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

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

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.

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

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

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

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

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.

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.

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.

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

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.

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.

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.

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…

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.

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…

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.

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

Summaries of physical research in the geosciences

Energy Technology Data Exchange (ETDEWEB)

1990-10-01

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

GIS in geoscience education- geomorphometric study

Digital Repository Service at National Institute of Oceanography (India)

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

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

Summaries of FY 92 geosciences research

Energy Technology Data Exchange (ETDEWEB)

1992-12-01

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

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.

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

Science.gov (United States)

Atchison, C.; Libarkin, J. C.

2014-12-01

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

Nurturing a growing field: Computers & Geosciences

Science.gov (United States)

Mariethoz, Gregoire; Pebesma, Edzer

2017-10-01

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

Summary outline of DOE geoscience and geoscience - related research

International Nuclear Information System (INIS)

1982-02-01

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

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.

Examining sexism in the geosciences

Science.gov (United States)

Simarski, Lynn Teo

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

Summaries of FY 1993 geosciences research

Energy Technology Data Exchange (ETDEWEB)

1993-12-01

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

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

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

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

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

Geoscience Diversity Enhancement Project: Student Responses.

Science.gov (United States)

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

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

Highlighting Successful Strategies for Engaging Minority Students in the Geosciences

Science.gov (United States)

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

2017-12-01

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

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.

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

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.

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

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/

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

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

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

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.

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.

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

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.

Native Geosciences: Strengthening the Future Through Tribal Traditions

Science.gov (United States)

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

2008-12-01

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

Portrayal of the Geosciences in the New York Times

Science.gov (United States)

Wysession, M. E.; Lindstrom, A.

2017-12-01

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

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

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

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

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

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

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.

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

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)

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.

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

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

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

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

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

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

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

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.

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.

Building a Community for Art and Geoscience

Science.gov (United States)

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

2014-12-01

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

Writing fiction about geoscience

Science.gov (United States)

Andrews, S.

2013-12-01

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

Lessons Learned for Recruiting and Retaining Native Hawaiians in the Geosciences

Science.gov (United States)

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

2008-12-01

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

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

Science.gov (United States)

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

2017-04-01

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

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

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

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

Summaries of physical research in the geosciences

International Nuclear Information System (INIS)

1981-10-01

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

Summaries of physical research in the geosciences

Energy Technology Data Exchange (ETDEWEB)

1981-10-01

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

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.

Visualizing Geoscience Concepts Through Textbook Art (Invited)

Science.gov (United States)

Marshak, S.

2013-12-01

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

A framework for high-school teacher support in Geosciences

Science.gov (United States)

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

2012-04-01

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

DAGIK: A data-showcase system of geoscience in KML

Science.gov (United States)

Yoshida, D.; Saito, A.

2009-12-01

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

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

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.

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

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

Science.gov (United States)

Aber, Susan Ward

2005-12-01

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

Summaries of physical research in the geosciences

Energy Technology Data Exchange (ETDEWEB)

1987-09-01

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

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

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

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

Science.gov (United States)

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

2013-12-01

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

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.

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.

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.

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

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.

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.

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.

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

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.

Implementing the Next Generation Science Standards: Impacts on Geoscience Education

Science.gov (United States)

Wysession, M. E.

2014-12-01

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

Outdoor Experiential Learning to Increase Student Interest in Geoscience Careers

Science.gov (United States)

Lazar, K.; Moysey, S. M.

2017-12-01

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

Teaching Introductory Geoscience: A Cutting Edge Workshop Report

Science.gov (United States)

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

2008-12-01

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

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.

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…

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

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.

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.

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.

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

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…

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

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...

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.

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.

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

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.

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.

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.

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

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.

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

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-...

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Communicating Geosciences with Policy-makers: a Grand Challenge for Academia

Science.gov (United States)

Harrison, W. J.; Walls, M. R.; Boland, M. A.

2015-12-01

Geoscientists interested in the broader societal impacts of their research can make a meaningful contribution to policy making in our changing world. Nevertheless, policy and public decision making are the least frequently cited Broader Impacts in proposals and funded projects within NSF's Geosciences Directorate. Academic institutions can play a lead role by introducing this societal dimension of our profession to beginning students, and by enabling interdisciplinary research and promoting communication pathways for experienced career geoscientists. Within the academic environment, the public interface of the geosciences can be presented through curriculum content and creative programs. These include undergraduate minors in economics or public policy designed for scientists and engineers, and internships with policy makers. Federal research institutions and other organizations provide valuable policy-relevant experiences for students. Academic institutions have the key freedom of mission to tackle interdisciplinary research challenges at the interface of geoscience and policy. They develop long-standing relationships with research partners, including national laboratories and state geological surveys, whose work may support policy development and analysis at local, state, regional, and national levels. CSM's Payne Institute for Earth Resources awards mini-grants for teams of researchers to develop collaborative research efforts between engineering/science and policy researchers. Current work in the areas of nuclear generation and the costs of climate policy and on policy alternatives for capturing fugitive methane emissions are examples of work at the interface between the geosciences and public policy. With academic engagement, geoscientists can steward their intellectual output when non-scientists translate geoscience information and concepts into action through public policies.

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

Future Careers in Geoscience

Science.gov (United States)

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

2001-05-01

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

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

Science.gov (United States)

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

2011-12-01

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

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!

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

Science.gov (United States)

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

2012-12-01

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

Summaries of FY 1994 geosciences research

Energy Technology Data Exchange (ETDEWEB)

1994-12-01

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

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

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.

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.

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

Science.gov (United States)

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

2010-12-01

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

"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

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

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.

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

Science.gov (United States)

Ruffell, Alastair; McKinley, Jennifer

2005-03-01

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

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

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

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

The Evolution of Building a Diverse Geosciences in the United States

Science.gov (United States)

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

2016-04-01

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

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

Science.gov (United States)

Marriner, Nick; Morhange, Christophe; Skrimshire, Stefan

2010-10-01

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

Development of the Virginia Tech Department of Geosciences MEDL-CMC

Science.gov (United States)

Glesener, G. B.

2016-12-01

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

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.

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...

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

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

Science.gov (United States)

Dick, G.; Munson, J.

2017-12-01

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

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.

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

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.

Interdisciplinary cooperation and studies in geoscience in the Carpathian Basin

Directory of Open Access Journals (Sweden)

Marcel MINDRESCU

2012-06-01

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

Future Employment Opportunities for US Geoscience Graduates - a View From Historical Trends

Science.gov (United States)

Keane, C. M.; Milling, M. E.

2005-12-01

The geosciences in the United States has experienced a number of major booms and busts, but today has become, as a discipline, less dependent on the immediate fortunes of the natural resources industries. However, the actual employment distribution has not changed substantially in the last fifteen years, with the petroleum industry remaining by and far the single largest employer of geoscientists in the United States, and even more as a level of contributing to GNP. However, most of the geoscience professional ranks in industry were filled prior to and during the last major boom which ended in 1986. Most of this workforce is now heading into retirement and though total geoscience workforce demand is not likely to grow; substantial employment opportunities do and will exist as these individuals retire. However, this picture is more complicated than in the past. Most industries, both the traditional geoscience employers, such as petroleum, mining, and environment, and non-traditional, such as telecommunications, are increasingly global in their operations and perspectives. This increasing globalization means that US graduates now compete not only against graduates from other schools in the US, but throughout the world. When coupled with preferences for not hiring people in as expatriates for overseas assignment, US graduates face an increasingly competitive, but rewarding job market. The proverbial leveling of the playing field is also seen in the rapid rise in international membership of traditionally American professional and scientific societies. This internationalization is hardly discouraged within the culture of science, and is one that US students will need to embrace to compete effectively in the future for employment in the geosciences. One major change that will be necessitated is the adjustment of parts of academia to the new realities of preparing students for future employment within the discipline. Currently most US geoscience graduate programs are

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

Science.gov (United States)

Messina, P.; Metzger, E. P.

2007-12-01

Pre- and in-service teachers nationwide face increasing qualification and credentialing demands. This may be particularly true for secondary (9-12) science teachers and multiple subject (K-8) faculty. Traditional B.S. programs in Physics, Chemistry, Biology rarely require geoscience courses, yet those candidates wishing to pursue high school teaching may need to demonstrate Earth science content competency to qualify for a credential. If successful, they will likely be asked to teach a geoscience course at some point during their careers. Even more daunting is the plight of those in the K-8 arena: many current and prospective teachers have been forced to minimize science electives in lieu of increasing education requirements. National, state, and local teaching standards call for escalating emphases on the four geoscience sub- disciplines: geology, meteorology, oceanography, and space science. How can current and future teachers establish geoscience content and pedagogy competency when undergraduate curricula often substitute other (albeit valuable) requirements? How can current and future K-12 educators supplement their academic knowledge to substantiate "highly qualified" status, and (perhaps more importantly) to feel comfortable enough to share geoscience concepts with their students? How can we in higher education assist this population of already overcommitted, less experienced teachers? San Jose State University has developed a multi-pronged approach to meet several concurrent demands. Faculty from SJSU's Geology Department and Program in Science Education developed a course, Earth Systems and the Environment, that satisfies all four geoscience sub-disciplines' required content for teachers. While it is intended for future K-8 educators, it also carries general education certification, and has been adapted and delivered online since 2005. SJSU's in-service community can enroll in the 3 graduate credit, ESSEA (Earth Systems Science Education Alliance) courses

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)

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.

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.

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

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

Directory of Open Access Journals (Sweden)

Joel Cutcher-Gershenfeld

2016-07-01

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

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…

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.

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

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.

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.

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)

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

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

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.

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

International Nuclear Information System (INIS)

1983-05-01

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

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.

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.

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

Directory of Open Access Journals (Sweden)

Zhenlong Li

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

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

Science.gov (United States)

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

2015-01-01

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

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

Science.gov (United States)

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

2015-01-01

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

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.

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.

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

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)

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

Science.gov (United States)

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

2017-12-01

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

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…

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

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

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

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.

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.

Geosciences Information for Teachers (GIFT) in Catalonia

Science.gov (United States)

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

2010-05-01

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

The AAG's ALIGNED Toolkit: A Place-based Approach to Fostering Diversity in the Geosciences

Science.gov (United States)

Rodrigue, C. M.

2012-12-01

Where do we look to attract a more diverse group of students to academic programs in geography and the geosciences? What do we do once we find them? This presentation introduces the ALIGNED Toolkit developed by the Association of American Geographers, with funding from the NSF's Opportunities to Enhance Diversity in the Geosciences (OEDG) Program. ALIGNED (Addressing Locally-tailored Information Infrastructure and Geoscience Needs for Enhancing Diversity) seeks to align the needs of university departments and underrepresented students by drawing upon the intellectual wealth of geography and spatial science to provide better informed, knowledge-based action to enhance diversity in higher education and the geoscience workforce. The project seeks to inform and transform the ways in which departments and programs envision and realize their own goals to enhance diversity, promote inclusion, and broaden participation. We also seek to provide the data, information, knowledge, and best practices needed in order to enhance the recruitment and retention of underrepresented students. The ALIGNED Toolkit is currently in a beta release, available to 13 pilot departments and 50 testing departments of geography/geosciences. It consolidates a variety of data from departments, the U.S. Census Bureau, and the U.S. Department of Education's National Center for Education Statistics to provide interactive, GIS-based visualizations across multiple scales. It also incorporates a place-based, geographic perspective to support departments in their efforts to enhance diversity. A member of ALIGNED's senior personnel, who is also a representative of one of the pilot departments, will provide an overview and preview of the tool while sharing her department's experiences in progressing toward its diversity goals. A brief discussion on how geoscience departments might benefit from the ALIGNED approach and resources will follow. Undergraduate advisors, graduate program directors, department

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

Science.gov (United States)

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

2011-12-01

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

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)

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.

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

Science.gov (United States)

Keane, Christopher; Boland, Maeve

2017-04-01

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

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

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.

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.

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...

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...

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

Leveraging Global Geo-Data and Information Technologies to Bring Authentic Research Experiences to Students in Introductory Geosciences Courses

Science.gov (United States)

Ryan, J. G.

2014-12-01

The 2012 PCAST report identified the improvement of "gateway" science courses as critical to increasing the number of STEM graduates to levels commensurate with national needs. The urgent need to recruit/ retain more STEM graduates is particularly acute in the geosciences, where growth in employment opportunities, an aging workforce and flat graduation rates are leading to substantial unmet demand for geoscience-trained STEM graduates. The need to increase the number of Bachelors-level geoscience graduates was an identified priority at the Summit on the Future of Undergraduate Geoscience Education (http://www.jsg.utexas.edu/events/future-of-geoscience-undergraduateeducation/), as was the necessity of focusing on 2-year colleges, where a growing number of students are being introduced to geosciences. Undergraduate research as an instructional tool can help engage and retain students, but has largely not been part of introductory geoscience courses because of the challenge of scaling such activities for large student numbers. However, burgeoning information technology resources, including publicly available earth and planetary data repositories and freely available, intuitive data visualization platforms makes structured, in-classroom investigations of geoscience questions tractable, and open-ended student inquiry possible. Examples include "MARGINS Mini-Lessons", instructional resources developed with the support of two NSF-DUE grant awards that involve investigations of marine geosciences data resources (overseen by the Integrated Earth Data Applications (IEDA) portal: www.iedadata.org) and data visualization using GeoMapApp (www.geomapapp.org); and the growing suite of Google-Earth based data visualization and exploration activities overseen by the Google Earth in Onsite and Distance Education project (geode.net). Sample-based investigations are also viable in introductory courses, thanks to remote instrument operations technologies that allow real student

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.

Strength Through Options: Providing Choices for Undergraduate Education in the Geosciences

Science.gov (United States)

Furman, T.; Freeman, K. H.; Faculty, D.

2003-12-01

Undergraduate major enrollments in the Department of Geosciences at Penn State have held steady over the past 5 years despite generally declining national trends. We have successfully recruited and retained new students through intensive advising coupled with innovative curricular revision aimed to meet an array of students' educational and career goals. Our focus is on degree programs that reflect emerging interdisciplinary trends in both employment and student interest, and are designed to attract individuals from underrepresented groups. In addition to a traditional Geosciences BS program we offer a rigorous integrated Earth Sciences BS and a Geosciences BA tailored to students with interests in education and environmental law. The Earth Sciences BS incorporates course work from Geosciences, Geography and Meterology, and requires completion of an interdisciplinary minor (e.g., Climatology, Marine Sciences, Global Business Strategies). A new Geobiology BS program will attract majors with interests at the intersection of the earth and life sciences. The curriculum includes both paleontological and biogeochemical coursework, and is also tailored to accommodate pre-medicine students. We are working actively to recruit African-American students. A new minor in Science and Technology in Africa crosses disciplinary boundaries to educate students from the humanities as well as sciences. Longitudinal recruitment programs include summer research group experiences for high school students, summer research mentorships for college students, and dual undergraduate degree programs with HBCUs. Research is a fundamental component of every student's degree program. We require a capstone independent thesis as well as a field program for Geosciences and Geobiology BS students, and we encourage all students to pursue research as early as the freshman year. A new 5-year combined BS-MS program will enable outstanding students to carry their undergraduate research further before

A Model Collaborative Platform for Geoscience Education

Science.gov (United States)

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

2012-12-01

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

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

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

Sustaining a Global Geoscience Workforce-The Case for International Collaboration

Science.gov (United States)

Leahy, P. P.; Keane, C. M.

2013-05-01

Maintaining an adequate global supply of qualified geoscientists is a major challenge facing the profession. With global population expected to exceed 9 billion by midcentury, the demand for geoscience expertise is expected to dramatically increase if we are to provide to society the resource base, environmental quality, and resiliency to natural hazards that is required to meet future global demands. The American Geoscience Institute (AGI) has for the past 50 years tracked the supply of geoscientists and their various areas of specialty for the US. However, this is only part of the necessary workforce analysis, the demand side must also be determined. For the past several years, AGI has worked to acquire estimates for workforce demand in the United States. The analysis suggests that by 2021 there will be between 145,000 to 202,000 unfilled jobs in the US. This demand can be partially filled with an increase in graduates (which is occurring at an insufficient pace in the US to meet full demand), increased migration of geoscientists internationally to the US (a challenge since demands are increasing globally), and more career placement of bachelor degree recipients. To understand the global workforce dynamic, it is critical that accurate estimates of global geoscience supply, demand and retirement be available. Although, AGI has focused on the US situation, it has developed international collaborations to acquire workforce data. Among the organizations that have contributed are UNESCO, the International Union of Geological Sciences (IUGS), the Young Earth-Scientists Network, and the Geological Society of Africa. Among the areas of international collaboration, the IUGS Task Group on Global Geoscience Workforce enables the IUGS to take a leadership role in raising the quality of understanding of workforce across the world. During the course of the taskforce's efforts, several key understandings have emerged. First, the general supply of geoscientists is quantifiable

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

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.

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.

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.

Geophysical Research Letters: New policies improve top-cited geosciences journal

Science.gov (United States)

Calais, Eric; Diffenbaugh, Noah; D'Odorico, Paolo; Harris, Ruth; Knorr, Wolfgang; Lavraud, Benoit; Mueller, Anne; Peterson, William; Rignot, Eric; Srokosz, Meric; Strutton, Peter; Tyndall, Geoff; Wysession, Michael; Williams, Paul

2010-01-01

Geophysical Research Letters (GRL) is the American Geophysical Union's premier journal of fast, groundbreaking communication. It rapidly publishes high- impact,letter-length articles, and it is the top-cited multidisciplinary geosciences journal over the past 10 years, with an impact factor that increased again in 2009, to 3.204. For manuscripts submitted to GRL, the median time to first and final decision is 23 and 27 days, respectively—a 35% improvement since 2007—and the median time from submission to publication is 13 weeks for 90% of GRL papers—a 25% improvement since 2007. Among high-impact publications in the geosciences, GRL has the fastest turnaround.

Building Bridges Between Geoscience and Data Science through Benchmark Data Sets

Science.gov (United States)

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

2017-12-01

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

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

Integrating Semantic Information in Metadata Descriptions for a Geoscience-wide Resource Inventory.

Science.gov (United States)

Zaslavsky, I.; Richard, S. M.; Gupta, A.; Valentine, D.; Whitenack, T.; Ozyurt, I. B.; Grethe, J. S.; Schachne, A.

2016-12-01

Integrating semantic information into legacy metadata catalogs is a challenging issue and so far has been mostly done on a limited scale. We present experience of CINERGI (Community Inventory of Earthcube Resources for Geoscience Interoperability), an NSF Earthcube Building Block project, in creating a large cross-disciplinary catalog of geoscience information resources to enable cross-domain discovery. The project developed a pipeline for automatically augmenting resource metadata, in particular generating keywords that describe metadata documents harvested from multiple geoscience information repositories or contributed by geoscientists through various channels including surveys and domain resource inventories. The pipeline examines available metadata descriptions using text parsing, vocabulary management and semantic annotation and graph navigation services of GeoSciGraph. GeoSciGraph, in turn, relies on a large cross-domain ontology of geoscience terms, which bridges several independently developed ontologies or taxonomies including SWEET, ENVO, YAGO, GeoSciML, GCMD, SWO, and CHEBI. The ontology content enables automatic extraction of keywords reflecting science domains, equipment used, geospatial features, measured properties, methods, processes, etc. We specifically focus on issues of cross-domain geoscience ontology creation, resolving several types of semantic conflicts among component ontologies or vocabularies, and constructing and managing facets for improved data discovery and navigation. The ontology and keyword generation rules are iteratively improved as pipeline results are presented to data managers for selective manual curation via a CINERGI Annotator user interface. We present lessons learned from applying CINERGI metadata augmentation pipeline to a number of federal agency and academic data registries, in the context of several use cases that require data discovery and integration across multiple earth science data catalogs of varying quality

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

Science.gov (United States)

Tong, V.

2013-12-01

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

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.

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

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

Science.gov (United States)

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

2017-12-01

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

AGI's Earth Science Week and Education Resources Network: Connecting Teachers to Geoscience Organizations and Classroom Resources that Support NGSS Implementation

Science.gov (United States)

Robeck, E.; Camphire, G.; Brendan, S.; Celia, T.

2016-12-01

There exists a wide array of high quality resources to support K-12 teaching and motivate student interest in the geosciences. Yet, connecting teachers to those resources can be a challenge. Teachers working to implement the NGSS can benefit from accessing the wide range of existing geoscience resources, and from becoming part of supportive networks of geoscience educators, researchers, and advocates. Engaging teachers in such networks can be facilitated by providing them with information about organizations, resources, and opportunities. The American Geoscience Institute (AGI) has developed two key resources that have great value in supporting NGSS implement in these ways. Those are Earth Science Week, and the Education Resources Network in AGI's Center for Geoscience and Society. For almost twenty years, Earth Science Week, has been AGI's premier annual outreach program designed to celebrate the geosciences. Through its extensive web-based resources, as well as the physical kits of posters, DVDs, calendars and other printed materials, Earth Science Week offers an array of resources and opportunities to connect with the education-focused work of important geoscience organizations such as NASA, the National Park Service, HHMI, esri, and many others. Recently, AGI has initiated a process of tagging these and other resources to NGSS so as to facilitate their use as teachers develop their instruction. Organizing Earth Science Week around themes that are compatible with topics within NGSS contributes to the overall coherence of the diverse array of materials, while also suggesting potential foci for investigations and instructional units. More recently, AGI has launched its Center for Geoscience and Society, which is designed to engage the widest range of audiences in building geoscience awareness. As part of the Center's work, it has launched the Education Resources Network (ERN), which is an extensive searchable database of all manner of resources for geoscience

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

Science.gov (United States)

Bennett, Rick; Lamb, Diedre

2017-04-01

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

Studies of the laser-induced fluorescence of explosives and explosive compositions.

Energy Technology Data Exchange (ETDEWEB)

Hargis, Philip Joseph, Jr. (,; .); Thorne, Lawrence R.; Phifer, Carol Celeste; Parmeter, John Ethan; Schmitt, Randal L.

2006-10-01

Continuing use of explosives by terrorists throughout the world has led to great interest in explosives detection technology, especially in technologies that have potential for standoff detection. This LDRD was undertaken in order to investigate the possible detection of explosive particulates at safe standoff distances in an attempt to identify vehicles that might contain large vehicle bombs (LVBs). The explosives investigated have included the common homogeneous or molecular explosives, 2,4,6-trinitrotoluene (TNT), pentaerythritol tetranitrate (PETN), cyclonite or hexogen (RDX), octogen (HMX), and the heterogeneous explosive, ammonium nitrate/fuel oil (ANFO), and its components. We have investigated standard excited/dispersed fluorescence, laser-excited prompt and delayed dispersed fluorescence using excitation wavelengths of 266 and 355 nm, the effects of polarization of the laser excitation light, and fluorescence imaging microscopy using 365- and 470-nm excitation. The four nitro-based, homogeneous explosives (TNT, PETN, RDX, and HMX) exhibit virtually no native fluorescence, but do exhibit quenching effects of varying magnitude when adsorbed on fluorescing surfaces. Ammonium nitrate and fuel oil mixtures fluoresce primarily due to the fuel oil, and, in some cases, due to the presence of hydrophobic coatings on ammonium nitrate prill or impurities in the ammonium nitrate itself. Pure ammonium nitrate shows no detectable fluorescence. These results are of scientific interest, but they provide little hope for the use of UV-excited fluorescence as a technique to perform safe standoff detection of adsorbed explosive particulates under real-world conditions with a useful degree of reliability.

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.

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.

Excitation of nonaxisymmetric perturbations by the axisymmetric explosive magnetorotational instability in Keplerian discs

Science.gov (United States)

Shtemler, Yu.; Mond, M.; Liverts, E.

2018-02-01

The excitation of nonaxisymmetric quasi-resonant triads by clustering around a dominant axisymmetric explosively unstable magnetorotational instability (MRI) in Keplerian discs is investigated. Clustering, namely, the mutual interactions of a large number of quasi-resonant triads that are connected by a single dominant explosively unstable axisymmetric triad, is invoked in order to provide a viable mechanism for the stabilization of the explosive nature of the latter. The results, however, are of wider scope as the proposed clustering scenario also provides a strong mechanism for the excitation of high-amplitude nonaxisymmetric perturbations. The latter play a major role in the nonlinear evolution of the MRI on the route to fully developed turbulence.

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

Developing a geoscience knowledge framework for a national geological survey organisation

Science.gov (United States)

Howard, Andrew S.; Hatton, Bill; Reitsma, Femke; Lawrie, Ken I. G.

2009-04-01

Geological survey organisations (GSOs) are established by most nations to provide a geoscience knowledge base for effective decision-making on mitigating the impacts of natural hazards and global change, and on sustainable management of natural resources. The value of the knowledge base as a national asset is continually enhanced by the exchange of knowledge between GSOs as data and information providers and the stakeholder community as knowledge 'users and exploiters'. Geological maps and associated narrative texts typically form the core of national geoscience knowledge bases, but have some inherent limitations as methods of capturing and articulating knowledge. Much knowledge about the three-dimensional (3D) spatial interpretation and its derivation and uncertainty, and the wider contextual value of the knowledge, remains intangible in the minds of the mapping geologist in implicit and tacit form. To realise the value of these knowledge assets, the British Geological Survey (BGS) has established a workflow-based cyber-infrastructure to enhance its knowledge management and exchange capability. Future geoscience surveys in the BGS will contribute to a national, 3D digital knowledge base on UK geology, with the associated implicit and tacit information captured as metadata, qualitative assessments of uncertainty, and documented workflows and best practice. Knowledge-based decision-making at all levels of society requires both the accessibility and reliability of knowledge to be enhanced in the grid-based world. Establishment of collaborative cyber-infrastructures and ontologies for geoscience knowledge management and exchange will ensure that GSOs, as knowledge-based organisations, can make their contribution to this wider goal.

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...

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

Science.gov (United States)

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

2017-12-01

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

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.

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...

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.

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)

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

Science.gov (United States)

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

2009-12-01

The GeoConnection Network is an integrated set of social networking, media sharing and communication Web 2.0 applications designed to engage students in thinking about careers in the geosciences. Developed by the American Geological Institute (AGI), GeoConnection links practicing and prospective geoscientists in an informal setting to share information about the geoscience profession, including student and career opportunities, current events, and future trends in the geosciences. The network includes a Facebook fan page, YouTube Channel, Twitter account and GeoSpectrum blog, with the goal of helping science organizations and departments recruit future talent to the geoscience workforce. On the social-networking platform, Facebook, the GeoConnection page is a forum for students and early career geoscientists to tune in what's going on in the geoscience community, to meet geoscience professionals, and to find innovative career ideas. Early analysis of the page’s participants indicates that the network is reaching its intended audience, with more than two thirds of “fans” participating in the page falling in the 18-34 age range. Twenty-seven percent of these are college-aged, or 18-24 years old. An additional 20% of the page’s fans are over age 45, providing students with access to seasoned geoscientists working in a variety of professions. GeoConnection’s YouTube Channel includes video resources for students on educational pathways and career choices. Videos on the channel have received more than 60,000 views collectively. AGI is currently evaluating its use of the GeoConnection Network and Web 2.0-based student engagement strategies through direct surveys to students and university departments, in order to improve its offerings and to maximize its use of resources. The challenge for the GeoConnection Network in its quest to attract the best and brightest new talent to the geosciences is staying current within the ever-changing landscape of online

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.

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.

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)

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)

How Global Science has yet to Bridge Global Differences - A Status Report of the IUGS Taskforce on Global Geoscience Workforce

Science.gov (United States)

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

2010-12-01

The International Union of Geological Sciences, with endorsement by UNESCO, has established a taskforce on global geosciences workforce and has tasked the American Geological Institute to take a lead. Springing from a session on global geosciences at the IGC33 in Oslo, Norway, the taskforce is to address three issues on a global scale: define the geosciences, determine the producers and consumers of geoscientists, and frame the understandings to propose pathways towards improved global capacity building in the geosciences. With the combination of rapid retirements in the developed world, and rapid economic expansion and impact of resource and hazard issues in the developing world, the next 25 years will be a dynamic time for the geosciences. However, to date there has been little more than a cursory sense of who and what the geosciences are globally and whether we will be able to address the varied needs and issues in the developed and the developing worlds. Based on prior IUGS estimates, about 50% of all working geoscientists reside in the Unites States, and the US was also producing about 50% of all new geosciences graduate degrees globally. Work from the first year of the taskforce has elucidated the immense complexity of the issue of defining the geosciences, as it bring is enormous cultural and political frameworks, but also shed light on the status of the geosciences in each country. Likewise, this leads to issues of who is actually producing and consuming geoscience talent, and whether countries are meeting domestic demand, and if not, is external talent available to import. Many US-based assumptions about the role of various countries in the geosciences’ global community of people, namely China and India, appear to have been misplaced. In addition, the migration of geoscientists between countries raised enormous questions about what is nationality and if there is an ideal ‘global geoscientist.’ But more than anything, the taskforce is revealing clear

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....

Fessibility Study on Nitrogen in Explosives using X-ray Photoelectron Spectroscopy: Chemical Fertilizer

International Nuclear Information System (INIS)

Dararutana, P.

2014-01-01

It was known that an explosive is defined as a material which contains a large amount of energy stored in chemical bonds. The energetic stability of gaseous products, and hence, their generation come from the strong bond formation of carbon (mono/di)oxide and (di)nitrogen. Consequently, most commercial explosives are contained -NO 2 , -ONO 2 and/or -NHNO 2 groups which when detonated release gases like the aforementioned ones, e.g., nitroglycerin, TNT, HMX, PETN, nitrocellulose, etc. It was revealed that the elemental compositions, especially N was found in most of the explosive and fertilizer. Chemical fertilizers that used as explosive stimulants were analyzed using X-ray photoelectron spectroscopy (XPS) and scanning electron microscope coupled with energy-dispersive X-ray fluorescence spectroscopy (SEM-EDS). XPS spectra showed relatively high amount of nitrogen (N) in the various samples, especially sample #6 and #7. In addition, the elemental analysis revealed the presence of trace elements. Explosives and fertilizers have differences in specific compositions. It can be concluded that these methods seem to be used as a fingerprint examination to identify various kinds of explosives and fertilizers.

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

Science.gov (United States)

Robeck, E.

2016-12-01

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

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

Science.gov (United States)

Branch, B. D.

2008-12-01

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

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

Science.gov (United States)

Mhopjeni, Kombada

2015-04-01

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

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.

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.

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

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)

Juggling the life-puzzle with Geosciences: personal experience and strategies from a female leader

Science.gov (United States)

Arheimer, Berit

2017-04-01

People are very complex and difficult to categorize. For instance, in the Geosciences community I am representing both minorities and majorities. When being in minority, I am both Underrepresented and Overrepresented by the composition of this community vs the global population, and also at EGU I am both under- and over-represented vs the total geoscience community. At present, I am underrepresented being a Woman in Geosciences but earlier in my carrier, I was also underrepresented being a Young Leader - so I will focus my presentation on both gender and age, as it is difficult for me to separate these two barriers from various sorts of exclusions I experienced. Underrepresentation is bad for several reasons, for instance (i) We might miss talents if equality of opportunities are not given in geosciences; (ii) Teams work less efficient than if they are composed by different characters, competences and skills; (iii) We are less prepared for new circumstances in this rapidly changing and unstable world; (iv) We degrade in communication skills and perception, if we don't understand similarities and differences. I will discuss some representative differences that may lead to unequal opportunities in geosciences. However, we need to be careful when searching for representation as it involves attribution of characteristics, which may lead to stigmatization and oversimplify the complexity of personality. Differences between individuals in a population are still much larger than between the averages of the populations. In my presentation I will give examples from my personal experience of barriers during 25 years in geosciences and the strategies I have used to overcome them. I will also give examples of successful methods that I have used in my 17 years of leadership when building efficient teams, to make them benefit from differences between individuals. I am currently leading a group of 26 scientists with origin from 13 countries world-wide. Finally, I will give some

Knowledge Evolution in Distributed Geoscience Datasets and the Role of Semantic Technologies

Science.gov (United States)

Ma, X.

2014-12-01

Knowledge evolves in geoscience, and the evolution is reflected in datasets. In a context with distributed data sources, the evolution of knowledge may cause considerable challenges to data management and re-use. For example, a short news published in 2009 (Mascarelli, 2009) revealed the geoscience community's concern that the International Commission on Stratigraphy's change to the definition of Quaternary may bring heavy reworking of geologic maps. Now we are in the era of the World Wide Web, and geoscience knowledge is increasingly modeled and encoded in the form of ontologies and vocabularies by using semantic technologies. Accordingly, knowledge evolution leads to a consequence called ontology dynamics. Flouris et al. (2008) summarized 10 topics of general ontology changes/dynamics such as: ontology mapping, morphism, evolution, debugging and versioning, etc. Ontology dynamics makes impacts at several stages of a data life cycle and causes challenges, such as: the request for reworking of the extant data in a data center, semantic mismatch among data sources, differentiated understanding of a same piece of dataset between data providers and data users, as well as error propagation in cross-discipline data discovery and re-use (Ma et al., 2014). This presentation will analyze the best practices in the geoscience community so far and summarize a few recommendations to reduce the negative impacts of ontology dynamics in a data life cycle, including: communities of practice and collaboration on ontology and vocabulary building, link data records to standardized terms, and methods for (semi-)automatic reworking of datasets using semantic technologies. References: Flouris, G., Manakanatas, D., Kondylakis, H., Plexousakis, D., Antoniou, G., 2008. Ontology change: classification and survey. The Knowledge Engineering Review 23 (2), 117-152. Ma, X., Fox, P., Rozell, E., West, P., Zednik, S., 2014. Ontology dynamics in a data life cycle: Challenges and recommendations

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.

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

Science.gov (United States)

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

2012-12-01

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

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.

Diversity, Geosciences, and Societal Impact: Perspectives From a Geoscientist, Workforce Development Specialist, and Former Congressional Science Fellow

Science.gov (United States)

Morris, A. R.

2014-12-01

In order for the United States to remain competitive in the STEM fields, all available interested citizens must be engaged, prepared, and retained in the geoscience workforce. The misperception that the geosciences do little to support the local community and give back to fellow citizens contributes to the lack of diversity in the field. Another challenge is that the assumptions of career paths for someone trained in geosciences are often limited to field work, perpetuated by visuals found in media, popular culture and recruiting materials and university websites. In order to combat these views it is critical that geoscientists make visible both the diverse career opportunities for those trained in geoscience and the relevance of the field to societal issues. In order to make a substantive change in the number of underrepresented minorities pursuing and working in geosciences we must rethink how we describe our work, its impacts and its relevance to society. At UNAVCO, we have undertaken this charge to change they way the future generation of geoscientists views opportunities in our field. This presentation will include reflections of a trained geoscientist taking a non-field/research career path and the opportunities it has afforded as well as the challenges encountered. The presentation will also highlight how experience managing a STEM program for middle school girls, serving as a Congressional Science Fellow, and managing an undergraduate research internship program is aiding in shaping the Geoscience Workforce Initiative at UNAVCO.

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

Early College STEM-focused High Schools: A Natural and Overlooked Recruitment Pool for the Geosciences

Science.gov (United States)

Freeman, R.; Bathon, J.; Fryar, A. E.; Lyon, E.; McGlue, M. M.

2017-12-01

As national awareness of the importance of STEM education has grown, so too has the number of high schools that specifically emphasize STEM education. Students at these schools outperform their peers and these institutions send students into the college STEM pipeline at twice the rate of the average high school or more. Another trend in secondary education is the "early college high school" (ECHS) model, which encourages students to prepare for and attend college while in high school. These high schools, particularly ECHS's that focus on STEM, represent a natural pool for recruitment into the geosciences, yet most efforts at linking high school STEM education to future careers focus on health sciences or engineering. Through the NSF GEOPATHS-IMPACT program, the University of Kentucky (UK) Department of Earth and Environmental Science and the STEAM Academy, a STEM-focused ECHS located in Lexington, KY, have partnered to expose students to geoscience content. This public ECHS admits students using a lottery system to ensure that the demographics of the high school match those of the surrounding community. The perennial problem for recruiting students into geosciences is the lack of awareness of it as a potential career, due to lack of exposure to the subject in high school. Although the STEAM Academy does not offer an explicitly-named geoscience course, students begin their first semester in 9th grade Integrated Science. This course aligns to the Next Generation Science Standards (NGSS), which include a variety of geoscience content. We are working with the teachers to build a project-based learning curriculum to include explicit mention and awareness of careers in geosciences. The second phase of our project involves taking advantage of the school's existing internship program, in which students develop professional skills and career awareness by spending either one day/week or one hour/day off campus. We hosted our second round of interns this year. Eventually we

Geoscience Education Opportunities: Partnerships to Advance TeacHing and Scholarship (GEOPATHS): A Kansas City Minority Student Recruitment Initiative

Science.gov (United States)

Adegoke, J. O.; Niemi, T. M.

2009-12-01

Geoscience Education Opportunities: Partnerships to Advance TeacHing and Scholarship (GEOPATHS) is a multi-year project funded by the National Science Foundation to address gaps in teacher preparation, improve teacher content in geosciences and help raise enrollment in the Geosciences, especially among populations that are traditionally underrepresented in the discipline. The project is a partnership between the University of Missouri Kansas City (UMKC) and the Kansas City Missouri School District (KCMSD). In this presentation we discuss strategies that we have successfully used to provide credible pathways into the discipline for minorities that have led to a significant increase in the number of underrepresented minority students who are interested in and majoring in geoscience fields at the University of Missouri-Kansas City.

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.

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.

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).

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.

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

Leveraging Emerging Standards to Advance Data Interoperability in the Marine Geosciences

Science.gov (United States)

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

2005-12-01

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

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.

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)

Geoscience Through the Lens of Art: a collaborative course of science and art for undergraduates of various disciplines

Science.gov (United States)

Ellins, K. K.; Eriksson, S. C.; Samsel, F.; Lavier, L.

2017-12-01

A new undergraduate, upper level geoscience course was developed and taught by faculty and staff of the UT Austin Jackson School of Geosciences, the Center for Agile Technology, and the Texas Advanced Computational Center. The course examined the role of the visual arts in placing the scientific process and knowledge in a broader context and introduced students to innovations in the visual arts that promote scientific investigation through collaboration between geoscientists and artists. The course addressed (1) the role of the visual arts in teaching geoscience concepts and promoting geoscience learning; (2) the application of innovative visualization and artistic techniques to large volumes of geoscience data to enhance scientific understanding and to move scientific investigation forward; and (3) the illustrative power of art to communicate geoscience to the public. In-class activities and discussions, computer lab instruction on the application of Paraview software, reading assignments, lectures, and group projects with presentations comprised the two-credit, semester-long "special topics" course, which was taken by geoscience, computer science, and engineering students. Assessment of student learning was carried out by the instructors and course evaluation was done by an external evaluator using rubrics, likert-scale surveys and focus goups. The course achieved its goals of students' learning the concepts and techniques of the visual arts. The final projects demonstrated this, along with the communication of geologic concepts using what they had learned in the course. The basic skill of sketching for learning and using best practices in visual communication were used extensively and, in most cases, very effectively. The use of an advanced visualization tool, Paraview, was received with mixed reviews because of the lack of time to really learn the tool and the fact that it is not a tool used routinely in geoscience. Those senior students with advanced computer

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.

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)

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.)

Accessible Earth: An accessible study abroad capstone for the geoscience curriculum

Science.gov (United States)

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

2017-12-01

International capstone field courses offer geoscience-students opportunities to reflect upon their knowledge, develop intercultural competence, appreciate diversity, and recognize themselves as geoscientists on a global scale. Such experiences are often described as pivotal to a geoscientist's education, a right of passage. However, field-based experiences present insurmountable barriers to many students, undermining the goal of inclusive excellence. Nevertheless, there remains a widespread belief that successful geoscientists are those able to traverse inaccessible terrain. One path forward from this apparent dilemma is emerging as we take steps to address a parallel challenge: as we move into the 21st century the geoscience workforce will require an ever increasing range of skills, including analysis, modeling, communication, and computational proficiency. Computer programing, laboratory experimentation, numerical simulation, etc, are inherently more accessible than fieldwork, yet equally valuable. Students interested in pursuing such avenues may be better served by capstone experiences that align more closely with their career goals. Moreover, many of the desirable learning outcomes attributed to field-based education are not unique to immersion in remote inaccessible locations. Affective and cognitive gains may also result from social bonding through extended time with peers and mentors, creative synthesis of knowledge, project-based learning, and intercultural experience. Developing an inclusive course for the geoscience curriculum requires considering all learners, including different genders, ages, physical abilities, familial dynamics, and a multitude of other attributes. The Accessible Earth Study Abroad Program endeavors to provide geoscience students an inclusive capstone experience focusing on modern geophysical observation systems (satellite based observations and permanent networks of ground-based instruments), computational thinking and methods of

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.

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.

Numerical modelling of the effect of using multi-explosives on the explosive forming of steel cones

OpenAIRE

De Vuyst, T; Kong, K; Djordjevic, N; Vignjevic, R; Campbell, JC; Hughes, K

2016-01-01

Modelling and analysis of underwater explosive forming process by using FEM and SPH formulation is presented in this work. The explosive forming of a steel cone is studied. The model setup includes a low carbon steel plate, plate holder, forming die as well as water and C4 explosive. The effect of multiple explosives on rate of targets deformation has been studied. Four different multi-explosives models have been developed and compared to the single explosive model. The formability of the ste...

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…

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

Science.gov (United States)

Ramamurthy, M. K.

2016-12-01

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

An Analysis of NSF Geosciences Research Experience for Undergraduate Site Programs from 2009 through 2011

Science.gov (United States)

Rom, E. L.; Patino, L. C.; Weiler, S.; Sanchez, S. C.; Colon, Y.; Antell, L.

2011-12-01

The Research Experience for Undergraduate (REU) Program at the U.S. National Science Foundation (NSF) provides U.S. undergraduate students from any college or university the opportunity to conduct research at a different institution and gain a better understanding of research career pathways. The Geosciences REU Sites foster research opportunities in areas closely aligned with geoscience programs, particularly those related to earth, atmospheric and ocean sciences. The aim of this paper is to provide an overview of the Geosciences REU Site programs run in 2009 through 2011. A survey requesting information on recruitment methods, student demographics, enrichment activities, and fields of research was sent to the Principal Investigators of each of the active REU Sites. Over 70% of the surveys were returned with the requested information from about 50 to 60 sites each year. The internet is the most widely used mechanism to recruit participants, with personal communication as the second most important recruiting tool. The admissions rate for REU Sites in Geosciences varies from less than 10% to 50%, with the majority of participants being rising seniors and juniors. Many of the participants come from non-PhD granting institutions. Among the participants, gender distribution varies by discipline, with ocean sciences having a large majority of women and earth sciences having a majority of men. Regarding ethnic diversity, the REU Sites reflect the difficulty of attracting diverse students into Geosciences as a discipline; a large majority of participants are Caucasian and Asian students. Furthermore, participants from minority-serving institutions and community colleges constitute a small percentage of those taking part in these research experiences. The enrichment activities are very similar across the REU Sites, and mimic activities common to the scientific community, including intellectual exchange of ideas (lab meetings, seminars, and professional meetings

Literacy and students' interest on Geosciences - Findings and results of GEOschools project

Science.gov (United States)

Fermeli, Georgia; Steininger, Fritz; Dermitzakis, Michael; Meléndez, Guillermo; Page, Kevin

2014-05-01

GEOschools is a European project supported by the Lifelong Learning Programme. Among the main aims of the project were to investigate the interest secondary school students have on geosciences and the teaching strategies used. Also, the development of a guide for Geosciences Literacy at a European level (Fermeli et al., 2011). GEOschools' literacy framework proposal is based on a comparative analysis of geoscience curricula in the partner countries (Austria, Greece, Italy, Spain and Portugal). Results of an "Interest Research" survey involved around 1750 students and 60 teachers from partner countries, combined with specific proposals by the project partners (Calonge et al., 2011). Results of the GEOschools "Interest research" survey evidence students show a higher interest in those topics which have a potentially higher social impact, such as mass extinctions, dinosaurs, geological hazards and disasters and origin and evolution of life (including human evolution). These results provide an evidence base to justify why curriculum content and teaching strategies can be made more effective through focusing mainly on such "interest topics", instead of trying to follow an excessively rigid, or academic, development of teaching programs (Fermeli et al., 2013). GEOschools literacy framework is summarized in 14 separate chapters, each including a brief description of the main themes of each subject, the intended learning outcomes as well as keywords and a bibliography. More particularly, the chapters of the framework describe what students should know and do, and how they should relate, as European citizens, to the geosciences. To face the challenges of the present and the future, modern citizens should be literate in natural sciences and, within the context of the geosciences, be able to: • Demonstrate a knowledge and understanding of basic principles, models, laws and terminology of Geosciences. • Know how and where to find and access scientifically reliable

FID GEO: Digital transformation and Open Access in Germany's geoscience research community

Science.gov (United States)

Hübner, Andreas; Martinson, Guntars; Bertelmann, Roland; Elger, Kirsten; Pfurr, Norbert; Schüler, Mechthild

2017-04-01

The 'Specialized Information Service for Solid Earth Sciences' (FID GEO) supports Germany's geoscience research community in 1) electronic publishing of i) institutional and "grey" literature not released in publishing houses and ii) pre- and postprints of research articles 2) digitising geoscience literature and maps and 3) addressing the publication of research data associated with peer-reviewed research articles (data supplements). Established in 2016, FID GEO is funded by the German Research Foundation (DFG) and is run by the Göttingen State and University Library (SUB Göttingen) and the GFZ German Research Centre for Geosciences. Here we present recent success stories and lessons learned. With regard to digitisation, FID GEO received a request from one of the most prestigious geoscience societies in Germany to digitise back-issues of its journals that are so far only available in print. Aims are to ensure long-term availability in Open Access and high visibility by DOI-referenced electronic publication via the FID GEO repository. While digitisation will be financed by FID GEO funds, major challenges are to identify the copyright holders (journals date back to 1924) and negotiate digitisation and publication rights. With respect to research data publishing, we present how we target scientists to integrate the publication of research data into their workflows and institutions to promote the topic. For the latter, we successfully take advantage of existing networks as entry points to the community, like the research network Geo.X in the Berlin-Brandenburg area, individual learned societies as well as their overarching structures DV Geo and GeoUnion. FID GEO promotes the Statement of Commitment of the Coalition for Publishing Data in the Earth and Space Sciences (COPDESS) as well as the FAIR Data Principles in presentations to the above-mentioned groups and institutions. Our aim is to eventually transfer the positive feedback from the geoscience community into

Development of compressible density-based steam explosion simulation code ESE-2

International Nuclear Information System (INIS)

Leskovar, M.

2004-01-01

A steam explosion is a fuel coolant interaction process by which the energy of the corium is transferred to water in a time-scale smaller than the time-scale for system pressure relief and induces dynamic loading of 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. To help finding answers on open questions regarding steam explosion understanding and modelling, the steam explosion simulation code ESE-2 is being developed. In contrast to the developed simulation code ESE-1, where the multiphase flow equations are solved with pressure-based numerical methods (best suited for incompressible flow), in ESE-2 densitybased numerical methods (best suited for compressible flow) are used. Therefore ESE-2 will enable an accurate treatment of the whole steam explosion process, which consists of the premixing, triggering, propagation and expansion phase. In the paper the basic characteristics of the mathematical model and the numerical solution procedure in ESE-2 are described. The essence of the numerical treatment is that the convective terms in the multiphase flow equations are calculated with the AUSM+ scheme, which is very time efficient since no field-by-field wave decomposition is needed, using second order accurate discretization. (author)

The role of fragmentation mechanism in large-scale vapor explosions

International Nuclear Information System (INIS)

Liu, Jie

2003-01-01

A non-equilibrium, multi-phase, multi-component code PROVER-I is developed for propagation phase of vapor explosion. Two fragmentation models are used. The hydrodynamic fragmentation model is the same as Fletcher's one. A new thermal fragmentation model is proposed with three kinds of time scale for modeling instant fragmentation, spontaneous nucleation fragmentation and normal boiling fragmentation. The role of fragmentation mechanisms is investigated by the simulations of the pressure wave propagation and energy conversion ratio of ex-vessel vapor explosion. The spontaneous nucleation fragmentation results in a much higher pressure peak and a larger energy conversion ratio than hydrodynamic fragmentation. The instant fragmentation gives a slightly larger energy conversion ratio than spontaneous nucleation fragmentation, and the normal boiling fragmentation results in a smaller energy conversion ratio. The detailed analysis of the structure of pressure wave makes it clear that thermal detonation exists only under the thermal fragmentation circumstance. The high energy conversion ratio is obtained in a small vapor volume fraction. However, in larger vapor volume fraction conditions, the vapor explosion is weak. In a large-scale vapor explosion, the hydrodynamic fragmentation is essential when the pressure wave becomes strong, so a small energy conversion ratio is expected. (author)

Review of stopping power and Coulomb explosion for molecular ion in plasmas

Directory of Open Access Journals (Sweden)

Guiqiu Wang

2018-03-01

Full Text Available We summarize our theoretical studies for stopping power of energetic heavy ion, diatomic molecular ions and small clusters penetrating through plasmas. As a relevant research field for the heavy ion inertial confinement fusion (HICF, we lay the emphasis on the dynamic polarization and correlation effects of the constituent ion within the molecular ion and cluster for stopping power in order to disclose the role of the vicinage effect on the Coulomb explosion and energy deposition of molecules and clusters in plasma. On the other hand, as a promising scheme for ICF, both a strong laser field and an intense ion beam are used to irradiate a plasma target. So the influence of a strong laser field on stopping power is significant. We discussed a large range of laser and plasma parameters on the coulomb explosion and stopping power for correlated-ion cluster and C60 cluster. Furthermore, in order to indicate the effects of different cluster types and sizes on the stopping power, a comparison is made for hydrogen and carbon clusters. In addition, the deflection of molecular axis for diatomic molecules during the Coulomb explosion is also given for the cases both in the presence of a laser field and laser free. Finally, a future experimental scheme is put forward to measure molecular ion stopping power in plasmas in Xi'an Jiaotong University of China. Keywords: Molecules, Stopping power, Coulomb explosion, Vicinage effect, Laser, PACS Codes: 34.50.Bw, 52.40.Mj, 61.85.+p, 34.50.Dy

The "Planet Earth Week": a National Scientific Festival helping Italy Discover Geosciences.

Science.gov (United States)

Seno, S.; Coccioni, R.

2017-12-01

The "Planet Earth Week- Italy Discovering Geosciences: a More Informed Society is a More Engaged Society" (www.settimanaterra.org) is a science festival that involves the whole of the Italian Regions: founded in 2012, it has become the largest event of Italian Geosciences and one of the biggest European science festivals. During a week in October several locations distributed throughout the Country (see map) are animated by events, called "Geoeventi", to disseminate geosciences to the masses and deliver science education by means of a wide range of activities: hiking, walking in city and town centers, open-door at museums and research centers, guided tours, exhibitions, educational and experimental workshops for children and young people, music and art performances, food and wine events, lectures, conferences, round tables. Universities and colleges, research centers, local Authorities, cultural and scientific associations, parks and museums, professionals organize the Geoeventi. The festival aims at bringing adults and young people to Geosciences, conveying enthusiasm for scientific research and discoveries, promoting sustainable cultural tourism, aware of environmental values and distributed all over Italy. The Geoeventi shed light both on the most spectacular and on the less known geological sites, which are often a stone's throw from home. The Planet Earth Week is growing year after year: the 2016 edition proposed 310 Geoeventi, 70 more than in 2015. The number of places involved in the project also increased and rose from 180 in 2015 to 230 in 2016. This initiative, that is also becoming a significant economic driver for many small companies active in the field of science divulgation, is analyzed, evaluated and put in a transnational network perspective.

[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.

Inclusion and Access for Students with Disabilties in Geoscience Field Learning Environments

Science.gov (United States)

Marshall, A. M.

2017-12-01

In the modern age of technology, physical ability is no longer a requirement for a successful career as a geoscientist. Yet students who do not fit the traditional physical image of a geologist are often excluded from the discipline. Individuals with disabilities - who make up a percentage of every ethnicity, age group and gender - often face great difficulty when working towards a geoscience degree. There are substantial physical barriers to participation in traditional lab and field environments and significant social barriers from deeply held cultural bias within the geoscience community from those who assume a fully able body is a requisite to a geoscience career. With intentional planning and the thoughtful use of technological aids, physical barriers to participation can be addressed in such a way as to provide engaging and inclusive learning opportunities for students of all physical abilities. The social barrier, perhaps the more challenging to address, can only be dismantled by faculty and staff who are willing to model inclusive practices and promote a culture that focuses less on a student's ability to `hike like a geologist', and more on an individual's ability to `think like a geologist'.

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.

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

Science.gov (United States)

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

2014-12-01

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

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

Science.gov (United States)

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

2017-12-01

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

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

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.

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

Science.gov (United States)

Konecky, B. L.

2015-12-01

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

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.

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

Excited neutral atomic fragments in the strong-field dissociation of N2 molecules

International Nuclear Information System (INIS)

Nubbemeyer, T; Eichmann, U; Sandner, W

2009-01-01

Excited neutral N* fragments with energies between 3 eV and 15 eV have been observed from the dissociation of N 2 molecules in strong laser fields. The kinetic energy spectrum of the excited neutral atoms corresponds to Coulomb explosion processes involving N + ions. This supports the assumption that the production of excited neutral fragments stems from a process in which one of the participating ions in the Coulomb explosion captures an electron into a Rydberg state.

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

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

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 ...

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.

Polarisation Spectral Synthesis For Type Ia Supernova Explosion Models

Science.gov (United States)

Bulla, Mattia

2017-02-01

Despite their relevance across a broad range of astrophysical research topics, Type Ia supernova explosions are still poorly understood and answers to the questions of when, why and how these events are triggered remain unclear. In this respect, polarisation offers a unique opportunity to discriminate between the variety of possible scenarios. The observational evidence that Type Ia supernovae are associated with rather low polarisation signals (smaller than a few per cent) places strong constraints for models and calls for modest asphericities in the progenitor system and/or explosion mechanism.The goal of this thesis is to assess the validity of contemporary Type Ia supernova explosion models by testing whether their predicted polarisation signatures can account for the small signals usually observed. To this end, we have implemented and tested an innovative Monte Carlo scheme in the radiative transfer code artis. Compared to previous Monte Carlo approaches, this technique produces synthetic observables (light curves, flux and polarisation spectra) with a substantial reduction in the Monte Carlo noise and therefore in the required computing time. This improvement is particularly crucial for our study as we aim to extract very weak polarisation signals, comparable to those detected in Type Ia supernovae. We have also demonstrated the applicability of this method to other classes of supernovae via a preliminary study of the first spectropolarimetry observations of superluminous supernovae.Using this scheme, we have calculated synthetic spectropolarimetry for three multi-dimensional explosion models recently proposed as promising candidates to explain Type Ia supernovae. Our findings highlight the power of spectropolarimetry in testing and discriminating between different scenarios. While all the three models predict light curves and flux spectra that are similar to each others and reproduce those observed in Type Ia supernovae comparably well, polarisation does

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.

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

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

Science.gov (United States)

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

2015-12-01

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

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

Science.gov (United States)

Manduca, C. A.; Weingroff, M.

2001-05-01

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

Linking research, education and public engagement in geoscience: Leadership and strategic partnerships

Science.gov (United States)

Laj, C. E.

2017-12-01

As a research scientist I have always been interested in sharing whatever I knew with the general public and with teachers, who have the responsibility of forming young people, our ambassadors to the future. The turning point in my educational activities was in 2002, when the European Geosciences Union (EGU) welcomed my proposition to develop a Committee on Education. One of the committee's main activities is the organisation of GIFT (Geosciences Information for Teachers) workshops, held annually during the EGU General Assembly. Typically, these workshops bring together about 80 teachers from 20-25 different countries around a general theme that changes every year. Teachers are offered a mixture of keynote presentations by renowned scientists, and participate to classroom hands-on activities led by high-class educators. They also participate to a poster session, open to every participant to the GA, in which they can show to everyone the activities they have developed in their classroom. Therefore, EGU GIFT workshops spread first-hand scientific information to science teachers, and also offer teachers an exceptional way to networking with fellow teachers worldwide. Speakers are chosen from the academic world, national geosciences organisations such as BGS (UK), BRGM (France), INGV (Italy), the European Space Agency (ESA), CEA (France), from private companies (Total), or from International Organizations for policy makers such as the International Energy Agency (IEA), and IPCC. Since 2010, EGU GIFT workshops have been organized beyond Europe, in connection with EGU Alexander von Humboldt Conferences and other major International Conferences, or in collaboration with local or international organisations. A `Teachers at Sea' program has also been developed for teachers to be able to take part in an Oceanographic cruise. Also, in collaboration with the media manager of EGU the Committee has participated in "Planet Press", a program of geoscience press releases for

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.

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

Geoscience Data Puzzles: Developing Students' Ability to Make Meaning from Data

Science.gov (United States)

Kastens, K. A.; Turrin, M.

2010-12-01

One of the most fundamental aspects of geoscience expertise is the ability to extract insights from observational earth data. Where an expert might see trends, patterns, processes, and candidate causal relationships, a novice could look at the same data representation and see dots, wiggles and blotches of color. The problem is compounded when the student was not personally involved in collecting the data or samples and thus has no experiential knowledge of the Earth setting that the data represent. In other words, the problem is especially severe when students tap into the vast archives of professionally-collected data that the geoscience community has worked so hard to make available for instructional use over the internet. Moreover, most high school and middle school teachers did not themselves learn Earth Science through analyzing data, and they may lack skills and/or confidence needed to scaffold students through the process of learning to interpret realistically-complex data sets. We have developed “Geoscience Data Puzzles” with the paired goals of (a) helping students learn about the earth from data, and (b) helping teachers learn to teach with data. Geoscience Data Puzzles are data-using activities that purposefully present a low barrier-to-entry for teachers and a high ratio of insight-to-effort for students. Each Puzzle uses authentic geoscience data, but the data are carefully pre-selected in order to illuminate a fundamental Earth process within tractable snippets of data. Every Puzzle offers "Aha" moments, when the connection between data and process comes clear in a rewarding burst of insight. Every Puzzle is accompanied by a Pedagogical Content Knowledge (PCK) guide, which explicates the chain of reasoning by which the puzzle-solver can use the evidence provided by the data to construct scientific claims. Four types of reasoning are stressed: spatial reasoning, in which students make inferences from observations about location, orientation, shape

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.

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

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.)

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

Science.gov (United States)

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

2017-01-01

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

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

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

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...

Beyond the Classroom: The Potential of After School Programs to Engage Diverse High School Students in the Geosciences

Science.gov (United States)

Pickering, J.; Briggs, D. E.; Alonzo, J.

2011-12-01

Over the last decade many influential reports on how to improve the state of STEM education in the United States have concluded that students need exciting science experiences that speak to their interests - beyond the classroom. High school students spend only about one third of their time in school. After school programs are an important opportunity to engage them in activities that enhance their understanding of complex scientific issues and allow them to explore their interests in more depth. For the last four years the Peabody Museum, in partnership with Yale faculty, other local universities and the New Haven Public Schools, has engaged a diverse group of New Haven teens in an after school program that provides them with multiple opportunities to explore the geosciences and related careers, together with access to the skills and support needed for college matriculation. The program exposes 100 students each year to the world of geoscience research; internships; the development of a Museum exhibition; field trips; opportunities for paid work interpreting geoscience exhibits; mentoring by successful college students; and an introduction to local higher education institutions. It is designed to address issues that particularly influence the college and career choices of students from communities traditionally underrepresented in STEM. Independent in-depth evaluation, using quantitative and qualitative methods, has shown that the program has enormous positive impact on the students. Results show that the program significantly improves students' knowledge and understanding of the geosciences and geoscience careers, together with college and college preparation. In the last two years 70% - 80% of respondents agreed that the program has changed the way they feel about science, and in 2010/11 over half of the students planned to pursue a science degree - a considerable increase from intentions voiced at the beginning of the program. The findings show that the

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

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.

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.

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)

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.

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.)

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.

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

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.

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

Science.gov (United States)

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

2017-01-01

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

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…

Structures and Evolutions of Explosive Cyclones over the Northwestern and Northeastern Pacific

Science.gov (United States)

Zhang, Shuqin; Fu, Gang

2018-06-01

In this study, the structures and evolutions of moderate (MO) explosive cyclones (ECs) over the Northwestern Pacific (NWP) and Northeastern Pacific (NEP) are investigated and compared using composite analysis with cyclone-relative coordinates. Final Operational Global Analysis data gathered during the cold seasons (October-April) of the 15 years from 2000 to 2015 are used. The results indicate that MO NWP ECs have strong baroclinicity and abundant latent heat release at low levels and strong upper-level forcing, which favors explosive cyclogenesis. The rapid development of MO NEP ECs results from their interaction with a northern cyclone and a large middle-level advection of cyclonic vorticity. The structural differences between MO NWP ECs and MO NEP ECs are significant. This results from their specific large-scale atmospheric and oceanic environments. MO NWP ECs usually develop rapidly in the east and southeast of the Japan Islands; the intrusion of cold dry air from the East Asian continent leads to strong baroclinicity, and the Kuroshio/Kuroshio Extension provides abundant latent heat release at low levels. The East Asian subtropical westerly jet stream supplies strong upper-level forcing. While MO NEP ECs mainly occur over the NEP, the low-level baroclinicity, upper-level jet stream, and warm ocean currents are relatively weaker. The merged cyclone associated with a strong middle-level trough transports large cyclonic vorticity to MO NEP ECs, which favors their rapid development.

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...

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

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

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.

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

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.

Post-graduation survey of the impact of geoscience service-learning courses at Wesleyan University

Science.gov (United States)

OConnell, S.; Ptacek, S.; Diver, K.; Ku, T. C.; Resor, P. G.; Royer, D. L.

2016-12-01

The benefits of service-learning courses are extolled in numerous papers and include increases in student: engagement with the material and the world, self-efficacy, and awareness of personal values. This approach to education allows students to develop skills that may not be part of many lecture-style or even laboratory class formats, such as problem solving, scientific communication, group work and reflection. Service learning requires students to move to the upper level of Bloom's taxonomy of cognitive skills: analyzing, evaluating, and creating. In a broader context, service learning offers two distinct benefits for the geosciences. First, service learning offers an opportunity for both the students and community to see the utility of geoscience in their lives and what geoscientists do. Considering the general lack of knowledge about geosciences this is an important public relations opportunity. Second, some studies have shown that the benefits of a service-learning approach to education results in higher performance by underrepresented minority students, students that the geosciences need to attract in an increasingly diverse society. Since 2006, four different service-learning courses have been offered by the Department of Earth & Environmental Sciences at Wesleyan University to both majors and non-majors. They are Environmental Geochemistry (core course), Geographic Information Systems (elective), Science on the Radio (first-year seminar), and Soils (elective). Almost 250 graduates have taken these courses. Graduates were surveyed to discover what they gained by taking a service-learning course and if, and how, they use the skills they learned in the course in their post-college careers.

Report on the treatability study for inerting small quantities of radioactive explosives and explosive components

International Nuclear Information System (INIS)

Loyola, V.M.; Reber, S.D.

1996-02-01

As a result of Sandia's radiation hardening testing on a variety of its explosive components, radioactive waste streams were generated and have to be disposed of as radioactive waste. Due to the combined hazards of explosives and radioactivity, Sandia's Radioactive and Mixed Waste Management organization did not have a mechanism for disposal of these waste streams. This report documents the study done to provide a method for the removal of the explosive hazard from those waste streams. The report includes the design of the equipment used, procedures followed, results from waste stream analog tests and the results from the actual explosive inerting tests on radioactive samples. As a result of the inerting treatment, the waste streams were rendered non-explosive and, thus, manageable through normal radioactive waste disposal channels

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

Science.gov (United States)

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

2013-12-01

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

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

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

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

Energy Technology Data Exchange (ETDEWEB)

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

2007-06-01

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

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

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.

Expediency of application of explosion-relief constructions to ensure explosion resistance of production buildings

Directory of Open Access Journals (Sweden)

Lyapin Anton

2016-01-01

Full Text Available The article presents a model of economic evaluation and selection of explosion-relief constructions (ERC, as well as determination of explosion protection efficiency of buildings and structures provided on a stage of construction. It has been shown that definition of economic efficiency of ERС is the evaluation of its application for buildings with remote or automatically controlled production. It has been determined that an important role in design of explosive industrial facilities is played by selection of the economically feasible and effective materials for ERC. When selecting materials it is necessary to consider probability and yield of explosions. Necessity to create the methods allow considering such probability has been revealed.

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.

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.

A Comparative Analysis of Geosciences Education and its Effectiveness in the United States and Russia

Science.gov (United States)

Kontar, Y. Y.

2011-12-01

Geoscience education is an important issue in the United States and Russia alike. Specifically, the funding of education is highly dependent on the country's overall system and its priorities. The American schools are better funded than Russian schools. The collapse of the Russian economy in the 1980s significantly influenced the decline of the overall national education system, including its quality and funding. Only 4.2 percent of the overall GDP is allocated toward primary and secondary education in Russia. It is 165 times less than in the United States. Russia currently has one of the highest literacy ratings in the world. Despite low funding, students still receive a solid and complete education, specifically in core subjects, such as geosciences, physics and mathematics. However, the education provided by the Russian public schools is becoming less up to date and therefore less effective. Therefore, the country might face poor educational outcomes if the financial allocation is not increased in the near future. Russian schools are designed for a "standard" student. There are a limited amount of auxiliary schools in Russia that focus on providing education for children with various physical disadvantages such as hearing, speech and vision problems. In addition, there are specialized schools for advanced children, who show more potential in certain subjects than the others. The United States, on the other hand, has a relatively lower literacy rate in geosciences, physics and mathematics, but better funding of both public and private schools. Specifically, educational facilities have the necessary learning tools, such as computers, Internet access and updated textbooks. In addition, the handicapped facilities allow for all children to receive compulsory public education. The starting geosciences faculty teaching salary is significantly higher in the United States than in Russia, which makes the profession more desirable. Overall, each country can borrow

Enabling High-performance Interactive Geoscience Data Analysis Through Data Placement and Movement Optimization

Science.gov (United States)

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

2017-12-01

Since the establishment of data archive centers and the standardization of file formats, scientists are required to search metadata catalogs for data needed and download the data files to their local machines to carry out data analysis. This approach has facilitated data discovery and access for decades, but it inevitably leads to data transfer from data archive centers to scientists' computers through low-bandwidth Internet connections. Data transfer becomes a major performance bottleneck in such an approach. Combined with generally constrained local compute/storage resources, they limit the extent of scientists' studies and deprive them of timely outcomes. Thus, this conventional approach is not scalable with respect to both the volume and variety of geoscience data. A much more viable solution is to couple analysis and storage systems to minimize data transfer. In our study, we compare loosely coupled approaches (exemplified by Spark and Hadoop) and tightly coupled approaches (exemplified by parallel distributed database management systems, e.g., SciDB). In particular, we investigate the optimization of data placement and movement to effectively tackle the variety challenge, and boost the popularization of parallelization to address the volume challenge. Our goal is to enable high-performance interactive analysis for a good portion of geoscience data analysis exercise. We show that tightly coupled approaches can concentrate data traffic between local storage systems and compute units, and thereby optimizing bandwidth utilization to achieve a better throughput. Based on our observations, we develop a geoscience data analysis system that tightly couples analysis engines with storages, which has direct access to the detailed map of data partition locations. Through an innovation data partitioning and distribution scheme, our system has demonstrated scalable and interactive performance in real-world geoscience data analysis applications.

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

Science.gov (United States)

Young, R. S.; Kinner, F.

2008-12-01

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

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)…

Inkjet printing lanthanide doped nanorods test paper for visual assays of nitroaromatic explosives

International Nuclear Information System (INIS)

Hong, Liang; Mei, Qingsong; Yang, Lei; Zhang, Cheng; Liu, Renyong; Han, Mingyong; Zhang, Ruilong; Zhang, Zhongping

2013-01-01

Graphical abstract: -- Highlights: •A test paper was used for visualization of explosive 2,4,6-trinitrophenol (TNP) by the naked eye. •TNP can strongly quench the phosphorescence of NaGdF 4 :Ce/Tb nanorods. •Polyethylenimine (PEI) molecules facilitate the formation of uniform NaGdF 4 nanorods. •PEI molecules provide specific recognized sites for TNP by the acid–base pairing interaction. -- Abstract: The facile and sensitive strategies for detections of nitroaromatic explosives are highly desirable in many challenging environments, especially for homeland security against terrorism. Here, we inkjet printed polyethylenimine (PEI)-coated Ce, Tb co-doped NaGdF 4 nanorods (NaGdF 4 :Ce/Tb NRs) onto common filter paper to construct test paper for visual and instant detections of a typical explosive 2,4,6-trinitrophenol (TNP). Polyethylenimine molecules not only facilitate the formation of uniform NaGdF 4 nanorods but also provide specific recognized sites for TNP by the acid–base pairing interaction. The resultant TNP bound at the surface of PEI-coated NaGdF 4 :Ce/Tb NRs can strongly quench the phosphorescence with a remarkably high quenching constant by the charge transfer mechanism from NaGdF 4 :Ce/Tb NRs to TNP. By printing of the probe on a piece of filter paper, trace amounts of TNP can be visually detected by the appearance of a dark color against a bright green background under a UV lamp. This test paper can detect TNP as low as 0.45 ng mm −2 by the naked eye, which provides a potential application in the rapid, on-line detections of explosives

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

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.

Earthquake Intensity and Strong Motion Analysis Within SEISCOMP3

Science.gov (United States)

Becker, J.; Weber, B.; Ghasemi, H.; Cummins, P. R.; Murjaya, J.; Rudyanto, A.; Rößler, D.

2017-12-01

Measuring and predicting ground motion parameters including seismic intensities for earthquakes is crucial and subject to recent research in engineering seismology.gempa has developed the new SIGMA module for Seismic Intensity and Ground Motion Analysis. The module is based on the SeisComP3 framework extending it in the field of seismic hazard assessment and engineering seismology. SIGMA may work with or independently of SeisComP3 by supporting FDSN Web services for importing earthquake or station information and waveforms. It provides a user-friendly and modern graphical interface for semi-automatic and interactive strong motion data processing. SIGMA provides intensity and (P)SA maps based on GMPE's or recorded data. It calculates the most common strong motion parameters, e.g. PGA/PGV/PGD, Arias intensity and duration, Tp, Tm, CAV, SED and Fourier-, power- and response spectra. GMPE's are configurable. Supporting C++ and Python plug-ins, standard and customized GMPE's including the OpenQuake Hazard Library can be easily integrated and compared. Originally tailored to specifications by Geoscience Australia and BMKG (Indonesia) SIGMA has become a popular tool among SeisComP3 users concerned with seismic hazard and strong motion seismology.

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)

A Best Practices Approach to Working with Undergraduate Women in the Geosciences

Science.gov (United States)

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

2017-12-01

Many projects and programs aim to increase female participation in STEM fields, but there is little existing literature about the best practices for implementing such programs. An NSF-sponsored project, PROmoting Geoscience Research, Education & SuccesS (PROGRESS), aims to assess the effectiveness of a professional development and peer-mentoring program on undergraduate students' interest and persistence in geoscience-related fields and on self-perceptions as a scientist. We held workshops in off-campus locations in the Carolinas and the Colorado/Wyoming Front Range in 2015 (2016) for students at seven (nine) universities. Recruiting 1st and 2nd year female STEM students, however, proved challenging, even though all transportation and expenses were provided at no cost to participants. The initial acceptance rate to attend the workshop was surprisingly low (less than 30%) and was further impacted by a high number of cancellations ( 1/3 of acceptees) in the days leading up to each workshop. However, 88% of students who completed an online strength assessment beforehand attended the workshop. Thus, an activity that requires student effort in advance can be used to gauge the likelihood of participation. The PROGRESS model is proving to be effective and beneficial for undergraduate students. Post-workshop evaluations revealed that nearly all participants would recommend the workshop to others. Students found it successful in both establishing a support system in the geosciences and increasing their knowledge of geoscience opportunities. Participant surveys show that panel discussions on career paths and the mentoring experiences of working geoscientists were the most favorably-viewed workshop components. It's not enough to offer excellent programs, however; interventions are required to recruit and incentivize participants and to help students recognize the value of a mentoring program. A successful program will devote significant time toward maintaining frequent

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.

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.

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

Expanding the Horizon: A Journey to Explore and Share Effective Geoscience Research Experiences

Science.gov (United States)

Bolman, J.

2013-12-01

The Indian Natural Resource Science and Engineering Program (INRSEP) has worked diligently over the past 40 + years to ensure the success of Tribal, Indigenous and Underrepresented undergraduate and graduate students in geoscience and natural resources fields of study. Central to this success has been the development of cultural relevant research opportunities directed by Tribal people. The research experiences have been initiated to address culturally relevant challenges on Tribal and non-Tribal lands. It has become critically important to ensure students have multiple research experiences across North America as well as throughout the continent. The INRSEP community has found creating and maintaining relationships with organizations like the Geoscience Alliance, Minorities Striving and Pursuing Higher Degrees of Success (MSPHD's) and the Louis Stokes Alliance for Minority Participation (LSAMP) program has greatly improved the success of students matriculating to graduate STEM programs. These relationships also serve an immense capacity in tracking students, promoting best practices in research development and assessing outcomes. The presentation will highlight lessons learned on how to 1) Develop a diverse cohort or 'community' of student researchers; 2) Evolve intergenerational mentoring processes and outcomes; 3) Tether to related research and programs; and Foster the broader impact of geoscience research and outcomes.

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

Science.gov (United States)

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

2015-12-01

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

GeoMapApp Learning Activities: Enabling the democratisation of geoscience learning

Science.gov (United States)

Goodwillie, A. M.; Kluge, S.

2011-12-01

GeoMapApp Learning Activities (http://serc.carleton.edu/geomapapp) are step-by-step guided inquiry geoscience education activities that enable students to dictate the pace of learning. They can be used in the classroom or out of class, and their guided nature means that the requirement for teacher intervention is minimised which allows students to spend increased time analysing and understanding a broad range of geoscience data, content and concepts. Based upon GeoMapApp (http://www.geomapapp.org), a free, easy-to-use map-based data exploration and visualisation tool, each activity furnishes the educator with an efficient package of downloadable documents. This includes step-by-step student instructions and answer sheet; a teacher's edition annotated worksheet containing teaching tips, additional content and suggestions for further work; quizzes for use before and after the activity to assess learning; and a multimedia tutorial. The activities can be used by anyone at any time in any place with an internet connection. In essence, GeoMapApp Learning Activities provide students with cutting-edge technology, research-quality geoscience data sets, and inquiry-based learning in a virtual lab-like environment. Examples of activities so far created are student calculation and analysis of the rate of seafloor spreading, and present-day evidence on the seafloor for huge ancient landslides around the Hawaiian islands. The activities are designed primarily for students at the community college, high school and introductory undergraduate levels, exposing students to content and concepts typically found in those settings.

Explosive performance on the non-proliferation experiment

Energy Technology Data Exchange (ETDEWEB)

McKown, T.O. [Los Alamos National Lab., NM (United States)

1994-12-31

The Explosive Effects Physics Project at the Los Alamos National Laboratory planned and conducted experiments on the Non-Proliferation Experiment (NPE) as part of its effort to define source functions for seismic waves. Since all investigations were contingent on the performance of the emplaced chemical explosive, an array of diagnostic measurements was fielded in the emplaced explosive. The CORRTEX (COntinuous Reflectometry for Radius vs Time EXperiment) system was used to investigate the explosive initiation and to determine the detonation velocities on three levels and in a number of radial directions. The CORRTEX experiments fielded in the explosive chamber will be described, including a description of the explosive emplacement from the perspective of its impact on the CORRTEX results. The data obtained are reviewed and the resulting detonation velocities are reported. A variation of detonation velocity with depth in the explosive and the apparent underdetonation and overdetonation of the explosive in different radial directions is reported.

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

Science.gov (United States)

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

2015-12-01

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

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

Science.gov (United States)

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

2008-12-01

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

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

Science.gov (United States)

Bilham, Nic

2014-05-01

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

Rocks, Landforms, and Landscapes vs. Words, Sentences, and Paragraphs: An Interdisciplinary Team Approach to Teaching the Tie Between Scientific Literacy and Inquiry-based Writing in a Community College's Geoscience Program and a University's' Geoscience Program

Science.gov (United States)

Thweatt, A. M.; Giardino, J. R.; Schroeder, C.

2014-12-01

Scientific literacy and inquiry-based writing go together like a hand and glove. Science literacy, defined by NRC in The NSF Standards, stresses the relationship between knowledge of science and skill in literacy so "a person can ask, find, or determine answers to questions derived from curiosity about everyday experiences. It means that a person has the ability to describe, explain, and predict natural phenomena. Scientific literacy entails being able to read with understanding articles about science in the popular press and to engage in social conversation about the validity of the conclusions. Scientific literacy implies that a person can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed." A growing body of research and practice in science instruction suggests language is essential in the practice of the geosciences. Writing and critical thinking are iterative processes. We use this approach to educate our geoscience students to learn, write, and think critically. One does not become an accomplished writer via one course. Proficiency is gained through continued exposure, guidance and tailored assignments. Inquiry-based geoscience makes students proficient in the tools of the geosciences and to develop explanations to questions about Earth events. We have scaffolded our courses from introductory geology, English composition, writing in the geosciences, introduction to field methods and report writing to do more critical thinking, research data gatherings, and in-depth analysis and synthesis. These learning experiences that encourage students to compare their reasoning models, communicate verbally, written and graphically. The English composition course sets the stage for creative assignments through formulation of original research questions, collection of primary data, analysis, and construction of written research papers. Proper use of language allows students to clarify

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.

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

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.

Numerical simulation on the explosive boiling phenomena on the surface of molten metal

International Nuclear Information System (INIS)

Chen Deqi; Peng Cheng; Wang Qinghua; Pan Liangming

2014-01-01

In this paper, numerical simulation was carried out to investigate the explosive boiling phenomenon on high temperature surface also the influence of vapor growth rate during explosive boiling, vapor condensation in sub-cooled water and the subsequent effect on flowing and heat transfer. The simulation result indicates that the steam on the molten metal surface grows with very high speed, and it pushes away the sub-cooled water around and causes severe flowing. The steam clusters which block the sub-cooled water to rewet the molten metal surface are appearing at the same time. During the growth, lifting off as well as condensation of the steam clusters, the sub-cooled water around is strongly disturbed, and obvious vortexes appear. Conversely, the vortex will influence the steam cluster detachment and cub-cooled water rewetting the metal surface. This simulation visually displays the complex explosive boiling phenomena on the molten metal surface with high temperature. (authors)

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

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...

EarthCube - A Community-led, Interdisciplinary Collaboration for Geoscience Cyberinfrastructure

Science.gov (United States)

Allison, M. L.; Keane, C. M.; Robinson, E.

2015-12-01

The EarthCube Test Enterprise Governance Project completed its initial two-year long process to engage the community and test a demonstration governing organization with the goal of facilitating a community-led process on designing and developing a geoscience cyberinfrastructure. Conclusions are that EarthCube is viable, has engaged a broad spectrum of end-users and contributors, and has begun to foster a sense of urgency around the importance of open and shared data. Levels of trust among participants are growing. At the same time, the active participants in EarthCube represent a very small sub-set of the larger population of geoscientists. Results from Stage I of this project have impacted NSF decisions on the direction of the EarthCube program. The overall tone of EarthCube events has had a constructive, problem-solving orientation. The technical and organizational elements of EarthCube are poised to support a functional infrastructure for the geosciences community. The process for establishing shared technological standards has notable progress but there is a continuing need to expand technological and cultural alignment. Increasing emphasis is being given to the interdependencies among EarthCube funded projects. The newly developed EarthCube Technology Plan highlights important progress in this area by five working groups focusing on: 1. Use cases; 2. Funded project gap analysis; 3. Testbed development; 4. Standards; and 5. Architecture. There is ample justification to continue running a community-led governance framework that facilitates agreement on a system architecture, guides EarthCube activities, and plays an increasing role in making the EarthCube vision of cyberinfrastructure for the geosciences operational. There is widespread community expectation for support of a multiyear EarthCube governing effort to put into practice the science, technical, and organizational plans that have and are continuing to emerge.

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

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.

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

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)

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...

JASMINE-pro: A computer code for the analysis of propagation process in steam explosions. User's manual

International Nuclear Information System (INIS)

Yang, Yanhua; Nilsuwankosit, Sunchai; Moriyama, Kiyofumi; Maruyama, Yu; Nakamura, Hideo; Hashimoto, Kazuichiro

2000-12-01

A steam explosion is a phenomenon where a high temperature liquid gives its internal energy very rapidly to another low temperature volatile liquid, causing very strong pressure build up due to rapid vaporization of the latter. In the field of light water reactor safety research, steam explosions caused by the contact of molten core and coolant has been recognized as a potential threat which could cause failure of the pressure vessel or the containment vessel during a severe accident. A numerical simulation code JASMINE was developed at Japan Atomic Energy Research Institute (JAERI) to evaluate the impact of steam explosions on the integrity of reactor boundaries. JASMINE code consists of two parts, JASMINE-pre and -pro, which handle the premixing and propagation phases in steam explosions, respectively. JASMINE-pro code simulates the thermo-hydrodynamics in the propagation phase of a steam explosion on the basis of the multi-fluid model for multiphase flow. This report, 'User's Manual', gives the usage of JASMINE-pro code as well as the information on the code structures which should be useful for users to understand how the code works. (author)

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

Science.gov (United States)

Allington, Ruth

2017-04-01

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

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.

EVENT, Explosive Transients in Flow Networks

International Nuclear Information System (INIS)

Andrae, R.W.; Tang, P.K.; Bolstad, J.W.; Gregory, W.S.

1985-01-01

1 - Description of problem or function: A major concern of the chemical, nuclear, and mining industries is the occurrence of an explosion in one part of a facility and subsequent transmission of explosive effects through the ventilation system. An explosive event can cause performance degradation of the ventilation system or even structural failures. A more serious consequence is the release of hazardous materials to the environment if vital protective devices such as air filters, are damaged. EVENT was developed to investigate the effects of explosive transients through fluid-flow networks. Using the principles of fluid mechanics and thermodynamics, governing equations for the conservation of mass, energy, and momentum are formulated. These equations are applied to the complete network subdivided into two general components: nodes and branches. The nodes represent boundaries and internal junctions where the conservation of mass and energy applies. The branches can be ducts, valves, blowers, or filters. Since in EVENT the effect of the explosion, not the characteristics of the explosion itself, is of interest, the transient is simulated in the simplest possible way. A rapid addition of mass and energy to the system at certain locations is used. This representation is adequate for all of the network except the region where the explosion actually occurs. EVENT84 is a modification of EVENT which includes a new explosion chamber model subroutine based on the NOL BLAST program developed at the Naval Ordnance Laboratory, Silver Spring, Maryland. This subroutine calculates the confined explosion near-field parameters and supplies the time functions of energy and mass injection. Solid-phase or TNT-equivalent explosions (which simulate 'point source' explosions in nuclear facilities) as well as explosions in gas-air mixtures can be simulated. The four types of explosions EVENT84 simulates are TNT, hydrogen in air, acetylene in air, and tributyl phosphate (TBP or 'red oil

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.

Inkjet printing lanthanide doped nanorods test paper for visual assays of nitroaromatic explosives

Energy Technology Data Exchange (ETDEWEB)

Hong, Liang [Department of Materials Science and Engineering, University of Science and Technology of China, Hefei, Anhui 230026 (China); Institute of Intelligent Machines, Chinese Academy of Sciences, Hefei, Anhui 230031 (China); Mei, Qingsong [Institute of Intelligent Machines, Chinese Academy of Sciences, Hefei, Anhui 230031 (China); Yang, Lei [Department of Chemical Physics, University of Science and Technology of China, Hefei, Anhui 230026 (China); Zhang, Cheng; Liu, Renyong [Institute of Intelligent Machines, Chinese Academy of Sciences, Hefei, Anhui 230031 (China); Han, Mingyong, E-mail: my-han@imre.a-star.edu.sg [Institute of Intelligent Machines, Chinese Academy of Sciences, Hefei, Anhui 230031 (China); ASTAR, Inst Mat Res and Engn, Singapore 117602 (Singapore); Zhang, Ruilong [Department of Materials Science and Engineering, University of Science and Technology of China, Hefei, Anhui 230026 (China); Institute of Intelligent Machines, Chinese Academy of Sciences, Hefei, Anhui 230031 (China); Zhang, Zhongping, E-mail: zpzhang@iim.ac.cn [Institute of Intelligent Machines, Chinese Academy of Sciences, Hefei, Anhui 230031 (China)

2013-11-13

Graphical abstract: -- Highlights: •A test paper was used for visualization of explosive 2,4,6-trinitrophenol (TNP) by the naked eye. •TNP can strongly quench the phosphorescence of NaGdF{sub 4}:Ce/Tb nanorods. •Polyethylenimine (PEI) molecules facilitate the formation of uniform NaGdF{sub 4} nanorods. •PEI molecules provide specific recognized sites for TNP by the acid–base pairing interaction. -- Abstract: The facile and sensitive strategies for detections of nitroaromatic explosives are highly desirable in many challenging environments, especially for homeland security against terrorism. Here, we inkjet printed polyethylenimine (PEI)-coated Ce, Tb co-doped NaGdF{sub 4} nanorods (NaGdF{sub 4}:Ce/Tb NRs) onto common filter paper to construct test paper for visual and instant detections of a typical explosive 2,4,6-trinitrophenol (TNP). Polyethylenimine molecules not only facilitate the formation of uniform NaGdF{sub 4} nanorods but also provide specific recognized sites for TNP by the acid–base pairing interaction. The resultant TNP bound at the surface of PEI-coated NaGdF{sub 4}:Ce/Tb NRs can strongly quench the phosphorescence with a remarkably high quenching constant by the charge transfer mechanism from NaGdF{sub 4}:Ce/Tb NRs to TNP. By printing of the probe on a piece of filter paper, trace amounts of TNP can be visually detected by the appearance of a dark color against a bright green background under a UV lamp. This test paper can detect TNP as low as 0.45 ng mm{sup −2} by the naked eye, which provides a potential application in the rapid, on-line detections of explosives.

"Fort Valley State University Cooperative Developmental Energy Program: Broadening the Participation of Underrepresented Minorities in the Geosciences"

Science.gov (United States)

Crumbly, I.; Hodges, J.; Kar, A.; Rashidi, L.

2015-12-01

According to the American Geological Institute's Status of Recent Geoscience Graduates, 2014, underrepresented minorities (URMs) make up only 7%, 5%, and 2% of graduates at the BS/BA, MA/MS, and Ph.D levels, respectively. Recruiting academically-talented URMs to major in the geosciences instead of majoring in other fields such as medicine, law, business, or engineering is a major undertaking. Numerous factors may contribute as to why few URMs choose geoscience careers. To address the underrepresentation of URMs in the geosciences 1992, the Cooperative Developmental Energy Program (CDEP) of Fort Valley State University (FVSU) and the College of Geosciences at the University of Oklahoma (OU) implemented a 3 + 2 dual degree program specifically in geology and geophysics. Since 1992, FVSU-CDEP has added the University of Texas at Austin (2004), Pennsylvania State University (2005), University of Arkansas (2010), and the University of Nevada at Las Vegas (2015) as partners to offer degrees in geology and geophysics. The dual degree programs consist of students majoring in chemistry or mathematics at FVSU for the first three years and transferring to one of the above partnering universities for years four and five to major in geology or geophysics. Upon completion of the program, students receive a BS degree in chemistry or mathematics from FVSU and a BS degree in geology or geophysics from a partnering university. CDEP has been responsible for recruiting 33 URMs who have earned BS degrees in geology or geophysics. Females constitute 50% of the graduates which is higher than the national average. Also, 56% of these graduates have earned the MS degree and 6% have earned the Ph.D. Currently, 60% of these graduates are employed with oil and gas companies; 20% work for academia; 12% work for governmental agencies; 6 % are professionals with environmental firms; and 2% of the graduate's employment is unknown.

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.

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

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.

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.

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.

Effect of type of explosives and physical-mechanical properties of explosive rock on formation of toxic gases in atmosphere of shafts

Science.gov (United States)

Mindeli, E. O.; Khudyakov, M. Y.

1981-01-01

The quality of toxic gases formed during explosive work in underground shafts depends upon the type of explosives and the conditions of explosion. Several types of explosives and rocks were examined. All remaining conditions were maintained the same (sandy-argillaceous stemming, electrical method of explosions, diameter of blast holes, and the direct triggering of charges).

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

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.

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

Science.gov (United States)

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

2015-12-01

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

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.

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.

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

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)

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.)

Explosives vapour identification in ion mobility spectrometry using a tunable laser ionization source: a comparison with conventional 63Ni ionization

International Nuclear Information System (INIS)

Clark, A.; Deas, R.M.; Kosmidis, C.; Ledingham, K.W.D.; Marshall, A.; Singhal, R.P.

1995-01-01

Laser multiphoton ionization (MPI) is used to produce ions from explosive vapours at atmospheric pressure in air for analysis by ion mobility spectrometry (IMS). In the positive ion mode of detection, NO + ions, generated directly by multiphoton dissociation/ionization of the explosive compounds, show strong variation with laser wavelength. This provides a means of identifying the presence of nitro-containing compounds. Moreover, electrons formed in the MPI of gaseous components in the air carrier stream, primarily O 2 , are transferred via neutral molecular oxygen (O 2 ) to trace explosive vapour, forming negative ions which give rise to characteristic and identifiable ion mobility spectra. Further, negative ion mobility spectra of several explosive vapours are presented using conventional 63 Ni ionization and are compared qualitatively with the laser ionization approach. (author)

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

Science.gov (United States)

Hippensteel, Scott P.

2015-01-01

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

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

Science.gov (United States)

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

2014-12-01

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

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

Science.gov (United States)

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

2014-12-01

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

Observations of Undergraduate Geoscience Instruction in the US: Measuring Student Centered Teaching

Science.gov (United States)

Teasdale, R.; Manduca, C. A.; Mcconnell, D. A.; Bartley, J. K.; Bruckner, M. Z.; Farthing, D.; Iverson, E. A. R.; Viskupic, K. M.

2014-12-01

The Reformed Teaching Observation Protocol (RTOP; Swada, et al., 2002) has been used by a trained team of On the Cutting Edge (CE) observers to characterize the degree of student-centered teaching in US college and university geoscience classrooms. Total RTOP scores are derived from scores on 25 rubric items used to characterize teaching practices in categories of lesson design, content delivery, student-instructor and student-student interactions. More than 200 classroom observations have been completed by the RTOP team in undergraduate courses at a variety of US institution types (e.g., community colleges, research universities). A balanced mix of early career, mid-career, and veteran faculty are included, and the study examines class sizes ranging from small (80 students). Observations are limited to one class session and do not include laboratories or field activities. Data include RTOP scores determined by a trained observer during the classroom observation and an online survey in which the observed instructors report on their teaching practices. RTOP scores indicate that the observed geoscience classes feature varying degrees of student-centered teaching, with 30% of observed classes categorized as teacher-centered (RTOP scores ≤30), 45% of observed classes categorized as transitional classrooms (RTOP scores 31-49) and 25% are student-centered (RTOP scores ≥ 50). Instructor self-report survey data and RTOP scores indicate that geoscience faculty who have participated in one or more CE professional development event and use the CE website have an average RTOP score of 49, which is significantly higher (> 15 points) than the average score of faculty who have not participated in CE events and have not used the website. Approximately 60% of student-centered classes (those with high RTOP scores) use some traditional lecture nearly every day, but are also are likely to include an in-class activity or group discussion (e.g. Think-Pair-Share). More than 50% of

Instructional Practices in Introductory Geoscience Courses: Results of a National Faculty Survey

Science.gov (United States)

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

2004-12-01

The NAGT professional development program "On the Cutting Edge" recently surveyed 7000 geoscience faculty in the United States to develop a snapshot of current instructional practices in undergraduate geoscience courses, faculty strategies for learning new content and new teaching approaches, and faculty involvement in the geoscience education community. Over 2200 faculty responded to the survey which was conducted by the American Institute of Physics. Results for introductory courses (814 responses) indicate that lecture is the most common teaching strategy used in courses of all sizes. Many faculty incorporate some interactive activities in their courses. Most commonly, they use questioning, demonstrations, discussions, and in-class exercises. Less common, but not rare, are small group discussion or think-pair-share and classroom debates or role-playing. Activities involving problem solving, using quantitative skills, working with data and primarily literature, and structured collaboration are incorporated by many faculty in introductory courses, suggesting efforts to teach the process of science. Activities in which students address a problem of national or local interest, analyze their own data, or address problems of their own design are less common but not rare. Field experiences are common but not ubiquitous for students in introductory courses. A wide variety of assessment strategies are used in introductory courses of all sizes, including exams, quizzes, problem sets, papers, oral presentations, and portfolios. While papers are used for assessment more extensively in small classes, a significant number of faculty use papers in large classes (greater than 81 students). A majority of faculty use rubrics in grading. Faculty report that in the past two years, approximately one-third have made changes in the content of their introductory courses while just under half have changed the teaching methods they use. While faculty learn about both new content and

Geology in the Movies: Using Hollywood Films as a Teaching Tool in Introductory Geosciences Courses

Science.gov (United States)

Lawrence, K. T.; Malinconico, L. L.

2008-12-01

A common challenge in introductory Geoscience courses is engaging students who often do not have a long- standing interest in science. In recent years Hollywood has produced a number of geoscience-themed films (Dante's Peak, Deep Impact, Day After Tomorrow, Inconvenient Truth), most of which contain kernels of scientific truth as well as gross misrepresentations of scientific reality. In our introductory courses (Geological Disasters: Agents of Chaos and Earth's Climate: Past Present and Future) we have had great success using these films as a way of both engaging students and accomplishing many of our course goals. Even though most of the students in these courses will not become geoscience majors, it is important for them to realize that they can make informed judgments about concepts portrayed in the popular media. We have incorporated short written movie critiques into our suite of introductory course laboratory exercises. Through these movie-critique labs, students have an opportunity to apply their new geoscience expertise to examining the validity of the scientific concepts presented in the film. Along the way, students start to see the relevance of course materials to their everyday lives, think more critically about how science is portrayed by non-scientists, synthesize what they have learned by applying their knowledge to a new problem, and improve their ability to communicate what they have learned. Despite the fact that these movie-critique labs require significantly more out-of-lab effort that our other introductory lab assignments, in our course evaluations many students rate the movie critiques as not only one of the most interesting lab exercises of the semester, but also the lab exercise containing the most educational value.

Experimental and theoretical study of helical explosive electrical current generators with magnetic field compression

International Nuclear Information System (INIS)

Antoni, Bernard; Nazet, Christian.

1975-07-01

A generator of electrical energy in which magnetic field compression is achieved by a solid explosive is described. The magnetic flux losses have been calculated for generators of various configurations by the skin depth concept. Calculations take the Joule heating of conductors into account. In helical generators the magnetic flux losses are higher than those calculated by considering diffusion only. Additional losses approximately as important as diffusion losses have already been observed elsewhere on similar devices. Detailed calculations of the motion of the explosively driven inner conductor show that losses come from the jumps encountered by sliding contact moving along the helix. The jumps are caused by little geometrical defects and the consequence on losses is strongly dependent on current intensity. The jumps decrease when the pitch of helix increases. The jumps are detrimental to the efficient use of the explosive energy. With helical generators only 5% of the energy is transferred into magnetic energy [fr

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

Science.gov (United States)

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

2013-12-01

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

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.

The Two-Year Colleges' Role in Building the Future Geoscience Technical Workforce

Science.gov (United States)

Wolfe, B.

2014-12-01

Careers in energy science related fields represent significant job growth in the U.S. Yet post-secondary career and technical programs have not kept pace with demand and energy science curriculum, including fundamental concepts of energy generation and environmental impact, lacks a firm position among general or career and technical education courses. Many of these emerging energy related jobs are skilled labor and entry level technical positions requiring less than a bachelor's degree. These include jobs such as solar/photovoltaic design and installation, solar water and space heating installation, energy management, efficiency and conservation auditor, environmental technician, etc. These energy related career pathways fit naturally within the geosciences discipline. Many of these jobs can be filled by individuals from HVAC, Industrial technology, welding, and electrical degree programs needing some additional specialized training and curriculum focused on fundamental concepts of energy, fossil fuel exploration and use, atmospheric pollution, energy generation, alternative energy sources, and energy conservation. Two-year colleges (2ycs) are uniquely positioned to train and fill these workforce needs as they already have existing career and technical programs and attract both recent high school graduates, as well as non-traditional students including displaced workers and returning veterans. We have established geoscience related workforce certificate programs that individuals completing the traditional industrial career and technical degrees can obtain to meet these emerging workforce needs. This presentation will discuss the role of geosciences programs at 2ycs in training these new workers, developing curriculum, and building a career/technical program that is on the forefront of this evolving industry.

A systematic study of the explosion energy issue in core collapse supernova theory

Science.gov (United States)

Yamamoto, Yu

2016-06-01

the thesis we used a single progenitor of 15Msun provided by a realistic stellar evolution calculation and studied the post-shock revival evolutions, changing the time of shock revival. We run seven 1D and five 2D models. In the second exploration, on the other hand, we pay attention to the progenitor dependence of the dynamics. Instead of using progenitor models from realistic stellar evolution calculations, I construct six pre-collapse models with different masses of Fe core and Si+S layer assuming entropy and electron fraction distributions and varying rather arbitrarily the parameters included. Unlike in the first study, we did not specify the shock revival time explicitly but gave the neutrino luminosity in this study. The explosion energy and nickel mass are calculated for eighteen 1D and eight 2D models, respectively. The two studies demonstrate that early explosions are necessary for strong explosions. It is also found that nuclear recombination energy is a major contributor to the explosion energy which is settled to the final value in 500ms whereas the nickel mass needs much longer times to reach the final value, particularly in 2D. Since the nickel tends to be overproduced in early explosions, enhanced fallbacks in multi-dimensional hydrodynamics seem to be crucial to reproduce the observed values of nickel mass and explosion energy simultaneously. As for the progenitor dependence, we found that light cores with relatively high entropies seem to be favorable for reproducing the canonical explosion by the neutrino heating mechanism. It is interesting that the explosion energy is strongly correlated with the mass accretion rate at shock revival regardless of the spatial dimensions.

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.

The Roles of Working Memory and Cognitive Load in Geoscience Learning

Science.gov (United States)

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

2017-01-01

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

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

Screening sealed bottles for liquid explosives

Science.gov (United States)

Kumar, Sankaran; McMichael, W. Casey; Kim, Y.-W.; Sheldon, Alan G.; Magnuson, Erik E.; Ficke, L.; Chhoa, T. K.; Moeller, C. R.; Barrall, Geoffrey A.; Burnett, Lowell J.; Czipott, Peter V.; Pence, J. S.; Skvoretz, David C.

1997-01-01

A particularly disturbing development affecting transportation safety and security is the increasing use of terrorist devices which avoid detection by conventional means through the use of liquid explosives and flammables. The hazardous materials are generally hidden in wine or liquor bottles that cannot be opened routinely for inspection. This problem was highlighted by the liquid explosives threat which disrupted air traffic between the US an the Far East for an extended period in 1995. Quantum Magnetics has developed a Liquid Explosives Screening systems capable of scanning unopened bottles for liquid explosives. The system can be operated to detect specific explosives directly or to verify the labeled or bar-coded contents of the container. In this system, magnetic resonance (MR) is used to interrogate the liquid. MR produces an extremely rich data set and many characteristics of the MR response can be determined simultaneously. As a result, multiple MR signatures can be defined for any given set of liquids, and the signature complexity then selected according to the level of threat. The Quantum Magnetics Liquid Explosives Screening System is currently operational. Following extensive laboratory testing, a field trial of the system was carried out at the Los Angeles International Airport.

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...

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

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

International Nuclear Information System (INIS)

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

1986-01-01

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

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

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.)

Curricular Design for Intelligent Systems in Geosciences Using Urban Groundwater Studies.

Science.gov (United States)

Cabral-Cano, E.; Pierce, S. A.; Fuentes-Pineda, G.; Arora, R.

2016-12-01

Geosciences research frequently focuses on process-centered phenomena, studying combinations of physical, geological, chemical, biological, ecological, and anthropogenic factors. These interconnected Earth systems can be best understood through the use of digital tools that should be documented as workflows. To develop intelligent systems, it is important that geoscientists and computing and information sciences experts collaborate to: (1) develop a basic understanding of the geosciences and computing and information sciences disciplines so that the problem and solution approach are clear to all stakeholders, and (2) implement the desired intelligent system with a short turnaround time. However, these interactions and techniques are seldom covered in traditional Earth Sciences curricula. We have developed an exchange course on Intelligent Systems for Geosciences to support workforce development and build capacity to facilitate skill-development at the undergraduate student-level. The first version of this course was offered jointly by the University of Texas at Austin and the Universidad Nacional Autónoma de México as an intensive, study-abroad summer course. Content included: basic Linux introduction, shell scripting and high performance computing, data management, experts systems, field data collection exercises and basics of machine learning. Additionally, student teams were tasked to develop a term projects that centered on applications of Intelligent Systems applied to urban and karst groundwater systems. Projects included expert system and reusable workflow development for subsidence hazard analysis in Celaya, Mexico, a classification model to analyze land use change over a 30 Year Period in Austin, Texas, big data processing and decision support for central Texas groundwater case studies and 3D mapping with point cloud processing at three Texas field sites. We will share experiences and pedagogical insights to improve future versions of this course.

Using Soft Sculpture Microfossils and Other Crafted Models to Teach Geoscience

Science.gov (United States)

Spinak, N. R.

2017-12-01

For the past 5 years, the International Ocean Discovery Program (IODP) has been using the author's sewn models of microfossils to help learners understand the shapes and design of these tiny fossils. These tactile objects make the study of ancient underwater life more tangible. Multiple studies have shown that interactive models can help many learners understand science. The Montessori and Waldorf education programs are based in large part on earlier insights into meeting these needs. The act of drawing has been an essential part of medical education. The STEAM (Science, Technology, Engineering, Arts and Math) movement has advocated for STEM supporters to recognize the inseparability of science and art. This presentation describes how the author's knitted or sewn models of microfossils incorporate art and design into geoscience education. The geoscience research and art processes used in developing and creating these educational soft sculptures will be described. In multiple entry points to science study, specific reciprocal benefits to boundary crossing among the arts and sciences for those who have primary talents in a particular area of study will be discussed. Geoscience education can benefit from using art and craft items such as models. Many websites now offer soft sculptures for biology study such as organs and germs (e.g. (https://www.giantmicrobes.com/us/main/nasty-germs). The Wortheim project involving community and crochet is another approach (http://crochetcoralreef.org/). These tactile artifacts give learners an entry-level experience with biology. Three dimensional models are multisensory. The enlarged manipulative microfossil models invite learners to make comparisons and gain insights when microscopes are not available or appropriate for the audience. Adding the physical involvement of creating a microfossil yourself increases the multi-sensory experience even further. Learning craft skills extends the cross-cutting concepts of the NGSS to a mutual

Generic and scientific constraints involving geoethics and geoeducation in planetary geosciences

Science.gov (United States)

Martínez-Frías, Jesús

2013-04-01

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

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...

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.)

Simulation of Seismic Waves from Underground Explosions in Geologic Media: FY2009 Progress Report

Energy Technology Data Exchange (ETDEWEB)

Rodgers, A; Vorobiev, O; Sjogreen, B; Petersson, N A

2009-11-09

This report summarizes work done after one year on project LL09-Sim-NDD-02 entitled 'Exploratory Research: Advanced Simulation of Low Yield Underground Nuclear Explosions To Improve Seismic Yield Estimation and Source Identification'. Work on this effort proceeded in two thrusts: (1) parametric studies of underground explosion generated motions with GEODYN; and (2) coupling of GEODYN to WPP. GEODYN is a code for modeling hydrodynamic (shock-wave) motions in a wide variety of materials, including earth materials. WPP is an anelastic finite difference code for modeling seismic motions. The sensitivity of seismic motions to emplacement conditions was investigated with a series of parametric studies of low-yield (0.2-4 kiloton) chemical high-explosive shots at a range of burial depths in four canonical geologic media (granite, limestone, tuff and alluvium). Results indicate that the material has a strong impact on the seismic motions consistent with previous reports. Motions computed with GEODYN in realistically complex material models are very consistent with reported motions from nuclear tests by Perret and Bass (1975). The amplitude, frequency content and cavity size resulting from explosions are all strongly sensitive to the material strength. Explosions in high-strength (granite) resulted in the highest amplitude, shortest duration pulse and smallest cavities, whereas explosions in low-strength material (alluvium) resulted in the lowest amplitudes, longest duration pulse and larger cavities. The corner frequencies of P-wave motions at take-off angles corresponding to propagation to teleseismic distances show corresponding behavior, with high-strength materials having the highest corner frequency and low-strength materials having low corner frequency. Gravity has an important effect on the cavity size and outgoing motions due work done against lithostatic stress. In fact without gravity the cavity radius and elastic motions are largely insensitive to

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)

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)

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

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)

Atomic excitation and acceleration in strong laser fields

International Nuclear Information System (INIS)

Zimmermann, H; Eichmann, U

2016-01-01

Atomic excitation in the tunneling regime of a strong-field laser–matter interaction has been recently observed. It is conveniently explained by the concept of frustrated tunneling ionization (FTI), which naturally evolves from the well-established tunneling picture followed by classical dynamics of the electron in the combined laser field and Coulomb field of the ionic core. Important predictions of the FTI model such as the n distribution of Rydberg states after strong-field excitation and the dependence on the laser polarization have been confirmed in experiments. The model also establishes a sound basis to understand strong-field acceleration of neutral atoms in strong laser fields. The experimental observation has become possible recently and initiated a variety of experiments such as atomic acceleration in an intense standing wave and the survival of Rydberg states in strong laser fields. Furthermore, the experimental investigations on strong-field dissociation of molecules, where neutral excited fragments after the Coulomb explosion of simple molecules have been observed, can be explained. In this review, we introduce the subject and give an overview over relevant experiments supplemented by new results. (paper)

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

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.

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.

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.)

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)

GOLD (GEO Opportunities for Leadership in Diversity): Building capacity for broadening participation in the Geosciences

Science.gov (United States)

Jones, B.; Patino, L. C.; Rom, E. L.; Adams, A.

2017-12-01

The geosciences continue to lag other science, technology, engineering, and mathematics (STEM) disciplines in the engagement, recruitment and retention of traditionally underrepresented and underserved groups, 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 this area. 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 to achieve success must be developed. 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 change management, leadership development research, and pedagogies for professional development will not only engender fresh thinking and innovative approaches for preparing and empowering

EarthCube Data Discovery Hub: Enhancing, Curating and Finding Data across Multiple Geoscience Data Sources.

Science.gov (United States)

Zaslavsky, I.; Valentine, D.; Richard, S. M.; Gupta, A.; Meier, O.; Peucker-Ehrenbrink, B.; Hudman, G.; Stocks, K. I.; Hsu, L.; Whitenack, T.; Grethe, J. S.; Ozyurt, I. B.

2017-12-01

EarthCube Data Discovery Hub (DDH) is an EarthCube Building Block project using technologies developed in CINERGI (Community Inventory of EarthCube Resources for Geoscience Interoperability) to enable geoscience users to explore a growing portfolio of EarthCube-created and other geoscience-related resources. Over 1 million metadata records are available for discovery through the project portal (cinergi.sdsc.edu). These records are retrieved from data facilities, including federal, state and academic sources, or contributed by geoscientists through workshops, surveys, or other channels. CINERGI metadata augmentation pipeline components 1) provide semantic enhancement based on a large ontology of geoscience terms, using text analytics to generate keywords with references to ontology classes, 2) add spatial extents based on place names found in the metadata record, and 3) add organization identifiers to the metadata. The records are indexed and can be searched via a web portal and standard search APIs. The added metadata content improves discoverability and interoperability of the registered resources. Specifically, the addition of ontology-anchored keywords enables faceted browsing and lets users navigate to datasets related by variables measured, equipment used, science domain, processes described, geospatial features studied, and other dataset characteristics that are generated by the pipeline. DDH also lets data curators access and edit the automatically generated metadata records using the CINERGI metadata editor, accept or reject the enhanced metadata content, and consider it in updating their metadata descriptions. We consider several complex data discovery workflows, in environmental seismology (quantifying sediment and water fluxes using seismic data), marine biology (determining available temperature, location, weather and bleaching characteristics of coral reefs related to measurements in a given coral reef survey), and river geochemistry (discovering

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

Explosion approach for external safety assessment: a case study

Energy Technology Data Exchange (ETDEWEB)

Johnson, D. Michael; Halford, Ann [Germanischer Lloyd, Loughborough (United Kingdom); Mendes, Renato F. [PETROBRAS S.A., Rio de Janeiro, RJ (Brazil)

2009-07-01

Several questions related to the potential for explosions are explored as this became an important subject during an enterprise risk analysis. The understanding of explosions underwent a substantial evolution in the final 20 years of the 20{sup th} century following international research projects in Europe involving several research institutes, as well gas and oil companies. This led to the development of techniques that could be used to assess the potential consequences of explosions on oil, gas and petrochemical facilities. This paper presents an overview of the potential for explosions in communities close to industrial sites or pipelines right of way (RoW), where the standard explosion assessment methods cannot be applied. With reference to experimental studies, the potential for confined explosions in buildings and Vapor Cloud Explosions is explored. Vapor Cloud Explosion incidents in rural or urban areas are also discussed. The method used for incorporating possible explosion and fire events in risk studies is also described using a case study. Standard explosion assessment methodologies and a revised approach are compared as part of an on going evaluation of risk (author)

Risk Quantitative Determination of Fire and Explosion in a Process Unit By Dow’s Fire and Explosion Index