results suggest that the most significant changes occurred in areas strongly influenced by situational classroom factors. Introductory geoscience courses play a crucial role in recruiting new geoscience majors but we know relatively little about how students' attitudes and motivations are impacted by their experiences in geoscience classes. Students' attitudes toward science and its relevance are complex and are dependent upon the context in which they encounter science. Recent investigations into the attitudes of

  4. Behavior of explosion debris clouds

    International Nuclear Information System (INIS)

    Anon.

    1986-01-01

    In the normal course of events the behavior of debris clouds created by explosions will be of little concern to the atomic energy industry. However, two situations, one of them actual and one postulated, exist where the rise and spread of explosion clouds can affect site operations. The actual occurrence would be the detonation of nuclear weapons and the resultant release and transport of radioactive debris across the various atomic energy installations. Although the activity of the diffusing cloud is not of biological concern, it may still be sufficiently above background to play havoc with the normal readings of sensitive monitoring instruments. If it were not known that these anomalous readings resulted from explosion debris, considerable time and expense might be required for on-site testing and tracing. Fortunately it is usually possible, with the use of meteorological data and forecasts, to predict when individual sites are affected by nuclear weapon debris effects. The formation rise, and diffusion of weapon clouds will be discussed. The explosion of an atomic reactor is the postulated situation. It is common practice in reactor hazard analysis to assume a combination of circumstances which might result in a nuclear incident with a release of material to the atmosphere. It is not within the scope of this report to examine the manifold plausibilities that might lead to an explosion or the possible methods of release of gaseous and/or particulates from such an occurrence. However, if the information of a cloud is assumed and some idea of its energy content is obtainable, estimates of the cloud behavior in the atmosphere can be made

  5. Ideas for peaceful nuclear explosions in USSR

    International Nuclear Information System (INIS)

    1970-01-01

    Three papers prepared in USSR have been made available to the Agency for circulation among Member States. One examines radioactive contamination and methods for predicting it, of natural environments during underground explosions. Another deals with the mechanical effect of underground explosions. The third, which forms the basis of this article, reviews possible applications of peaceful nuclear explosions in the Soviet economy. (author)

  6. Gas explosion in domestic buildings. The vented gas explosion[sub][/sub

    Directory of Open Access Journals (Sweden)

    Tadeusz Chyży

    2014-08-01

    Full Text Available In this paper, the basic information, related to the so-called vented gas explosion, has been presented. The vented explosion it is an explosion, during which the destruction of the weakest elements of the structure occurs. Through the resulting holes (decompressing surfaces can flow both combustion products and non-burned gas mixture. In consequence, reduction of the maximum explosion pressure[i] P[sub]red [/sub][/i] may be significant. Often, a gas explosion occurs inside residential buildings. In this case, natural vents are window and door openings.[b]Keywords[/b]: gas, explosion, combustion, explosion vents

  7. A review of vapor explosion information pertinent to the SRS reactors

    International Nuclear Information System (INIS)

    Hyder, M.L.; Allison, D.K.

    1992-04-01

    Vapor explosions are explosive events resulting from the mixing of two liquids, one of which is heated to a temperature well above the boiling point of the second. Under some circumstances mixing of the liquids can boil part of the lower boiling liquid so quickly that the expanding vapor generates a strong pressure wave and explosion. If the lower boiling liquid is water, as is frequently the case, the event is called a ''steam explosion''. Analyses in support of the K-Reactor Probabilistic Risk Assessment have shown that steam explosions generated by the interaction of molten reactor fuel with water contribute significantly to the risk of reactor operation at the SRS. This calculated risk incorporates a conservative treatment of the uncertainties associated with such explosions. Study of steam explosions involving molten reactor materials has been included in the Severe Accident Analysis Program (SAAP) in order to obtain a better evaluation of their importance, and, if possible, to find ways to avoid them. This paper presents a brief review and summary of steam explosion experience from literature accounts, along with the results of experimental studies from the SAAP. It concludes with an evaluation of current knowledge, and suggestions for future development. 71 refs

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

    Science.gov (United States)

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

    2009-12-01

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

  9. 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

  10. Infusing Geoethics One Geoscience Course at a Time

    Science.gov (United States)

    Cronin, V. S.

    2016-12-01

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

  11. A Categorical Framework for Model Classification in the Geosciences

    Science.gov (United States)

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

    2016-04-01

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

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

    Science.gov (United States)

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

    2012-12-01

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

  13. Explosive force production during isometric squats correlates with athletic performance in rugby union players.

    Science.gov (United States)

    Tillin, Neale Anthony; Pain, Matthew Thomas Gerard; Folland, Jonathan

    2013-01-01

    This study investigated the association between explosive force production during isometric squats and athletic performance (sprint time and countermovement jump height). Sprint time (5 and 20 m) and jump height were recorded in 18 male elite-standard varsity rugby union players. Participants also completed a series of maximal- and explosive-isometric squats to measure maximal force and explosive force at 50-ms intervals up to 250 ms from force onset. Sprint performance was related to early phase (≤100 ms) explosive force normalised to maximal force (5 m, r = -0.63, P = 0.005; and 20 m, r = -0.54, P = 0.020), but jump height was related to later phase (>100 ms) absolute explosive force (0.51 squats (33-67%; 0.001 squats was associated with athletic performance. Specifically, sprint performance was most strongly related to the proportion of maximal force achieved in the initial phase of explosive-isometric squats, whilst jump height was most strongly related to absolute force in the later phase of the explosive-isometric squats.

  14. Potential fire or explosion risks in reprocessing plants

    International Nuclear Information System (INIS)

    Lefort, G.

    1983-05-01

    Installation for reprocessing are large chemical plants handling large quantities of inflammable solvents and products allowing large risk of fire. Further, the chemical process involves the use of oxidizer and reducer agents which can have a very strong chemical activity and by certain circumstances create overpressures or large explosions. This paper shows the principal radioactive consequences we can retain in safety analyses. As an example the combustion phenomenon involved in a solid waste storage silo with irradiated uranium traces is described [fr

  15. Detonation and fragmentation modeling for the description of large scale vapor explosions

    International Nuclear Information System (INIS)

    Buerger, M.; Carachalios, C.; Unger, H.

    1985-01-01

    The thermal detonation modeling of large-scale vapor explosions is shown to be indispensable for realistic safety evaluations. A steady-state as well as transient detonation model have been developed including detailed descriptions of the dynamics as well as the fragmentation processes inside a detonation wave. Strong restrictions for large-scale vapor explosions are obtained from this modeling and they indicate that the reactor pressure vessel would even withstand explosions with unrealistically high masses of corium involved. The modeling is supported by comparisons with a detonation experiment and - concerning its key part - hydronamic fragmentation experiments. (orig.) [de

  16. Reduction of radioactivity produced by nuclear explosives

    Energy Technology Data Exchange (ETDEWEB)

    Lessler, Richard M [Lawrence Radiation Laboratory, University of California, Livermore, CA (United States)

    1970-05-15

    Four main sources contribute to the radioactivity produced by a nuclear explosive: 1. Fission products from the nuclear explosive, 2. Fusion products from the nuclear explosive, 3. Induced radioactivity in the nuclear explosive, 4. Induced radioactivity in the environment. This paper will summarize some of the work done at the Lawrence Radiation Laboratory at Livermore to reduce the radioactivity from these sources to levels acceptable for peaceful applications. Although it is theoretically possible to have no radioactivity produced by nuclear explosives, this goal has not been achieved.

  17. Introducing Geoscience Students to Numerical Modeling of Volcanic Hazards: The example of Tephra2 on VHub.org

    Directory of Open Access Journals (Sweden)

    Leah M. Courtland

    2012-07-01

    Full Text Available The Tephra2 numerical model for tephra fallout from explosive volcanic eruptions is specifically designed to enable students to probe ideas in model literacy, including code validation and verification, the role of simplifying assumptions, and the concepts of uncertainty and forecasting. This numerical model is implemented on the VHub.org website, a venture in cyberinfrastructure that brings together volcanological models and educational materials. The VHub.org resource provides students with the ability to explore and execute sophisticated numerical models like Tephra2. We present a strategy for using this model to introduce university students to key concepts in the use and evaluation of Tephra2 for probabilistic forecasting of volcanic hazards. Through this critical examination students are encouraged to develop a deeper understanding of the applicability and limitations of hazard models. Although the model and applications are intended for use in both introductory and advanced geoscience courses, they could easily be adapted to work in other disciplines, such as astronomy, physics, computational methods, data analysis, or computer science.

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

    Science.gov (United States)

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

    2012-04-01

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

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

    Science.gov (United States)

    Sloan, V.; Haacker, R.

    2014-12-01

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

  20. 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.

  1. 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.

  2. Righting the balance: Gender diversity in the geosciences

    Science.gov (United States)

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

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

  3. 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

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

    Directory of Open Access Journals (Sweden)

    M. Petersen

    2018-01-01

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

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

    Science.gov (United States)

    Wolfe, Cecily J.

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

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

    International Nuclear Information System (INIS)

    Whitaker, S.H.

    1987-01-01

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

  7. 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.

  8. Hawking radiation and strong gravity black holes

    International Nuclear Information System (INIS)

    Qadir, A.; Sayed, W.A.

    1979-01-01

    It is shown that the strong gravity theory of Salam et al. places severe restrictions on black hole evaporation. Two major implications are that: mini blck holes (down to masses approximately 10 -16 kg) would be stable in the present epoch; and that some suggested mini black hole mechanisms to explain astrophysical phenomena would not work. The first result implies that f-gravity appears to make black holes much safer by removing the possibility of extremely violent black hole explosions suggested by Hawking. (Auth.)

  9. 3D Immersive Visualization: An Educational Tool in Geosciences

    Science.gov (United States)

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

    2007-05-01

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

  10. Helping geoscience students improve their numeracy using online quizzes

    Science.gov (United States)

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

    2010-05-01

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

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

    Science.gov (United States)

    Barrett, D.

    2005-12-01

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

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

    Science.gov (United States)

    Valyrakis, Manousos; Cheng, Ming

    2016-04-01

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

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

    Science.gov (United States)

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

    2013-05-01

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

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

    Science.gov (United States)

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

    2011-12-01

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

  15. 3D Printing and Digital Rock Physics for the Geosciences

    Science.gov (United States)

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

    2014-12-01

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

  16. The AR Sandbox: Augmented Reality in Geoscience Education

    Science.gov (United States)

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

    2016-12-01

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

  17. 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.

  18. Spot test kit for explosives detection

    Science.gov (United States)

    Pagoria, Philip F; Whipple, Richard E; Nunes, Peter J; Eckels, Joel Del; Reynolds, John G; Miles, Robin R; Chiarappa-Zucca, Marina L

    2014-03-11

    An explosion tester system comprising a body, a lateral flow membrane swab unit adapted to be removeably connected to the body, a first explosives detecting reagent, a first reagent holder and dispenser operatively connected to the body, the first reagent holder and dispenser containing the first explosives detecting reagent and positioned to deliver the first explosives detecting reagent to the lateral flow membrane swab unit when the lateral flow membrane swab unit is connected to the body, a second explosives detecting reagent, and a second reagent holder and dispenser operatively connected to the body, the second reagent holder and dispenser containing the second explosives detecting reagent and positioned to deliver the second explosives detecting reagent to the lateral flow membrane swab unit when the lateral flow membrane swab unit is connected to the body.

  19. Sensitivity to friction for primary explosives.

    Science.gov (United States)

    Matyáš, Robert; Šelešovský, Jakub; Musil, Tomáš

    2012-04-30

    The sensitivity to friction for a selection of primary explosives has been studied using a small BAM friction apparatus. The probit analysis was used for the construction of a sensitivity curve for each primary explosive tested. Two groups of primary explosives were chosen for measurement (a) the most commonly used industrially produced primary explosives (e.g. lead azide, tetrazene, dinol, lead styphnate) and (b) the most produced improvised primary explosives (e.g. triacetone triperoxide, hexamethylenetriperoxide diamine, mercury fulminate, acetylides of heavy metals). A knowledge of friction sensitivity is very important for determining manipulation safety for primary explosives. All the primary explosives tested were carefully characterised (synthesis procedure, shape and size of crystals). The sensitivity curves obtained represent a unique set of data, which cannot be found anywhere else in the available literature. Copyright © 2012 Elsevier B.V. All rights reserved.

  20. Problems in the theory of point explosions

    Science.gov (United States)

    Korobeinikov, V. P.

    The book is concerned with the development of the theory of point explosions, which is relevant to the study of such phenomena as the initiation of detonation, high-power explosions, electric discharges, cosmic explosions, laser blasts, and hypersonic aerodynamics. The discussion covers the principal equations and the statement of problems; linearized non-self-similar one-dimensional problems; spherical, cylindrical, and plane explosions with allowance for counterpressure under conditions of constant initial density; explosions in a combustible mixture of gases; and point explosions in inhomogeneous media with nonsymmetric energy release. Attention is also given to point explosions in an electrically conducting gas with allowance for the effect of the magnetic field and to the propagation of perturbations from solar flares.

  1. Containment analysis for the simultaneous detonation of two nuclear explosives

    International Nuclear Information System (INIS)

    Terhune, R.W.; Glenn, H.D.; Burton, D.E.; Rambo, J.T.

    1977-01-01

    The explosive phenomenology associated with the simultaneous detonation of two 2.2-kt nuclear explosives is examined. A comprehensive spatial-time pictorial of the resultant shock-wave phenomenology is given. The explosives were buried at depths of 200 m and 280 m, corresponding to a separation of approximately 4 final cavity radii. Constitutive relations for the surrounding medium were derived from the geophysical logs and core samples taken from an actual emplacement configuration at the Nevada Test Site. Past calculational studies indicate that successful containment may depend upon the development of a strong tangential-stress field (or ''containment cage'') surrounding the cavity at late times. A series of conditions that must be met to insure formation of this cage are presented. Calculational results, based on one- and two-dimensional finite-difference codes of continuum mechanics, describe how each condition has been fulfilled and illustrate the dynamic sequence of events important to the formation of the containment cage. They also indicate, at least for the geological site chosen, that two nuclear explosives do not combine to threaten containment

  2. Seismic verification of underground explosions

    International Nuclear Information System (INIS)

    Glenn, L.A.

    1985-06-01

    The first nuclear test agreement, the test moratorium, was made in 1958 and lasted until the Soviet Union unilaterally resumed testing in the atmosphere in 1961. It was followed by the Limited Test Ban Treaty of 1963, which prohibited nuclear tests in the atmosphere, in outer space, and underwater. In 1974 the Threshold Test Ban Treaty (TTBT) was signed, limiting underground tests after March 1976 to a maximum yield of 250 kt. The TTBT was followed by a treaty limiting peaceful nuclear explosions and both the United States and the Soviet Union claim to be abiding by the 150-kt yield limit. A comprehensive test ban treaty (CTBT), prohibiting all testing of nuclear weapons, has also been discussed. However, a verifiable CTBT is a contradiction in terms. No monitoring technology can offer absolute assurance that very-low-yield illicit explosions have not occurred. The verification process, evasion opportunities, and cavity decoupling are discussed in this paper

  3. Bipolar explosion models for hypernovae

    International Nuclear Information System (INIS)

    Maeda, Keiichi; Nomoto, Ken'ichi

    2003-01-01

    Bipolar explosion models for hypernovae (very energetic supernovae) are presented. These models provide a favorable situation to explain some unexpected features in observations of hypernovae, e.g., high velocity matter dominated by Fe and low velocity matter dominated by O. The overall abundance of these models gives a good fit, at least qualitatively, to abundances in extremely metal-poor stars. We suggest hypernovae be driven by bipolar jets and contribute significantly to the early Galactic chemical evolution

  4. Mass extinctions and supernova explosions

    OpenAIRE

    Korschinek, Gunther

    2016-01-01

    A nearby supernova (SN) explosion could have negatively influenced life on Earth, maybe even been responsible for mass extinctions. Mass extinction poses a significant extinction of numerous species on Earth, as recorded in the paleontologic, paleoclimatic, and geological record of our planet. Depending on the distance between the Sun and the SN, different types of threats have to be considered, such as ozone depletion on Earth, causing increased exposure to the Sun's ultraviolet radiation, o...

  5. Testing strong interaction theories

    International Nuclear Information System (INIS)

    Ellis, J.

    1979-01-01

    The author discusses possible tests of the current theories of the strong interaction, in particular, quantum chromodynamics. High energy e + e - interactions should provide an excellent means of studying the strong force. (W.D.L.)

  6. Performance properties of commercial explosives

    Energy Technology Data Exchange (ETDEWEB)

    Johnson, J.N.; Mader, C.L.; Goldstein, S.

    1983-01-01

    The aquarium test is a proven means of obtaining nonidial performance property data for commercial blasting agents. Optical data on the detonation velocity, shock wave in water, and expansion rate of the pipe enclosing the detonation products (in combination with the equilibrium thermodynamic chemistry code BKW) give the C-J state and degree of chemical reaction at the detonation front, as well as information on additional chemical reaction that occurs as the detonation products expand. Specific explosive systems that are studied are ammonium nitrate-fuel oil mixture (ANFO), aluminized ANFO, flaked trinitrotoluene (TNT), and several other commercial products in 10-cm diam and 20-cm-diam pipes of Plexiglas and clay. Experimental shock-pressure data are obtained with lithium niobate transducers placed in the water surrounding the explosive charge. These data show that the addition of approx.100-..mu..m aluminum particles to ANFO significantly increases the initial peak shock pressure delivered to the surrounding medium. Peak shock pressures in the water, calculated from the shock-wave orientation, are also useful in comparing performance properties of various commercial explosives. 20 references, 17 figures, 2 tables.

  7. Nuclear Explosions 1945-1998

    Energy Technology Data Exchange (ETDEWEB)

    Bergkvist, Nils-Olov; Ferm, Ragnhild

    2000-07-01

    The main part of this report is a list of nuclear explosions conducted by the United States, the Soviet Union, the United Kingdom, France, China, India and Pakistan in 1945-98. The list includes all known nuclear test explosions and is compiled from a variety of sources including officially published information from the USA, Russia and France. The details given for each explosion (date, origin time, location, yield, type, etc.) are often compiled from more than one source because the individual sources do not give complete information. The report includes a short background to nuclear testing and provides brief information on the Comprehensive Nuclear-Test-Ban Treaty and the verification regime now being established to verify compliance with the treaty. It also summarizes nuclear testing country by country. The list should be used with some caution because its compilation from a variety of sources means that some of the data could be incorrect. This report is the result of cooperation between the Defence Research Establishment (FOA) and the Stockholm International Peace Research Institute (SIPRI)

  8. A model of vulcanian explosions

    International Nuclear Information System (INIS)

    Woods, A.W.

    1995-01-01

    We present a model of the initial stages of the explosive eruption of magma from a volcanic conduit as occurs in Vulcanian style eruptions. We assume there is a volatile rich (1-10 wt%) mixture of magma, vaporised groundwater and exsolved volatiles, trapped at high pressure (1-100 atm) just below a plug in a volcanic conduit. If the plug disrupts, there is an explosive eruption in which a rarefaction wave propagates into the conduit allowing the volatile rich mixture to expand and discharge into the atmosphere ahead of the vent. Typically, the explosions are so rapid that coarse grained ejecta (>0.5 mm) do not remain in thermal equilibrium with the gas, and this leads to significantly lower velocities and temperatures than predicted by an equilibrium model. Material may erupt from the vent at speeds of 100-400 m s -1 with an initial mass flux of order 10 7 -10 9 kg s -1 , consistent with video observations of eruptions and measurements of the ballistic dispersal of large clasts. (orig.)

  9. Time-domain study of tectonic strain-release effects on seismic waves from underground nuclear explosions

    International Nuclear Information System (INIS)

    Nakanishi, K.K.; Sherman, N.W.

    1982-09-01

    Tectonic strain release affects both the amplitude and phase of seismic waves from underground nuclear explosions. Surface wave magnitudes are strongly affected by the component of tectonic strain release in the explosion. Amplitudes and radiation patterns of surface waves from explosions with even small tectonic components change magnitudes significantly and show a strong dependence on receiver locations. A thrust-slip source superimposed on an isotropic explosion can explain observed reversals in waveform at different azimuths and phase delays between normal and reversed Rayleigh waves. The mechanism of this reversal is due to the phase relationship between reasonable explosion and tectonic release sources. Spallation or an unusual source time function are not required. The observations of Shagan River events imply thrust-slip motion along faults in a northwest-southeast direction, which is consistent with regional tectonics

  10. 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.

  11. National uses and needs for separated stable isotopes in physics, chemistry, and geoscience research

    International Nuclear Information System (INIS)

    Zisman, M.S.

    1982-01-01

    Present uses of separated stable isotopes in the fields of physics, chemistry, and the geosciences have been surveyed to identify current supply problems and to determine future needs. Demand for separated isotopes remains strong, with 220 different nuclides having been used in the past three years. The largest needs, in terms of both quantity and variety of isotopes, are found in nuclear physics research. Current problems include a lack of availability of many nuclides, unsatisfactory enrichment of rare species, and prohibitively high costs for certain important isotopes. It is expected that demands for separated isotopes will remain roughly at present levels, although there will be a shift toward more requests for highly enriched rare isotopes. Significantly greater use will be made of neutron-rich nuclides below A = 100 for producing exotic ion beams at various accelerators. Use of transition metal nuclei for nuclear magnetic resonance spectroscopy will expand. In addition, calibration standards will be required for the newer techniques of radiological dating, such as the Sm/Nd and Lu/Hf methods, but in relatively small quantities. Most members of the research community would be willing to pay considerably more than they do now to maintain adequate supplies of stable isotopes

  12. National uses and needs for separated stable isotopes in physics, chemistry, and geoscience research

    Energy Technology Data Exchange (ETDEWEB)

    Zisman, M.S.

    1982-01-01

    Present uses of separated stable isotopes in the fields of physics, chemistry, and the geosciences have been surveyed to identify current supply problems and to determine future needs. Demand for separated isotopes remains strong, with 220 different nuclides having been used in the past three years. The largest needs, in terms of both quantity and variety of isotopes, are found in nuclear physics research. Current problems include a lack of availability of many nuclides, unsatisfactory enrichment of rare species, and prohibitively high costs for certain important isotopes. It is expected that demands for separated isotopes will remain roughly at present levels, although there will be a shift toward more requests for highly enriched rare isotopes. Significantly greater use will be made of neutron-rich nuclides below A = 100 for producing exotic ion beams at various accelerators. Use of transition metal nuclei for nuclear magnetic resonance spectroscopy will expand. In addition, calibration standards will be required for the newer techniques of radiological dating, such as the Sm/Nd and Lu/Hf methods, but in relatively small quantities. Most members of the research community would be willing to pay considerably more than they do now to maintain adequate supplies of stable isotopes.

  13. How to make progress in geosciences towards UN Sustainable Development Goal N°5?

    Science.gov (United States)

    Garçon, Véronique

    2017-04-01

    Gender equality is not only a fundamental human right, but a necessary foundation for a peaceful, prosperous and sustainable world. Providing women and girls with equal access to education, decent work, and representation in institutional, scientific research, political and economic decision-making processes will fuel sustainable economies and benefit societies and humanity at large. With a stand-alone goal SDG 5, awareness has been raised about the need for high quality gender data statistics. What is the state of the art in public research institutions? I will present the four main areas of action of the "Mission for the Place of Women at CNRS" namely fostering gender equality within CNRS, promoting gender(ed) research, outreach to young women, female role models, profile raising, and developing networks and partnerships. I will compare data statistics with other research institutions and present the strong partnership that CNRS has developed at national, European and international levels. Belonging to the 27% of women senior scientists at CNRS in geosciences, I will, based on my personal life experience, provide vision on how, in the laboratories world, to promote equality in our disciplines.

  14. Assessment of Safety Parameters for Radiological Explosion Based on Gaussian Dispersion Model

    Energy Technology Data Exchange (ETDEWEB)

    Pandey, Alok [Korea Advanced Institute of Science and Technology, Daejeon (Korea, Republic of); Yu, Hyungjoon; Kim, Hong Suk [Korea Institute of Nuclear Safety, Daejeon (Korea, Republic of)

    2014-10-15

    ), IAEA recommends the generic intervention level of 10 mSv avertable dose for sheltering and 50 mSv for temporary evacuation[8].In the scenario S-2 an area of about 0.94 km{sup 2} and in scenario S-3 and S-4 an area of about 94,000 m{sup 2} is required to be evacuated. Sheltering may be initiated in the area of 1.5 km{sup 2} and 0.33 km{sup 2} in the explosion of scenario S-1 and S-3 respectively. In case of non-metallic source, Sr-90 in this case, the affected area doesn't vary strongly with explosive quantity. Small quantity of explosive material is sufficient for an explosion involving non-metallic source.

  15. Assessment of Safety Parameters for Radiological Explosion Based on Gaussian Dispersion Model

    International Nuclear Information System (INIS)

    Pandey, Alok; Yu, Hyungjoon; Kim, Hong Suk

    2014-01-01

    ), IAEA recommends the generic intervention level of 10 mSv avertable dose for sheltering and 50 mSv for temporary evacuation[8].In the scenario S-2 an area of about 0.94 km 2 and in scenario S-3 and S-4 an area of about 94,000 m 2 is required to be evacuated. Sheltering may be initiated in the area of 1.5 km 2 and 0.33 km 2 in the explosion of scenario S-1 and S-3 respectively. In case of non-metallic source, Sr-90 in this case, the affected area doesn't vary strongly with explosive quantity. Small quantity of explosive material is sufficient for an explosion involving non-metallic source

  16. Improving Geoscience Outreach Through Multimedia Enhanced Web Sites - An Example From Connecticut

    Science.gov (United States)

    Hyatt, J. A.; Coron, C. R.; Schroeder, T. J.; Fleming, T.; Drzewiecki, P. A.

    2005-12-01

    Although large governmental web sites (e.g. USGS, NASA etc.) are important resources, particularly in relation to phenomena with global to regional significance (e.g. recent Tsunami and Hurricane disasters), smaller academic web portals continue to make substantive contributions to web-based learning in the geosciences. The strength of "home-grown" web sites is that they easily can be tailored to specific classes, they often focus on local geologic content, and they potentially integrate classroom, laboratory, and field-based learning in ways that improve introductory classes. Furthermore, innovative multimedia techniques including virtual reality, image manipulations, and interactive streaming video can improve visualization and be particularly helpful for first-time geology students. This poster reports on one such web site, Learning Tools in Earth Science (LTES, http://www.easternct .edu/personal/faculty/hyattj/LTES-v2/), a site developed by geoscience faculty at two state institutions. In contrast to some large web sites with media development teams, LTES geoscientists, with strong support from media and IT service departments, are responsible for geologic content and verification, media development and editing, and web development and authoring. As such, we have considerable control over both content and design of this site. At present the main content modules for LTES include "mineral" and "virtual field trip" links. The mineral module includes an interactive mineral gallery, and a virtual mineral box of 24 unidentified samples that are identical to those used in some of our classes. Students navigate an intuitive web portal to manipulate images and view streaming video segments that explain and undertake standard mineral identification tests. New elements highlighted in our poster include links to a virtual petrographic microscope, in which users can manipulate images to simulate stage rotation in both plane- and cross-polarized light. Virtual field trips

  17. The Geoscience Communication School (GCS): an interactive approach for sharing science

    Science.gov (United States)

    Biondi, Riccardo; Nogherotto, Rita

    2017-04-01

    In 2016 we have organized the first international Geoscience Communication School (GSC) with the purpose of promoting communication skills in scientists: communication not only meant for education but also designed to reach scientific objectives. We strongly believe that, in science communication, the practice and interaction are more important than frontal lectures so we facilitated the creation of a heterogeneous group. We supported the hotel room sharing between researchers with different backgrounds and we organized a social dinner the day before starting the school. The school was divided in 2 different modules: the first 4 days with general topics open to researchers of different disciplines and the last 2 days focusing on geosciences. We thought that having participants with different knowledge and background (in this school: biology, medicine, environment, remote sensing, meteorology, volcanology, seismology) would benefit the students to practice full time their communication skills since they all spent the school period together during the "lectures" and during the free time. All the lectures were accompanied by laboratories and the students experienced concrete activities and were able to practice what they just learnt getting feedbacks directly from the lecturers and the general public. Some innovative laboratories were implemented for the first time during this school: - with the "Poster Lab" each student presented a poster at the beginning of the school and the posters were corrected and improved at the end of the school by using scissors, white papers and colors; - with the "Pick the victim Lab" the local people with different backgrounds and different education level, not involved in scientific activities were invited to the school to interpret the being "victims" of the school participants. It was requested to the victims to listen a quick students` activity presentations and to be honest and frank telling them if they were using difficult terms

  18. 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.

  19. 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.

  20. 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.

  1. 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

  2. Strategies for Broadening Participation in the Geosciences: Lessons Learned From the UCAR-SOARSr Program

    Science.gov (United States)

    Pandya, R. E.

    2004-12-01

    Broadening participation in the geosciences will advance our research, enhance our education and training, and improve our ability to meet societal needs. By attracting more diverse students, we will be better postioned to provide all our students the increasingly necessary and relevant experience of working in diverse teams. Because some traditionally underrepresented groups, particularly Latinos & Hispanics, are growing much faster than the population as a whole, broader participation will enlarge the pool of talented individuals contributing to the next generation of research. Finally the geosciences will be more effective and credible when the diversity of our nation is reflected in our workforce, especially as civic discourse includes more and more complex decisions about society's interactions with the Earth and its resources. The Significant Opportunities in Atmospheric Research and Science (SOARS) seeks to broaden participation in geosciences by helping undergraduate students successfully transition to graduate programs in the atmospheric and related sciences. SOARS combines multiple research experiences, multifaceted mentoring, an encouraging community, and financial support to help students enter and succeed in graduate school. A central feature of the SOARS program is a ten-week summer immersion program in which protégés (SOARS participants) conduct scientific research at the National Center for Atmospheric Research (NCAR) or at laboratories of SOARS sponsors. During this summer research experience, SOARS protégés are supported by up to four mentors: a science research mentor, a writing mentor, a community mentor, and a peer mentor. SOARS protégés collaborate with their mentors to perform original research, prepare scientific papers, and present their research at a colloquium. SOARS also provides extensive leadership and communication training; support for conference presentations and for graduate school; and a strong scholarly community that

  3. Factors Affecting the Development and Evolution of the Teaching Beliefs of Future Geoscience Professors

    Science.gov (United States)

    Chapman, LeeAnna Tiffany Young

    graduate students and post-doctoral fellows. Participants who took part in professional development experiences with a duration of a semester or longer exhibited the most reformed beliefs. In addition, females, PhD students and post-doctoral scholars, and participants with teaching assistant experience had statistically more reformed beliefs than their counterparts. A second round of survey and data collected 12-18 months after the first data collection event revealed that participants who had completed teaching-related professional development in the interim were the only population to experience a statistically significant improvement toward more reformed teaching beliefs. Longer and more rigorous experiences such as pedagogy courses resulted in greater change toward more reformed beliefs. A grounded-theory approach was used to analyze case study interview transcripts and determine relevant themes that influenced teaching beliefs, interest in teaching, or interest in an academic career. The teaching beliefs of our geoscience graduate students and post-doctoral scholars were most strongly influenced by professional development and instructors who they have encountered during their academic experience, with both positive and negative consequences. Participants were most likely to want to teach because of their potential impact on students, their own student experience, and external encouragement. However, they also encountered instances of teaching discouragement. Graduate students and post-doctoral scholars were interested in an academic career because of the impact they can have on students and because of the perceived flexibility and autonomy associated with such careers. To best prepare graduate students and post-docs for future careers in academia, effective professional development, positive mentoring, and opportunities to teach are crucial.

  4. HERMES: A Model to Describe Deformation, Burning, Explosion, and Detonation

    Energy Technology Data Exchange (ETDEWEB)

    Reaugh, J E

    2011-11-22

    pressure that results from a more gradual increase. This disagrees with experiments, where explosives were subjected to a gradual rise in pressure and did not exhibit reaction. More recent models do distinguish between slow pressure rises and shocks, and have had some success in the describing the response of explosives to single and multiple shocks, and the increase of shock sensitivity with porosity, at least over a limited range. The original formulation is appropriate for sustained shocks, but further work is ongoing to describe the response to short pulses. The HERMES model combines features from these prior models. It describes burning and explosion in damaged reactant, and also will develop a detonation if the gradual rise in pressure from burning steepens into a strong-enough shock. The shock strength needed for detonation in a fixed run distance decreases with increasing porosity.

  5. 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

  6. Study of film boiling collapse behavior during vapor explosion

    International Nuclear Information System (INIS)

    Yagi, Masahiro; Yamano, Norihiro; Sugimoto, Jun; Abe, Yutaka; Adachi, Hiromichi; Kobayashi, Tomoyoshi.

    1996-06-01

    Possible large scale vapor explosions are safety concern in nuclear power plants during severe accident. In order to identify the occurrence of the vapor explosion and to estimate the magnitude of the induced pressure pulse, it is necessary to investigate the triggering condition for the vapor explosion. As a first step of this study, scooping analysis was conducted with a simulation code based on thermal detonation model. It was found that the pressure at the collapse of film boiling much affects the trigger condition of vapor explosion. Based on this analytical results, basic experiments were conducted to clarify the collapse conditions of film boiling on a high temperature solid ball surface. Film boiling condition was established by flooding water onto a high temperature stainless steel ball heated by a high frequency induction heater. After the film boiling was established, the pressure pulse generated by a shock tube was applied to collapse the steam film on the ball surface. As the experimental boundary conditions, materials and size of the balls, magnitude of pressure pulse and initial temperature of the carbon and stainless steel balls were varied. The transients of pressure and surface temperature were measured. It was found that the surface temperature on the balls sharply decreased when the pressure wave passed through the film on balls. Based on the surface temperature behavior, the film boiling collapse pattern was found to be categorized into several types. Especially, the pattern for stainless steel ball was categorized into three types; no collapse, collapse and reestablishment after collapse. It was thus clarified that the film boiling collapse behavior was identified by initial conditions and that the pressure required to collapse film boiling strongly depended on the initial surface temperature. The present results will provide a useful information for the analysis of vapor explosions based on the thermal detonation model. (J.P.N.)

  7. Steam explosion pretreatment of softwood: the effect of the explosive decompression on enzymatic digestibility.

    Science.gov (United States)

    Pielhop, Thomas; Amgarten, Janick; von Rohr, Philipp Rudolf; Studer, Michael H

    2016-01-01

    Steam explosion pretreatment has been examined in many studies for enhancing the enzymatic digestibility of lignocellulosic biomass and is currently the most common pretreatment method in commercial biorefineries. The information available about the effect of the explosive decompression on the biochemical conversion is, however, very limited, and no studies prove that the latter is actually enhanced by the explosion. Hence, it is of great value to discern between the effect of the explosion on the one hand and the steaming on the other hand, to identify their particular influences on enzymatic digestibility. The effect of the explosive decompression in the steam explosion pretreatment of spruce wood chips on their enzymatic cellulose digestibility was studied systematically. The explosion had a high influence on digestibility, improving it by up to 90 % compared to a steam pretreatment without explosion. Two factors were identified to be essentially responsible for the effect of the explosion on enzymatic digestibility: pretreatment severity and pressure difference of the explosion. A higher pretreatment severity can soften up and weaken the lignocellulose structure more, so that the explosion can better break up the biomass and decrease its particle size, which enhances its digestibility. In particular, increasing the pressure difference of the explosion leads to more defibration, a smaller particle size and a better digestibility. Though differences were found in the micro- and nanostructure of exploded and non-exploded biomass, the only influence of the explosion on digestibility was found to be the macroscopic particle size reduction. Steam explosion treatments with a high severity and a high pressure difference of the explosion lead to a comparatively high cellulose digestibility of the-typically very recalcitrant-softwood biomass. This is the first study to show that explosion can enhance the enzymatic digestibility of lignocellulosic biomass. If the

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

    Science.gov (United States)

    Huang, Lan; Du, Youfu; Chen, Gongyang

    2015-03-01

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

  9. 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.

  10. 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.

  11. LINKING TYPE Ia SUPERNOVA PROGENITORS AND THEIR RESULTING EXPLOSIONS

    International Nuclear Information System (INIS)

    Foley, Ryan J.; Kirshner, Robert P.; Simon, Joshua D.; Burns, Christopher R.; Gal-Yam, Avishay; Hamuy, Mario; Morrell, Nidia I.; Phillips, Mark M.; Shields, Gregory A.; Sternberg, Assaf

    2012-01-01

    Comparing the ejecta velocities at maximum brightness and narrow circumstellar/interstellar Na D absorption line profiles of a sample of 23 Type Ia supernovae (SNe Ia), we determine that the properties of SN Ia progenitor systems and explosions are intimately connected. As demonstrated by Sternberg et al., half of all SNe Ia with detectable Na D absorption at the host-galaxy redshift in high-resolution spectroscopy have Na D line profiles with significant blueshifted absorption relative to the strongest absorption component, which indicates that a large fraction of SN Ia progenitor systems have strong outflows. In this study, we find that SNe Ia with blueshifted circumstellar/interstellar absorption systematically have higher ejecta velocities and redder colors at maximum brightness relative to the rest of the SN Ia population. This result is robust at a 98.9%-99.8% confidence level, providing the first link between the progenitor systems and properties of the explosion. This finding is further evidence that the outflow scenario is the correct interpretation of the blueshifted Na D absorption, adding additional confirmation that some SNe Ia are produced from a single-degenerate progenitor channel. An additional implication is that either SN Ia progenitor systems have highly asymmetric outflows that are also aligned with the SN explosion or SNe Ia come from a variety of progenitor systems where SNe Ia from systems with strong outflows tend to have more kinetic energy per unit mass than those from systems with weak or no outflows.

  12. Phase velocity enhancement of linear explosive shock tubes

    Science.gov (United States)

    Loiseau, Jason; Serge, Matthew; Szirti, Daniel; Higgins, Andrew; Tanguay, Vincent

    2011-06-01

    Strong, high density shocks can be generated by sequentially detonating a hollow cylinder of explosives surrounding a thin-walled, pressurized tube. Implosion of the tube results in a pinch that travels at the detonation velocity of the explosive and acts like a piston to drive a shock into the gas ahead of it. In order to increase the maximum shock velocities that can be obtained, a phase velocity generator can be used to drag an oblique detonation wave along the gas tube at a velocity much higher than the base detonation velocity of the explosive. Since yielding and failure of the gas tube is the primary limitation of these devices, it is desirable to retain the dynamic confinement effects of a heavy-walled tamper without interfering with operation of the phase velocity generator. This was accomplished by cutting a slit into the tamper and introducing a phased detonation wave such that it asymmetrically wraps around the gas tube. This type of configuration has been previously experimentally verified to produce very strong shocks but the post-shock pressure and shock velocity limits have not been investigated. This study measured the shock trajectory for various fill pressures and phase velocities to ascertain the limiting effects of tube yield, detonation obliquity and pinch aspect ratio.

  13. 3-D explosions: a meditation on rotation (and magnetic fields)

    Science.gov (United States)

    Wheeler, J. C.

    This is the text of an introduction to a workshop on asymmetric explosions held in Austin in June, 2003. The great progress in supernova research over thirty-odd years is briefly reviewed. The context in which the meeting was called is then summarized. The theoretical success of the intrinsically multidimensional delayed detonation paradigm in explaining the nature of Type Ia supernovae coupled with new techniques of observations in the near IR and with spectropolarimetry promise great advances in understanding binary progenitors, the explosion physics, and the ever more accurate application to cosmology. Spectropolarimetry has also revealed the strongly asymmetric nature of core collapse and given valuable perspectives on the supernova - gamma-ray burst connection. The capability of the magneto-rotational instability to rapidly create strong toroidal magnetic fields in the core collapse ambiance is outlined. This physics may be the precursor to driving MHD jets that play a role in asymmetric supernovae. Welcome to the brave new world of three-dimensional explosions!

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

    Science.gov (United States)

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

    2009-12-01

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

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

    Science.gov (United States)

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

    2010-12-01

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

  16. Study on explosives and their quality performance

    Energy Technology Data Exchange (ETDEWEB)

    Nabiullah, M.; Pingua, B.M.P.; Jagdish Khan, M.; Emranuzzaman [Central Mining Research Institute, Dhanbad (India)

    2005-07-01

    There are about forty suppliers of explosive and blasting accessories in India manufacturing site mixed emulsion, site mixed slurry, ANFO, HANFO, packed products, and blasting accessories of use in surface and underground mines. A field laboratory was set up to measure explosive properties of explosive samples, cast booster, detonating fuse, detonators, cord relay, MS connector, and shock tubes. Density, velocity of detonation, water percentage, water resistance, and energy output were considered as the important properties of explosives. A rating system was designed for selection of good explosive products. The delay interval and delay scattering in cord relay and shock tube was studied to improve blast performance. This paper describes in detail the method of measurement and vender rating system for explosive products as per marking system accepted by Coal India. 12 refs., 4 figs., 22 tabs.

  17. Analysis of ex-vessel steam explosion with MC3D

    International Nuclear Information System (INIS)

    Leskovar, M.; Mavko, B.

    2007-01-01

    An ex-vessel steam explosion may occur when, during a severe reactor accident, the reactor vessel fails and the molten core pours into the water in the reactor cavity. A steam explosion is a fuel coolant interaction process where the heat transfer from the melt to water is so intense and rapid that the timescale for heat transfer is shorter than the timescale for pressure relief. This can lead to the formation of shock waves and production of missiles that may endanger surrounding structures. A strong enough steam explosion in a nuclear power plant could jeopardize the containment integrity and so lead to a direct release of radioactive material to the environment. In the paper, different scenarios of ex-vessel steam explosions in a typical pressurized water reactor cavity are analyzed with the code MC3D, which was developed for the simulation of fuel-coolant interactions. A comprehensive parametric study was performed varying the location of the melt release (central, left and right side melt pour), the cavity water subcooling, the primary system overpressure at vessel failure and the triggering time for explosion calculations. The main purpose of the study was to determine the most challenging ex-vessel steam explosion cases in a typical pressurized water reactor and to estimate the expected pressure loadings on the cavity walls. The performed analysis shows that for some ex-vessel steam explosion scenarios significantly higher pressure loads are predicted than obtained in the OECD programme SERENA Phase 1. (author)

  18. Impacts of explosive compounds on vegetation: A need for community scale investigations

    International Nuclear Information System (INIS)

    Via, Stephen M.; Zinnert, Julie C.

    2016-01-01

    Explosive compounds are distributed heterogeneously across the globe as a result of over a century of human industrial and military activity. RDX (hexahydro-1,3,5-trinitro-1,3,5-triazine) and TNT (2-methyl-1,3,5-trinitrobenzene) are the most common and most abundant explosives in the environment. Vegetation exhibits numerous physiological and morphological stress responses in the presence of RDX and TNT. Varied stress responses act as physiological filters that facilitate the proliferation of tolerant species and the extirpation of intolerant species. Contaminants alter community composition as they differentially impact plants at each life stage (i.e. germination, juvenile, adult), subsequently modifying larger scale ecosystem processes. This review summarizes the current explosives-vegetation literature, focusing on RDX and TNT as these are well documented in the literature, linking our current understanding to ecological theory. A conceptual framework is provided that will aid future efforts in predicting plant community response to residual explosive compounds. - Highlights: • There is a strong need for community scale explosives research. • Contaminants alter community composition as they impact plants at each life stage. • These small scale changes modify larger scale ecosystem processes. • This review summarizes the current explosives-vegetation literature. • We focus on RDX and TNT as these are well documented in the literature. - Explosives act as physiological filters that alter community composition as they differentially affect plants at each life stage (i.e. germination, juvenile, adult).

  19. The Air Blast Wave from a Nuclear Explosion

    Science.gov (United States)

    Reines, Frederick

    the air increases and in the limit of small distances and increasingly strong shocks the net outward displacement of the shocked air is equal to the maximum outward displacement. These statements are applicable for short times of the order of seconds following the explosion since the heated air l behind by the shock wave will rise. The pressures and air mass motions associated with the rise of the atomic cloud are relatively unimportant in the free air pressure ranges from 2-15 psi for bomb yields under 100 kilotons (KT)…

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

    Science.gov (United States)

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

    2016-12-01

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

  1. Using Google Streetview Panoramic Imagery for Geoscience Education

    Science.gov (United States)

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

    2014-12-01

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

  2. Teaching Geoscience in Place for Local Diversity and Sustainability

    Science.gov (United States)

    Semken, S.

    2008-12-01

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

  3. Geoscience data visualization and analysis using GeoMapApp

    Science.gov (United States)

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

    2013-04-01

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

  4. Nuclear explosion and internal contamination; Explosion nucleaire et contamination interne

    Energy Technology Data Exchange (ETDEWEB)

    Aeberhardt, A [Commissariat a l' Energie Atomique, Saclay (France). Centre d' Etudes Nucleaires

    1956-07-01

    By the study of the conditions of internal contamination due to the radioactive mixture produced by a nuclear explosion, the parts played by the relative weights of the different elements and the mode of expression of the doses are considered. Only the knowledge of the weight composition of the contamination mixture and of its evolution as a function of time can provide the required basis for the study of its metabolism in the organism. The curves which give the composition of the fission product mixture - in number of nuclei - - as a function of time - have been established. These curves are applied to some practical examples, particularly relative to the nature of contamination, radiotoxicity of some elements and assessment of hazards. (author) [French] Etudiant les modalites de la contamination interne par les elements radioactifs apparus lors d'une explosion nucleaire, le role de la 'masse' et le mode d'expression des doses sont envisages. La connaissance de la composition en 'masse' du melange contaminant et de son evolution en fonction du temps peut seule apporter les bases necessaires a l'etude de son comportement dans l'organisme. Les courbes donnant la composition du melange de produits de fission - en nombre de noyaux - - en fonction du temps - ont ete etablies. Quelques applications pratiques, relatives en particulier a la nature de la contamination, a la radiotoxicite de certains elements et a l'evaluation de risque, sont envisagees a titre d'exemple. (auteur)

  5. Use of explosives in pipeline construction work

    Energy Technology Data Exchange (ETDEWEB)

    Ball, M J

    1976-08-01

    Explosives are an essential tool in Great Britain's pipeline-construction industry, with applications on dry land and under water, in trench blasting and tunneling for road and service crossings, demolition of unwanted sections, and removal of coatings. Nobels Explosive Co. Ltd. describes basic explosives operations as pertaining to the requirements of rock trenching, submarine operations, thrust-bore and tunneling operations, demolitions, and precision blasting.

  6. Engineering effects of underground nuclear explosions

    Energy Technology Data Exchange (ETDEWEB)

    Boardman, Charles R [CER Geonuclear Corporation, Las Vegas, NV (United States)

    1970-05-01

    Useful effects of contained underground nuclear explosions are discussed in light of today's most promising potential applications. Relevant data obtained through exploration of explosion environments of nine U.S. tests in competent rock are summarized and presented as a practical basis for estimating magnitudes of effects. Effects discussed include chimney configuration, permeability, and volume as well as rubble particle size distributions and extents of permeability change in the chimney wall rock. Explosion mediums include shale, granite, dolomite, and salt. (author)

  7. Safety problems with abandoned explosive facilities

    International Nuclear Information System (INIS)

    Courtright, W.C.

    1969-01-01

    Procedures were developed for the safe removal of explosive and radioactive contaminated materials structures and drains from abandoned sites, including explosives processing and service buildings with a goal to return the entire area to its natural state and to permit public access. The safety problems encountered in the cleanup and their solutions are applicable to modification and maintenance work in operating explosive facilities. (U.S.)

  8. Engineering effects of underground nuclear explosions

    International Nuclear Information System (INIS)

    Boardman, Charles R.

    1970-01-01

    Useful effects of contained underground nuclear explosions are discussed in light of today's most promising potential applications. Relevant data obtained through exploration of explosion environments of nine U.S. tests in competent rock are summarized and presented as a practical basis for estimating magnitudes of effects. Effects discussed include chimney configuration, permeability, and volume as well as rubble particle size distributions and extents of permeability change in the chimney wall rock. Explosion mediums include shale, granite, dolomite, and salt. (author)

  9. Health Consequences and Management of Explosive Events

    Directory of Open Access Journals (Sweden)

    Abbas Ostadtaghizadeh

    2016-01-01

    Conclusion: Because of the wide range and adverse impacts of explosions, healthcare authorities and staff should have a good grasp of preventive principles, as well as protection and management of explosion sites. Besides they have to be familiar with treating the injured. It is recommended that training courses and simulated explosive events be designed and run by the healthcare sector.

  10. Mathematical modelling of the decomposition of explosives

    International Nuclear Information System (INIS)

    Smirnov, Lev P

    2010-01-01

    Studies on mathematical modelling of the molecular and supramolecular structures of explosives and the elementary steps and overall processes of their decomposition are analyzed. Investigations on the modelling of combustion and detonation taking into account the decomposition of explosives are also considered. It is shown that solution of problems related to the decomposition kinetics of explosives requires the use of a complex strategy based on the methods and concepts of chemical physics, solid state physics and theoretical chemistry instead of empirical approach.

  11. Wireless sensor for detecting explosive material

    Science.gov (United States)

    Lamberti, Vincent E; Howell, Jr., Layton N; Mee, David K; Sepaniak, Michael J

    2014-10-28

    Disclosed is a sensor for detecting explosive devices. The sensor includes a ferromagnetic metal and a molecular recognition reagent coupled to the ferromagnetic metal. The molecular recognition reagent is operable to expand upon absorption of vapor from an explosive material such that the molecular recognition reagent changes a tensile stress upon the ferromagnetic metal. The explosive device is detected based on changes in the magnetic switching characteristics of the ferromagnetic metal caused by the tensile stress.

  12. Explosions on a gas-vacuum interface

    International Nuclear Information System (INIS)

    Nutt, G.; Klein, L.; Ratcliffe, A.E.

    1981-01-01

    A finite-difference computer code is used to calculate the time development of an explosion on a gas-vacuum interface. An analytic theory of the shape of the shock wave produced in the explosion is compared with the results of the computer simulation. The assumptions used in obtaining this analytic solution are verified, and the degree to which the variables describing the explosion are self-similar is examined. Finally, certain consistency relations among the similarity exponents are tested

  13. Shock Initiation of Damaged Explosives

    Energy Technology Data Exchange (ETDEWEB)

    Chidester, S K; Vandersall, K S; Tarver, C M

    2009-10-22

    Explosive and propellant charges are subjected to various mechanical and thermal insults that can increase their sensitivity over the course of their lifetimes. To quantify this effect, shock initiation experiments were performed on mechanically and thermally damaged LX-04 (85% HMX, 15% Viton by weight) and PBX 9502 (95% TATB, 5% Kel-F by weight) to obtain in-situ manganin pressure gauge data and run distances to detonation at various shock pressures. We report the behavior of the HMX-based explosive LX-04 that was damaged mechanically by applying a compressive load of 600 psi for 20,000 cycles, thus creating many small narrow cracks, or by cutting wedge shaped parts that were then loosely reassembled, thus creating a few large cracks. The thermally damaged LX-04 charges were heated to 190 C for long enough for the beta to delta solid - solid phase transition to occur, and then cooled to ambient temperature. Mechanically damaged LX-04 exhibited only slightly increased shock sensitivity, while thermally damaged LX-04 was much more shock sensitive. Similarly, the insensitive explosive PBX 9502 was mechanically damaged using the same two techniques. Since PBX 9502 does not undergo a solid - solid phase transition but does undergo irreversible or 'rachet' growth when thermally cycled, thermal damage to PBX 9502 was induced by this procedure. As for LX-04, the thermally damaged PBX 9502 demonstrated a greater shock sensitivity than mechanically damaged PBX 9502. The Ignition and Growth reactive flow model calculated the increased sensitivities by igniting more damaged LX-04 and PBX 9502 near the shock front based on the measured densities (porosities) of the damaged charges.

  14. 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

  15. Spherical shock due to point explosion with varying energy

    Science.gov (United States)

    Singh, J. B.; Srivastava, S. K.

    1983-05-01

    The motion of a perfect gas behind a weak or strong spherical point-explosion shock wave in a nonuniform rest atmosphere is investigated analytically for the case of variable flow energy. The self-similar solutions derived are also adaptable to a uniform expanding piston. The solution is applied to the isothermal case, and the results of numerical integration are presented in graphs showing the density, velocity, and pressure distributions for different values of delta. The findings are considered significant for investigations of sonic booms, laser production of plasmas, high-altitude nuclear detonations, supernova explosions, and the sudden expansion of the solar corona, and for the laboratory production of high temperatures using shock waves.

  16. Peaceful nuclear explosions and thermodynamics

    International Nuclear Information System (INIS)

    Prieto, F.E.

    1975-01-01

    Some theoretical advances in the thermodynamics of very high pressures are reviewed. A universal (system-independent) formulation of the thermodynamics is sketched, and some of the equations more frequently used are written in system-independent form. Among these equations are: Hugoniot pressure and temperature as functions of volume; the Mie-Gruneisen equation; and an explicit form for the equation of state. It is also shown that this formalism can be used to interpret and predict results from peaceful nuclear explosions. (author)

  17. The experimental investigation of explosive opening switch

    International Nuclear Information System (INIS)

    Zhang Jiande; Zhong Huihuang; Li Chuanlu; Liu Yonggui; Cheng Dongqun; Peng Xianyang

    1996-01-01

    The explosive opening switch (EOS) used in explosive-driven magnetic-flux compression generator (EMCG) circuits was investigated. It is shown that (1) under certain conditions, the EOS voltage is hardly dependent on the size of the explosive and aluminium foil used in EOS; (2) with the explosive coated by an insulator pipe, the opening effect of EOS is better; (3) by use of EOS, a pulse with 5 kA current, 100 kV voltage and 250 ns risetime has been transferred into a resistance load. (author). 12 figs., 5 refs

  18. High Explosives Research and Development (HERD) Facility

    Data.gov (United States)

    Federal Laboratory Consortium — The purpose is to provide high explosive formulation, chemical analysis, safety and performance testing, processing, X-ray, quality control and loading support for...

  19. The experimental investigation of explosive opening switch

    Energy Technology Data Exchange (ETDEWEB)

    Jiande, Zhang; Huihuang, Zhong; Chuanlu, Li; Yonggui, Liu; Dongqun, Cheng; Xianyang, Peng [National Univ. of Defense Technology, Changsha (China). Dept. of Applied Physics

    1997-12-31

    The explosive opening switch (EOS) used in explosive-driven magnetic-flux compression generator (EMCG) circuits was investigated. It is shown that (1) under certain conditions, the EOS voltage is hardly dependent on the size of the explosive and aluminium foil used in EOS; (2) with the explosive coated by an insulator pipe, the opening effect of EOS is better; (3) by use of EOS, a pulse with 5 kA current, 100 kV voltage and 250 ns risetime has been transferred into a resistance load. (author). 12 figs., 5 refs.

  20. Risk of dust explosions of combustible nanomaterials

    International Nuclear Information System (INIS)

    Dobashi, Ritsu

    2009-01-01

    Nanomaterials have several valuable properties and are widely used for various practical applications. However, safety matters are suspected such as the influence on health and environment, and fire and explosion hazards. To minimize the risk of nanomaterials, appropriate understanding of these hazards is indispensable. Nanoparticles of combustible materials have potential hazard of dust explosion accidents. However, the explosion risk of nanomaterials has not yet been understood adequately because of the lack of data for nanomaterials. In this presentation, the risk of dust explosions of nanomaterials is discussed.

  1. M55 Rocket Fire/Explosion Concerns

    National Research Council Canada - National Science Library

    2006-01-01

    ...: chemical and petrochemical process hazards and investigations, propellant and explosives manufacturing and testing, risk evaluation and incident investigation, mechanical processing and environmental...

  2. Instant detection and identification of concealed explosive-related compounds: Induced Stokes Raman versus infrared.

    Science.gov (United States)

    Elbasuney, Sherif; El-Sherif, Ashraf F

    2017-01-01

    The instant detection of explosives and explosive-related compounds has become an urgent priority in recent years for homeland security and counter-terrorism applications. Modern techniques should offer enhancement in selectivity, sensitivity, and standoff distances. Miniaturisation, portability, and field-ruggedisation are crucial requirements. This study reports on instant and standoff identification of concealed explosive-related compounds using customized Raman technique. Stokes Raman spectra of common explosive-related compounds were generated and spectrally resolved to create characteristic finger print spectra. The scattered Raman emissions over the band 400:2000cm -1 were compared to infrared absorption using FTIR. It has been demonstrated that the two vibrational spectroscopic techniques were opposite and completing each other. Molecular vibrations with strong absorption in infrared (those involve strong change in dipole moments) induced weak signals in Raman and vice versa. The tailored Raman offered instant detection, high sensitivity, and standoff detection capabilities. Raman demonstrated characteristic fingerprint spectra with stable baseline and sharp intense peaks. Complete correlations of absorption/scattered signals to certain molecular vibrations were conducted to generate an entire spectroscopic profile of explosive-related compounds. This manuscript shades the light on Raman as one of the prevailing technologies for instantaneous detection of explosive-related compounds. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  3. General phenomenology of underground nuclear explosions; Phenomenologie generale des explosions nucleaires souterraines

    Energy Technology Data Exchange (ETDEWEB)

    Derlich, S; Supiot, F [Commissariat a l' Energie Atomique, Bruyeres-le-Chatel (France). Centre d' Etudes

    1969-07-01

    An essentially qualitatively description is given of the phenomena related to underground nuclear explosions (explosion of a single unit, of several units in line, and simultaneous explosions). In the first chapter are described the phenomena which are common to contained explosions and to explosions forming craters (formation and propagation of a shock-wave causing the vaporization, the fusion and the fracturing of the medium). The second chapter describes the phenomena related to contained explosions (formation of a cavity with a chimney). The third chapter is devoted to the phenomenology of test explosions which form a crater; it describes in particular the mechanism of formation and the different types of craters as a function of the depth of the explosion and of the nature of the ground. The aerial phenomena connected with explosions which form a crater: shock wave in the air and focussing at a large distance, and dust clouds, are also dealt with. (authors) [French] On donne une description essentiellement qualitative des phenomenes lies aux explosions nucleaires souterraines (explosion d'un seul engin, d'engins en ligne et explosions simultanees). Dans un premier chapitre sont decrits les phenomenes communs aux explosions contenues et aux explosions formant un cratere (formation et propagation d'une onde de choc provoquant la vaporisation, la fusion et la fracturation du milieu). Le deuxieme chapitre decrit les phenomenes lies aux tirs contenus (formation d'une cavite et d'une cheminee). Le troisieme chapitre est consacre a la phenomenologie des tirs formant un cratere et decrit notamment le mecanisme de formation et les differents types de crateres en fonction de la profondeur d'explosion et de la nature du terrain. Les phenomenes aeriens lies aux explosions formant un cratere: onde de pression aerienne et focalisation a grande distance, nuages de poussieres, sont egalement abordes. (auteurs)

  4. Abortion: Strong's counterexamples fail

    DEFF Research Database (Denmark)

    Di Nucci, Ezio

    2009-01-01

    This paper shows that the counterexamples proposed by Strong in 2008 in the Journal of Medical Ethics to Marquis's argument against abortion fail. Strong's basic idea is that there are cases--for example, terminally ill patients--where killing an adult human being is prima facie seriously morally...

  5. Strong Langmuir turbulence

    International Nuclear Information System (INIS)

    Goldman, M.V.

    1984-01-01

    After a brief discussion of beam-excited Langmuir turbulence in the solar wind, we explain the criteria for wave-particle, three-wave and strong turbulence interactions. We then present the results of a numerical integration of the Zakharov equations, which describe the strong turbulence saturation of a weak (low-density) high energy, bump-on-tail beam instability. (author)

  6. Ultraviolet Resonant Raman Enhancements in the Detection of Explosives

    Energy Technology Data Exchange (ETDEWEB)

    Short Jr., Billy Joe [Naval Postgraduate School, Monterey, CA (United States)

    2009-06-01

    Raman-based spectroscopy is potentially militarily useful for standoff detection of high explosives. Normal (non-resonance) and resonance Raman spectroscopies are both light scattering techniques that use a laser to measure the vibrational spectrum of a sample. In resonance Raman, the laser is tuned to match the wavelength of a strong electronic absorbance in the molecule of interest, whereas, in normal Raman the laser is not tuned to any strong electronic absorbance bands. The selection of appropriate excitation wavelengths in resonance Raman can result in a dramatic increase in the Raman scattering efficiency of select band(s) associated with the electronic transition. Other than the excitation wavelength, however, resonance Raman is performed experimentally the same as normal Raman. In these studies, normal and resonance Raman spectral signatures of select solid high explosive (HE) samples and explosive precursors were collected at 785 nm, 244 nm and 229 nm. Solutions of PETN, TNT, and explosive precursors (DNT & PNT) in acetonitrile solvent as an internal Raman standard were quantitatively evaluated using ultraviolet resonance Raman (UVRR) microscopy and normal Raman spectroscopy as a function of power and select excitation wavelengths. Use of an internal standard allowed resonance enhancements to be estimated at 229 nm and 244 nm. Investigations demonstrated that UVRR provided ~2000-fold enhancement at 244 nm and ~800-fold improvement at 229 nm while PETN showed a maximum of ~25-fold at 244 nm and ~190-fold enhancement at 229 nm solely from resonance effects when compared to normal Raman measurements. In addition to the observed resonance enhancements, additional Raman signal enhancements are obtained with ultraviolet excitation (i.e., Raman scattering scales as !4 for measurements based on scattered photons). A model, based partly on the resonance Raman enhancement results for HE solutions, is presented for estimating Raman enhancements for solid HE samples.

  7. Vortex-Induced Vapor Explosion during Drop Impact on a Superheated Pool

    KAUST Repository

    Alchalabi, M.A.; Kouraytem, Nadia; Li, Erqiang; Thoroddsen, Sigurdur T

    2017-01-01

    Ultra high-speed imaging is used to investigate the vapor explosion when a drop impacts onto a high-temperature pool. The two liquids are immiscible, a low boiling-temperature perfluorohexane drop, at room temperature, which impacts a high boiling-temperature soybean-oil pool, which is heated well above the boiling temperature of the drop. We observe different regimes: weak and strong nucleate boiling, film boiling or Leidenfrost regime and entrainment followed by vapor explosion. The vapor explosions were seen to depend on the formation of a rotational flow at the edge of the impact crater, near the pool surface, which resembles a vortex ring. This rotational motion entrains a thin sheet of the drop liquid, to become surrounded by the oil. In that region, the vapor explosion starts at a point after which it propagates azimuthally along the entire periphery at high speed.

  8. Simulation of small-scale coronal explosives due to magnetic reconnections

    International Nuclear Information System (INIS)

    Fan Quanlin; Feng Xueshang; Xiang Changqing; Zhong Dingkun

    2003-01-01

    The dynamics of small-scale explosive phenomena in the lower corona have been simulated by solving the compressible magnetohydrodynamic equations. Numerical results show that the magnetic reconnections in a long coronal current sheet consist of a series of discrete small reconnection events, coalescence of magnetic islands, and plasmoid ejections, corresponding to the explosive events occurring intermittently and as bursts in a mentioned observational case. The generation of magnetic islands via multiple-X-point reconnection and their coalescence processes, to some extent, are qualitatively similar to the sequence of brightenings in the active region NOAA 8668. The strong ejections are possibly related to the recorded extreme ultraviolet (EUV) emitting structures. Morphological comparison and quantitative check of the plasma parameters support this candidate mechanism, and the idea that explosive events that appear to last long may not be single events, but a succession of explosive events either resolved or unresolved. The temporal energy conversion process is also examined

  9. Vortex-Induced Vapor Explosion during Drop Impact on a Superheated Pool

    KAUST Repository

    Alchalabi, M.A.

    2017-04-18

    Ultra high-speed imaging is used to investigate the vapor explosion when a drop impacts onto a high-temperature pool. The two liquids are immiscible, a low boiling-temperature perfluorohexane drop, at room temperature, which impacts a high boiling-temperature soybean-oil pool, which is heated well above the boiling temperature of the drop. We observe different regimes: weak and strong nucleate boiling, film boiling or Leidenfrost regime and entrainment followed by vapor explosion. The vapor explosions were seen to depend on the formation of a rotational flow at the edge of the impact crater, near the pool surface, which resembles a vortex ring. This rotational motion entrains a thin sheet of the drop liquid, to become surrounded by the oil. In that region, the vapor explosion starts at a point after which it propagates azimuthally along the entire periphery at high speed.

  10. EEC-sponsored theoretical studies of gas cloud explosion pressure loadings

    International Nuclear Information System (INIS)

    Briscoe, F.; Curtress, N.; Farmer, C.L.; Fogg, G.J.; Vaughan, G.J.

    1979-01-01

    Estimates of the pressure loadings produced by unconfined gas cloud explosions on the surface of structures are required to assist the design of strong secondary containments in countries where the protection of nuclear installations against these events is considered to be necessary. At the present time, one difficulty in the specification of occurate pressure loadings arises from our lack of knowledge concerning the interaction between the incident pressure waves produced by unconfined gas cloud explosions and large structures. Preliminary theoretical studies include (i) general theoretical considerations, especially with regard to scaling (ii) investigations of the deflagration wave interaction with a wall based on an analytic solution for situations with planar symmetry and the application of an SRD gas cloud explosion code (GASEX 1) for situations with planar and spherical symmetry, and (iii) investigations of the interaction between shock waves and structures for situations with two-dimensional symmetry based on the application of another SRD gas cloud explosion code (GASEX 2)

  11. 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

  12. 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

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

    Science.gov (United States)

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

    2011-12-01

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

  14. 27 CFR 555.181 - Reporting of plastic explosives.

    Science.gov (United States)

    2010-04-01

    ... 27 Alcohol, Tobacco Products and Firearms 3 2010-04-01 2010-04-01 false Reporting of plastic..., FIREARMS, AND EXPLOSIVES, DEPARTMENT OF JUSTICE EXPLOSIVES COMMERCE IN EXPLOSIVES Marking of Plastic Explosives § 555.181 Reporting of plastic explosives. All persons, other than an agency of the United States...

  15. 27 CFR 70.445 - Commerce in explosives.

    Science.gov (United States)

    2010-04-01

    ... 27 Alcohol, Tobacco Products and Firearms 2 2010-04-01 2010-04-01 false Commerce in explosives. 70... Cartridges, and Explosives § 70.445 Commerce in explosives. Part 55 of title 27 CFR contains the regulations..., explosives, (b) Permits for users who buy or transport explosives in interstate or foreign commerce, (c...

  16. A structured approach to forensic study of explosions: The TNO Inverse Explosion Analysis tool

    NARCIS (Netherlands)

    Voort, M.M. van der; Wees, R.M.M. van; Brouwer, S.D.; Jagt-Deutekom, M.J. van der; Verreault, J.

    2015-01-01

    Forensic analysis of explosions consists of determining the point of origin, the explosive substance involved, and the charge mass. Within the EU FP7 project Hyperion, TNO developed the Inverse Explosion Analysis (TNO-IEA) tool to estimate the charge mass and point of origin based on observed damage

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

    Science.gov (United States)

    Fucugauchi, J. U.

    2009-05-01

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

  18. Seismic verification of underground explosions

    International Nuclear Information System (INIS)

    Glenn, L.A.

    1986-01-01

    The principal tools for monitoring compliance with a comprehensive test ban treaty (CTBT), prohibiting all testing of nuclear weapons, are seismic networks and surveillance satellites. On-site inspections might also be required to resolve ambiguous events. The critical element of the monitoring system is the network of seismic stations, and in particular the in-country station. Internal stations provide much more useful data than do stations outside the borders of testing nations. For large events that are not eliminated by depth or location, one of the most useful discriminants is based on the ratio of surface-wave to body-wave magnitudes (M /sub s/ :m /sub b/ ). If an explosion and an earthquake have the same body-wave magnitude, the surface-wave magnitude for the earthquake is generally larger. It has yet to be proven that M /sub s/ :m /sub b/ is useful at low magnitudes, expecially when explosions are set off in long tunnels or odd-shaped cavities. A number of other promising regional discriminants have been suggested. Evasion opportunities and cavity decoupling are discussed

  19. Chernobyl: Anatomy of the explosion

    International Nuclear Information System (INIS)

    Lvov, G.

    1992-01-01

    On Friday, 26 April 1986, it was planned to shut down the fourth unit of the Chernobyl Atomic Power Station, U.S.S.R., for periodic maintenance. The procedure supplied the opportunity to perform a further experiment; operation of the turbine in free rotation regime, which occurs when the steam is cut down while the turbine is still running. It so happened that carrying out this experiment turned out to be the worst accident in the history of nuclear power industry. The first part of the article proceeds to a second by second detailed analysis of the causes of the catastrophe. The analysis uses official data and reports. The author covers the sequence of events, which led up to two explosions in the second hour of that tragic morning. In the second part of the article, the author provides hints and suggestions, so that 'the tragedy of Chernobyl does not become a useless lesson'. With regard to what, so far, has been published, the novelty of the article may be a diagram showing the excessive changes that affected the main parameters (power, water flow through circulating pumps, steam pressure in separators, and length of the immersed part of control rods) in the fourth unit during the last seconds before the explosion. If may be noteworthy to mention that the curves supplied here are based on data stored in the computer 'SCALA'. 2 figs

  20. Explosive double salts and preparation

    Science.gov (United States)

    Cady, Howard H.; Lee, Kien-yin

    1984-01-01

    Applicants have discovered a new composition of matter which is an explosive addition compound of ammonium nitrate (AN) and diethylenetriamine trinitrate (DETN) in a 50:50 molar ratio. The compound is stable over extended periods of time only at temperatures higher than 46.degree. C., decomposing to a fine-grained eutectic mixture (which is also believed to be new) of AN and DETN at temperatures lower than 46.degree. C. The compound of the invention has an x-ray density of 1.61 g/cm.sup.3, explodes to form essentially only gaseous products, has higher detonation properties (i.e., detonation velocity and pressure) than those of any mechanical mixture having the same density and composition as the compound of the invention, is a quite insensitive explosive material, can be cast at temperatures attainable by high pressure steam, and is prepared from inexpensive ingredients. Methods of preparing the compound of the invention and the fine-grained eutectic composition of the invention are given.

  1. Vapor Explosions with Subcooled Freon

    International Nuclear Information System (INIS)

    Henry, R.E.; Fauske, Hans K.; McUmber, L.M.

    1976-01-01

    Explosive vapor formation accompanied by destructive shock waves, can be produced when two liquids, at much different temperatures, are brought into intimate contact. A proposed analytical model states that the interface temperature upon contact between the two liquid systems, gust be greater than or equal to the spontaneous nucleation temperature of that liquid-liquid system and that the thermal boundary layer must be sufficiently developed to support a critical size cavity. For time scales greater than 10-12 sec, the interface temperature upon contact of two semi-infinite masses, with constant thermal properties, can be related to the initial liquid temperatures. The spontaneous nucleation behavior at the interface can either be heterogeneous or homogeneous in nature. In either case, the critical size cavities, which initiate the vaporization process, are produced by local density fluctuations within the cold liquid. For homogeneous conditions, the two liquids present a well-wetted system and the vapor embryos are produced entirely within the cold liquid. For heterogeneous conditions, which result from poor, or imperfect wetting, at the liquid-liquid interface, the critical sized cavities are created at the interface at somewhat lower temperatures. A sequence of experiments, using Freon-22 and water, Freon-22 and mineral oil, and Freon-12 and mineral oil have been performed to test this spontaneous nucleation premise. For Freon-22 at its normal boiling point, the interface temperature of the water must be at least 77 deg. C before the interface temperature equals or exceeds the minimum homogeneous nucleation value of 54 deg. C and 84 deg. C before the interface temperature equals 60 deg. C where the homogeneous nucleation rate becomes truly explosive. The Freon-water test demonstrated explosive interactions for water temperatures considerably lower than this value and this was attributed to the heterogeneous nucleation characteristics of that particular system

  2. Short term forecasting of explosions at Ubinas volcano, Perú

    Science.gov (United States)

    Traversa, P.; Lengliné, O.; Macedo, O.; Metaxian, J. P.; Grasso, J. R.; Inza, A.; Taipe, E.

    2011-11-01

    Most seismic eruption forerunners are described using Volcano-Tectonic earthquakes, seismic energy release, deformation rates or seismic noise analyses. Using the seismic data recorded at Ubinas volcano (Perú) between 2006 and 2008, we explore the time evolution of the Long Period (LP) seismicity rate prior to 143 explosions. We resolve an average acceleration of the LP rate above the background level during the 2-3 hours preceding the explosion onset. Such an average pattern, which emerges when stacking over LP time series, is robust and stable over all the 2006-2008 period, for which data is available. This accelerating pattern is also recovered when conditioning the LP rate on the occurrence of an other LP event, rather than on the explosion time. It supports a common mechanism for the generation of explosions and LP events, the magma conduit pressure increase being the most probable candidate. The average LP rate acceleration toward an explosion is highly significant prior to the higher energy explosions, supposedly the ones associated with the larger pressure increases. The dramatic decay of the LP activity following explosions, still reinforce the strong relationship between these two processes. We test and we quantify the retrospective forecasting power of these LP rate patterns to predict Ubinas explosions. The prediction quality of the forecasts (e.g. for 17% of alarm time, we predict 63% of Ubinas explosions, with 58% of false alarms) is evaluated using error diagrams. The prediction results are stable and the prediction algorithm validated, i.e. its performance is better than the random guess.

  3. Close-in airblast from underground explosions

    Energy Technology Data Exchange (ETDEWEB)

    Vortman, L J [Sandia Laboratories, Albuquerque, NM (United States)

    1970-05-15

    Air overpressures as a function of time have been measured from surface zero to about 170 ft/lb{sup 1/3} along the ground from nuclear and chemical explosions. Charge depths varied from the surface to depths below which explosion gases are contained. A ground-shock-induced air pressure pulse is clearly distinguishable from the pulse caused by venting gases. Measured peak overpressures show reasonable agreement with the theoretical treatment by Monta. In a given medium the suppression of blast with explosion burial depth is a function of the relative distance at which the blast is observed. Rates of suppression of peak overpressure with charge burial are different for the two pulses. Rates are determined for each pulse over the range of distances at which measurements have been made of air overpressure from chemical explosions in several media. Nuclear data are available from too few shots for similar dependence on burial depth and distance to be developed, but it is clear that the gas venting peak overpressure from nuclear explosions is much more dependent on medium than that from chemical explosions. For above-ground explosions, experiment has shown that airblast from a I-kiloton nuclear explosion is equal to that from a 0.5-kiloton TNT explosion. Data on ground-shock-induced airblast is now sufficient to show that a similar relationship may exist for buried explosions. Because of medium dependence of the gas venting pulse from nuclear explosions, data from additional nuclear events will be required before a chemical/nuclear airblast equivalence can be determined for the gas-venting pulse. (author)

  4. 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.

  5. 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

  6. 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

  7. 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

  8. Strong intrinsic motivation

    OpenAIRE

    Dessi, Roberta; Rustichini, Aldo

    2015-01-01

    A large literature in psychology, and more recently in economics, has argued that monetary rewards can reduce intrinsic motivation. We investigate whether the negative impact persists when intrinsic motivation is strong, and test this hypothesis experimentally focusing on the motivation to undertake interesting and challenging tasks, informative about individual ability. We find that this type of task can generate strong intrinsic motivation, that is impervious to the effect of monetary incen...

  9. Bitcoin Meets Strong Consistency

    OpenAIRE

    Decker, Christian; Seidel, Jochen; Wattenhofer, Roger

    2014-01-01

    The Bitcoin system only provides eventual consistency. For everyday life, the time to confirm a Bitcoin transaction is prohibitively slow. In this paper we propose a new system, built on the Bitcoin blockchain, which enables strong consistency. Our system, PeerCensus, acts as a certification authority, manages peer identities in a peer-to-peer network, and ultimately enhances Bitcoin and similar systems with strong consistency. Our extensive analysis shows that PeerCensus is in a secure state...

  10. Strong gravity and supersymmetry

    International Nuclear Information System (INIS)

    Chamseddine, Ali H.; Salam, A.; Strathdee, J.

    1977-11-01

    A supersymmetric theory is constructed for a strong f plus a weak g graviton, together with their accompanying massive gravitinos, by gaugin the gradel 0Sp(2,2,1)x 0Sp(2,2,1) structure. The mixing term between f and g fields, which makes the strong graviton massive, can be introduced through a spontaneous symmetry-breaking mechanism implemented in this note by constructing a non-linear realization of the symmetry group

  11. Some analytical methods for explosives: Part 2

    Energy Technology Data Exchange (ETDEWEB)

    Selig, W.

    1965-12-08

    This report is the second compilation of methods for analyzing explosives. All the methods were developed for routine performance by techniques, and an attempt has therefore been made to keep them as simple as possible. Methods are presented for analyzing plastic-bonded explosives based on sym-cyclomethylenetetra-nitramine (HMX), based on viton in addition to HMX, and based on pentraerythritol tetranitrate (PETN).

  12. High-explosive driven crowbar switch

    International Nuclear Information System (INIS)

    Dike, R.S.; Kewish, R.W. Jr.

    1976-01-01

    The disclosure relates to a compact explosive driven switch for use as a low resistance, low inductance crowbar switch. A high-explosive charge extrudes a deformable conductive metallic plate through a polyethylene insulating layer to achieve a hard current contact with a supportive annular conductor

  13. Simulation of explosive welding with ANFO mixtures

    Energy Technology Data Exchange (ETDEWEB)

    Mousavi, A.A. Akbari; Burley, Stephen J.; Al-Hassani, S.T.S. [Department of Mechanical, Aerospace and Manufacturing Engineering, UMIST, PO Box 88, Manchester M60 1QD (United Kingdom); Byers Brown, W. [Mass Action Research Consultancy, Devonshire House, 14 Corbar Road, Buxton, SK17 6RQ (United Kingdom)

    2004-06-01

    The work described here arose from a study into explosive welding. As part of that study, the impact velocity of stainless steel and titanium plates to grazing detonation of ANFO/perlite, the velocity of detonation were measured. Computer simulation required a new model which copes with an equation of state of low explosives. (Abstract Copyright [2004], Wiley Periodicals, Inc.)

  14. Sensitivity to friction for primary explosives

    International Nuclear Information System (INIS)

    Matyáš, Robert; Šelešovský, Jakub; Musil, Tomáš

    2012-01-01

    Highlights: ► The friction sensitivity of 14 samples of primary explosives was determined. ► The same apparatus (small scale BAM) and the same method (probit analysis) was used. ► The crystal shapes and sizes were documented with microscopy. ► Almost all samples are less sensitive than lead azide, which is commercially used. ► The organic peroxides (TATP, DADP, HMTD) are not as sensitive as often reported. - Abstract: The sensitivity to friction for a selection of primary explosives has been studied using a small BAM friction apparatus. The probit analysis was used for the construction of a sensitivity curve for each primary explosive tested. Two groups of primary explosives were chosen for measurement (a) the most commonly used industrially produced primary explosives (e.g. lead azide, tetrazene, dinol, lead styphnate) and (b) the most produced improvised primary explosives (e.g. triacetone triperoxide, hexamethylenetriperoxide diamine, mercury fulminate, acetylides of heavy metals). A knowledge of friction sensitivity is very important for determining manipulation safety for primary explosives. All the primary explosives tested were carefully characterised (synthesis procedure, shape and size of crystals). The sensitivity curves obtained represent a unique set of data, which cannot be found anywhere else in the available literature.

  15. Sensitivity to friction for primary explosives

    Energy Technology Data Exchange (ETDEWEB)

    Matyas, Robert, E-mail: robert.matyas@upce.cz [Institute of Energetic Materials, Faculty of Chemical Technology, University of Pardubice, Pardubice 532 10 (Czech Republic); Selesovsky, Jakub; Musil, Tomas [Institute of Energetic Materials, Faculty of Chemical Technology, University of Pardubice, Pardubice 532 10 (Czech Republic)

    2012-04-30

    Highlights: Black-Right-Pointing-Pointer The friction sensitivity of 14 samples of primary explosives was determined. Black-Right-Pointing-Pointer The same apparatus (small scale BAM) and the same method (probit analysis) was used. Black-Right-Pointing-Pointer The crystal shapes and sizes were documented with microscopy. Black-Right-Pointing-Pointer Almost all samples are less sensitive than lead azide, which is commercially used. Black-Right-Pointing-Pointer The organic peroxides (TATP, DADP, HMTD) are not as sensitive as often reported. - Abstract: The sensitivity to friction for a selection of primary explosives has been studied using a small BAM friction apparatus. The probit analysis was used for the construction of a sensitivity curve for each primary explosive tested. Two groups of primary explosives were chosen for measurement (a) the most commonly used industrially produced primary explosives (e.g. lead azide, tetrazene, dinol, lead styphnate) and (b) the most produced improvised primary explosives (e.g. triacetone triperoxide, hexamethylenetriperoxide diamine, mercury fulminate, acetylides of heavy metals). A knowledge of friction sensitivity is very important for determining manipulation safety for primary explosives. All the primary explosives tested were carefully characterised (synthesis procedure, shape and size of crystals). The sensitivity curves obtained represent a unique set of data, which cannot be found anywhere else in the available literature.

  16. 77 FR 55108 - Explosive Siting Requirements

    Science.gov (United States)

    2012-09-07

    ... energy, or a chemical explosion requiring a chemical reaction. Furthermore, an accident may happen... for energetic liquids. \\4\\ Crowl, D.A., Understanding Explosions, AIAA Center for Chemical Process... chemical hazards of energetic liquids used at commercial launch sites. Finally, a site map must now be at a...

  17. Energy and impacts of pressure vessel explosions

    International Nuclear Information System (INIS)

    Kurttila, H.

    1999-01-01

    In this paper the explosion energy is considered to be same as the energy of pressure vessel discharge. This is the maximum energy which can be obtained from the process. The energy can be used or it can cause the violence of an explosion accident. (orig.)

  18. Environmental control for nuclear explosives

    Energy Technology Data Exchange (ETDEWEB)

    Lundberg, A W; Wells, W H [Lawrence Radiation Laboratory, University of California, Livermore, CA (United States)

    1970-05-15

    Peaceful applications introduce some new environmental considerations into the design of nuclear explosives. Much of the experience gained in weapon work can be applied, but the requirement of survival in a very deep hole is not found in any military system. We will briefly mention the overall environment and make a few comparisons with some general characteristics of the weapon environment. The major portion of this paper is devoted to the special problems of pressure and temperature found in the emplacement environment. Potential users should know where we stand with regard to survival in hostile environments in terms of feasibility and possible effects on field operations. In all applications there are several things competing for the available diameter. Given that explosives can be made to work over a range of diameters and that necessary environmental control is feasible, all further discussions can be related to the cost of providing a hole big enough to accomplish the task. The items competing for diameter are: 1) bare nuclear assembly 2) insulation and cooling system if needed 3) pressure canister 4) shielding material 5) emplacement clearance All of these must be considered with the cost of the hole in optimizing an overall design. Conditions in a particular location will affect the shielding requirements and the emplacement clearance. The nuclear assembly can vary in size, but the long development time requires that decisions be made quite early, perhaps in ignorance of the economic details of a particular application. The pressure canister is a relatively straightforward design problem that can be resolved by giving appropriate consideration to all of the design requirements. In particular for 20,000 psi pressure in the emplacement hole, a canister of heat-treated alloy steel having a yield strength of 200,000 psi and a wall thickness which is about .07 times the outside diameter is adequate and straight- forward to fabricate. The insulation and cooling

  19. Steam explosions in sodium cooled breeder reactors

    International Nuclear Information System (INIS)

    Lundell, B.

    1982-01-01

    Steam explosion is considered a physical process which transport heat from molten fuel to liquid coolant so fast that the coolant starts boiling in an explosion-like manner. The arising pressure waves transform part of the thermal energy to mechanical energy. This can stress the reactor tank and threaten its hightness. The course of the explosion has not been theoretical explained. Experimental results indicate that the probability of steam explosions in a breeder reactor is small. The efficiency of the transformation of the heat of fusion into mechanical energy in substantially lower than the theoretical maximum value. The mechanical stress from the steam explosion on the reactor tank does not seem to jeopardize its tightness. (G.B.)

  20. Explosives remain preferred methods for platform abandonment

    International Nuclear Information System (INIS)

    Pulsipher, A.; Daniel, W. IV; Kiesler, J.E.; Mackey, V. III

    1996-01-01

    Economics and safety concerns indicate that methods involving explosives remain the most practical and cost-effective means for abandoning oil and gas structures in the Gulf of Mexico. A decade has passed since 51 dead sea turtles, many endangered Kemp's Ridleys, washed ashore on the Texas coast shortly after explosives helped remove several offshore platforms. Although no relationship between the explosions and the dead turtles was ever established, in response to widespread public concern, the US Minerals Management Service (MMS) and National Marine Fisheries Service (NMFS) implemented regulations limiting the size and timing of explosive charges. Also, more importantly, they required that operators pay for observers to survey waters surrounding platforms scheduled for removal for 48 hr before any detonations. If observers spot sea turtles or marine mammals within the danger zone, the platform abandonment is delayed until the turtles leave or are removed. However, concern about the effects of explosives on marine life remains

  1. Hydrodynamics of Explosion Experiments and Models

    CERN Document Server

    Kedrinskii, Valery K

    2005-01-01

    Hydronamics of Explosion presents the research results for the problems of underwater explosions and contains a detailed analysis of the structure and the parameters of the wave fields generated by explosions of cord and spiral charges, a description of the formation mechanisms for a wide range of cumulative flows at underwater explosions near the free surface, and the relevant mathematical models. Shock-wave transformation in bubbly liquids, shock-wave amplification due to collision and focusing, and the formation of bubble detonation waves in reactive bubbly liquids are studied in detail. Particular emphasis is placed on the investigation of wave processes in cavitating liquids, which incorporates the concepts of the strength of real liquids containing natural microinhomogeneities, the relaxation of tensile stress, and the cavitation fracture of a liquid as the inversion of its two-phase state under impulsive (explosive) loading. The problems are classed among essentially nonlinear processes that occur unde...

  2. Gas induced fire and explosion frequencies

    International Nuclear Information System (INIS)

    Coutts, D.A.

    1997-01-01

    The use and handling of flammable gases poses a fire and explosion hazard to many DOE nuclear facilities. This hazard is not unique to DOE facilities. Each year over 2,900 non-residential structural fires occur in the U.S. where a gas is the first item ignited. Details from these events are collected by the National Fire Incident Reporting System (NFIRS) through an extensive reporting network. This extensive data set (800,000 fires in non-residential structures over a 5-year period) is an underutilized resource within the DOE community. Explosions in nuclear facilities can have very severe consequences. The explosion can both damage the facility containment and provide a mechanism for significant radiological dispersion. In addition, an explosion can have significant worker safety implications. Because of this a quantitative frequency estimate for explosions in an SRS laboratory facility has been prepared using the NFIRS data. 6 refs., 1 tab

  3. 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

  4. Review of Soviet studies related to peaceful underground nuclear explosions

    International Nuclear Information System (INIS)

    Lin, W.

    1978-01-01

    Theoretical and empirical studies of contained and crater-forming underground nuclear explosions by USSR investigators are reviewed and summarized. Published data on U.S., USSR, and French cavity-forming nuclear explosions are compared with those predicted by the formula. Empirical studies on U.S. and USSR cratering explosions, both high explosions, both high explosive and nuclear are summarized. The parameters governing an excavation explosion are reviewed

  5. Geoscience Education and Cognition Research at George Mason University

    Science.gov (United States)

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

    2009-12-01

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

  6. Global Geoscience Initiatives From Windows to the Universe

    Science.gov (United States)

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

    2006-12-01

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

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

    Science.gov (United States)

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

    2009-12-01

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

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

    Science.gov (United States)

    Avellis, Giovanna; Theodoridou, Magdalini

    2017-04-01

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

  9. Explosion safety in industrial electrostatics

    Science.gov (United States)

    Szabó, S. V.; Kiss, I.; Berta, I.

    2011-01-01

    Complicated industrial systems are often endangered by electrostatic hazards, both from atmospheric (lightning phenomenon, primary and secondary lightning protection) and industrial (technological problems caused by static charging and fire and explosion hazards.) According to the classical approach protective methods have to be used in order to remove electrostatic charging and to avoid damages, however no attempt to compute the risk before and after applying the protective method is made, relying instead on well-educated and practiced expertise. The Budapest School of Electrostatics - in close cooperation with industrial partners - develops new suitable solutions for probability based decision support (Static Control Up-to-date Technology, SCOUT) using soft computing methods. This new approach can be used to assess and audit existing systems and - using the predictive power of the models - to design and plan activities in industrial electrostatics.

  10. Nuclear explosives testing readiness evaluation

    Energy Technology Data Exchange (ETDEWEB)

    Valk, T.C.

    1993-09-01

    This readiness evaluation considers hole selection and characterization, verification, containment issues, nuclear explosive safety studies, test authorities, event operations planning, canister-rack preparation, site preparation, diagnostic equipment setup, device assembly facilities and processes, device delivery and insertion, emplacement, stemming, control room activities, readiness briefing, arming and firing, test execution, emergency response and reentry, and post event analysis to include device diagnostics, nuclear chemistry, and containment. This survey concludes that the LLNL program and its supporting contractors could execute an event within six months of notification, and a second event within the following six months, given the NET group`s evaluation and the following three restraints: (1) FY94 (and subsequent year) funding is essentially constant with FY93, (2) Preliminary work for the initial event is completed to the historical sic months status, (3) Critical personnel, currently working in dual use technologies, would be recallable as needed.

  11. Nuclear explosion and internal contamination

    International Nuclear Information System (INIS)

    Aeberhardt, A.

    1956-01-01

    By the study of the conditions of internal contamination due to the radioactive mixture produced by a nuclear explosion, the parts played by the relative weights of the different elements and the mode of expression of the doses are considered. Only the knowledge of the weight composition of the contamination mixture and of its evolution as a function of time can provide the required basis for the study of its metabolism in the organism. The curves which give the composition of the fission product mixture - in number of nuclei - - as a function of time - have been established. These curves are applied to some practical examples, particularly relative to the nature of contamination, radiotoxicity of some elements and assessment of hazards. (author) [fr

  12. Rock strength under explosive loading

    International Nuclear Information System (INIS)

    Rimer, N.; Proffer, W.

    1993-01-01

    This presentation emphasizes the importance of a detailed description of the nonlinear deviatoric (strength) response of the surrounding rock in the numerical simulation of underground nuclear explosion phenomenology to the late times needed for test ban monitoring applications. We will show how numerical simulations which match ground motion measurements in volcanic tuffs and in granite use the strength values obtained from laboratory measurements on small core samples of these rocks but also require much lower strength values after the ground motion has interacted with the rock. The underlying physical mechanisms for the implied strength reduction are not yet well understood, and in fact may depend on the particular rock type. However, constitutive models for shock damage and/or effective stress have been used successfully at S-Cubed in both the Geophysics Program (primarily for DARPA) and the Containment Support Program (for DNA) to simulate late time ground motions measured at NTS in many different rock types

  13. ICPP custom dissolver explosion recovery

    International Nuclear Information System (INIS)

    Demmer, R.; Hawk, R.

    1992-01-01

    This paper discusses the recovery from the February 9, 1991, small scale explosion in a custom processing dissolver at the Idaho Chemical Processing Plant (ICPP) a Department of Energy facility at the Idaho National Engineering Laboratory. The custom processing facility is a limited production area designed to recover unirradiated uranium fuel. A small amount of the nuclear material received and stored at the ICPP is unique and incompatible with the major head end dissolution processes. Custom processing is a small scale dissolution facility for processing these materials in an economical fashion in the CPP-627 hot chemistry laboratory. Two glass dissolvers were contained in a large walk in hood area. Utilities for dissolution and connections to the major ICPP uranium separation facility were provided. The fuel processing operations during this campaign involved dissolving uranium metal, uranium oxides, and uranium/fissium alloy in nitric acid

  14. Surface energy of explosive nanoparticles

    Science.gov (United States)

    Pineau, Nicolas; Bidault, Xavier; Soulard, Laurent

    2017-06-01

    Recent experimental studies show that nanostructuration has a substantial impact on the detonation of high explosives: a nanostructured one leads to smaller nanodiamonds than a microstructured one. Whether it comes from a higher surface energy or from porosity, the origin of these different behaviors must be investigated. The surface energy of TATB nanoparticles with a radius from 2 nm upto 60 nm has been determined by means of ReaxFF-based simulations. Then, using the Rankine-Hugoniot relations and the equation of states of the bulk material, the contribution of this excess energy to the heating of a shock-compressed nanostructured (and porous) material is evaluated and compared to the thermal effect due to its porosity collapse. A maximum temperature increase of 50 K is found for 4-nm nanoparticles, which remains negligible when compared to the few hundred degrees induced by the compaction work.

  15. 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.

  16. 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.

  17. 3D for Geosciences: Inter