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Journal articles on the topic 'Environment and Earth Sciences'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Sousa, C. "Inquiry learning for gender equity using History of Science in Life and Earth Sciences’ learning environments." Multidisciplinary Journal for Education, Social and Technological Sciences 3, no. 1 (March 22, 2016): 84. http://dx.doi.org/10.4995/muse.2016.3762.

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<p>The main objective of the present work is the selection and integration of objectives and methods of education for gender equity within the Life and Earth Sciences’ learning environments in the current portuguese frameworks of middle and high school. My proposal combines inquiry learning-teaching methods with the aim of promoting gender equity, mainly focusing in relevant 20th century women-scientists with a huge contribute to the History of Science.</p><p>The hands-on and minds-on activities proposed for high scholl students of Life and Earth Sciences onstitute a learnig environment enriched in features of science by focusing on the work of two scientists: Lynn Margulis (1938-2011) and her endosymbiosis theory of the origin of life on Earth and Inge Leehman (1888-1993) responsible for a breakthrough regarding the internal structure of Earth, by caracterizing a discontinuity within the nucleus, contributing to the current geophysical model. For middle scholl students the learning environment includes Inge Leehman and Mary Tharp (1920-2006) and her first world map of the ocean floor. My strategy includes features of science, such as: theory-laden nature of scientific knowledge, models, values and socio-scientific issues, technology contributes to science and feminism. </p><p>In conclusion, I consider that this study may constitute an example to facilitate the implementation, by other teachers, of active inquiry strategies focused on features of science within a framework of social responsibility of science, as well as the basis for future research. </p>

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Naeher, Sebastian, Xingqian Cui, and Roger E. Summons. "Biomarkers: Molecular Tools to Study Life, Environment, and Climate." Elements 18, no. 2 (April 1, 2022): 79–85. http://dx.doi.org/10.2138/gselements.18.2.79.

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Life on Earth produces innumerable structurally diverse biomolecules. Biomarkers, a subset of these compounds, are sufficiently specific in the structure that they serve as tracers of organisms present in the environment or preserved in the geological record. Biomarkers can be used as proxies for organisms and the biogeochemical processes they mediate or to which they respond. They can help to document and understand processes that are otherwise difficult to study, and their fossil derivatives can be used to reconstruct past ecosystems, environmental conditions, and climate variations. Biomarker science interfaces with biology, chemistry, environmental, and Earth sciences, and provides valuable opportunities to learn more about how the Earth system has evolved over time.

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Wenceslau, Eliza C., and Joseli M. Piranha. "Earth system sciences and permaculture: contributions to environmental." Terrae Didatica 14, no. 4 (October 30, 2018): 363–68. http://dx.doi.org/10.20396/td.v14i4.8653827.

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In view of the environmental crisis that plagues the world today, resulting from the dissociation of man and environment and the low effectiveness of educational policies, especially regarding Environmental Education, the need for a paradigm shift is evident, transforming the way of teaching and thinking about Environmental Education. In that respect, it is believed that the concepts advocated by Earth System Sciences, applied to Permaculture, can contribute to the development of a more humanistic and respectful culture, besides providing man with a new outlook on the environment. Thus, the present work exposes the foundations of these two theoretical references (Earth System Sciences and Permaculture), aiming to contribute to the reform in thought, and allowing the teaching and learning process in Environmental Education to be more effective and consistent. While Earth System Sciences allow the systemic understanding of the planet as well as the complex relationships between its various constituents, Permaculture seeks a harmonious coexistence of man and the environment. They value, in an analogous way, the interrelations between the constituents of the system, revealing alternatives that enable changes in the way the natural environment is occupied, making it more sustainable and raising consciousness.

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Viktor, Iakovlev, and Galianov Aleksei. "Mining sciences in the branch of Earth sciences." Izvestiya vysshikh uchebnykh zavedenii. Gornyi zhurnal, no. 1 (February 17, 2021): 9–14. http://dx.doi.org/10.21440/0536-1028-2021-1-9-14.

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Problem statement. What is mining science? Is it craft, art of “treasure hunters”, or science? What underlies the theory of mineral extraction? What is its place within the system of knowledge of the environment? Discussion. Today there is no precise, clear, and conventional definition of mining science, its matter and object. Certain attempts by numerous leading mining experts to become involved in the discussion 14 "Izvestiya vysshikh uchebnykh zavedenii. Gornyi zhurnal". No. 1. 2021 ISSN 0536-1028 extended significantly the range of applied problems, but generally the problem hasn’t been fully shaped. The ideology of the market is pragmatic (goods-money-goods), while the ideology of science is radiant as soon as it tries to cognize something unbounded. Obvious practical focus of mining historically convinces us of the fact that the mining effectiveness and wide knowledge of the interior, rock properties, law and forms of labor management are inextricably linked. Summary. Mining science should take rightful place among Earth sciences not only because mining is a stimulus to civilization, but also due to a range of life-support problems which mining knowledge deals with.

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Iakovlev, Viktor. "Mining sciences in the branch of Earth sciences." Izvestiya vysshikh uchebnykh zavedenii. Gornyi zhurnal, no. 1 (February 17, 2021): 5–14. http://dx.doi.org/10.21440/0536-1028-2021-1-5-14.

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Problem statement. What is mining science? Is it craft, art of “treasure hunters”, or science? What underlies the theory of mineral extraction? What is its place within the system of knowledge of the environment? Discussion. Today there is no precise, clear, and conventional definition of mining science, its matter and object. Certain attempts by numerous leading mining experts to become involved in the discussion 14 "Izvestiya vysshikh uchebnykh zavedenii. Gornyi zhurnal". No. 1. 2021 ISSN 0536-1028 extended significantly the range of applied problems, but generally the problem hasn’t been fully shaped. The ideology of the market is pragmatic (goods-money-goods), while the ideology of science is radiant as soon as it tries to cognize something unbounded. Obvious practical focus of mining historically convinces us of the fact that the mining effectiveness and wide knowledge of the interior, rock properties, law and forms of labor management are inextricably linked. Summary. Mining science should take rightful place among Earth sciences not only because mining is a stimulus to civilization, but also due to a range of life-support problems which mining knowledge deals with.

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6

Allègre, Claude, and Vincent Courtillot. "Revolutions in the earth sciences." Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences 354, no. 1392 (December 29, 1999): 1915–19. http://dx.doi.org/10.1098/rstb.1999.0531.

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The 20th century has been a century of scientific revolutions for many disciplines: quantum mechanics in physics, the atomic approach in chemistry, the nonlinear revolution in mathematics, the introduction of statistical physics. The major breakthroughs in these disciplines had all occurred by about 1930. In contrast, the revolutions in the so–called natural sciences, that is in the earth sciences and in biology, waited until the last half of the century. These revolutions were indeed late, but they were no less deep and drastic, and they occurred quite suddenly. Actually, one can say that not one but three revolutions occurred in the earth sciences: in plate tectonics, planetology and the environment. They occurred essentially independently from each other, but as time passed, their effects developed, amplified and started interacting. These effects continue strongly to this day.

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Omar Riyad Al-Qaqah and Hussein Abdellateef Ba'arah. "The Degree to Which Earth and Environmental Science Teachers Practice Twenty-First-Century Skills in Jordan." Britain International of Humanities and Social Sciences (BIoHS) Journal 4, no. 3 (November 2, 2022): 531–42. http://dx.doi.org/10.33258/biohs.v4i3.785.

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The study was aimed at revealing the degree to which earth and environmental science teachers practice the skills of the twenty-first century in Jordan. The researchers used the descriptive approach. The study population consisted of all 886 teachers of earth sciences and environment in the northern region of Jordan. The sample study was selected in a simple random manner, with 201 teachers and 23% of the study population. The researchers used the 21st Century Skill identification study instrument applied to the sample study. The results of the study showed that the degree of the practice of the 21st Century Earth and Environment Science Teachers was at the intermediate level and at average (3.52). The results also showed that there were no statistically significant differences in the extent to which Earth and Environment Science Teachers practiced twenty-first-century skills in the light of their gender, scientific qualification, and experience.

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Sharma, Rekha. "VEDIC SCIENCE AND ENVIRONMENT." International Journal of Research -GRANTHAALAYAH 3, no. 9SE (September 30, 2015): 1–4. http://dx.doi.org/10.29121/granthaalayah.v3.i9se.2015.3165.

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In the Veda’s natural elements play a pivot role but the international ship of creation was always within the context of its relationship with the creator. The Vedic sages believed that everything in this world stems from divine knowledge (the world) which was first revealed to the group of seers, who then passed this knowledge to successive generations of Vedic seers. The Gala-hypothesis postulates that planet earth is a living organism that adjusts and regulates itself like any other organism, and that for 3.5 billion years, microbes, plant and animals have co-evolved with the environment as one globally integrated super organism. In much the same vein, Deep ecology believes in the essential ecological equality of all species man and mouse, elephant and earthworm. In an interconnected indivisible ecosystem each part is as crucial as the next. The Vedas have categorically explains the role of nature, principle of food, life, intellect, and immortality. Earth, constellations and their roles are also defined in the Vedas. For sun and moon are celestial god air, water and sky, are aerial gods. Earth, river and fire are the terrestrial god. The universe is composed of five elements earth, sky, water, wind and fire. Vedic science urges people to pursue the path of ethical and sustainable economy, which coincides with the philosophy of ecological economics for sustainable development. The conventional economics always favours maximizing the material wealth so that individual will have a better quality of life. In the Vedic tradition, it is clearly stated that the life of each species is meant for well-being of all other species all of the 8,40,000 species on the planet live for each other except for one.

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Kevles, Daniel J. "The contested Earth: science, equity & the environment." Daedalus 137, no. 2 (April 2008): 80–95. http://dx.doi.org/10.1162/daed.2008.137.2.80.

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Wang, Ning, Robert J. Stern, Mary L. Urquhart, and Katherine M. Seals. "Google Earth Geoscience Video Library (GEGVL): Organizing Geoscience Videos in a Google Earth Environment to Support Fieldwork Teaching Methodology in Earth Science." Geosciences 12, no. 6 (June 15, 2022): 250. http://dx.doi.org/10.3390/geosciences12060250.

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Fieldwork teaching methodology (FTM) and active learning are effective strategies for geoscience education. However, traditional field trips require significant resources, time, physical abilities, and the expertise of teachers. In this study, we provide a supplementary virtual field trip experience by showing how different kinds of geoscience videos can be spatially organized into one digital interactive virtual environment. Here, we present the Google Earth Geoscience Video Library (GEGVL) which uses Google Earth and location-specific videos about Earth events, to create a virtual field-based learning experience. Using Google Earth, GEGVL organizes field-based videos by location and links pertinent non-field-based videos, and allows users to roam the globe in search of geoscientific videos that are pertinent to them or their students. Currently, GEGVL contains 150 videos organized into ten different geoscience disciplines: Plate Tectonics, Minerals, Structural Geology, Metamorphism, Magmatism, Hydrology, Environmental Science, Sedimentology, Paleontology, and Paleomagnetism. Despite stability challenges with Google Earth integration, results of user surveys among lower-division undergraduates show that the design logic of GEGVL is a promising virtual field-based learning organizer for increasing students’ interest in and helping them learn about Earth sciences.

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McMillan, A. A., and E. K. Hyslop. "Development of sustainable georesources for the built environment in the United Kingdom." Estonian Journal of Earth Sciences 57, no. 2 (2008): 94. http://dx.doi.org/10.3176/earth.2008.2.05.

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Huxman, Travis, Peter Troch, Jon Chorover, David D. Breshears, Scott Saleska, Jon Pelletier, and Xubin Zeng. "The Hills Are Alive: Earth Science in a Controlled Environment." Eos, Transactions American Geophysical Union 90, no. 14 (April 7, 2009): 120. http://dx.doi.org/10.1029/2009eo140003.

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Rannik, K., and R. Kõlli. "Evaluation of the pedodiversity, agronomical quality and environment protection ability of the soil cover of Estonian croplands." Estonian Journal of Earth Sciences 67, no. 3 (2018): 205. http://dx.doi.org/10.3176/earth.2018.15.

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14

Flury, Walter. "The space debris environment of the Earth." Earth, Moon, and Planets 70, no. 1-3 (1995): 79–91. http://dx.doi.org/10.1007/bf00619453.

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15

Pfaff, Robert F. "The Near-Earth Plasma Environment." Space Science Reviews 168, no. 1-4 (June 2012): 23–112. http://dx.doi.org/10.1007/s11214-012-9872-6.

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Siegert, Martin, and Tom Bradwell. "Antarctic Earth Sciences: Preface." Earth and Environmental Science Transactions of the Royal Society of Edinburgh 104, no. 1 (March 2013): 1. http://dx.doi.org/10.1017/s1755691013000121.

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17

Kelly, David L. "Capitalism, Socialism, and the Environment." Nature and Culture 8, no. 2 (June 1, 2013): 226–36. http://dx.doi.org/10.3167/nc.2013.080206.

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Foster, John B., Brett Clark, and Richard York. 2010. The Ecological Rift: Capitalism’s War on the Earth. New York: Monthly Review Press.Williams, Chris. 2010. Ecology and Socialism: Solutions to Capitalist Ecological Crisis. Chicago, IL: Haymarket Books.

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Heinsalu, A., and S. Veski. "Palaeoecological evidence of agricultural activity and human impact on the environment at the ancient settlement centre of Keava, Estonia." Estonian Journal of Earth Sciences 59, no. 1 (2010): 80. http://dx.doi.org/10.3176/earth.2010.1.06.

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19

Sohar, K., and T. Meidla. "Changes in the Early Holocene lacustrine environment inferred from the subfossil ostracod record in the Varangu section, northern Estonia." Estonian Journal of Earth Sciences 59, no. 3 (2010): 195. http://dx.doi.org/10.3176/earth.2010.3.02.

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20

Jackson, Rob. "Rebuilding." BioScience 70, no. 9 (September 2020): 832. http://dx.doi.org/10.1093/biosci/biaa091.

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Abstract Enriching BioScience's role as a Forum for Integrating the Life Sciences, Arts in Science provides an occasional venue for poems, visual art, and other forms of artistic expression that explore and enliven our understanding of life. Through the contributions in this section, we hope to share with our readers the passion for nature that science inspires. These contributions are from Rob Jackson, professor, Earth System Science; Senior Fellow, Stanford Woods Institute for the Environment; and Senior Fellow, Precourt Institute for Energy, at Stanford University, in California.

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Jackson, Rob. "Platypus." BioScience 70, no. 9 (September 2020): 833. http://dx.doi.org/10.1093/biosci/biaa104.

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Abstract Enriching BioScience's role as a Forum for Integrating the Life Sciences, Arts in Science provides an occasional venue for poems, visual art, and other forms of artistic expression that explore and enliven our understanding of life. Through the contributions in this section, we hope to share with our readers the passion for nature that science inspires. This contribution is from Rob Jackson, professor, Earth System Science; Senior Fellow, Stanford Woods Institute for the Environment; and Senior Fellow, Precourt Institute for Energy, at Stanford University, in California.

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22

YASUDA, HISATO. "Deep-water circulation and earth environment." NIPPON SUISAN GAKKAISHI 76, no. 4 (2010): 723. http://dx.doi.org/10.2331/suisan.76.723.

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23

Clifford, Nicholas J. "Globalization: a Physical Geography perspective." Progress in Physical Geography: Earth and Environment 33, no. 1 (February 2009): 5–16. http://dx.doi.org/10.1177/0309133309105035.

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Although globalization is a term usually restricted to economics and the social sciences, there are aspects of the phenomenon that are intimately linked to the practice and purpose of the physical and environmental sciences and exemplified through Physical Geography. At a fundamental level, Physical Geography has always sought to describe and understand the multiple subsystems of the environment and their connections with human activity: it is global and globalizing at its very roots. Globalization may be seen historically in the global export of western science, including Physical Geography, that underpinned colonial resource exploitation, and which subsequently laid the foundations for the worldwide conservation movement, and for critiques of environment-development relations, such as Political Ecology. Globalization is evident today in the burgeoning productivity and increasing organization of science as well as in the growing accessibility of scientific information. It is also at work in setting contemporary scientific agendas that are focused on larger-scale issues of environment and development and environmental change, particularly in an emergent Earth System Science, and also in Sustainability Science. These global agendas are not simply shared with but also co-produced by the public, politicians and commercial interests, providing both opportunities and challenges for traditional disciplines and traditional disciplinary practices such as Physical Geography.

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Nagy, Bartholomew. "Humic substances in the aquatic and terrestrial environment. Lecture notes in earth sciences 33." Geochimica et Cosmochimica Acta 56, no. 11 (November 1992): 4117–18. http://dx.doi.org/10.1016/0016-7037(92)90024-d.

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Hamilton, E. I. "Isotopes in the Earth Sciences." Science of The Total Environment 92 (March 1990): 285–86. http://dx.doi.org/10.1016/0048-9697(90)90341-q.

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Hodam, Henryk, Andreas Rienow, and Carsten Jürgens. "Bringing Earth Observation to Schools with Digital Integrated Learning Environments." Remote Sensing 12, no. 3 (January 21, 2020): 345. http://dx.doi.org/10.3390/rs12030345.

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The digital integrated learning environments (ILEs) for earth observation described in this article are bringing the complex topic of earth observation into classrooms. They are intended to give pupils with no prior experience in remote sensing the opportunity to solve tasks with earth observation data by using the same means that professionals have at hand. These learning environments integrate remote sensing tools and background knowledge in a comprehensive e-learning environment. They are tailored for use in schools, whereby the curriculum typically does not include earth observation, teachers are generally not familiar with its concepts, and the technical infrastructure is still not quite ready for digital teaching resources. To make the learning environments applicable, the special demands and obstacles presented by a school environment have to be considered. These obstacles are used to derive the requirements for the use of satellite data in school classes and create classroom resources in terms of technology, didactics, and e-learning. The concept itself was developed ten years ago, and since, then multiple applications have been created and used in classes. Data from an online questionnaire focuses on the specific qualities of the learning modules, enabling us to assess whether the concept works, and where there is need for improvement. The results show that the learning environments are being used, and that they continue to open the minds of pupils and teachers alike to a new perspective on the earth.

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Lake, Larry W., and Steven L. Bryant. "The Scientific Method and Earth Sciences." Journal of Energy Resources Technology 128, no. 4 (May 10, 2006): 245–46. http://dx.doi.org/10.1115/1.2358150.

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Christensen, L. "This Sacred Earth: Religion, Nature, Environment." Interdisciplinary Studies in Literature and Environment 5, no. 1 (January 1, 1998): 134–35. http://dx.doi.org/10.1093/isle/5.1.134.

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Carbaugh, Donal. "Quoting “the Environment”: Touchstones on Earth." Environmental Communication 1, no. 1 (May 2007): 64–73. http://dx.doi.org/10.1080/17524030701334276.

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Fauziah, An Nuril Maulida, Tutut Nurita, M. Arif Mahdiannur, and Putri Wahyu Ramadhani. "Development of Earth and Space Knowledge Competencies for Science Teacher Candidates: Field-Project Based Learning Perspectives." Jurnal Penelitian Pendidikan IPA 7, no. 3 (July 16, 2021): 474–80. http://dx.doi.org/10.29303/jppipa.v7i3.731.

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This study aims to describe the competence of Earth and space knowledge of prospective science teacher students. Learning is carried out with the perspective of Field-Project Based Learning, students are asked to make direct observations of the components of the lithosphere, hydrosphere, and atmosphere in their living environment. Competencies from observations made by students include the ability to determine objects, knowledge of objects, and understanding of objects in their environment. The results of observations carried out are reported in the form of a written report supported by personal documentation in the form of photos of objects (lithosphere, hydrosphere, atmosphere), explanations of the selected objects based on reality connected with references that have been obtained. The results of the study indicate that the ability to determine objects, understanding and knowledge of students is excellent so that learning Earth and Space Sciences is in accordance with Field-Project Based Learning

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Schidlowski, M. "Isotopes in the earth sciences." Chemical Geology: Isotope Geoscience section 94, no. 2 (December 1991): 159–60. http://dx.doi.org/10.1016/0168-9622(91)90008-k.

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Nemethy, Sandor. "New, regenerative approaches to sustainability : Redefining ecosystem functions, environmental management, and heritage conservation." Ecocycles 7, no. 2 (2021): 86–91. http://dx.doi.org/10.19040/ecocycles.v7i2.212.

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The international conference “Sustainable Management of Cultural Landscapes in the context of the European Green Deal”, held in Santo Stefano di Camastra (Sicily, Italy) on November 9-14, 2021. aimed to shed light on those environmental, social, economic, and cultural problems of interactions between humankind and its natural environment, which cannot be answered through one single discipline but only by applying a multidisciplinary system approach, built on applied Earth System Science intimately interwoven with social sciences, economics and heritage science. The structure of the Congress mirrored this concept since the overlapping areas of sessions encouraged interdisciplinary thinking and practical approach to the key issues of regional development such as ecosystem protection, green infrastructures, sustainable and multifunctional agriculture, circular economy, renewable energy, regeneration, and conservation of natural environments and conservation of cultural heritage.

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Soares, Paulo Cesar. "Dichotomous options in earth sciences education: brief reflection." Terrae Didatica 14, no. 3 (September 28, 2018): 289–95. http://dx.doi.org/10.20396/td.v14i3.8653528.

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The explosion and dissemination of knowledge and technologies is one of the characteristics of the current time. The teacher is no longer the reference of knowledge or competence. The expansion and deepening of concepts and methods grow exponentially. Knowledge does not provide a clear path to future life success. Earth-related issues are global sustainability concerns. Now, the claim is to pick up and deal with the information to solve specific problems. The expert apps have become powerful tools for learning and professional operations. There is a new student with different problems, social environment and motivations, especially his appreciation for autonomy, in an immense diversity of offers and demands. And there is new ways to learn, more friendly but more away from the real world. What does this change in the curricula and for the teacher and student in the classroom? Two opposite answers are the common behavior: focus on teaching or focus on learning. In the first, good teachers will look for the best subjects, based on gaps and remarkable discoveries and good examples in the body of scientific knowledge and attractive ways of presenting them to students. In the second, good teachers will help and guide students to organize and work to find the most appropriate and motivating issues and ways to deal with them to be useful in their lives. Earth sciences have many problems, solutions and challenges, daily in the news and in the surroundings of place and student life. Students become proud to be active in the group, in his real world, according to his needs, his challenges; and they need help and guidance in this process. Teachers will focus on the motivations of these students to build their knowledge, their being, their skills, their professional abilities, their commitments as citizens and the reasons to lifelong learning.

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Turuncoglu, Ufuk Utku, Sylvia Murphy, Cecelia DeLuca, and Nuzhet Dalfes. "A scientific workflow environment for Earth system related studies." Computers & Geosciences 37, no. 7 (July 2011): 943–52. http://dx.doi.org/10.1016/j.cageo.2010.11.013.

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Bednarczyk, Michał. "A Python Library for the Jupyteo IDE Earth Observation Processing Tool Enabling Interoperability with the QGIS System for Use in Data Science." Geomatics and Environmental Engineering 16, no. 1 (November 29, 2021): 117–44. http://dx.doi.org/10.7494/geom.2022.16.1.117.

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This paper describes JupyQgis – a new Python library for Jupyteo IDE enabling interoperability with the QGIS system. Jupyteo is an online integrated development environment for earth observation data processing and is available on a cloud platform. It is targeted at remote sensing experts, scientists and users who can develop the Jupyter notebook by reusing embedded open-source tools, WPS interfaces and existing notebooks. In recent years, there has been an increasing popularity of data science methods that have become the focus of many organizations. Many scientific disciplines are facing a significant transformation due to data-driven solutions. This is especially true of geodesy, environmental sciences, and Earth sciences, where large data sets, such as Earth observation satellite data (EO data) and GIS data are used. The previous experience in using Jupyteo, both among the users of this platform and its creators, indicates the need to supplement its functionality with GIS analytical tools. This study analyzed the most efficient way to combine the functionality of the QGIS system with the functionality of the Jupyteo platform in one tool. It was found that the most suitable solution is to create a custom library providing an API for collaboration between both environments. The resulting library makes the work much easier and simplifies the source code of the created Python scripts. The functionality of the developed solution was illustrated with a test use case.

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Brodskaya, N. A., and D. S. Tatusko. "Ecological and hydrogeological features of the field routes approach to “Earth Sciences”." Transactions of the Krylov State Research Centre S-I, no. 1 (December 8, 2021): 224–27. http://dx.doi.org/10.24937/2542-2324-2021-1-s-i-224-227.

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The article deals with the ecological and hydrogeological features of the territory of the Sablinsky geological natural monument in the Tosnensky district of the Leningrad region and the Mining and Chemical Complex based on the Kingisepp phosphorite deposit. Students acquire the skills of conducting survey work, including instrumental surveying of the terrain, testing rocks and water bodies, and evaluating man-made processes that affect the ecological state of the environment.

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Peirson, D. H. "Isotopes in the earth sciences." Journal of Environmental Radioactivity 9, no. 3 (January 1989): 283–84. http://dx.doi.org/10.1016/0265-931x(89)90050-7.

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38

Thomas, Caroline. "Earth follies: feminism, politics and the environment." International Affairs 70, no. 2 (April 1994): 343. http://dx.doi.org/10.2307/2625292.

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Constant, Jean. "Knowledge Visualization in Crystal Modeling." International Journal of Creative Interfaces and Computer Graphics 10, no. 2 (July 2019): 1–16. http://dx.doi.org/10.4018/ijcicg.2019070101.

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3D graphics visualization is equal part mathematics, geometry, and design. Based on the knowledge visualization framework, the author investigates the structure of a mineral to find if meaningful visualization pertaining to the field of art can be extracted from scientific resource. Working with the lines, spheres, and polygons that characterize crystal at the nanoscale provided the author an exceptional environment from which to extract coherent visualizations sustainable in the art environment. The outcome was tested in a variety of interactive platforms and opened a larger debate on cross-pollination between science and arts. Additionally, the experiment provided new ground of investigation for unexpected connections between mathematics, earth sciences, and local cultures.

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D'AndignéDe Asis, L. "UNESCO activity in the field of earth sciences." Geothermics 15, no. 5-6 (January 1986): 555–58. http://dx.doi.org/10.1016/0375-6505(86)90064-7.

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Throop, Henry B. "Evolution of Planet Earth: The Impact of the Physical Environment." Astrobiology 3, no. 4 (December 2003): 899. http://dx.doi.org/10.1089/153110703322736169.

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Bosselmann, Klaus. "The Framework of Ecological Law." Environmental Policy and Law 50, no. 6 (May 11, 2021): 479–86. http://dx.doi.org/10.3233/epl-209004.

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Environmental law has always been hampered by its reductionist approach to the natural environment or more precisely, to the human-nature relationship. In contrast, ecological law would encourage us to think about the law from an Earth-centered perspective. But even more than thinking about the legal issues, ecological law reflects and advocates a changed mindset. We need to develop a mindset that is conscious of what has worked in the past and what promises to work in the future. This could be addressed through development of eco-centric law, inclusion of eco-centric grundnorm, transforming law and governance, and institutionalizing trusteeship governance. At the end, it is proposed that ecological law would frame our thinking in a way that reflects not only the traditional values of connectedness with nature, but equally leading cutting-edge sciences of today such as ecology, earth system science and health sciences.

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Chang, Chun-Yen, Chien-Hua Hsiao, and James P. Barufaldi. "Preferred–actual learning environment “spaces” and earth science outcomes in Taiwan." Science Education 90, no. 3 (2006): 420–33. http://dx.doi.org/10.1002/sce.20125.

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Dongardive, Prakash. "Use of Electronic Information Resources at Mekelle University, Ethiopia." International Journal of Digital Literacy and Digital Competence 10, no. 3 (July 2019): 49–76. http://dx.doi.org/10.4018/ijdldc.2019070104.

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The present research work describes the use of the electronic resources by the teaching community at Mekelle University, Ethiopia. The survey was conducted by using questionnaires to collect the data. The questionnaires were administered to a total of 1,516 on-duty teaching faculty of seven colleges. This is including the College of Natural and Computational Sciences, the College of Veterinary Medicine, the College of Health Science, the College of Law and Governance, the College of Business and Economics, the College of Language and Social Sciences, the College of Dry Land Agriculture and Natural Resources as well as nine regular institutes including: the Ethiopian Institute of Technology, Mekelle Institute of Technology, the Institute of Paleo Environment and Heritage Conservation, the Institute of Pedagogical Sciences, the Institute of Geo-Information and Earth Observation Sciences, the Institute of Environment and Gender Development Studies, the Institute of Population Studies, the Institute for Climate and Society, and the Institute for Water and Environment at Mekelle University. The survey also examines the purpose of use, frequency, difficulties, and availability of electronic information resources subscribed by Mekelle University Digital Library. Finally, the data has been interpreted, concluded and suggestions have been given for the improvement of electronic information resources at the library web portal.

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Dongardive, Prakash Bhagwan. "Challenges and Opportunities in Building a Successful Digital Library in Developing Countries." International Journal of ICT Research in Africa and the Middle East 9, no. 1 (January 2020): 24–49. http://dx.doi.org/10.4018/ijictrame.2020010102.

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The present research work describes the use of the electronic resources by the teaching community at Mekelle University, Ethiopia. The survey was conducted by using questionnaires to collect the data. The questionnaires were administrated to total 1516 on duty teaching faculties of seven colleges. Including the College of Natural and Computational Sciences, the College of Veterinary Medicine, the College of Health Science, the College of Law and Governance, the College of Business and Economics, the College of Language and Social Sciences, College Dry Land Agriculture and Natural Resources as well as nine regular institutes including; the Ethiopian Institute of Technology, the Mekelle Institute of Technology, the Institute of Paleo Environment and Heritage Conservation, the Institute of Pedagogical Sciences, the Institute of Geo-Information and Earth Observation Sciences, the Institute of Environment and Gender Development Studies, the Institute of Population Studies, the Institute for Climate and Society, and the Institute for Water and Environment at Mekelle University. The survey also examines the purpose of use, frequency, difficulties, and availability of electronic information resources subscribed by the Mekelle University Digital Library. Finally, the data was interpreted, concluded, and suggestions have been given for improvement of electronic information resources at library web portal.

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Lawrence, Roger, and Judy Lawrence. "Environment." Pacific Viewpoint 32, no. 2 (October 1991): 201–9. http://dx.doi.org/10.1111/apv.322012.

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Chang, Chun-Yen. "THE IMPACT OF A SCIENCE MUSEUM INVOKED LEARNING ENVIRONMENT (SMILE) ON STUDENTS." Journal of Baltic Science Education 11, no. 4 (December 5, 2012): 357–66. http://dx.doi.org/10.33225/jbse/12.11.357.

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This study aims to develop an ESSMIM (Earth System-Science Museum Instructional Module) and evaluate its impacts on 11th grade high-school students’ expected and actual perceptions of a Science Museum invoked Learning Environment (SMiLE). The ESSMIM was designed following the principles of the “Earth System Education (ESE) learning cycle mode” (Chang, 2005): Engage, Explore, Analysis/Explain, as well as Apply and Evaluate. In terms of research design, a one group pretest posttest research design was adopted. The research subjects were a group of 11th grade students from a national senior high-school in Taiwan. Students’ expected and actual perceptions of SMiLE were investigated through the “SMiLE Inventory”. The results of this study showed that: (1) students’ scores, of expected SMiLE Inventory, both before and after the experimental teaching were higher than their actual SMiLE scores, (2) compared with previous actual experiences, ESSMIM created a SMiLE which was closer to students’ expectation, and (3) after experiencing the ESSMIM, the difference between students’ expectations and their actual experience of SMiLE was reduced. Key words: earth science curriculum; learning environment; perception; science museum teaching.

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Hicks, Bruce B. "Wind, Water, Earth, and Fire–A Return to an Aristotelian Environment*." Bulletin of the American Meteorological Society 79, no. 9 (September 1, 1998): 1925–34. http://dx.doi.org/10.1175/1520-0477-79.9.1925.

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The meteorological situation of coastal regions is strongly influenced by the shoreline and by topographic relief. In this instance, we have learned how to take water and land influences into account when predicting changes in meteorology. But we have now stepped beyond the standard meteorological view of coasts affecting air through their complexity, to a new awareness that deposition from the air affects the coastal environment. It is along the coasts that the terrestrial, aquatic, and atmospheric media come into most intimate contact, and where any one of them can affect any other. The importance of the interaction is becoming even more apparent as the population of coastal areas continues to grow, and as demands for energy, food, and recreation are growing even faster. The interactions among the terrestrial, aquatic, and atmospheric media are central in considerations of what must be done to protect an increasingly stressed coastal environment from what could soon be irreversible damage. To generate the understanding necessary to underpin regulations and emissions control strategies, accurate models of pollutant behavior in all of the media must be constructed, and these must then be integrated to protect against the imposition of ineffective controls. The challenges for the atmospheric sciences are daunting. Not only must atmospheric deposition become a focus of attention, but mesoscale models must be constructed to provide the spatial information that existing coarse monitoring networks are incapable of providing alone.

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Gewin, Virginia. "William Chameides, dean, Nicholas School of the Environment and Earth Sciences, Duke University, Durham, North Carolina." Nature 449, no. 7158 (September 2007): 112. http://dx.doi.org/10.1038/nj7158-112a.

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Richards, Jenny, Scott Allan Orr, and Heather Viles. "Reconceptualising the relationships between heritage and environment within an Earth System Science framework." Journal of Cultural Heritage Management and Sustainable Development 10, no. 2 (October 4, 2019): 122–29. http://dx.doi.org/10.1108/jchmsd-08-2019-0099.

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Purpose This paper questions the common perception within heritage science that the environment is seen primarily as a risk factor that can change or impact heritage. The purpose of this paper is to reconceptualise the relationship between heritage and the environment within an Earth System Science framework, enabling a more sustainable approach for understanding and conserving heritage sites to be implemented. Design/methodology/approach To explore the relationship between heritage and the environment, this paper considers how perceptions of the environment within heritage science have been shaped in response to the conservation challenges facing movable heritage. Furthermore, as heritage encompasses a wide array of immovable buildings and sites whose relationships with the environment are complex and nuanced, this paper premises that the environment cannot be considered separately from heritage as it is intrinsically related by: providing components of heritage; modifying heritage; being modified by heritage; adding to heritage value; and acting as a co-creator of heritage. Findings This paper proposes that heritage science should learn from, and work within, the well-established Earth System Science framework. This enables interactions and feedbacks between heritage and components of the environment to be explored across a range of scales. Practical implications This systems-based approach allows heritage science to consider the environment more holistically and sustainably within its research and practice and better equips it to conserve movable and immovable heritage in the Anthropocene. Originality/value This paper provides a novel approach for viewing the relationship between heritage and the environment by using a well-established framework from other highly interdisciplinary fields.

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