WorldWideScience

Sample records for strong geoscience departments

  1. Building Strong Geoscience Departments Through the Visiting Workshop Program

    Science.gov (United States)

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

    2011-12-01

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

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

    Science.gov (United States)

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

    2005-12-01

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

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

    Science.gov (United States)

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

    2011-12-01

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

  4. 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

  5. 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.

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

    Science.gov (United States)

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

    2005-12-01

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

  7. 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

  8. Archive of Geosample Data and Information from the Rosenstiel School of Marine and Atmospheric Science (RSMAS) Department of Marine Geosciences.

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — The Rosenstiel School of Marine and Atmospheric Science (RSMAS) Department of Marine Geosciences made a one-time contribution of data describing geological samples...

  9. 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.

  10. Tracking the Health of the Geoscience Workforce

    Science.gov (United States)

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

    2008-12-01

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

  11. Geosciences projects FY 1985 listing

    Energy Technology Data Exchange (ETDEWEB)

    1986-05-01

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

  12. A 1% Solution: Establishing and Reaching Enrollment Goals in Geoscience Departments

    Science.gov (United States)

    Rhodes, D. D.

    2005-12-01

    Because of the small number of recent graduates, the Department of Geology and Geography at Georgia Southern University was placed on the list of programs to be monitored by the University System of Georgia's Board of Regents in August 1998. With only 23 majors at the time, the need to grow the program was obvious to everyone. Facing the reality that the survival of the Department was at stake, the faculty made enhancing enrollments its highest priority. After consulting a variety of published information and talking to faculty from the incredibly successful Department of Geology and Geography at Northwest Missouri State University, the faculty adopted a goal of having the combined number of geology and geography majors in the department equal 1% of the university's undergraduate enrollment, which then stood at 12,400. The most important move toward the goal occurred when the Department began actively recruiting majors from all introductory geology and geography courses. Recruiting took a variety of forms that ranged from suggesting that students doing well in a course consider majoring in the field to formal presentations on geology and geography as careers. Since the Spring 2001 semester, recruiting talks have been given in every introductory level geography and geology class by a member of the faculty other than the course's instructor. The presentations emphasize how geology and geography promote the development of important marketable skills (e.g., critical thinking, problem solving, writing, public speaking, cultural awareness) and technical expertise (especially GIS) that are essential in obtaining employment and in career advancement. The presentations occur during the week preceding the Thanksgiving holidays, so students will have the opportunity to discuss this important choice with their parents. This schedule also gives students time to make their decision before registration for the spring semester. Soon after the recruitment efforts started the number

  13. 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

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

    Science.gov (United States)

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

    2012-12-01

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

  15. 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.

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

    Science.gov (United States)

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

    2014-05-01

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

  17. 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.

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

    Science.gov (United States)

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

    2016-12-01

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

  19. Summaries of physical research in the geosciences

    Energy Technology Data Exchange (ETDEWEB)

    1980-08-01

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

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

    Science.gov (United States)

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

    2012-12-01

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

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

    Science.gov (United States)

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

    2011-12-01

    Community colleges served over 7.5 million students in 2009, and have a more diverse student population than four-year institutions. In 2008, 58% of community college students were women and 33% of students were underrepresented minorities. Community colleges provide a large diverse pool of untapped talent for the geosciences and for all science and engineering disciplines. The most recent data from NSF's 2006 NSCRG database indicate that within the physical sciences, 43% of Bachelor's, 31% of Master's and 28% of Doctoral recipients had attended community college. Until recently, fine-grained datasets for examining the prevalence of community college education in geoscience students' academic pathways has not been available. Additionally, there has been limited information regarding the availability of geoscience programs and courses at community colleges. In 2011, the American Geological Institute (AGI) expanded its Directory of Geoscience Departments (DGD) to cover 434 community colleges that offer either geoscience programs and/or geoscience curriculum, and launched the first pilot of a standardized National Geoscience Exit Survey. The survey collects information not only about students' pathways in the university system and future academic and career plans, but also about community college attendance including geoscience course enrollments and Associate's degrees. The National Geoscience Exit Survey will be available to all U.S. geoscience programs at two- and four-year colleges and universities by the end of the 2011-2012 academic year, and will also establish a longitudinal survey effort to track students through their careers. Whereas the updated DGD now provides wider coverage of geoscience faculty members and programs at community colleges, the Exit Survey provides a rich dataset for mapping the flow of students from community colleges to university geoscience programs. We will discuss the availability of geoscience courses and programs at community

  2. A MEDL Collection Showcase: A Collection of Hands-on Physical Analog Models and Demonstrations From the Department of Geosciences MEDL at Virginia Tech

    Science.gov (United States)

    Glesener, G. B.

    2017-12-01

    The Geosciences Modeling and Educational Demonstrations Laboratory (MEDL) will present a suite of hands-on physical analog models from our curriculum materials collection used to teach about a wide range of geoscience processes. Many of the models will be equipped with Vernier data collection sensors, which visitors will be encouraged to explore on-site. Our goal is to spark interest and discussion around the affordances of these kinds of curriculum materials. Important topics to discuss will include: (1) How can having a collection of hands-on physical analog models be used to effectively produce successful broader impacts activities for research proposals? (2) What kinds of learning outcomes have instructors observed when teaching about temporally and spatially challenging concepts using physical analog models? (3) What does it take for an institution to develop their own MEDL collection? and (4) How can we develop a community of individuals who provide on-the-ground support for instructors who use physical analog models in their classroom.

  3. Outer geosciences

    International Nuclear Information System (INIS)

    Blake, R.L.

    1979-06-01

    This report presents an objective discussion of the importance of the atmospheric/solar-terrestrial system to national energy programs. A brief sketch is given of the solar-terrestrial environment, extending from the earth's surface to the sun. Processes in this natural system influence several energy activities directly or indirectly, and some present and potential energy activities can influence the natural system. It is not yet possible to assess the two-way interactions quantitatively or to evaluate the economic impact. An investment by the Department of Energy (DOE) in a long-range basic research program would be an important part of the department's mission. Existing programs by other agencies in this area of research are reviewed, and a compatible DOE program is outlined. 18 figures, 5 tables

  4. 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.

  5. 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.

  6. 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.

  7. 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.

  8. IT Workforce: Key Practices Help Ensure Strong Integrated Program Teams; Selected Departments Need to Assess Skill Gaps

    Science.gov (United States)

    2016-11-01

    principles and steps associated with workforce planning that agencies can utilize in their efforts to assess and address IT skill gaps. See GAO-04-39...As another example, our prior review of the United States Department of Agriculture’s Farm Service Agency’s Modernize and Innovate the Delivery of...IT WORKFORCE Key Practices Help Ensure Strong Integrated Program Teams; Selected Departments Need to Assess Skill Gaps

  9. 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

  10. 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.

  11. InTeGrate: Transforming the Teaching of Geoscience and Sustainability

    Science.gov (United States)

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

    2012-12-01

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

  12. Accessible Geoscience - Digital Fieldwork

    Science.gov (United States)

    Meara, Rhian

    2017-04-01

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

  13. 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

  14. Career Paths for Geosciences Students (Invited)

    Science.gov (United States)

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

    2013-12-01

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

  15. 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

  16. Geoscience and the 21st Century Workforce

    Science.gov (United States)

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

    2013-12-01

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

  17. 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

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

    Science.gov (United States)

    Wolfe, C. J.

    2001-12-01

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

  19. 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

  20. 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

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

    Science.gov (United States)

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

    2011-12-01

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

  2. Department

    African Journals Online (AJOL)

    USER

    2016-09-20

    Sep 20, 2016 ... Department of Biological and Environmental Sciences, Kibabii University. Abstract. This study ... Key Words: Climate Change, Regional Circulation Model, PRECIS, Bungoma County ... by different computer models is much.

  3. 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.

  4. 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

  5. Establishing MICHCARB, a geological carbon sequestration research and education center for Michigan, implemented through the Michigan Geological Repository for Research and Education, part of the Department of Geosciences at Western Michigan University

    Energy Technology Data Exchange (ETDEWEB)

    Barnes, David A. [Western Michigan Univ., Kalamazoo MI (United States); Harrison, William B. [Western Michigan Univ., Kalamazoo MI (United States)

    2014-01-28

    The Michigan Geological Repository for Research and Education (MGRRE), part of the Department of Geosciences at Western Michigan University (WMU) at Kalamazoo, Michigan, established MichCarb—a geological carbon sequestration resource center by: • Archiving and maintaining a current reference collection of carbon sequestration published literature • Developing statewide and site-specific digital research databases for Michigan’s deep geological formations relevant to CO2 storage, containment and potential for enhanced oil recovery • Producing maps and tables of physical properties as components of these databases • Compiling all information into a digital atlas • Conducting geologic and fluid flow modeling to address specific predictive uses of CO2 storage and enhanced oil recovery, including compiling data for geological and fluid flow models, formulating models, integrating data, and running the models; applying models to specific predictive uses of CO2 storage and enhanced oil recovery • Conducting technical research on CO2 sequestration and enhanced oil recovery through basic and applied research of characterizing Michigan oil and gas and saline reservoirs for CO2 storage potential volume, injectivity and containment. Based on our research, we have concluded that the Michigan Basin has excellent saline aquifer (residual entrapment) and CO2/Enhanced oil recovery related (CO2/EOR; buoyant entrapment) geological carbon sequestration potential with substantial, associated incremental oil production potential. These storage reservoirs possess at least satisfactory injectivity and reliable, permanent containment resulting from associated, thick, low permeability confining layers. Saline aquifer storage resource estimates in the two major residual entrapment, reservoir target zones (Lower Paleozoic Sandstone and Middle Paleozoic carbonate and sandstone reservoirs) are in excess of 70-80 Gmt (at an overall 10% storage efficiency factor; an approximately

  6. 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.

  7. 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.

  8. 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

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

    Science.gov (United States)

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

    2012-12-01

    . We anticipate the detail and sophistication of the response will increase as students progress through the InTeGrate curriculum. A team of 14 community members and assessment experts were assembled to develop the questions and complete validity and reliability testing. An initial set of questions was vetted, revised by the assessment team, and sent for external review. Students can score one point for correct Level 1 answers. For Level 2 questions, students can score from zero to two points, depending on the number of correct answers selected. Rubrics are under development for Level 3 essay questions using a 3 point scale that assigns points based both on the accuracy of the response and the quality of the written response. The final instrument will be used to measure geoscience literacy from introductory, non-science students to upper-level geoscience majors. In addition to covering geoscience content knowledge and understanding, GLE+ is also intended to probe InTeGrate students' ability and motivation to use their geoscience expertise to address problems of environmental sustainability. This final instrument will be made available to the geoscience education community as an assessment to be used in conjunction with InTeGrate teaching materials or as a stand-alone tool for departments to measure student learning gains across the major.

  10. 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…

  11. Proceedings of the geosciences workshop

    Energy Technology Data Exchange (ETDEWEB)

    None

    1991-01-01

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

  12. 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

  13. 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.

  14. 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.

  15. 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.

  16. Geoscience as an Agent for Change in Higher Education

    Science.gov (United States)

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

    2016-12-01

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

  17. 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

  18. 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.

  19. 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

  20. GIS in geoscience education- geomorphometric study

    Digital Repository Service at National Institute of Oceanography (India)

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

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

  1. 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

  2. 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.

  3. 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.

  4. 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

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

    Science.gov (United States)

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

    2015-12-01

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

  6. 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

  7. 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

  8. Mentored undergraduate research in the geosciences

    Science.gov (United States)

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

    2012-09-01

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

  9. 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

  10. 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.

  11. 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.

  12. Geoscience is Important? Show Me Why

    Science.gov (United States)

    Boland, M. A.

    2017-12-01

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

  13. Archive of Geosample Information from the Geological Survey of Canada Atlantic (GSC A) Marine Geoscience Curation Facility

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — The Geological Survey of Canada Atlantic (GSC A) Marine Geoscience Curation Facility contributed information on 40,428 cores, grabs, and dredges in their holdings to...

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

    Science.gov (United States)

    Xu, Mingzhu; Gao, Zhiqiang; Ning, Jicai

    2014-10-01

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

  15. 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.

  16. 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

  17. 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

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

    International Nuclear Information System (INIS)

    1976-08-01

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

  19. 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…

  20. 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.

  1. 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.

  2. 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

  3. Abnormal vital signs are strong predictors for intensive care unit admission and in-hospital mortality in adults triaged in the emergency department - a prospective cohort study

    Directory of Open Access Journals (Sweden)

    Barfod Charlotte

    2012-04-01

    Full Text Available Abstract Background Assessment and treatment of the acutely ill patient have improved by introducing systematic assessment and accelerated protocols for specific patient groups. Triage systems are widely used, but few studies have investigated the ability of the triage systems in predicting outcome in the unselected acute population. The aim of this study was to quantify the association between the main component of the Hillerød Acute Process Triage (HAPT system and the outcome measures; Admission to Intensive Care Unit (ICU and in-hospital mortality, and to identify the vital signs, scored and categorized at admission, that are most strongly associated with the outcome measures. Methods The HAPT system is a minor modification of the Swedish Adaptive Process Triage (ADAPT and ranks patients into five level colour-coded triage categories. Each patient is assigned a triage category for the two main descriptors; vital signs, Tvitals, and presenting complaint, Tcomplaint. The more urgent of the two determines the final triage category, Tfinal. We retrieved 6279 unique adult patients admitted through the Emergency Department (ED from the Acute Admission Database. We performed regression analysis to evaluate the association between the covariates and the outcome measures. Results The covariates, Tvitals, Tcomplaint and Tfinal were all significantly associated with ICU admission and in-hospital mortality, the odds increasing with the urgency of the triage category. The vital signs best predicting in-hospital mortality were saturation of peripheral oxygen (SpO2, respiratory rate (RR, systolic blood pressure (BP and Glasgow Coma Score (GCS. Not only the type, but also the number of abnormal vital signs, were predictive for adverse outcome. The presenting complaints associated with the highest in-hospital mortality were 'dyspnoea' (11.5% and 'altered level of consciousness' (10.6%. More than half of the patients had a Tcomplaint more urgent than Tvitals

  4. 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

  5. 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.

  6. 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

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

    Science.gov (United States)

    Carrick, Tina Louise

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

  8. 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.

  9. Defining the Geoscience Community through a Quantitative Perspective

    Science.gov (United States)

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

    2015-12-01

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

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

    Science.gov (United States)

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

    2016-06-01

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

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

    Science.gov (United States)

    Houlton, H.; Keane, C.

    2012-04-01

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

  12. 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…

  13. Field Studies—Essential Cognitive Foundations for Geoscience Expertise

    Science.gov (United States)

    Goodwin, C.; Mogk, D. W.

    2010-12-01

    Learning in the field has traditionally been one of the fundamental components of the geoscience curriculum. Field experiences have been attributed to having positive impacts on cognitive, affective, metacognitive, mastery of skills and social components of learning geoscience. The development of geoscience thinking, and of geoscience expertise, encompasses a number of learned behaviors that contribute to the progress of Science and the development of scientists. By getting out into Nature, students necessarily engage active and experiential learning. The open, dynamic, heterogeneous and complex Earth system provides ample opportunities to learn by inquiry and discovery. Learning in this environment requires that students make informed decisions and to think critically about what is important to observe, and what should be excluded in the complex overload of information provided by Nature. Students must learn to employ the full range of cognitive skills that include observation, description, interpretation, analysis and synthesis that lead to “deep learning”. They must be able to integrate and rationalize observations of Nature with modern experimental, analytical, theoretical, and modeling approaches to studying the Earth system, and they must be able to iterate between what is known and what is yet to be discovered. Immersion in the field setting provides students with a sense of spatial and temporal scales of natural phenomena that can not be derived in other learning environments. The field setting provides strong sensory inputs that stimulate cognition and memories that will be available for future application. The field environment also stimulates strong affective responses related to motivation, curiosity, a sense of “ownership” of field projects, and inclusion in shared experiences that carry on throughout professional careers. The nature of field work also contains a strong metacognitive component, as students learn to be aware of what and how they

  14. Computer axial tomography in geosciences

    International Nuclear Information System (INIS)

    Duliu, Octavian G.

    2002-01-01

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

  15. 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

  16. 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.

  17. An Integrated Model for Improving Undergraduate Geoscience Workforce Readiness

    Science.gov (United States)

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

    2017-12-01

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

  18. 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

  19. 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).

  20. 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

  1. 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…

  2. 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.

  3. 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

  4. 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.

  5. 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

  6. 939 Department of Geology and Mineral Science

    African Journals Online (AJOL)

    USER

    2015-11-12

    Nov 12, 2015 ... Department of Geology and Mineral Sciences, University of Ilorin, Ilorin, Nigeria P.M.B. 1515, Ilorin, Nigeria. 2. Department of Petroleum Engineering and Geosciences, Petroleum Training Institute, P.M.B.. 20, Effurun, Delta State, Nigeria. Abstract. Hydrochemical investigation of thirty groundwater samples ...

  7. 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

  8. 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

  9. 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

  10. Righting the balance: Gender diversity in the geosciences

    Science.gov (United States)

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

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

  11. 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.

  12. 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

  13. 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.

  14. 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.

  15. 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.

  16. 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.

  17. 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

  18. 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

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

    Science.gov (United States)

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

    2005-12-01

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

  20. 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

  1. 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

  2. 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

  3. 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/

  4. 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.

  5. 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...

  6. Helping geoscience students improve their numeracy using online quizzes

    Science.gov (United States)

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

    2010-05-01

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

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

    Science.gov (United States)

    Barrett, D.

    2005-12-01

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

  8. 3D Printing and Digital Rock Physics for the Geosciences

    Science.gov (United States)

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

    2014-12-01

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

  9. 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

  10. 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

  11. 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.

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

    International Nuclear Information System (INIS)

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

    1992-02-01

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

  13. 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

  14. 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

  15. 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.

  16. 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.

  17. 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

  18. 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.

  19. 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…

  20. New Challenges Facing Small Undergraduate Departments And The Role Of Faculty And Administrators.

    Science.gov (United States)

    El-Shazly, A. K.

    2003-12-01

    Small geoscience departments with 5 faculty members or less in undergraduate institutions are facing serious challenges that will have a profound impact on their future, as well as the future of geoscience education. In addition to past and future budget cuts that affect all departments, small departments are more vulnerable to such problems as (i) decreased enrollments in introductory level classes, (ii) small number of geology majors, (iii) small number of graduates per year (iv) lack or paucity of equipment necessary for faculty and student research, (v) limited opportunities for external funding, (vi) need to offer upper division classes on an alternate year basis, (vii) difficulty in recruiting and retaining students, (viii) high teaching loads for faculty, and (ix) designing rigorous curricula based on 120 credit hours with a significant component of liberal art classes. These problems pose new challenges for faculty, department chairs and administrators. Faculty need to design curricula tailored to the need of the job market, without compromising rigor or the quality of the program. New classes/ concentrations in environmental science, hydrogeology and geographical information systems should be offered, and traditional classes in petrology, geophysics and tectonics should be maintained. Classes in Physics, Chemistry and Math should be core requirements. Student involvement in research should be encouraged at an early stage (sophomore/ junior levels). Department chairs need to assign duties in their department carefully to capitalize on the strengths of their faculty: faculty with strong research backgrounds should be helped in their efforts to pursue external funding opportunities, whereas those with strong teaching abilities should be evaluated primarily on their performance in the classroom. Student credit hour production should not be used as a criterion for evaluating faculty. Administrators should evaluate programs and departments based on the success

  1. 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

  2. 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.

  3. 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.

  4. 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.

  5. 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.

  6. 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

  7. 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

  8. 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

  9. 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.

  10. National Geoscience Data Repository System, Phase II. Final report, January 30, 1995--January 28, 1997

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1998-04-01

    The American Geological Institute (AGI) has completed Phase II 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 United States 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. To address this opportunity, AGI sought support from the Department of Energy (DOE) in 1994 to initiate the NGDRS Phase I feasibility study to determine the types and quantity of data that companies would be willing to donate. The petroleum and mining companies surveyed indicated that they were willing to donate approximately five million well logs, one hundred million miles of seismic reflection data, millions of linear feet of core and cuttings, and a variety of other types of scientific data. Based on the positive results of the Phase I study, AGI undertook Phase II of the program in 1995. Funded jointly by DOE and industry, Phase II 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.

  11. 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.

  12. 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.

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

    Science.gov (United States)

    Harshvardhan, D.; Harbor, J. M.

    2003-12-01

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

  14. 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

  15. 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

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

    Science.gov (United States)

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

    2016-12-01

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

  17. Understanding the Factors that Support the Use of Active Learning Teaching in STEM Undergraduate Courses: Case Studies in the Field of Geoscience

    Science.gov (United States)

    Iverson, Ellen A. Roscoe

    The purpose of this study was to understand the factors that support the adoption of active learning teaching strategies in undergraduate courses by faculty members, specifically in the STEM disciplines related to geoscience. The focus of the study centered on the context of the department which was identified as a gap in evaluation and educational research studies of STEM faculty development. The study used a mixed-method case study methodology to investigate the influences of departmental context on faculty members' adoption of active-learning teaching practices. The study compared and contrasted the influence of two faculty development strategies initiated in the field of geoscience. Six university geoscience departments were selected that had participated in two national geoscience professional development programs. Data were generated from 19 faculty interviews, 5 key informant interviews, and documents related to departmental and institutional context. The study concluded that two main factors influenced the degree to which faculty who participated in geoscience faculty development reported adoption of active learning pedagogies. These conclusions are a) the opportunity to engage in informal, regular conversations with departmental colleagues about teaching promoted adoption of new teaching approaches and ideas and b) institutional practices regarding the ways in which teaching practices were typically measured, valued, and incentivized tended to inhibit risk taking in teaching. The conclusions have implications related to institutional policy, faculty development, and the role of evaluation.

  18. <strong>Mini-project>

    DEFF Research Database (Denmark)

    Katajainen, Jyrki

    2008-01-01

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

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

    Science.gov (United States)

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

    2009-12-01

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

  20. Strong interactions

    International Nuclear Information System (INIS)

    Froissart, Marcel

    1976-01-01

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

  1. 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

  2. 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

  3. Promoting research integrity in the geosciences

    Science.gov (United States)

    Mayer, Tony

    2015-04-01

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

  4. BCube: Building a Geoscience Brokering Framework

    Science.gov (United States)

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

    2014-05-01

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

  5. Raft river geoscience case study, volume 1

    Science.gov (United States)

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

    1981-11-01

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

  6. Why research into the history of geosciences?

    Science.gov (United States)

    Schröder, Wilfried

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

  7. Developing Short Films of Geoscience Research

    Science.gov (United States)

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

    2015-12-01

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

  8. Hiring and Retention: Key Factors in Increasing Gender Diversity in the Geosciences

    Science.gov (United States)

    Holmes, M.; O'Connell, S.; Frey, C.

    2004-12-01

    Graduation and hiring data of geoscientists over the last ten years indicate that the largest leak in the academic pipeline for women geoscientists is at hiring into tenure-track positions. Anecdotal explanations for this leak generally cite a lack of females in the applicant pool, but women in tenure-track positions anecdotally cite a lack of family-friendly practices by academic departments. Both ideas are currently being tested via surveys of geoscience departments. Is there a way to attract more women to the field to increase the applicant pool? Results of focus groups of geoscientists indicate that both men and women are attracted into the field of geosciences by the same types of events: over one-third became a geoscientist by randomly walking into an undergraduate class and finding themselves captivated by the topic and/or a dynamic instructor. The subject matter itself attracts another one-fourth, and family members encourage another one-fifth of geoscientists to initially enter the field. Slightly more women cite the first attractor of undergraduate class, but the principal draw for our future workforce, male and female, is good instruction of freshman courses. Retention of women in academia is another key issue. The proportion that considers leaving after working towards one or more degrees is highly skewed by gender: one-half of female and only one-third of male geoscientists considered leaving the field at some time in their career. The reasons for considering leaving also differ by gender. Males cite financial issues, including an uncertain job market. Females cite two principal reasons for considering leaving: family issues and difficulties with a graduate advisor. Strategies currently exist for "family issues", including stop-the-clock (of tenure for family needs), assignment shift, on-campus daycare facilities, and unflinching administrative support for such practices. Graduate advising is a learnable skill, and more attention needs to be paid to

  9. 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

  10. Science Diplomacy in the Geosciences (Invited)

    Science.gov (United States)

    Sztein, E.; Casadevall, T.

    2013-12-01

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

  11. 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.

  12. 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

  13. 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

  14. 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

  15. Geosciences. Hearings before the Subcommittee on Energy Research and Development of the Committee on Science, Space, and Technology, House of Representatives, One Hundredth Congress, First Session, July 15, 16, 1987

    International Nuclear Information System (INIS)

    Anon.

    1988-01-01

    The hearing reviewed the Federal programs in geoscience research, particularly as they relate to the exploration, the characterization, the processing, and ultimately the extraction of our indigenous energy sources. The emphasis of the hearing is on oil and gas recovery, with special attention on the Energy Research Advisory Board's February report on DOE geoscience programs. The geoscience program also focuses on research and nuclear energy supply and research and management of radioactive non-nuclear waste. The US Geological Survey report on uranium supplies is discussed. The major focus of these two days of hearings is to identify ways to ensure availability of adequate supplies of hydrocarbon resources through development and use of advanced methods of characterization and extraction. Further, it looks at the adequacy of the federally funded geosciences efforts and the interaction of those efforts with national laboratories, universities, and the private sector. Testimony was heard from five panels: the US Department of Energy, National Laboratories, Universities, States, and Industry

  16. 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.

  17. 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.

  18. A project-based geoscience curriculum: select examples

    Science.gov (United States)

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

    2007-12-01

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

  19. Geoscience for society. 125th Anniversary volume

    Energy Technology Data Exchange (ETDEWEB)

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

    2011-07-01

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

  20. Geoscience for society. 125th Anniversary volume

    Energy Technology Data Exchange (ETDEWEB)

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

    2011-07-01

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

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

    Science.gov (United States)

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

    2006-12-01

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

  2. Earth Sciences Department Annual Report, 1984

    Energy Technology Data Exchange (ETDEWEB)

    Henry, A.L.; Donohue, M.L. (eds.)

    1985-09-01

    The Earth Sciences Department at Lawrence Livermore National Laboratory comprises nine different disciplinary and programmatic groups that provide research in the geosciences, including nuclear waste management, containment of nuclear weapons tests, seismic treaty verification, stimulation of natural gas production by unconventional means, and oil shale retorting. Each group's accomplishments in 1984 are discussed, followed by a listing of the group's publications for the year.

  3. 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.

  4. MASTODON: A geosciences simulation tool built using the open-source framework MOOSE

    Science.gov (United States)

    Slaughter, A.

    2017-12-01

    The Department of Energy (DOE) is currently investing millions of dollars annually into various modeling and simulation tools for all aspects of nuclear energy. An important part of this effort includes developing applications based on the open-source Multiphysics Object Oriented Simulation Environment (MOOSE; mooseframework.org) from Idaho National Laboratory (INL).Thanks to the efforts of the DOE and outside collaborators, MOOSE currently contains a large set of physics modules, including phase field, level set, heat conduction, tensor mechanics, Navier-Stokes, fracture (extended finite-element method), and porous media, among others. The tensor mechanics and contact modules, in particular, are well suited for nonlinear geosciences problems. Multi-hazard Analysis for STOchastic time-DOmaiN phenomena (MASTODON; https://seismic-research.inl.gov/SitePages/Mastodon.aspx)--a MOOSE-based application--is capable of analyzing the response of 3D soil-structure systems to external hazards with current development focused on earthquakes. It is capable of simulating seismic events and can perform extensive "source-to-site" simulations including earthquake fault rupture, nonlinear wave propagation, and nonlinear soil-structure interaction analysis. MASTODON also includes a dynamic probabilistic risk assessment capability that enables analysts to not only perform deterministic analyses, but also easily perform probabilistic or stochastic simulations for the purpose of risk assessment. Although MASTODON has been developed for the nuclear industry, it can be used to assess the risk for any structure subjected to earthquakes.The geosciences community can learn from the nuclear industry and harness the enormous effort underway to build simulation tools that are open, modular, and share a common framework. In particular, MOOSE-based multiphysics solvers are inherently parallel, dimension agnostic, adaptive in time and space, fully coupled, and capable of interacting with other

  5. 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.

  6. 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.

  7. 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.

  8. 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

  9. 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...

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

    Science.gov (United States)

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

    2014-12-01

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

  11. PLUS: 'Planning Land Use with Students' is a Local Land Use Policy That Showcase the Geosciences

    Science.gov (United States)

    Turrin, M.

    2014-12-01

    Land Use decisions in the local community are well represented in geoscience topics and issues, and provide an excellent opportunity to showcase a wide range of geoscience careers to high school students. In PLUS (Planning Land Use with Students) we work with youth corps, volunteer agencies and the County Departments of Planning, Transportation, Public Health, Water Resources to run a program for high school seniors to engage the students in the complex layers of decision making connected with land use as we showcase geoscience careers (http://www.ldeo.columbia.edu/edu/plus/index.html). How development occurs, what resources are in use and who makes these decisions is both interesting and relevant for students. We develop case studies around current, active, local land use issues large enough in scale to have a formal environmental review at the County and/or the State level. Sections of each case study are dedicated to addressing the range of environmental issues that are central to each land use decision. Water, its availability, planned use and treatment on the site, brings in both a review of local hydrology and a discussion of storm water management. Air quality and the impact of the proposed project's density, transportation plans, and commercial and industrial uses brings in air quality issues like air quality ratings, existing pollution, and local air monitoring. A review of the site plans brings in grading plans for the project area, which highlights issues of drainage, soil stability, and exposure to toxins or pollutants depending on the historic use of the site. Brownfield redevelopments are especially challenging with various monitoring, clean up and usage restrictions that are extremely interesting to the students. Students' work with mentors from the community who represent various roles in the planning process including a range of geosciences, community business members and other players in the planning process. This interplay of individuals provides

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

    Science.gov (United States)

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

    2010-12-01

    that can help others implement service learning projects in their own institutions and communities. Online resources developed by the workshop participants, conveners, and supporting staff include an assemblage of online and print resources, a searchable collection of peer-reviewed examples of service learning projects, a tutorial on using the "8-Block Model" to design and implement a service learning project, tips on finding service learning partners, advice on motivating students, departments and the community, and example assessment instruments. Faculty are encouraged to submit their own examples of additional service learning projects in the geosciences. The entire workshop program, resources and activities are available online at: http://serc.carleton.edu/NAGTWorkshops/servicelearning/index.html

  13. Computer programing for geosciences: Teach your students how to make tools

    Science.gov (United States)

    Grapenthin, Ronni

    2011-12-01

    When I announced my intention to pursue a Ph.D. in geophysics, some people gave me confused looks, because I was working on a master's degree in computer science at the time. My friends, like many incoming geoscience graduate students, have trouble linking these two fields. From my perspective, it is pretty straightforward: Much of geoscience evolves around novel analyses of large data sets that require custom tools—computer programs—to minimize the drudgery of manual data handling; other disciplines share this characteristic. While most faculty adapted to the need for tool development quite naturally, as they grew up around computer terminal interfaces, incoming graduate students lack intuitive understanding of programing concepts such as generalization and automation. I believe the major cause is the intuitive graphical user interfaces of modern operating systems and applications, which isolate the user from all technical details. Generally, current curricula do not recognize this gap between user and machine. For students to operate effectively, they require specialized courses teaching them the skills they need to make tools that operate on particular data sets and solve their specific problems. Courses in computer science departments are aimed at a different audience and are of limited help.

  14. 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.

  15. 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…

  16. 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.

  17. 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.

  18. 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…

  19. Embedding Data Stewardship in Geoscience Australia

    Science.gov (United States)

    Bastrakova, I.; Fyfe, S.

    2013-12-01

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

  20. Making a Difference: a Global Geoscience Initiative

    Science.gov (United States)

    Nickless, E.

    2013-05-01

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

  1. 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

  2. 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.

  3. 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.

  4. 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.

  5. 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

  6. 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.

  7. 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.

  8. 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

  9. Technology-Supported Performance Assessments for Middle School Geoscience

    Science.gov (United States)

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

    2002-12-01

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

  10. 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

  11. 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.

  12. 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.

  13. 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.

  14. The challenge of achieving professionalism and respect of diversity in a UK Earth Sciences department

    Science.gov (United States)

    Imber, Jonathan; Taylor, Michelle; Callaghan, Mark; Castiello, Gabriella; Cooper, George; Foulger, Gillian; Gregory, Emma; Herron, Louise; Hoult, Jill; Lo, Marissa; Love, Tara; Macpherson, Colin; Oakes, Janice; Phethean, Jordan; Riches, Amy

    2017-04-01

    The Department of Earth Sciences, Durham University, has a balanced gender profile at undergraduate, postgraduate and postdoctoral levels (38%, 42% and 45% females, respectively), but one of the lowest percentages, relative to the natural applicant pool, of female academic staff amongst UK geoscience departments. There are currently 9% female academic staff at Durham, compared with a median value (in November 2015) of 20% for all Russell Group geoscience departments in the UK. Despite the fact that the female staff group is relatively senior, the Department's current academic management is essentially entirely male. The Department has an informal working culture, in which academics operate an "open door" policy, and staff and students are on first name terms. This culture, open plan office space, and our fieldwork programme, allow staff and students to socialise. A positive outcome of this culture is that > 95% of final year undergraduate students deemed the staff approachable (National Student Survey 2016). Nevertheless, a survey of staff and research student attitudes revealed significant differences in the way males and females perceive our working environment. Females are less likely than males to agree with the statements that "the Department considers inappropriate language to be unacceptable" and "inappropriate images are not considered acceptable in the Department". That anyone could find "inappropriate" language and images "acceptable" is a measure of the challenge faced by the Department. Males disagree more strongly than females that they "have felt uncomfortable because of [their] gender". The Department is proactively working to improve equality and diversity. It held a series of focus group meetings, divided according to gender and job role, to understand the differences in male and female responses. Female respondents identified examples of inappropriate language (e.g. sexual stereotyping) that were directed at female, but not male, colleagues. Males

  15. 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.

  16. The Natural Science Program at the University of New Mexico: Geosciences Play a Central Role in Preservice Teacher Training

    Science.gov (United States)

    Nyman, M. W.; Ellwein, A. L.; Geissman, J. W.; McFadden, L. D.; Crossey, L. J.

    2007-12-01

    An important component for future directions of geoscience departments is public education. The role of geoscience departments in the preparation and professional development of K-12 teachers is particularly critical, and merges with other teaching missions within the University. The importance of geoscience content for teachers (and the general public) is evident in the numerous earth science related public policy issues that are the subject of ever-increasing attention (climate change, energy resources, water utilization, etc.). The earth and space sciences are not only included in both state and federal science content education standards but are also inherently interesting to students and therefore provide an important gateway to foster interest in science as well as other scientific disciplines. For over 10 years, the Department of Earth and Planetary Sciences (EPS) at the University of New Mexico (UNM) has housed and supported the Natural Science Program (NSP), which provides science content courses and numerous programs for K-12 pre- and in-service teachers. Classes and laboratories are integrated, and are capped at 21 students in the 200-level courses, assuring an active and supportive learning environment for students who are typically science-phobic with negative or no experiences with science. Enrollments are maintained at ~150 preservice teachers per semester. The program is staffed by two lecturers, who have advanced degrees in the geosciences as well as K-12 teaching experience, and several part time instructors, including graduate students who gain valuable teaching experience through teaching in the NSP. With continued support from the department, the NSP has expanded to develop robust and functional relationships related to science teacher professional development with Sandia National Laboratories and local school districts, initiated development of a graduate certificate in science teaching and, advanced a proposal for the development of an Energy

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

    Science.gov (United States)

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

    2015-04-01

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

  18. 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

  19. 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)

  20. The role of karst in engineering and environmental geosciences

    Directory of Open Access Journals (Sweden)

    H. C. Ho

    2011-08-01

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

  1. 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.

  2. 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...

  3. 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.

  4. 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.

  5. 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.

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

    Science.gov (United States)

    Oberhänsli, Roland; Lambert, Ian

    2014-05-01

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

  7. Department of Psychology, Obafemi Awolo

    African Journals Online (AJOL)

    USER

    2014-11-05

    Accepted: November 05, 2014. Department of Psychology, Obafemi Awolowo University, Ile-Ife, Nigeria ... place attachment, a strong internal locus of control and strong and accessible ..... Scale for Turkish University students. Journal of ...

  8. "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

  9. 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

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

    Science.gov (United States)

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

    2011-12-01

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

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

    Science.gov (United States)

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

    2017-04-01

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

  12. 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

  13. 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

  14. 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

  15. Beyond the Data: Effective Methods for Communicating the Value of Geoscience Research

    Science.gov (United States)

    Lees, J. M.; Parker, M. L.

    2017-12-01

    The health of Earth Science departments depends critically on effective campus outreach and communication. Where competing narratives across a broad spectrum of intellectual pursuits draws the attention of administrators for resources, geological sciences are positioned, in a unique way, to make a big impact in both public relations within the institution and outward to the community at large. Researchers, by themselves, often make poor advocates for their exciting discoveries, especially when dealing with colleagues who have little or no appreciation for the interdisciplinary nature of Earth Science. Our communication efforts at the University of North Carolina—Chapel Hill have represented the Department of Geological Sciences with spectacular visual content and riveting storytelling. Long-form features, photos, and videos published in science-oriented campus publications (Endeavors), alumni outreach (Carolina Alumni Review) and more general issues (Arts & Sciences magazine) offer glimpses into geophysical research areas such as coastal evolution, active volcanoes, and stratospheric acoustics. A well crafted story can go a long way towards raising the stature of a small department, and increase the exposure of critical environmental issues on campus. This presentation will include the key elements for crafting a compelling geoscience research story, common issues that can arise in science communication, and best practices for utilizing storytelling methods for outreach in both academic and industry settings.

  16. Training Graduate Teaching Assistants in the Geosciences: Our Practices vs. Perceived Needs

    Science.gov (United States)

    Teasdale, R.; Ryker, K.; Bitting, K. S.

    2016-12-01

    Graduate Teaching Assistants (GTAs) in the geosciences are responsible for teaching a large proportion of undergraduate students in many universities. Often, GTAs are primary instructors in small laboratory sections of large enrollment courses, putting them in the position of having a more personalized relationship with students, in what is often the most interactive portion of an introductory course. Anecdotally, geoscientists recognize that GTAs also have a broad range of responsibilities, but there is wide variation in the content and timing of the training they receive. Until now, no comprehensive survey has been conducted to capture and analyze this distribution in a systematic way. Data from a nationwide survey of 120 geoscientists is used here to characterize the ways GTAs are trained as well as respondents' priorities for GTA training. Respondents include faculty from PhD- and MS- granting institutions (81.4%) and MS-only granting institutions (18.5%). According to the survey, most GTAs teach laboratory sections (95.6%), and many teach lecture sections (38.9%). In many cases, GTAs support instructors during or outside of the "lecture" section (e.g. grading, 77.1%). Of GTAs who teach lecture or lab sections, most receive required training from their department or the university, commonly on a single day just before the start of the semester. GTA training typically includes logistical information (where to find materials, professionalism), but less than 40% of GTAs are required to participate in pedagogical training. In contrast, pedagogy was most often rated very important or important (74.2%) by survey respondents. The disconnect between the geoscience community's current practices in GTA training and our current values suggests that GTA training programs are needed, and that the community can benefit from reports on the success of existing programs and the dissemination of adaptable models for GTA pedagogical training.

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

    Science.gov (United States)

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

    2015-12-01

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

  18. 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

  19. 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.

  20. 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

  1. Metallurgy Department

    DEFF Research Database (Denmark)

    Risø National Laboratory, Roskilde

    The activities of the Metallurgy Department at Risø during 1981 are described. The work is presented in three chapters: General Materials Research, Technology and Materials Development, Fuel Elements. Furthermore, a survey is given of the department's participation in international collaboration...

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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…

  7. 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…

  8. 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

  9. 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

  10. Strong Motion Earthquake Data Values of Digitized Strong-Motion Accelerograms, 1933-1994

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — The Strong Motion Earthquake Data Values of Digitized Strong-Motion Accelerograms is a database of over 15,000 digitized and processed accelerograph records from...

  11. Mainstreaming Climate Change Into Geosciences Curriculum of Tertiary Educational Systems in Ghana

    Science.gov (United States)

    Nyarko, B. K.

    2015-12-01

    The impact of Climate Change has a far-reaching implication for economies and people living in the fragile Regions of Africa analysts project that by 2020, between 75 million and 250 million people will be exposed various forms of Climate Change Stresses. Education as a key strategy identified under Agenda 21 has been incorporated into the efforts of various educational institutions as a means of mitigating climate change and enhancing sustainability. Climate Change education offers many opportunities and benefits for educators, researchers, learners, and for wider society, but there are also many challenges, which can hinder the successful mainstreaming of climate change education. The study aims at understanding barriers for Climate Change Education in selected tertiary institutions in Ghana. The study was conducted among Geoscience Departments of the 7 main public universities of Ghana and also juxtapose with the WASCAL graduate school curriculum. The transcript analysis identified issues that hinders the mainstreaming of Climate Change, these includes existing levels of knowledge and understanding of the concept of climate change, appreciating the threshold concepts, ineffective teaching of Climate Change and some Departments are slow in embracing Climate Change as a discipline. Hence to develop strategies to mainstream climate change education it is important to recognize that increasing the efficiency and delivery of Climate Change education requires greater attention and coordination of activities and updating the educators knowledge and skill's. Institutions and Educator should be encouraged to undertake co-curricula activities and finding ways to make Climate Change education practical.

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

    Science.gov (United States)

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

    2016-12-01

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

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

    Science.gov (United States)

    Houlding, Simon W.

    2001-08-01

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

  14. 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.

  15. 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.

  16. 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

  17. 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

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

    Science.gov (United States)

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

    2013-12-01

    also collected from a larger bank of test questions. Discrimination indices across the full bank showed variation and additional work is underway to refine and field test in other settings these questions in the absence of InTeGrate curricula. When complete, faculty will be able to assemble sets of questions to track progress toward meeting literacy goals. In addition to covering geoscience content knowledge and understanding, a complementary attitudinal pre/post survey was also developed with the intent to probe InTeGrate students' ability and motivation to use their geoscience expertise to address problems of environmental sustainability. The final instruments will be made available to the geoscience education community as an assessment to be used in conjunction with InTeGrate teaching materials or as a stand-alone tool for departments to measure student learning and attitudinal gains across the major.

  19. Using vibrational Cooper minima to determine strong-field molecular-dissociation pathways

    Science.gov (United States)

    Severt, T.; Zohrabi, M.; Armstrong, G. S. J.; McKenna, J.; Gaire, B.; Kling, Nora G.; Ablikim, U.; Carnes, K. D.; Esry, B. D.; Ben-Itzhak, I.

    2015-05-01

    We explore the possibility of using vibrational ``Cooper minima'' (VCM) locations as a method to determine dissociation pathways of molecules in a strong laser field. As a test case, we study the laser-induced dissociation of an O2+ion beam by several wavelengths (λ = 800 , 400, and 266 nm) using a coincidence three-dimensional momentum imaging technique. Vibrational structure is observed in the kinetic energy release spectra, revealing a suppression of the dissociation of certain vibrational levels, which is a manifestation of the VCM effect. Previously, it has been shown in H2+that first-order time-dependent perturbation theory can be used to predict the locations of the VCM. We explore if the VCM locations predicted by perturbation theory can help uniquely identify dissociation pathways in O2+and consider its utility for other systems. Supported by the Chemical Sciences, Geosciences, and Biosciences Division, Office of Basic Energy Sciences, Office of Science, U.S. Department of Energy. TS was partially supported by NSF-REU under Grant No. PHY-0851599.

  20. 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

  1. Increasing student success in STEM through geosciences based GIS curriculum, interdisciplinary project based learning, and specialized STEM student services

    Science.gov (United States)

    Cheung, W.

    2012-12-01

    Under the auspices of the National Science Foundation's Advanced Technological Education Grant and the Department of Education's Title V/HSI Grant, Palomar College students from a variety of disciplines have not only been exposed to the high growth field of geospatial technologies, but have also been exposed to the geosciences and regional environmental issues in their GIS courses. By integrating introductory Physical Geography topics such as liquefaction, subsidence, ozone depletion, plate tectonics, and coastal processes in the introductory GIS curriculum, GIS students from fields ranging from Archaeology to Zoology were exposed to basic geosciences theories in a series of hands-on interactive exercises, while gaining competency in geospatial technologies. Additionally, as students undertake interdisciplinary service learning projects under the supervision of experts in the private, governmental, and nonprofit sectors, students were introduced to the STEM workplace, forged invaluable professional connections, applied their classroom knowledge to advance research (e.g. analyzing migration patterns of cephalopod), and analyzed regional environmental issues (e.g. distribution of invasive plants in state natural preserves). In order to further the retention and completion of students in GIS, Earth Science, and other STEM courses, a STEM Student Learning Center was constructed, whereby students can receive services such as supplemental instruction, walk-in tutoring, STEM counseling and transfer advising, as well as faculty and peer mentoring.

  2. Department o

    African Journals Online (AJOL)

    USER

    2016-10-31

    Oct 31, 2016 ... Department of Urban and Regional Planning, University of Ibadan, Oyo State, Nigeria. 2 ... Geospatial techniques were used for this study; data from primary and secondary source ... development, for instance, Nigeria cities .... (road network, road medians and water ..... Countries: A Case Study of Nigeria.

  3. Electronics department

    International Nuclear Information System (INIS)

    1979-01-01

    This report summarizes the activities in 1978 of some of the groups within the Electronics Department. The work covered includes plant protection and operator studies, reliability techniques, application of nuclear techniques to mineral exploration, applied laser physics, computing and, lastly, research instrumentation. (author)

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

    Science.gov (United States)

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

    2009-12-01

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

  5. 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

  6. A Categorical Framework for Model Classification in the Geosciences

    Science.gov (United States)

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

    2016-04-01

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

  7. 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

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

    Science.gov (United States)

    Sloan, V.; Haacker, R.

    2014-12-01

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

  9. Exploring Various Monte Carlo Simulations for Geoscience Applications

    Science.gov (United States)

    Blais, R.

    2010-12-01

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

  10. Exploring Monte Carlo Simulation Strategies for Geoscience Applications

    Science.gov (United States)

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

    2008-12-01

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

  11. 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

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

    Directory of Open Access Journals (Sweden)

    M. Petersen

    2018-01-01

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

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

    Science.gov (United States)

    Wolfe, Cecily J.

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

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

    International Nuclear Information System (INIS)

    Whitaker, S.H.

    1987-01-01

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

  15. 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.

  16. 3D Immersive Visualization: An Educational Tool in Geosciences

    Science.gov (United States)

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

    2007-05-01

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

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

    Science.gov (United States)

    Valyrakis, Manousos; Cheng, Ming

    2016-04-01

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

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

    Science.gov (United States)

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

    2013-05-01

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

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

    Science.gov (United States)

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

    2011-12-01

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

  20. The AR Sandbox: Augmented Reality in Geoscience Education

    Science.gov (United States)

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

    2016-12-01

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

  1. OneGeology - Access to geoscience for all

    Science.gov (United States)

    Komac, Marko; Lee, Kathryn; Robida, Francois

    2014-05-01

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

  2. Testing strong interaction theories

    International Nuclear Information System (INIS)

    Ellis, J.

    1979-01-01

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

  3. Cloud Computing for Geosciences--GeoCloud for standardized geospatial service platforms (Invited)

    Science.gov (United States)

    Nebert, D. D.; Huang, Q.; Yang, C.

    2013-12-01

    The 21st century geoscience faces challenges of Big Data, spike computing requirements (e.g., when natural disaster happens), and sharing resources through cyberinfrastructure across different organizations (Yang et al., 2011). With flexibility and cost-efficiency of computing resources a primary concern, cloud computing emerges as a promising solution to provide core capabilities to address these challenges. Many governmental and federal agencies are adopting cloud technologies to cut costs and to make federal IT operations more efficient (Huang et al., 2010). However, it is still difficult for geoscientists to take advantage of the benefits of cloud computing to facilitate the scientific research and discoveries. This presentation reports using GeoCloud to illustrate the process and strategies used in building a common platform for geoscience communities to enable the sharing, integration of geospatial data, information and knowledge across different domains. GeoCloud is an annual incubator project coordinated by the Federal Geographic Data Committee (FGDC) in collaboration with the U.S. General Services Administration (GSA) and the Department of Health and Human Services. It is designed as a staging environment to test and document the deployment of a common GeoCloud community platform that can be implemented by multiple agencies. With these standardized virtual geospatial servers, a variety of government geospatial applications can be quickly migrated to the cloud. In order to achieve this objective, multiple projects are nominated each year by federal agencies as existing public-facing geospatial data services. From the initial candidate projects, a set of common operating system and software requirements was identified as the baseline for platform as a service (PaaS) packages. Based on these developed common platform packages, each project deploys and monitors its web application, develops best practices, and documents cost and performance information. This

  4. 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.

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

    International Nuclear Information System (INIS)

    Zisman, M.S.

    1982-01-01

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

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

    Energy Technology Data Exchange (ETDEWEB)

    Zisman, M.S.

    1982-01-01

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

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

    Science.gov (United States)

    Garçon, Véronique

    2017-04-01

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

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

    Science.gov (United States)

    Biondi, Riccardo; Nogherotto, Rita

    2017-04-01

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

  9. 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.

  10. 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.

  11. 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

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

    Science.gov (United States)

    Pandya, R. E.

    2004-12-01

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

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

    Science.gov (United States)

    Chapman, LeeAnna Tiffany Young

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

  14. 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.

  15. 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.

  16. 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.

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

    Science.gov (United States)

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

    2009-12-01

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

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

    Science.gov (United States)

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

    2010-12-01

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

  19. Using Google Streetview Panoramic Imagery for Geoscience Education

    Science.gov (United States)

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

    2014-12-01

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

  20. Teaching Geoscience in Place for Local Diversity and Sustainability

    Science.gov (United States)

    Semken, S.

    2008-12-01

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

  1. Geoscience data visualization and analysis using GeoMapApp

    Science.gov (United States)

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

    2013-04-01

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

  2. 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

  3. Abortion: Strong's counterexamples fail

    DEFF Research Database (Denmark)

    Di Nucci, Ezio

    2009-01-01

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

  4. Strong Langmuir turbulence

    International Nuclear Information System (INIS)

    Goldman, M.V.

    1984-01-01

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

  5. 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

  6. 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

  7. 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

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

    Science.gov (United States)

    Fucugauchi, J. U.

    2009-05-01

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

  9. Factors Influencing the Success of Women in the Geosciences: An Example from the U.S. Geological Survey

    Science.gov (United States)

    Gundersen, Linda C. S.

    2010-05-01

    A review of my education and 30 year career at the U.S. Geological Survey (USGS), starting as a field assistant in 1979 to becoming Chief Scientist for Geology in 2001, reveals some of the critical success factors for women in the geosciences as well as factors that inhibit success. Women comprised 5% of the geosciences workforce when I started as an undergraduate in 1975, so why did I pursue the geosciences? A high school course covering earth and biological field science was taught by an excellent teacher who encouraged me to pursue geology. In college, several factors influenced my continuation in geology: two supportive mentors, an earth science department providing a broad diversity of courses; opportunities to take graduate courses, interaction with graduate students, and doing an undergraduate thesis. Most important was the individual attention given to undergraduates by both faculty and graduates regardless of gender. The summer intern program sponsored by the National Association of Geology Teachers and the USGS was a deciding factor to my becoming a geoscientist in the public service. Family and job concerns made it difficult to complete a doctorate however, and there existed gender bias against women conducting field work. Critical factors for success at USGS included: dealing ethically, openly, and immediately with gender-biased behavior, taking on responsibilities and science projects out of my "comfort zone", having the support of mentors and colleagues, and always performing at the highest level. In the past 15 years, there have been many "first" women in various leadership roles within the USGS, and now, after 131 years, we have the first woman Director. It is important to note that as gender barriers are broken at the upper levels in an organization, it paves the way for others. Statistics regarding women are improving in terms of percentage of enrollment in degrees and jobs in the private, public, and academic sectors. Women, however, still bear

  10. The role of ethics and deontology is essential must be reinforced in geosciences. Focus natural hazards and catastrophic risk.

    Science.gov (United States)

    Zango-Pascual, Marga

    2016-04-01

    Marga Zango-Pascual Area: Environmental Technologies. Department: Chemical, Physical and Natural Systems. Universidad Pablo de Olavide, Seville, Spain. mzanpas@upo.es In todaýs globalized and changing world, Natural Hazard Management is becoming a priority. It is essential for us to combine both global and interdisciplinary approaches with in-depth knowledge about the natural hazards that may cause damage to both people and property. Many catastrophic events have to see with geological hazards. Science and technology, and particularly geosciences, play an essential role. But this role is often not used, because it is not integrated into the legislation or public policy enacted by those who must manage risk to prevent disasters from occurring. Not only here and now, but also everywhere, whenever decisions are made on disaster risk reduction, we must call for the role of geology to be taken into account. And we must note that in several countries including Spain, the study of geology is being slighted in both universities and secondary education. If the discipline of geology disappears from formal education, there would be serious consequences. This warning has already been issued once and again, for instance in the 2007 Quarterly Natural Sciences Newsletter in relation to Katrina and The Tsunami in the Indian Ocean. There, the fact that knowledge of geoscience may be indispensable for attenuating the effects of natural disasters and that knowledge of geoscience benefits society always is clearly stated. And this necessarily includes generating and makings the best possible use of legislation and public policy where daily decisions are made both on risk management and everything that managing threats involves. The role of geology and geologists is essential and must be reinforced. But, we cannot forgive that is necessary to form of the professional of geology in law and ethical principles. And of course a deontological approach should be maintained. The role of

  11. 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.

  12. 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

  13. 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

  14. 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

  15. Strong intrinsic motivation

    OpenAIRE

    Dessi, Roberta; Rustichini, Aldo

    2015-01-01

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

  16. Bitcoin Meets Strong Consistency

    OpenAIRE

    Decker, Christian; Seidel, Jochen; Wattenhofer, Roger

    2014-01-01

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

  17. Strong gravity and supersymmetry

    International Nuclear Information System (INIS)

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

    1977-11-01

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

  18. Mentoring Through Research as a Catalyst for the Success of Under-represented Minority Students in the Geosciences

    Science.gov (United States)

    Marsaglia, K.; Simila, G.; Pedone, V.; Yule, D.

    2003-12-01

    The Catalyst Program of the Department of Geological Sciences at California State University Northridge has been developed by four faculty members who were the recipients of a three-year award (2002-2005) from the National Science Foundation. The goal of the program is to increase minority participation and success in the geosciences. The program seeks to enrich the educational experience by introducing students at all levels (individual and team) to research in the geosciences (such as data analysis for earthquake hazards for 1994 Northridge event, paleoseismology of San Andreas fault, Waipaoa, New Zealand sedimentary system and provenance studies, and the Barstow formation geochronology and geochemistry), and to decrease obstacles that affect academic success. Both these goals are largely achieved by the formation of integrated high school, undergraduate, and graduate research groups, which also provide fulfilling and successful peer mentorship. New participants first complete a specially designed course that introduces them to peer-mentoring, collaborative learning (think-pair share), and research on geological data sets. Students of all experience levels then become members of research teams and conduct four mini-projects and associated poster presentations, which deepens academic and research skills as well as peer-mentor relationships. This initial research experience has been very beneficial for the student's degree requirements of a senior research project and oral presentation. Evaluation strategies include the student research course presentations, summer field projects, and external review of student experiences. The Catalyst Program provides significant financial support to participants to allow them to focus their time on their education. A component of peer-tutoring has been implemented for promoting additional student success. The program has been highly successful in its two year development. To date, undergraduates and graduate students have

  19. Geoscience Education and Cognition Research at George Mason University

    Science.gov (United States)

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

    2009-12-01

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

  20. Global Geoscience Initiatives From Windows to the Universe

    Science.gov (United States)

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

    2006-12-01

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

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

    Science.gov (United States)

    Avellis, Giovanna; Theodoridou, Magdalini

    2017-04-01

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

  2. 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.

  3. 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.

  4. Sustaining Retention of Nontraditional Students in the Geosciences in 2YC; Practices and Ideas

    Science.gov (United States)

    Villalobos, J. I.; Doser, D. I.

    2012-12-01

    As the role of 2YC (two-year colleges/community colleges) changes in the academic pipeline of higher education new practices and ideas to engage and retain students in the geosciences at the 2YC level need to be explored. 2YC typically have a student body composed of non-traditional students ranging from second career students, single parents, students with disabilities, seniors, and minorities. Currently, 2YCs serve 44% of all undergraduate students and 45% of all of all first time freshmen in the US. These statistics show the potential community colleges hold to encourage entering students to the STEM (Science Technology Engineering and Math) fields as a possible career choice. But the reality is the number of STEM degrees awarded at community colleges has not followed the same trends in student enrollment. Over the past four years El Paso Community College (EPCC) in conjunction with The University of Texas at El Paso (UTEP) has implemented several initiatives in our effort to increase the number of Geological Science majors at EPCC and to ensure a successful transition to UTEP. These efforts are aimed to decrease attrition rates of science majors by; articulating degree plans between institutions, introduce field-based research projects to allow hands on experience for students, develop a working relationship between students and university faculty, diversify geology courses offered at EPCC, and strengthening the educational-bridge between the geological science departments of EPCC and UTEP through the aid of federally funded programs. The success of the these efforts have been seen by; the increase in geology majors in our A.S. degree program, the number of degrees conferred at EPCC, the successful transition of students to UTEP, and graduation of students from UTEP with advanced degrees.

  5. ENERGY-NET (Energy, Environment and Society Learning Network): Best Practices to Enhance Informal Geoscience Learning

    Science.gov (United States)

    Rossi, R.; Elliott, E. M.; Bain, D.; Crowley, K. J.; Steiner, M. A.; Divers, M. T.; Hopkins, K. G.; Giarratani, L.; Gilmore, M. E.

    2014-12-01

    While energy links all living and non-living systems, the integration of energy, the environment, and society is often not clearly represented in 9 - 12 classrooms and informal learning venues. However, objective public learning that integrates these components is essential for improving public environmental literacy. ENERGY-NET (Energy, Environment and Society Learning Network) is a National Science Foundation funded initiative that uses an Earth Systems Science framework to guide experimental learning for high school students and to improve public learning opportunities regarding the energy-environment-society nexus in a Museum setting. One of the primary objectives of the ENERGY-NET project is to develop a rich set of experimental learning activities that are presented as exhibits at the Carnegie Museum of Natural History in Pittsburgh, Pennsylvania (USA). Here we detail the evolution of the ENERGY-NET exhibit building process and the subsequent evolution of exhibit content over the past three years. While preliminary plans included the development of five "exploration stations" (i.e., traveling activity carts) per calendar year, the opportunity arose to create a single, larger topical exhibit per semester, which was assumed to have a greater impact on museum visitors. Evaluative assessments conducted to date reveal important practices to be incorporated into ongoing exhibit development: 1) Undergraduate mentors and teen exhibit developers should receive additional content training to allow richer exhibit materials. 2) The development process should be distributed over as long a time period as possible and emphasize iteration. This project can serve as a model for other collaborations between geoscience departments and museums. In particular, these practices may streamline development of public presentations and increase the effectiveness of experimental learning activities.

  6. 3D for Geosciences: Interactive Tangibles and Virtual Models

    Science.gov (United States)

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

    2016-12-01

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

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

    Science.gov (United States)

    Ramamurthy, Mohan

    2017-04-01

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

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

    Science.gov (United States)

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

    2015-12-01

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

  9. Online Experiential Learning: Effective Applications for Geoscience Education

    Science.gov (United States)

    Matias, A.; Eriksson, S. C.

    2015-12-01

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

  10. Geoethics and the Role of Professional Geoscience Societies

    Science.gov (United States)

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

    2014-12-01

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

  11. Geoscience Australia Publishes Sample Descriptions using W3C standards

    Science.gov (United States)

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

    2017-12-01

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

  12. Using Low Cost Environmental Sensors in Geoscience Education

    Science.gov (United States)

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

    2014-12-01

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

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

    Science.gov (United States)

    Portnov, A.; Sojtaric, M.

    2017-12-01

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

  14. Data assimilation techniques and modelling uncertainty in geosciences

    Directory of Open Access Journals (Sweden)

    M. Darvishi

    2014-10-01

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

  15. BCube: A Broker Framework for Next Generation Geoscience

    Science.gov (United States)

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

    2013-12-01

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

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

    Science.gov (United States)

    Burtner, M.

    2017-12-01

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

  17. The Challenges and Benefits of Using Computer Technology for Communication and Teaching in the Geosciences

    Science.gov (United States)

    Fairley, J. P.; Hinds, J. J.

    2003-12-01

    The advent of the World Wide Web in the early 1990s not only revolutionized the exchange of ideas and information within the scientific community, but also provided educators with a new array of teaching, informational, and promotional tools. Use of computer graphics and animation to explain concepts and processes can stimulate classroom participation and student interest in the geosciences, which has historically attracted students with strong spatial and visualization skills. In today's job market, graduates are expected to have knowledge of computers and the ability to use them for acquiring, processing, and visually analyzing data. Furthermore, in addition to promoting visibility and communication within the scientific community, computer graphics and the Internet can be informative and educational for the general public. Although computer skills are crucial for earth science students and educators, many pitfalls exist in implementing computer technology and web-based resources into research and classroom activities. Learning to use these new tools effectively requires a significant time commitment and careful attention to the source and reliability of the data presented. Furthermore, educators have a responsibility to ensure that students and the public understand the assumptions and limitations of the materials presented, rather than allowing them to be overwhelmed by "gee-whiz" aspects of the technology. We present three examples of computer technology in the earth sciences classroom: 1) a computer animation of water table response to well pumping, 2) a 3-D fly-through animation of a fault controlled valley, and 3) a virtual field trip for an introductory geology class. These examples demonstrate some of the challenges and benefits of these new tools, and encourage educators to expand the responsible use of computer technology for teaching and communicating scientific results to the general public.

  18. Creating Authentic Geoscience Research Experiences for Underrepresented Students in Two-Year Undergraduate Programs

    Science.gov (United States)

    Liou-Mark, J.; Blake, R.

    2014-12-01

    With community college and two-year program students playing pivotal roles in advancing the nation's STEM agenda now and throughout the remainder of this young millennia, it is incumbent on educators to devise innovative and sustainable STEM initiatives to attract, retain, graduate, and elevate these students to four-year programs and beyond. Involving these students in comprehensive, holistic research experiences is one approach that has paid tremendous dividends. The New York City College of Technology (City Tech) was recently awarded a National Science Foundation Research Experiences for Undergraduates (REU) supplemental grant to integrate a community college/two-year program component into its existing REU program. The program created an inviting and supportive community of scholars for these students, nurtured them through strong, dynamic mentoring, provided them with the support structures needed for successful scholarship, and challenged them to attain the same research prominence as their Bachelor degree program companions. Along with their colleagues, the community college/two-year program students were given an opportunity to conduct intensive satellite and ground-based remote sensing research at the National Oceanic and Atmospheric Administration Cooperative Remote Sensing Science and Technology Center (NOAA-CREST) at City College and its CREST Institute Center for Remote Sensing and Earth System Science (ReSESS) at City Tech. This presentation highlights the challenges, the rewards, and the lessons learned from this necessary and timely experiment. Preliminary results indicate that this paradigm for geoscience inclusion and high expectation has been remarkably successful. (The program is supported by NSF REU grant #1062934.)

  19. Strongly interacting Fermi gases

    Directory of Open Access Journals (Sweden)

    Bakr W.

    2013-08-01

    Full Text Available Strongly interacting gases of ultracold fermions have become an amazingly rich test-bed for many-body theories of fermionic matter. Here we present our recent experiments on these systems. Firstly, we discuss high-precision measurements on the thermodynamics of a strongly interacting Fermi gas across the superfluid transition. The onset of superfluidity is directly observed in the compressibility, the chemical potential, the entropy, and the heat capacity. Our measurements provide benchmarks for current many-body theories on strongly interacting fermions. Secondly, we have studied the evolution of fermion pairing from three to two dimensions in these gases, relating to the physics of layered superconductors. In the presence of p-wave interactions, Fermi gases are predicted to display toplogical superfluidity carrying Majorana edge states. Two possible avenues in this direction are discussed, our creation and direct observation of spin-orbit coupling in Fermi gases and the creation of fermionic molecules of 23Na 40K that will feature strong dipolar interactions in their absolute ground state.

  20. A strong comeback

    International Nuclear Information System (INIS)

    Marier, D.

    1992-01-01

    This article presents the results of a financial rankings survey which show a strong economic activity in the independent energy industry. The topics of the article include advisor turnover, overseas banks, and the increase in public offerings. The article identifies the top project finance investors for new projects and restructurings and rankings for lenders

  1. 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.

  2. 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

  3. 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.

  4. 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…

  5. 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

  6. 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

  7. 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.

  8. Expanding the Use of Online Remote Electron Microscopy in the Classroom to Transform Undergraduate Geoscience Education: Successes and Strategies for Increasing Student and Faculty Engagement

    Science.gov (United States)

    Hickey-Vargas, R.; Holbik, S. P.; Ryan, J. G.; MacDonald, J. H., Jr.; Beck, M.

    2015-12-01

    Geoscience faculty at the University of South Florida (USF), Florida Gulf Coast University (FCGU), Valencia College (VC) and Florida International University (FIU) have teamed to construct, test and disseminate geoscience curricula in which microbeam analytical instruments are operated by undergraduates, with data gathered in the classroom in real-time over the internet. Activities have been developed for courses Physical Geology, Oceanography, Earth Materials, Mineralogy/Petrology and Stratigraphy using the Scanning Electron Microscope (SEM) and Electron Probe Microanalyzer (EPMA) housed in the Florida Center for Analytical Electron Microscopy (FCAEM; https://fcaem.fiu.edu) at FIU. Students and faculty send research materials such as polished rock sections and microfossil mounts to FCAEM to be examined during their scheduled class and lab periods. Student control of both decision-making and selection of analytical targets is encouraged. The objective of these activities is to move students from passive learning to active, self-directed inquiry at an early stage in their undergraduate career, while providing access to advanced instruments that are not available at USF, FGCU and VC. These strategies strongly facilitate student interest in undergraduate research making use of these instruments and one positive outcome to date is an increased number of students undertaking independent research projects. Prior research by USF PI Jeff Ryan indicated that various barriers related to instrument access and use hindered interested geoscience faculty in making use of these tools and strategies. In the current project, post-doctoral researcher Dr. Sven Holbik acts as a facilitator, working directly with faculty from other institutions one-on-one to provide initial training and support, including on-site visits to field check classroom technology when needed. Several new educators and institutions will initiate classroom activities using FCAEM instrumentation this Fall.

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

    Science.gov (United States)

    Johnson, R.

    2017-12-01

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

  10. Enabling interoperability in Geoscience with GI-suite

    Science.gov (United States)

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

    2015-04-01

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

  11. An Accessible User Interface for Geoscience and Programming

    Science.gov (United States)

    Sevre, E. O.; Lee, S.

    2012-12-01

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

  12. Examples to Keep the Passion for the Geosciences

    Science.gov (United States)

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

    2014-05-01

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

  13. The ethical implications of geosciences in the art

    Science.gov (United States)

    Solarino, Stefano

    2015-04-01

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

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

    Science.gov (United States)

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

    2006-12-01

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

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

    Science.gov (United States)

    Woodcock, R.; Wyborn, L.

    2012-04-01

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

  16. Strong Electroweak Symmetry Breaking

    CERN Document Server

    Grinstein, Benjamin

    2011-01-01

    Models of spontaneous breaking of electroweak symmetry by a strong interaction do not have fine tuning/hierarchy problem. They are conceptually elegant and use the only mechanism of spontaneous breaking of a gauge symmetry that is known to occur in nature. The simplest model, minimal technicolor with extended technicolor interactions, is appealing because one can calculate by scaling up from QCD. But it is ruled out on many counts: inappropriately low quark and lepton masses (or excessive FCNC), bad electroweak data fits, light scalar and vector states, etc. However, nature may not choose the minimal model and then we are stuck: except possibly through lattice simulations, we are unable to compute and test the models. In the LHC era it therefore makes sense to abandon specific models (of strong EW breaking) and concentrate on generic features that may indicate discovery. The Technicolor Straw Man is not a model but a parametrized search strategy inspired by a remarkable generic feature of walking technicolor,...

  17. Strong growth for Queensland mining

    Energy Technology Data Exchange (ETDEWEB)

    1990-10-01

    The Queensland mining industry experienced strong growth during 1989-90 as shown in the latest statistics released by the Department of Resource Industries. The total value of Queensland mineral and energy production rose to a new record of $5.1 billion, an increase of 16.5% on 1988-89 production. A major contributing factor was a 20.9 percent increase in the value of coal production. While the quantity of coal produced rose only 1.1 percent, the substantial increase in the value of coal production is attributable to higher coal prices negotiated for export contracts. In Australian dollar terms coal, gold, lead, zinc and crude oil on average experienced higher international prices than in the previous year. Only copper and silver prices declined. 3 tabs.

  18. Plasmons in strong superconductors

    International Nuclear Information System (INIS)

    Baldo, M.; Ducoin, C.

    2011-01-01

    We present a study of the possible plasmon excitations that can occur in systems where strong superconductivity is present. In these systems the plasmon energy is comparable to or smaller than the pairing gap. As a prototype of these systems we consider the proton component of Neutron Star matter just below the crust when electron screening is not taken into account. For the realistic case we consider in detail the different aspects of the elementary excitations when the proton, electron components are considered within the Random-Phase Approximation generalized to the superfluid case, while the influence of the neutron component is considered only at qualitative level. Electron screening plays a major role in modifying the proton spectrum and spectral function. At the same time the electron plasmon is strongly modified and damped by the indirect coupling with the superfluid proton component, even at moderately low values of the gap. The excitation spectrum shows the interplay of the different components and their relevance for each excitation modes. The results are relevant for neutrino physics and thermodynamical processes in neutron stars. If electron screening is neglected, the spectral properties of the proton component show some resemblance with the physical situation in high-T c superconductors, and we briefly discuss similarities and differences in this connection. In a general prospect, the results of the study emphasize the role of Coulomb interaction in strong superconductors.

  19. Alignment of Learning Goals, Assessments and Curricula in an Earth Sciences Program to Prepare the Geoscience Workforce for the 21st Century

    Science.gov (United States)

    Mogk, D. W.; Schmitt, J.

    2013-12-01

    The Dept. of Earth Sciences, Montana State University, recently completed a comprehensive revision of its undergraduate curriculum to meet challenges and opportunities in training the next generation geoscience workforce. The department has 280 undergraduate majors in degree options that include: geology, geography (physical and human), snow science, paleontology and GIS/planning. We used a 'backward design' approach by first considering the profile of a student leaving our program: what should they know and be able to do, in anticipation of professional development for traditional (exploration, environmental, regulatory agencies) and non-traditional (planning, policy, law, business, teaching) jobs or for further training in graduate school. We adopted an Earth system approach to be better aligned with contemporary approaches to Earth science and to demonstrate the connections between sub-disciplines across the curriculum. Learning sequences were designed according to Bloom's Taxonomy to develop higher level thinking skills (starting from observations and progressing to descriptions, interpretations, applications, integration of multiple lines of evidence, synthetic and analytical thinking and evaluation). Central themes are reinforced in multiple classes: history and evolution of the Earth system, composition and architecture of Earth, surface of Earth and the 'critical zone' and human dimensions. The cornerstones of the curriculum are strong background in cognate sciences, geologic 'habits of mind', an emphasis on geologic processes and field instruction. Ancillary learning goals include development of quantitative, communication, and interpersonal skills; use of Earth data and modeling; systems thinking; research and research-like experiences; and applications to societal issues. The first year course of study includes a slate of courses to explore the Earth system, primarily to engage and recruit students to the major. Second year studies are foundational for

  20. 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

  1. Public Health Departments

    Data.gov (United States)

    Department of Homeland Security — State and Local Public Health Departments in the United States Governmental public health departments are responsible for creating and maintaining conditions that...

  2. Strongly intensive quantities

    International Nuclear Information System (INIS)

    Gorenstein, M. I.; Gazdzicki, M.

    2011-01-01

    Analysis of fluctuations of hadron production properties in collisions of relativistic particles profits from use of measurable intensive quantities which are independent of system size variations. The first family of such quantities was proposed in 1992; another is introduced in this paper. Furthermore we present a proof of independence of volume fluctuations for quantities from both families within the framework of the grand canonical ensemble. These quantities are referred to as strongly intensive ones. Influence of conservation laws and resonance decays is also discussed.

  3. Strong-coupling approximations

    International Nuclear Information System (INIS)

    Abbott, R.B.

    1984-03-01

    Standard path-integral techniques such as instanton calculations give good answers for weak-coupling problems, but become unreliable for strong-coupling. Here we consider a method of replacing the original potential by a suitably chosen harmonic oscillator potential. Physically this is motivated by the fact that potential barriers below the level of the ground-state energy of a quantum-mechanical system have little effect. Numerically, results are good, both for quantum-mechanical problems and for massive phi 4 field theory in 1 + 1 dimensions. 9 references, 6 figures

  4. Mentoring Through Research as a Catalyst for the Success of Under-represented Minority Students in the Geosciences at California State University Northridge

    Science.gov (United States)

    Marsaglia, K. M.; Pedone, V.; Simila, G. W.; Yule, J. D.

    2002-12-01

    The Catalyst Program of the Department of Geological Sciences at California State University Northridge has been developed by four faculty members who were the recipients of a three-year award (2002-2005) from the National Science Foundation. The goal of the program is to increase minority participation and success in the geosciences. The program seeks to enrich the educational experience by introducing students at all levels to research in the geosciences and to decrease obstacles that affect academic success. Both these goals are largely achieved by the formation of integrated high school, undergraduate, and graduate research groups, which also provide fulfilling and successful peer mentorship. The Catalyst Program provides significant financial support to participants to allow them to focus their time on their education. New participants first complete a specially designed course that introduces them to peer-mentoring, collaborative learning, and geological research. Students of all experience levels then become members of research teams, which deepens academic and research skills as well as peer-mentor relationships. The program was highly successful in its inaugural year. To date, undergraduates and graduate students in the program coauthored six abstracts at professional meetings and one conference paper. High-school students gained first hand experience of a college course and geologic research. Perhaps the most important impacts of the program are the close camaraderie that has developed and the increased ability of the Catalyst students to plan and execute research with greater confidence and self-esteem.

  5. Strongly disordered superconductors

    International Nuclear Information System (INIS)

    Muttalib, K.A.

    1982-01-01

    We examine some universal effects of strong non-magnetic disorder on the electron-phonon and electron-electron interactions in a superconductor. In particular we explicitly take into account the effect of slow diffusion of electrons in a disordered medium by working in an exact impurity eigenstate representation. We find that the normal diffusion of electrons characterized by a constant diffusion coefficient does not lead to any significant correction to the electron-phonon or the effective electron-electron interactions in a superconductor. We then consider sufficiently strong disorder where Anderson localization of electrons becomes important and determine the effect of localization on the electron-electron interactions. We find that due to localization, the diffusion of electrons becomes anomalous in the sense that the diffusion coefficient becomes scale dependent. This results in an increase in the effective electron-electron interaction with increasing disorder. We propose that this provides a natural explanation for the unusual sensitivity of the transition temperature T/sub c/ of the high T/sub c/ superconductors (T/sub c/ > 10 0 K) to damage effects

  6. Strong Coupling Holography

    CERN Document Server

    Dvali, Gia

    2009-01-01

    We show that whenever a 4-dimensional theory with N particle species emerges as a consistent low energy description of a 3-brane embedded in an asymptotically-flat (4+d)-dimensional space, the holographic scale of high-dimensional gravity sets the strong coupling scale of the 4D theory. This connection persists in the limit in which gravity can be consistently decoupled. We demonstrate this effect for orbifold planes, as well as for the solitonic branes and string theoretic D-branes. In all cases the emergence of a 4D strong coupling scale from bulk holography is a persistent phenomenon. The effect turns out to be insensitive even to such extreme deformations of the brane action that seemingly shield 4D theory from the bulk gravity effects. A well understood example of such deformation is given by large 4D Einstein term in the 3-brane action, which is known to suppress the strength of 5D gravity at short distances and change the 5D Newton's law into the four-dimensional one. Nevertheless, we observe that the ...

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

    Science.gov (United States)

    Young, Julia M.; Shepardson, Daniel P.

    2018-01-01

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

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

    Science.gov (United States)

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

    2007-01-01

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

  9. 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…

  10. 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…

  11. 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.

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

    Science.gov (United States)

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

    2011-01-01

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

  13. 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.

  14. 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.

  15. 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.

  16. 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…

  17. 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.

  18. 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.

  19. 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.

  20. 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.

  1. 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.

  2. Geosamples.org: Shared Cyberinfrastructure for Geoscience Samples

    Science.gov (United States)

    Lehnert, Kerstin; Allison, Lee; Arctur, David; Klump, Jens; Lenhardt, Christopher

    2014-05-01

    Many scientific domains, specifically in the geosciences, rely on physical samples as basic elements for study and experimentation. Samples are collected to analyze properties of natural materials and features that are key to our knowledge of Earth's dynamical systems and evolution, and to preserve a record of our environment over time. Huge volumes of samples have been acquired over decades or even centuries and stored in a large number and variety of institutions including museums, universities and colleges, state geological surveys, federal agencies, and industry. All of these collections represent highly valuable, often irreplaceable records of nature that need to be accessible so that they can be re-used in future research and for educational purposes. Many sample repositories are keen to use cyberinfrastructure capabilities to enhance access to their collections on the internet and to support and streamline collection management (accessioning of new samples, labeling, handling sample requests, etc.), but encounter substantial challenges and barriers to integrate digital sample management into their daily routine. They lack the resources (staff, funding) and infrastructure (hardware, software, IT support) to develop and operate web-enabled databases, to migrate analog sample records into digital data management systems, and to transfer paper- or spreadsheet-based workflows to electronic systems. Use of commercial software is often not an option as it incurs high costs for licenses, requires IT expertise for installation and maintenance, and often does not match the needs of the smaller repositories, being designed for large museums or different types of collections (art, archeological, biological). Geosamples.org is an alliance of sample repositories (academic, US federal and state surveys, industry) and data facilities that aims to develop a cyberinfrastructure that will dramatically advance access to physical samples for the research community, government

  3. Modelling and approaching pragmatic interoperability of distributed geoscience data

    Science.gov (United States)

    Ma, Xiaogang

    2010-05-01

    Interoperability of geodata, which is essential for sharing information and discovering insights within a cyberinfrastructure, is receiving increasing attention. A key requirement of interoperability in the context of geodata sharing is that data provided by local sources can be accessed, decoded, understood and appropriately used by external users. Various researchers have discussed that there are four levels in data interoperability issues: system, syntax, schematics and semantics, which respectively relate to the platform, encoding, structure and meaning of geodata. Ontology-driven approaches have been significantly studied addressing schematic and semantic interoperability issues of geodata in the last decade. There are different types, e.g. top-level ontologies, domain ontologies and application ontologies and display forms, e.g. glossaries, thesauri, conceptual schemas and logical theories. Many geodata providers are maintaining their identified local application ontologies in order to drive standardization in local databases. However, semantic heterogeneities often exist between these local ontologies, even though they are derived from equivalent disciplines. In contrast, common ontologies are being studied in different geoscience disciplines (e.g., NAMD, SWEET, etc.) as a standardization procedure to coordinate diverse local ontologies. Semantic mediation, e.g. mapping between local ontologies, or mapping local ontologies to common ontologies, has been studied as an effective way of achieving semantic interoperability between local ontologies thus reconciling semantic heterogeneities in multi-source geodata. Nevertheless, confusion still exists in the research field of semantic interoperability. One problem is caused by eliminating elements of local pragmatic contexts in semantic mediation. Comparing to the context-independent feature of a common domain ontology, local application ontologies are closely related to elements (e.g., people, time, location

  4. 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

  5. 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

  6. LIGO: The strong belief

    CERN Multimedia

    Antonella Del Rosso

    2016-01-01

    Twenty years of designing, building and testing a number of innovative technologies, with the strong belief that the endeavour would lead to a historic breakthrough. The Bulletin publishes an abstract of the Courier’s interview with Barry Barish, one of the founding fathers of LIGO.   The plots show the signals of gravitational waves detected by the twin LIGO observatories at Livingston, Louisiana, and Hanford, Washington. (Image: Caltech/MIT/LIGO Lab) On 11 February, the Laser Interferometer Gravitational-Wave Observatory (LIGO) and Virgo collaborations published a historic paper in which they showed a gravitational signal emitted by the merger of two black holes. These results come after 20 years of hard work by a large collaboration of scientists operating the two LIGO observatories in the US. Barry Barish, Linde Professor of Physics, Emeritus at the California Institute of Technology and former Director of the Global Design Effort for the Internat...

  7. Strongly interacting Higgs bosons

    International Nuclear Information System (INIS)

    Appelquist, T.; Bernard, C.

    1980-01-01

    The sensitivity of present-energy weak interactions to a strongly interacting heavy-Higgs-boson sector is discussed. The gauged nonlinear sigma model, which is the limit of the linear model as the Higgs-boson mass goes to infinity, is used to organize and catalogue all possible heavy-Higgs-boson effects. As long as the SU(2)/sub L/ x SU(2)/sub R/ symmetry of the Higgs sector is preserved, these effects are found to be small, of the order of the square of the gauge coupling times logarithms (but not powers) of the Higgs-boson mass divided by the W mass. We work in the context of a simplified model with gauge group SU(2)/sub L/; the extension to SU(2)/sub L/ x U(1) is briefly discussed

  8. Center for Volcanic and Tectonic Studies, Department of Geoscience annual report, October 1, 1989--September 30, 1990

    International Nuclear Information System (INIS)

    Smith, E.I.

    1990-01-01

    This report summarizes our activities during the period October 1, 1989 to September 30, 1990. Our goal was to develop an understanding of late-Miocene and Pliocene volcanism in the Great Basin by studying Pliocene volcanoes in the vicinity of the proposed high-level nuclear waste repository at Yucca Mountain, Nevada. Field studies during this period concentrated on the Quaternary volcanoes in Crater Flat, Yucca Mountain, Fortification Hill, at Buckboard Mesa and Sleeping Butte, and in the Reveille Range. Also, a study was initiated on structurally disrupted basaltic rocks in the northern White Hills of Mohave County, Arizona. As well as progress reports of our work in Crater Flat, Fortification Hill and the Reveille Range, this paper also includes a summary of model that relates changing styles of Tertiary extension to changing magmatic compositions, and a summary of work being done in the White Hills, Arizona. In the Appendix, we include copies of published papers not previously incorporated in our monthly reports

  9. 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.

  10. 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

  11. 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

  12. 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

  13. 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

  14. Strong-interaction nonuniversality

    International Nuclear Information System (INIS)

    Volkas, R.R.; Foot, R.; He, X.; Joshi, G.C.

    1989-01-01

    The universal QCD color theory is extended to an SU(3) 1 direct product SU(3) 2 direct product SU(3) 3 gauge theory, where quarks of the ith generation transform as triplets under SU(3)/sub i/ and singlets under the other two factors. The usual color group is then identified with the diagonal subgroup, which remains exact after symmetry breaking. The gauge bosons associated with the 16 broken generators then form two massive octets under ordinary color. The interactions between quarks and these heavy gluonlike particles are explicitly nonuniversal and thus an exploration of their physical implications allows us to shed light on the fundamental issue of strong-interaction universality. Nonuniversality and weak flavor mixing are shown to generate heavy-gluon-induced flavor-changing neutral currents. The phenomenology of these processes is studied, as they provide the major experimental constraint on the extended theory. Three symmetry-breaking scenarios are presented. The first has color breaking occurring at the weak scale, while the second and third divorce the two scales. The third model has the interesting feature of radiatively induced off-diagonal Kobayashi-Maskawa matrix elements

  15. John Strong (1941 - 2006)

    CERN Multimedia

    Wickens, F

    Our friend and colleague John Strong was cruelly taken from us by a brain tumour on Monday 31st July, a few days before his 65th birthday John started his career working with a group from Westfield College, under the leadership of Ted Bellamy. He obtained his PhD and spent the early part of his career on experiments at Rutherford Appleton Laboratory (RAL), but after the early 1970s his research was focussed on experiments in CERN. Over the years he made a number of notable contributions to experiments in CERN: The Omega spectrometer adopted a system John had originally developed for experiments at RAL using vidicon cameras to record the sparks in the spark chambers; He contributed to the success of NA1 and NA7, where he became heavily involved in the electronic trigger systems; He was responsible for the second level trigger system for the ALEPH detector and spent five years leading a team that designed and built the system, which ran for twelve years with only minor interventions. Following ALEPH he tur...

  16. Stirring Strongly Coupled Plasma

    CERN Document Server

    Fadafan, Kazem Bitaghsir; Rajagopal, Krishna; Wiedemann, Urs Achim

    2009-01-01

    We determine the energy it takes to move a test quark along a circle of radius L with angular frequency w through the strongly coupled plasma of N=4 supersymmetric Yang-Mills (SYM) theory. We find that for most values of L and w the energy deposited by stirring the plasma in this way is governed either by the drag force acting on a test quark moving through the plasma in a straight line with speed v=Lw or by the energy radiated by a quark in circular motion in the absence of any plasma, whichever is larger. There is a continuous crossover from the drag-dominated regime to the radiation-dominated regime. In the crossover regime we find evidence for significant destructive interference between energy loss due to drag and that due to radiation as if in vacuum. The rotating quark thus serves as a model system in which the relative strength of, and interplay between, two different mechanisms of parton energy loss is accessible via a controlled classical gravity calculation. We close by speculating on the implicati...

  17. Increasing Diversity in the Geosciences at the City University of New York

    Science.gov (United States)

    Damas, C.; Johnson, L.; McHugh, C.; Marchese, P. J.

    2007-12-01

    The City University of New York (CUNY) is the nation's largest urban university, with 23 institutions serving a large number of underrepresented minority (URM) and women students at all levels of the pipeline - community college to graduate school. CUNY has a strong record of recruiting, enrolling, retaining and graduating URMs in science, technology, engineering and mathematics (STEM) fields. Current efforts are underway to increase the number of URMs in the geosciences. These efforts include: 1) involving students in research at all levels of the pipeline; 2) incorporating innovative and proven pedagogical methods into the classroom; and 3) mentoring of students by research scientists from CUNY and other participating institutions. At all levels of the pipeline, students are actively engaged in Space and Earth Science research. At the community college level, students are introduced to the scientific research process through familiar software such as MS Excel to analyze simple time series. At the senior colleges, students progress to multi-variate data analysis, and they also have the opportunity to go into the field to collect data. As graduate students, they are involved as mentors and supervise undergraduate student research. Program initiatives such as the CUNY pipeline provide stipends and academic enrichment activities (i.e., GRE training, applying to graduate school, etc.) throughout the summer and academic year. During the summer, students also have the opportunity to work with and be mentored by research scientists at a CUNY campus, at a NASA center or a national laboratory. Mentors advise students about graduate school and careers, serve as role models, and perhaps more importantly, provide encouragement to students who lack confidence in their ability to do scientific research. Students also are expected to present their research findings at meetings and conferences, both locally and nationally. In addition to their research experiences, students also

  18. 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.

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

    Science.gov (United States)

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

    2012-12-01

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

  20. The Nördlingen-Ries Geopark and nearby museums as a natural teaching laboratory for Geoscience students

    Science.gov (United States)

    Kaminski, Michael; Kaka, SanLinn; Kaminski, Matthew

    2017-04-01

    The hypervelocity impact of an asteroid in southern Germany around 15 million years ago not only caused an environmental catastrophe, but it also created a scenario that provides us with a world-class natural laboratory for teaching the basic Principles of Geology. The combination of museum visits and observation of rock outcrops enables the student to reinforce or rediscover the basic principles of physical and historical Geology that are presented in first- or second-year Geoscience courses. At KFUPM, our visit to the Ries Geopark begins at the Ries Crater Museum in Nördlingen, where students review knowledge learned in their Physical Geology course: the Nebular Theory, origin of the solar system, and the classification of meteorites based on real examples. Students then learn the stages of impact crater formation, shock metamorphism, and the products of impact crater formation such as tectites, impact breccia and suevite. Students also become familiar with the Mesozoic stratigraphy of Southern Germany, reviewing basic principals of stratigraphy. Visits to local outcrops reinforce the knowledge gained at the Museum. A visit to the nearby Solnhofen Museum and quarries provides insight into the nature of the late Jurassic animals that lived at the edge of the Tethys Sea, reinforcing many topics learned during their second-year Paleontology course, such as taphonomy, and the idea of a death assemblage. At the Museum of the Geosciences Department of the University of Tübingen, the students become familiar with Mesozoic ammonoids as part of their second-year Paleontology course. A visit to the Urwelt Museum and quarry in Holzmaden explores animal life during the Early Jurassic, stratigraphic principles as presented on the museum's "geological staircase", and the origin of petroleum source rocks. The museum houses spectacular examples of Early Jurassic marine reptiles. All knowledge gained in the Jurassic of southern Germany enriches the students' understanding of

  1. 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

  2. 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

  3. 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

  4. Strongly correlated perovskite fuel cells

    Science.gov (United States)

    Zhou, You; Guan, Xiaofei; Zhou, Hua; Ramadoss, Koushik; Adam, Suhare; Liu, Huajun; Lee, Sungsik; Shi, Jian; Tsuchiya, Masaru; Fong, Dillon D.; Ramanathan, Shriram

    2016-06-01

    Fuel cells convert chemical energy directly into electrical energy with high efficiencies and environmental benefits, as compared with traditional heat engines. Yttria-stabilized zirconia is perhaps the material with the most potential as an electrolyte in solid oxide fuel cells (SOFCs), owing to its stability and near-unity ionic transference number. Although there exist materials with superior ionic conductivity, they are often limited by their ability to suppress electronic leakage when exposed to the reducing environment at the fuel interface. Such electronic leakage reduces fuel cell power output and the associated chemo-mechanical stresses can also lead to catastrophic fracture of electrolyte membranes. Here we depart from traditional electrolyte design that relies on cation substitution to sustain ionic conduction. Instead, we use a perovskite nickelate as an electrolyte with high initial ionic and electronic conductivity. Since many such oxides are also correlated electron systems, we can suppress the electronic conduction through a filling-controlled Mott transition induced by spontaneous hydrogen incorporation. Using such a nickelate as the electrolyte in free-standing membrane geometry, we demonstrate a low-temperature micro-fabricated SOFC with high performance. The ionic conductivity of the nickelate perovskite is comparable to the best-performing solid electrolytes in the same temperature range, with a very low activation energy. The results present a design strategy for high-performance materials exhibiting emergent properties arising from strong electron correlations.

  5. 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.

  6. 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

  7. A Department of Atmospheric and Planetary Sciences at Hampton University

    Science.gov (United States)

    Paterson, W. R.; McCormick, M. P.; Russell, J. M.; Anderson, J.; Kireev, S.; Loughman, R. P.; Smith, W. L.

    2006-12-01

    With this presentation we discuss the status of plans for a Department of Atmospheric and Planetary Sciences at Hampton University. Hampton University is a privately endowed, non-profit, non-sectarian, co-educational, and historically black university with 38 baccalaureate, 14 masters, and 4 doctoral degree programs. The graduate program in physics currently offers advanced degrees with concentration in Atmospheric Science. The 10 students now enrolled benefit substantially from the research experience and infrastructure resident in the university's Center for Atmospheric Sciences (CAS), which is celebrating its tenth anniversary. Promoting a greater diversity of participants in geosciences is an important objective for CAS. To accomplish this, we require reliable pipelines of students into the program. One such pipeline is our undergraduate minor in Space, Earth, and Atmospheric Sciences (SEAS minor). This minor concentraton of study is contributing to awareness of geosciences on the Hampton University campus, and beyond, as our students matriculate and join the workforce, or pursue higher degrees. However, the current graduate program, with its emphasis on physics, is not necessarily optimal for atmospheric scientists, and it limits our ability to recruit students who do not have a physics degree. To increase the base of candidate students, we have proposed creation of a Department of Atmospheric and Planetary Sciences, which could attract students from a broader range of academic disciplines. The revised curriculum would provide for greater concentration in atmospheric and planetary sciences, yet maintain a degree of flexibility to allow for coursework in physics or other areas to meet the needs of individual students. The department would offer the M.S. and Ph.D. degrees, and maintain the SEAS minor. The university's administration and faculty have approved our plan for this new department pending authorization by the university's board of trustees, which will

  8. 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.

  9. 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.

  10. 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

  11. 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.

  12. 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.

  13. Fourth SIAM conference on mathematical and computational issues in the geosciences: Final program and abstracts

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1997-12-31

    The conference focused on computational and modeling issues in the geosciences. Of the geosciences, problems associated with phenomena occurring in the earth`s subsurface were best represented. Topics in this area included petroleum recovery, ground water contamination and remediation, seismic imaging, parameter estimation, upscaling, geostatistical heterogeneity, reservoir and aquifer characterization, optimal well placement and pumping strategies, and geochemistry. Additional sessions were devoted to the atmosphere, surface water and oceans. The central mathematical themes included computational algorithms and numerical analysis, parallel computing, mathematical analysis of partial differential equations, statistical and stochastic methods, optimization, inversion, homogenization and renormalization. The problem areas discussed at this conference are of considerable national importance, with the increasing importance of environmental issues, global change, remediation of waste sites, declining domestic energy sources and an increasing reliance on producing the most out of established oil reservoirs.

  14. 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.

  15. 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

  16. Gender in the Geosciences: Factors Supporting the Recruitment and Retention of Women in the Undergraduate Major

    Science.gov (United States)

    Riggs, E. M.; Sexton, J. M.; Pugh, K.; Bergstrom, C.; Parmley, R.; Phillips, M.

    2014-12-01

    The proportion of women earning undergraduate geoscience degrees has remained about 40% for over a decade. Little research has investigated why women select and persist in a geoscience major. This study addresses why students major in the geosciences and why some programs are more successful at recruiting and retaining female students. We collected interview and survey data from faculty and students at six public US universities. Four sites had a low proportion of female degree recipients ( 48%). 408 students (64% female) completed surveys. Interviews were conducted with 49 faculty members and 151 students. Survey data analysis showed that interest/identity and transformative experiences were significant predictors of students' decision to major in geoscience. Institutional barriers and supports were significant predictors of confidence in the major while connection to instructor predicted students' intent to major. Analysis of pre- and post-course surveys show that students with a greater connection to instructors and students whose instructors expressed more passion for the content also reported higher levels of transformative experiences. This effect was especially pronounced for women and was a significant predictor of persistence in the major. Qualitative data show differences in departmental practices and climate between low and high female graduation sites. High sites used many student-centered approaches to teaching, had extensive opportunities for and a high number of undergraduate students involved in research, and had many opportunities for faculty-student interaction outside of class. Low sites had few of these practices. Qualitative data also showed differences in the gendered equity climate between high and low sites. High sites had more positive gender equity climates and low sites had more negative gender equity climates. At this time, we do not fully understand the causal relationships among all of these findings and higher female graduation rates

  17. 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.

  18. 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.

  19. 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

  20. 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.

  1. 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

  2. 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

  3. 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

  4. Dynamic use of geoscience information to develop scientific understanding for a nuclear waste repository

    International Nuclear Information System (INIS)

    Cook, N.G.W.; Tsang, C.F.

    1990-01-01

    This paper discusses the development and safety evaluation of a nuclear waste geologic repository. Scientific understanding dependent upon information from a number of geoscience disciplines is described. A discussion is given on the dynamic use of the information through the different stages. The authors point out the need for abstracting, deriving and updating a quantitative spatial and process model (QSPM) to develop a scientific understanding of site responses as a crucial element in the dynamic procedure

  5. Augmented Reality Sandbox and Constructivist Approach for Geoscience Teaching and Learning

    OpenAIRE

    Muhammad Nawaz; Sandeep N. Kundu; Farha Sattar

    2017-01-01

    Augmented reality sandbox adds new dimensions to education and learning process. It can be a core component of geoscience teaching and learning to understand the geographic contexts and landform processes. Augmented reality sandbox is a useful tool not only to create an interactive learning environment through spatial visualization but also it can provide an active learning experience to students and enhances the cognition process of learning. Augmented reality sandbox can be used as an inter...

  6. 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.

  7. 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

  8. 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

  9. 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'.

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

    Science.gov (United States)

    Wiese, K.; Mcconnell, D. A.

    2014-12-01

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

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

    Science.gov (United States)

    Aswathanarayana, U.

    2007-12-01

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

  12. 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.

  13. Crisis in geosciences in epoch of altimetry measurments and ways of its overcoming

    Science.gov (United States)

    Barkin, Yu. V.

    2009-04-01

    natural reasons to explain a mistake in 100-150 % in value of rate of increase of an average global sea level, certainly, have got. To try to make it is possible, only having closed eyes on reality. A sympathy is caused with similar attempts. And how many they still that though somehow to rescue or even will be to smooth a situation with crisis, but it for the specified authors is unsolved problem. "Have ears, but do not hear …". Unfortunately some authors of the specified erroneous works have occupied a strange position and refuse to discuss even the fact of huge distinction in rates of global increase of a level of ocean on the coastal and satellite data, being limited to excuses of absolutely not scientific character. For example, having heard on EGU 2008 reports of known experts that in extensive regions around of India, Africa and in general in extensive regions of a southern hemisphere the rates of increase of sea level at many stations are given with values of velocities of 0.5 - 1.0 mm/yr, and even negative values, Dr. Don Chambers says in his report, that a mean sea level, not looking on anything, increases with velocity in 3 - 4 mm/yr. At least it is necessary will stop and to think - in what the reason of similar divergences? The strong illustration to told is obtained in work [6]. In this work on the basis of coastal data of observations the velocities of trends of sea levels for all main regions of the Earth (12 regions), including for last 20 years covering "altimetry period" have been determined. "Altimetry velocity" of increase of a global level does not explain any of these values, and on the average surpasses them twice. In application altimetry in sciences about ocean the author has specified the reason of the specified crisis in brief notes [3] - [5]. Suggested mechanism and geodynamic model [1] offered by the author specifies a unique possible output from crisis in geosciences. References [1] Barkin Yu.V. (2002) An explanation of endogenous activity

  14. 77 FR 35711 - Strong Cities, Strong Communities National Resource Network Pilot Program Advance Notice and...

    Science.gov (United States)

    2012-06-14

    ... economic need, strong local leadership and collaboration, potential for economic growth, geographic... $1 million that they will use to administer an ``X-prize style'' competition, whereby they will... founding mandate in the 1965 Department of Housing and Urban Development Act to ``Exercise leadership at...

  15. Geoscience parameter data base handbook: granites and basalts

    Energy Technology Data Exchange (ETDEWEB)

    1979-12-01

    The Department of Energy has the responsibility for selecting and constructing Federal repositories for radioactive waste. The Nuclear Regulatory Commission must license such repositories prior to construction. The basic requirement in the geologic disposal of radioactive waste is stated as: placement in a geologic host whereby the radioactive waste is not in mechanical, thermal or chemical equilibrium with the object of preventing physical or chemical migration of radionuclides into the biosphere or hydrosphere in hazardous concentration (USGS, 1977). The object of this report is to document the known geologic parameters of large granite and basalt occurrences in the coterminous United States, for future evaluation in the selection and licensing of radioactive waste repositories. The description of the characteristics of certain potential igneous hosts has been limited to existing data pertaining to the general geologic character, geomechanics, and hydrology of identified occurrences. A description of the geochemistry is the subject of a separate report.

  16. Geoscience parameter data base handbook: granites and basalts

    International Nuclear Information System (INIS)

    1979-12-01

    The Department of Energy has the responsibility for selecting and constructing Federal repositories for radioactive waste. The Nuclear Regulatory Commission must license such repositories prior to construction. The basic requirement in the geologic disposal of radioactive waste is stated as: placement in a geologic host whereby the radioactive waste is not in mechanical, thermal or chemical equilibrium with the object of preventing physical or chemical migration of radionuclides into the biosphere or hydrosphere in hazardous concentration (USGS, 1977). The object of this report is to document the known geologic parameters of large granite and basalt occurrences in the coterminous United States, for future evaluation in the selection and licensing of radioactive waste repositories. The description of the characteristics of certain potential igneous hosts has been limited to existing data pertaining to the general geologic character, geomechanics, and hydrology of identified occurrences. A description of the geochemistry is the subject of a separate report

  17. Promoting Strong Written Communication Skills

    Science.gov (United States)

    Narayanan, M.

    2015-12-01

    The reason that an improvement in the quality of technical writing is still needed in the classroom is due to the fact that universities are facing challenging problems not only on the technological front but also on the socio-economic front. The universities are actively responding to the changes that are taking place in the global consumer marketplace. Obviously, there are numerous benefits of promoting strong written communication skills. They can be summarized into the following six categories. First, and perhaps the most important: The University achieves learner satisfaction. The learner has documented verbally, that the necessary knowledge has been successfully acquired. This results in learner loyalty that in turn will attract more qualified learners.Second, quality communication lowers the cost per pupil, consequently resulting in increased productivity backed by a stronger economic structure and forecast. Third, quality communications help to improve the cash flow and cash reserves of the university. Fourth, having high quality communication enables the university to justify the need for high costs of tuition and fees. Fifth, better quality in written communication skills result in attracting top-quality learners. This will lead to happier and satisfied learners, not to mention greater prosperity for the university as a whole. Sixth, quality written communication skills result in reduced complaints, thus meaning fewer hours spent on answering or correcting the situation. The University faculty and staff are thus able to devote more time on scholarly activities, meaningful research and productive community service. References Boyer, Ernest L. (1990). Scholarship reconsidered: Priorities of the Professorate.Princeton, NJ: Carnegie Foundation for the Advancement of Teaching. Hawkins, P., & Winter, J. (1997). Mastering change: Learning the lessons of the enterprise.London: Department for Education and Employment. Buzzel, Robert D., and Bradley T. Gale. (1987

  18. 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

  19. 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

  20. 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

  1. 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

  2. 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

  3. 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