Relevant bibliographies by topics / Expanding knowledge in the earth sciences

Academic literature on the topic 'Expanding knowledge in the earth sciences'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Expanding knowledge in the earth sciences.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Expanding knowledge in the earth sciences"

1

GOLUBCHIKOV, Yuri, and Viktor KRUZHALIN. "GEOTOURISM AS A NEW OBJECT OF STUDY IN EARTH SCIENCE." LIFE OF THE EARTH 43, no. 3 (August 25, 2021): 368–76. http://dx.doi.org/10.29003/m2441.0514-7468.2020_43_3/368-376.

Full text
Abstract:
Geotourism is here considered as an outdoor extension of the study of geological and geographical museum collections. Like ecotourism, geotourism is an integral constituent of scientific tourism. Whereas ecotourism is interested in biodiversity, geotourism is concerned with the variety of geological structures, minerals, rocks, fossils and landforms. Forms of synthesis of museum work and geotourism in the preservation and study of geological and geomorphological objects are traced. The importance of geoparks in the conservation of geoheritage and the prospects of their creation in Russia are considered. Expansion of geopark network is proposed, in view of the experiences of museum geological departments. Abandoned underground mines and similar objects are proposed as a basis for geotourism and as objects of geodiversity. The experience of creating geological museums on their basis is given. Coal mines present an example of such potential for geological excursions, given the history of past catastrophes. The elements of mystery inherent in geological and geomorphological excursions captivate tourists, increasing the attraction of earth sciences. The possibilities of geotourism in expanding the subject field of geology, geography and geomorphology are considered. Along with the activities of geological museums, geotourism is seen as one of the main avenues for integrating geosciences with society. Amateur science is able to contribute to the verification of scientific knowledge, and to new breakthroughs in science.
APA, Harvard, Vancouver, ISO, and other styles
2

Sudiro, P. "The Earth expansion theory and its transition from scientific hypothesis to pseudoscientific belief." History of Geo- and Space Sciences 5, no. 1 (June 20, 2014): 135–48. http://dx.doi.org/10.5194/hgss-5-135-2014.

Full text
Abstract:
Abstract. During the first half of 20th century, the dominant global tectonics model based on Earth contraction had increasing problems accommodating new geological evidence, with the result that alternative geodynamic theories were investigated. Due to the level of scientific knowledge and the limited amount of data available in many scientific disciplines at the time, not only was contractionism considered a valid scientific theory but the debate also included expansionism, mobilism on a fixed-dimension planet, or various combinations of these geodynamic hypotheses. Geologists and physicists generally accepted that planets could change their dimensions, although the change of volume was generally believed to happen because of a contraction, not an expansion. Constant generation of new matter in the universe was a possibility accepted by science, as it was the variation in the cosmological constants. Continental drift, instead, was a more heterodox theory, requiring a larger effort from the geoscientists to be accepted. The new geological data collected in the following decades, an improved knowledge of the physical processes, the increased resolution and penetration of geophysical tools, and the sensitivity of measurements in physics decreased the uncertainty level in many fields of science. Theorists now had less freedom for speculation because their theories had to accommodate more data, and more limiting conditions to respect. This explains the rapid replacement of contracting Earth, expanding Earth, and continental drift theories by plate tectonics once the symmetrical oceanic magnetic striping was discovered, because none of the previous models could explain and incorporate the new oceanographic and geophysical data. Expansionism could survive after the introduction of plate tectonics because its proponents have increasingly detached their theory from reality by systematically rejecting or overlooking any contrary evidence, and selectively picking only the data that support expansion. Moreover, the proponents continue to suggest imaginative physical mechanisms to explain expansion, claiming that scientific knowledge is partial, and the many inconsistencies of their theory are just minor problems in the face of the plain evidence of expansion. According to the expansionists, scientists should just wait for some revolutionary discovery in fundamental physics that will explain all the unsolved mysteries of Earth expansion. The history of the expanding-Earth theory is an example of how falsified scientific hypotheses can survive their own failure, gradually shifting towards and beyond the limits of scientific investigation until they become merely pseudoscientific beliefs.
APA, Harvard, Vancouver, ISO, and other styles
3

Wahyunengsih, Wahyunengsih, and Noni Mia Rahmawati. "EXPANDING PRIMARY SCHOOL STUDENTS’ KNOWLEDGE AND SENSE OF TOLERANCE ON “THE WORLD THROUGH ENGLISH TEXTBOOK”." IJEE (Indonesian Journal of English Education) 9, no. 2 (December 29, 2022): 372–95. http://dx.doi.org/10.15408/ijee.v9i2.27481.

Full text
Abstract:
ABSTRACTCharacter education is needed to shape the students’ characters, one of which is the sense of being tolerant toward differences of cultures in societies around the world. Textbooks are suitable to introduce this value. This study is aimed to develop a primary school source of learning which significantly promotes the value of tolerance in the content. This textbook is aimed to introduce cultures from several parts of the world and stimulates the students' awareness of appreciating diversity. Plomp’s Model in 1997 research dan development (R&D) design is utilized in this present study. The finding shows the researchers can develop an English textbook entitled "The World through English". This book guides the students to enhance their knowledge and sense of tolerance into the level of warm tolerance according to the Interpersonal Tolerance Scale (IPTS) proposed by Thomae (2016). As a result, this study shows that the development of an English textbook with persuasive tolerance value is acceptable and easily comprehended by elementary school students.ABSTRAKPendidikan karakter diperlukan untuk membentuk karakter peserta didik, salah satunya adalah rasa toleran terhadap perbedaan budaya dalam masyarakat di seluruh dunia. Buku teks cocok untuk memperkenalkan nilai ini. Penelitian ini bertujuan untuk mengembangkan sumber belajar sekolah dasar yang secara signifikan mengedepankan nilai toleransi dalam muatannya. Buku ajar ini bertujuan untuk memperkenalkan budaya dari berbagai belahan dunia dan merangsang kesadaran siswa untuk menghargai keberagaman. Model Plomp pada tahun 1997 desain penelitian dan pengembangan (R&D) digunakan dalam penelitian ini. Temuan menunjukkan peneliti dapat mengembangkan buku teks bahasa Inggris berjudul "The World through English". Buku ini membimbing siswa untuk meningkatkan pengetahuan dan rasa toleransi ke tingkat toleransi hangat menurut Skala Toleransi Interpersonal (IPTS) yang diusulkan oleh Thomae (2016). Hasilnya, penelitian ini menunjukkan bahwa pengembangan buku teks bahasa Inggris dengan nilai toleransi persuasif dapat diterima dan mudah dipahami oleh siswa sekolah dasar.How to Cite: Wahyunengsih, Rahmawati, N. M.. (2022). Expanding Primary School Students’ Knowledge and Sense of Tolerance on “The World Through English Textbook”. IJEE (Indonesian Journal of English Education), 9(2), 372-395. doi:10.15408/ijee.v9i2.27481
APA, Harvard, Vancouver, ISO, and other styles
4

Filippova, O. G. "Popularization of the Altai archaeological heritage: experience and development prospects." Field studies in the Upper Ob, Irtysh and Altai (archeology, ethnography, oral history and museology) 16 (2021): 279–83. http://dx.doi.org/10.37386/2687-0584-2021-16-279-283.

Full text
Abstract:
The publication raises issues related to the popularization of cultural heritage, monuments of archeology. The author gives examples of possible events and actions aimed at expanding the knowledge of representatives of society about the earliest stages of human development. The important role of interaction between the professional, scientific community, museums, non-profit organizations is noted.
APA, Harvard, Vancouver, ISO, and other styles
5

Mouw, Colleen B., Audrey B. Ciochetto, Brice Grunert, and Angela Yu. "Expanding understanding of optical variability in Lake Superior with a 4-year dataset." Earth System Science Data 9, no. 2 (July 25, 2017): 497–509. http://dx.doi.org/10.5194/essd-9-497-2017.

Full text
Abstract:
Abstract. Lake Superior is one of the largest freshwater lakes on our planet, but few optical observations have been made to allow for the development and validation of visible spectral satellite remote sensing products. The dataset described here focuses on coincidently observing inherent and apparent optical properties along with biogeochemical parameters. Specifically, we observe remote sensing reflectance, absorption, scattering, backscattering, attenuation, chlorophyll concentration, and suspended particulate matter over the ice-free months of 2013–2016. The dataset substantially increases the optical knowledge of the lake. In addition to visible spectral satellite algorithm development, the dataset is valuable for characterizing the variable light field, particle, phytoplankton, and colored dissolved organic matter distributions, and helpful in food web and carbon cycle investigations. The compiled data can be freely accessed at https://seabass.gsfc.nasa.gov/archive/URI/Mouw/LakeSuperior/.
APA, Harvard, Vancouver, ISO, and other styles
6

Passow, Michael J. "Earth2Class: An Effective and Easily Duplicable Model for Providing a Broad Impact of Cutting-Edge Science, Teacher Professional Development, and Inspiration for High School Students." Geosciences 10, no. 10 (October 12, 2020): 407. http://dx.doi.org/10.3390/geosciences10100407.

Full text
Abstract:
We describe Earth2Class, a professional development model that connects classroom teachers with research investigators so that they and their students can learn about cutting-edge discoveries, long before mention is included in textbooks. Teachers and students attending “live” programs at the Lamont-Doherty Earth Observatory of Columbia University or Zoom equivalents necessitated during the pandemic benefit through interactions that bring out the excitement of making new geoscience discoveries. Evidence of the effectiveness of Earth2Class (E2C) workshops is provided through reflections of the impact of E2C on student career choices, expanding teacher content knowledge, and attitudes provided by teachers, students, parents, and scientists.
APA, Harvard, Vancouver, ISO, and other styles
7

Harper, Kyle. "The Environmental Fall of the Roman Empire." Daedalus 145, no. 2 (April 2016): 101–11. http://dx.doi.org/10.1162/daed_a_00380.

Full text
Abstract:
Global environmental history is currently being enriched by troves of new data, and new models of environmental variability and human impact. Earth scientists are rapidly expanding historians’ knowledge of the paleoclimate through the recovery and analysis of climate proxies such as ice cores, tree rings, stalagmites, and marine and lake sediments. Further, archaeologists and anthropologists are using novel techniques and methods to study the history of health and disease, as revealed through examination of bones and paleomolecular evidence. These possibilities open the way for historians to participate in a conversation about the long history of environmental change and human response. This essay considers how one of the most classic of all historical questions–the fall of the Roman Empire–can receive an answer enriched by new knowledge about the role of environmental change.
APA, Harvard, Vancouver, ISO, and other styles
8

Grainger, Alan. "Uncertainty in the construction of global knowledge of tropical forests." Progress in Physical Geography: Earth and Environment 34, no. 6 (December 2010): 811–44. http://dx.doi.org/10.1177/0309133310387326.

Full text
Abstract:
Knowledge of tropical forest change remains uncertain, affecting our ability to produce accurate estimates of globally aggregated parameters to support clear global statements about ‘the tropical forests’. This paper reviews current methods for constructing global knowledge of changes in tropical forest area, carbon density, biodiversity and ecosystem services. It finds a deficiency in formal institutions for global measurement and constructing global knowledge. In their absence, informal institutions have proliferated, increasing the spread of estimates. This is exacerbated by dependence on inaccurate official statistics, which has limited construction of knowledge about forest area change through modelling. Employing the new concept of the Knowledge Exchange Chain shows the interdependence of different disciplines in constructing composite information. Limitations linked to compartmentalization and scale are present, as predicted by the ‘post-normal hypothesis’. Disciplinary compartmentalization has impeded construction of information about forest carbon and biodiversity change. There is growth in interdisciplinary research into modelling forest change and estimating carbon emissions using remote sensing data, but not in studying biodiversity. Continuing uncertainty has implications for implementing the Reduced Emissions from Deforestation and Degradation (REDD) scheme. Uncertainty could be reduced by expanding formal scientific institutions, e.g. by establishing an operational scientific global forest monitoring system, and devising formal generic rules for constructing global environmental knowledge.
APA, Harvard, Vancouver, ISO, and other styles
9

Ikeda, Toshikazu. "Development research of arithmetic and mathematics curriculum incorporating revolutionary and cumulative knowledge growth." Impact 2022, no. 5 (October 13, 2022): 20–22. http://dx.doi.org/10.21820/23987073.2022.5.20.

Full text
Abstract:
The continuous development of education is important in order to ensure it keeps growing and improving. Professor Toshikazu Ikeda, College of Education, Yokohama National University, Japan, is a Professor of Mathematics who is a proponent of revolutionary knowledge growth through overturning, expanding, and integrating acquired knowledge and skills. This is about progression through bridging the gap between a knowledge goal and the existing knowledge base through developing techniques and pathways to that goal. Ikeda believes that by inserting revolutionary knowledge growth into the mathematics curriculum in Japan, children can be encouraged towards more independent and problem solving based thinking. He has performed an analysis of current teaching materials which involved examining local teaching materials in a specific area, using lessons to analyse and evaluate those materials and looking at long-term global teaching materials that give a deeper examination of specific topics, focusing on how and where it can be used and how students react to the content. In his work, Ikeda uses modelling as a problem solving tool and to develop techniques to deepen learning and lead to revolutionary knowledge growth. Ikeda is collaborating with Professor Max Stephens, Melbourne University, to produce lectures centred on revolutionary growth knowledge for students at teacher training colleges. A key part of Ikedaâ–™s work is teaching mathematical modelling in order to help students understand the importance of mathematics and develop their abilities.
APA, Harvard, Vancouver, ISO, and other styles
10

Bloom, Nicholas, John Van Reenen, and Heidi Williams. "A toolkit of policies to promote innovation." Voprosy Ekonomiki, no. 10 (October 8, 2019): 5–31. http://dx.doi.org/10.32609/0042-8736-2019-10-5-31.

Full text
Abstract:
Economic theory suggests that market economies are likely to underprovide innovation because of the public good nature of knowledge. Empirical evidence from the United States and other advanced economies supports this idea. We summarize the pros and cons of different policy instruments for promoting innovation and provide a basic “toolkit” describing which policies are most effective according to our reading of the evidence. In the short run, R&D tax credits and direct public funding seem the most productive, but in the longer run, increasing the supply of human capital (for example, relaxing immigration rules or expanding university STEM admissions) is likely more effective.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Expanding knowledge in the earth sciences"

1

Larrère, Marc H. (Marc Henri). "A knowledge-based approach to full wave data processing." Thesis, Massachusetts Institute of Technology, 1987. http://hdl.handle.net/1721.1/54317.

Full text
Abstract:
Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Earth, Atmospheric, and Planetary Sciences, 1987.
Microfiche copy available in Archives and Science.
Bibliography: leaves 71-75.
by Marc H. Larrère.
M.S.
APA, Harvard, Vancouver, ISO, and other styles
2

Kamoyo, Memory. "A review of the use of scientific knowledge in environmental impact assessment reports for dam construction." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-421468.

Full text
Abstract:
It is estimated that 3,700 major dams are either planned or under construction, notably in developing countries. Dams can pose a threat to fish diversity, as one of the biggest impacts of damming is habitat fragmentation. Damming causes the isolation of small fish habitats, which reduces genetic diversity and expose fish species to vulnerability of local extinction, hence habitat fragmentation is one of the causes of biological loss. There are tools, which are used to balance between development and biodiversity conservation. One of the tools, which is commonly used, is environmental impact assessment (EIA). EIA uses both science and political knowledge. Science knowledge is important in EIA process as it is required to generate reliable baseline information, impact prediction and effective proposed mitigation. However, no studies have investigated the extent of the use of science knowledge in EIA for hydropower dams in Southern Africa. The purpose of this study is to examine the usage of scientific knowledge in environmental impact statements (EIS), focusing on EISs of dam construction on the impact of habitat fragmentation in fish. Ten EISs were collected from Lesotho, Malawi, Mozambique, Zambia, Zimbabwe. These countries were chosen because they are the hotspots for hydropower planning. I conducted EIS quality   review to answer the research purpose. I adopted and used EIS quality review package, which was developed by Lee and Colley (1991), to assess the content and quality of EISs. The results show that the use of science knowledge varies from one EIS to the other, and from one area of review to the other. The baseline and mitigation areas of EISs aligned with the scientific consensus the best, while the identification, prediction and evaluation of impacts area is generally unsatisfactory. Overall, six EISs out of ten EISs use science in a satisfactory way, and four EISs are unsatisfactory, meaning they attempted or completely omitted methods for assessing the ecological concept of fragmentation. I recommend a comprehensive study to review the use biodiversity concepts and methods in EISs for all the dams in southern Africa.
APA, Harvard, Vancouver, ISO, and other styles
3

Schreiber, Raphael, and Moisin Monica Bota. "Rebranding “Made in India” through Cultural Sustainability : Exploring and Expanding Indian Perspectives." Thesis, Högskolan i Borås, Akademin för textil, teknik och ekonomi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-25395.

Full text
Abstract:
This exploratory study is a first attempt to translate the Indian cultural context from a socio-cultural, and legal perspective by identifying the values attributed to Indian textile craftsmanship by Indian textile and fashion stakeholders, and how their perspective is influenced by the global recognition and perception of Indian textile crafts and connotation of “Made in India”. At the same time the study investigates the meaning of “sustainability” in the Indian cultural context, in relation to textile craftsmanship, and how this relates to the Western concept of “sustainability”. Through field research in conjunction with a series of in-depth unstructured interviews, this study reveals that Cultural Sustainability is the dominating narrative in the Indian cultural context due to the prevalence of culturally embedded sustainability practices and the role of textile craftsmanship in sustaining livelihood, being a unique exercise of positioning Indian textile craftsmanship within a framework of cultural heritage as a valuable source of knowledge for sustainable practices in the fashion and textile industry. Unique about this study are the India-centric approach combined with the ethnicity of the subjects interviewed - who are, without exception, Indian nationals, whose work, voice and reputation are shaping India's contemporary textile craft -sustainability narrative (being referred to as the “Indian textiles and fashion elite”) and the framing of traditional craftsmanship from a legal perspective, introducing the notion of legal protection of traditional textile knowledge and traditional cultural expressions.
APA, Harvard, Vancouver, ISO, and other styles
4

Roth, Cassandra (Cassandra B. ). "Local and expert knowledge in experienced mining communities : the case of a proposed uranium mine in Crownpoint." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/114333.

Full text
Abstract:
Thesis: S.B., Massachusetts Institute of Technology, Department of Earth, Atmospheric, and Planetary Sciences, 2007.
Thesis: S.B., Massachusetts Institute of Technology, Department of Urban Studies and Planning, 2007.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 51-53).
Public access to science is an essential environmental justice component of any mining development. Both limited public access to professional scientific knowledge and little acknowledgment by professionals of the contributions of local knowledge hinder discussion of proposed mines. A proposed uranium mine in Crownpoint, New Mexico, a predominantly Navajo community, presents a case for studying the role of expert and local knowledge in the individual's perception of the risks and benefits associated with the mine. Interviews, supplemented with numerous Nuclear Regulatory Commission documents and other articles of the public record, were used to understand how people developed their personal understanding of the trade-offs of mining uranium in their town. This research reveals that family experiences and personal observations are correlated with individual perception of risk, but the perception of uncertainty is related the group of experts available to the individual. The results suggest that individuals in such communities should have access to a range of experts and that local knowledge and experiences should be taken into account when journalists, industry representatives and government officials translate expert knowledge for public consumption.
by Cassandra Roth.
S.B.
APA, Harvard, Vancouver, ISO, and other styles
5

Araiza, Roberto. "The use of interval-related expert knowledge in processing 2-D and 3-D data with an emphasis on applications to geosciences and biosciences /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2007. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hamblyn, Richard. "Landscape and the contours of knowledge : the literature of travel and the sciences of the earth in eighteenth-century Britain." Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336534.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Uhlemann, Steffi. "Understanding trans-basin floods in Germany : data, information and knowledge." Phd thesis, Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6886/.

Full text
Abstract:
Large Central European flood events of the past have demonstrated that flooding can affect several river basins at the same time leading to catastrophic economic and humanitarian losses that can stretch emergency resources beyond planned levels of service. For Germany, the spatial coherence of flooding, the contributing processes and the role of trans-basin floods for a national risk assessment is largely unknown and analysis is limited by a lack of systematic data, information and knowledge on past events. This study investigates the frequency and intensity of trans-basin flood events in Germany. It evaluates the data and information basis on which knowledge about trans-basin floods can be generated in order to improve any future flood risk assessment. In particu-lar, the study assesses whether flood documentations and related reports can provide a valuable data source for understanding trans-basin floods. An adaptive algorithm was developed that systematically captures trans-basin floods using series of mean daily discharge at a large number of sites of even time series length (1952-2002). It identifies the simultaneous occurrence of flood peaks based on the exceedance of an initial threshold of a 10 year flood at one location and consecutively pools all causally related, spatially and temporally lagged peak recordings at the other locations. A weighted cumulative index was developed that accounts for the spatial extent and the individual flood magnitudes within an event and allows quantifying the overall event severity. The parameters of the method were tested in a sensitivity analysis. An intensive study on sources and ways of information dissemination of flood-relevant publications in Germany was conducted. Based on the method of systematic reviews a strategic search approach was developed to identify relevant documentations for each of the 40 strongest trans-basin flood events. A novel framework for assessing the quality of event specific flood reports from a user’s perspective was developed and validated by independent peers. The framework was designed to be generally applicable for any natural hazard type and assesses the quality of a document addressing accessibility as well as representational, contextual, and intrinsic dimensions of quality. The analysis of time-series of mean daily discharge resulted in the identification of 80 trans-basin flood events within the period 1952-2002 in Germany. The set is dominated by events that were recorded in the hydrological winter (64%); 36% occurred during the summer months. The occurrence of floods is characterised by a distinct clustering in time. Dividing the study period into two sub-periods, we find an increase in the percentage of winter events from 58% in the first to 70.5% in the second sub-period. Accordingly, we find a significant increase in the number of extreme trans-basin floods in the second sub-period. A large body of 186 flood relevant documentations was identified. For 87.5% of the 40 strongest trans-basin floods in Germany at least one report has been found and for the most severe floods a substantial amount of documentation could be obtained. 80% of the material can be considered grey literature (i.e. literature not controlled by commercial publishers). The results of the quality assessment show that the majority of flood event specific reports are of a good quality, i.e. they are well enough drafted, largely accurate and objective, and contain a substantial amount of information on the sources, pathways and receptors/consequences of the floods. The inclusion of this information in the process of knowledge building for flood risk assessment is recommended. Both the results as well as the data produced in this study are openly accessible and can be used for further research. The results of this study contribute to an improved spatial risk assessment in Germany. The identified set of trans-basin floods provides the basis for an assessment of the chance that flooding occurs simultaneously at a number of sites. The information obtained from flood event documentation can usefully supplement the analysis of the processes that govern flood risk.
Abschätzungen zum Hochwasserrisiko beschränken sich zumeist auf die Analyse innerhalb eines Einzugsgebietes bzw. eines bestimmten Ortes. Die Zusammenhänge in größeren Regionen und vor allem Korrelationen zwischen verschiedenen Einzugsgebieten werden nur selten betrachtet. Solche einzugsgebietsübergreifenden Analysen sind jedoch sowohl für die Versicherungswirtschaft, den Katastrophenschutz sowie für großräumige strategische Hochwasserplanungen notwendig. Allerdings stehen nur für eine geringe Auswahl historischer Ereignisse Daten zur Verfügung und systematische Ansätze zu ihrer Erfassung wurden für Deutschland bisher nicht entwickelt. Die vorliegende Studie untersucht zum ersten die Häufigkeit und Intensität von flussgebietsübergreifenden Hochwasserereignissen in Deutschland anhand von gemessenen Abflüssen an einer Vielzahl von Stationen. Es können insgesamt 80 Hochwasserereignisse in Deutschland im Zeitraum von 1952-2002 nachgewiesen werden. Davon treten die meisten Ereignissen im hydrologischen Winterhalbjahr auf (64%). Wir können nachweisen, dass die Häufigkeit des Auftretens in verschiedenen Perioden unterschiedlich ist, und dass im Untersuchungszeitraum eine signifikante Zunahme von Winterereignissen und damit vor allem von sehr schweren flussgebietsübergreifenden Hochwasserereignissen zu verzeichnen ist. Die Studie hatte des Weiteren zum Ziel, die verfügbare Daten- und Informationsgrundlage zur Hochwasseranalyse zu erkunden. Im speziellen wird untersucht, inwieweit Hochwasserereignisdokumentationen und verwandte Berichte als eine weitere Datenquelle für ein verbessertes Prozessverständnis genutzt werden können. Im Rahmen einer systematischen Suche konnten für die 40 größten Hochwasserereignisse in Deutschland 186 relevante Berichte identifiziert werden. 80% des Materials kann als Grauliteratur eingestuft werden, d.h. als Veröffentlichungen welche nicht durch kommerzielle Verleger publiziert wird. Die sich daraus ergebende Frage nach der Qualität der Dokumente und ihres Informationsgehaltes wurde durch die Entwicklung und Anwendung eines Qualitätsbewertungsschemas beantwortet. Die Ergebnisse der Qualitätsbewertung zeigen, dass die Mehrheit der ereignisspezifischen Hochwasserberichte von guter Qualität ist, d.h. die Berichte sind in ausreichender Qualität verfasst, größtenteils korrekt und objektiv und beinhalten eine substantielle Menge an Informationen zu den Ursachen, Verläufen, betroffenen Objekten und Schäden eines Ereignisses. Es wird empfohlen diese Informationen in die Wissenssynthese für die Hochwasserrisikobewertung einfließen zu lassen. Sowohl Ergebnisse als auch Daten dieser Studie sind so publiziert, dass sie öffentlich zugänglich sind und für weitere Forschungsfragen genutzt werden können.
APA, Harvard, Vancouver, ISO, and other styles
8

Chouliara, Despoina. "The Role of Misconceptions in the Development of a Reliable Geological Knowledge. A Statistical Analysis of the Alternative Ideas of Earth Science Bachelor Students at Uppsala University." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-275664.

Full text
Abstract:
The pre-existing knowledge that Earth Science Bachelor students have when they are starting their University studies, is influential on the scientific knowledge that they will have built when they graduate. This thesis examines the alternative ideas that Uppsala University’s first, second and third year Earth Science Bachelor students have on basic geological topics, and whether it influences the knowledge that they develop. These topics include; the definition of density, Earth’s magnetic and gravity field, heat sources inside the Earth, location and movement of tectonic plates, volcanic andearthquake’s distribution on surface, isostasy, weathering and erosion, earth’s past and future, rock formation and the relevant age of continental and oceanic rocks. In order to process this, students’alternative ideas were assessed with a 20-item multiple choice questionnaire, which was formed online and delivered to all the Earth Science bachelor students of Uppsala University, at the end of the academic year. The questions were selected from the Geoscience Concept Inventory (GCI) developed by Libarkin & Anderson (2006). The answers of the questionnaire were statistically analyzed with SPSS software and students’ scores were calculated. One way ANOVA was performed in order to determine if there is a statistically significant difference between students’ scores and the year ofstudies. The expected outcome was that third year students would have higher GCI scores/level ofconceptual understanding, compared to the first and second year students, and that first year students would have the lowest. The results revealed the presence of alternative ideas to all of the students, and that even that the year of studies is a factor that affects the GCI scores, students’ final scores, are relatively low. The Earth’s scientific knowledge is not acquired by the accumulation of relevant information through the years of studies, but the existence of alternative ideas imply a resistance to learning or an obstacle in learning science.
De studenter som börjar på universitet har inhämtat kunskap kring olika naturvetenskapliga fenomen och företeelser under sinuppväxt och genom undervisningen i grundskola och gymnasium. Detta kan ha resulterat i alternativa idéer eller missuppfattningar som står i strid med den vetenskapliga uppfatt-ningen. När desedanbörjar studera på universitetsnivå, så kan den uppfattning deredan har hamna i konflikt med undervisningen och blir till ett motståndmotkunskapsinlärning. Förståelsen av dessa alternativa idéer är därför mycket viktig, speciellt tidigt i en utbildning, då det visat sig i tidigare studier att dessa alternativaidéerkan vara mycket motståndskraftiga mot devetenskapliga förklaringar de möter, även efter att de studerat vidare under lång tid.Syftet med denna studie är att undersökaom kandidatstudenter i geovetenskap vid Uppsala universitet harmed sigalternativa idéer och sedan se hur detta påverkar deras kunskap om grund-läggande delar av geovetenskapernasom jordens magnetfält, källor till värme i jordens inre, platt-tektonik, vulkaner och jordbävningar, isostasi, vittring och erosion, jordens utveckling och framtid, åldern på bergarter och bergartsbildning. Studien genomfördes med hjälp av ett frågeformulär med 20 frågori form av en konceptinventering, vilket är ett diagnostiskt verktyg för att studera alternativa idéer och missuppfattningar hos elever och studenter. Frågorna valdes från en Internetbaserad resurs för s.k. ”Geoscience Concept Inventory”. Dessa skickades ut till studenterpå år ett, två och trepå kandidatprogrammet i geovetenskap, med frågor som täckte de områden som nämnts tidigare.Därefter utfördes en statistisk analysav resultatetoch utvärderades med avseende på studenternas kunnande i de olika frågorna.Ett förväntat resultat var att de studenter som läste på tredje året borde ha mer kunskap och förförståelse än de på första året av programmet. Resultatet avslöjade dock att förståelsen hos de olika studenterna i många fall var relativt lika och kunskapen i stort sett densamma för alla studenter, oavsett antaletår av studier. En slutsats var således att de alternativa idéer som studenterna hade var motståndskraftiga mot nya idéer och kunskap, så som teorin beskrivit det och att det är viktigt att ha kunskap om alternativa idéer som studenter kan förväntas bära med sig i undervisningen.I den geovetenskapliga utbildningenerhålls således inte ny kunskap genom en ständig påbyggnad av ny information genom åren, utan är ett slags ”kamp” mellan intuition och logik, strävandemot en mer vetenskaplig kunskapslogik
APA, Harvard, Vancouver, ISO, and other styles
9

Cecconi, Carla. "Beach clean-up as a practical implementation of ESD: effects in students’ knowledge, awareness and behavioural intentions." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-387304.

Full text
Abstract:
In the context of the critical sustainability problem of marine plastic pollution, the present paper presents a quasiexperimental research that explores the effects that participating on beach clean-up has on students’ knowledge,awareness and behavioural intentions. Considering this intervention as an outside of school practical implementation of Education for Sustainable Development (ESD), this research aims to determine if the addition of direct experiences with nature within ESD programs can lead to a behavioural change in favour of the environment. Analysing the factors that influence pro-environmental behaviour and the role that ESD has on transforming society towards a more sustainable one, a one-time pre-test post-test research with non-equivalent groups was performed. A questionnaire on beach litter and self-reported behaviour, implemented in two schools of the Amalfi Coast, Italy, indicate that in comparison to a group which only received a lecture, a group that participated in a beach clean-up increased their knowledge and awareness towards marine plastic pollution, in addition to their willingness to participate in another beach clean-up. This supports the theory that learning in nature can have a higher influence in shaping pro-environmental behaviour, and therefore the inclusion of this type of activities within ESD programs can help beat marine plastic pollution.
APA, Harvard, Vancouver, ISO, and other styles
10

Das, Raja. "Debris-Slide Susceptibility Modelling Using GIS Technology in the Great Smoky Mountains National Park." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3630.

Full text
Abstract:
Debris-slides are one of the most frequently occurring geological hazards in metasedimentary rocks of the Anakeesta ridge in Great Smoky Mountains National Park (GRSM), which often depends on the influence of multiple causing factors or geo-factors such as geological structures, slope, topographic elevation, land use, soil type etc. or a combination of these factors. The main objective of the study was to understand the control of geo-factors in initiating debris-slides using different knowledge and data-driven methods in GIS platform. The study was performed in three steps: (1) Evaluation of geometrical relationship between geological discontinuity and topographic orientation in initiation of debris-slides, (2) Preparation of knowledge-driven debris-slide susceptibility model, and (3) Preparation of data-driven debris-slide susceptibility models and compare their efficacy. Performance of the models were evaluated mostly using area under Receiver Operating Characteristic (ROC) curve, which revealed that the models were statistically significant.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Expanding knowledge in the earth sciences"

1

Center, Goddard Space Flight. Expanding horizons with science and discovery. [Greenbelt, MD]: Goddard Space Flight Center, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Theories of the earth and universe: A history of dogma in the earth sciences. Stanford, Calif: Stanford University Press, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

The earth, from myths to knowledge. London: Verso, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Fischer, Lynn B. A knowledge-based design for geologic learning systems. [Reston, Va.?]: U.S. Dept. of the Interior, Geological Survey, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Fischer, Lynn B. A knowledge-based design for geologic learning systems. [Reston, Va.?]: U.S. Dept. of the Interior, Geological Survey, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Fischer, Lynn B. A knowledge-based design for geologic learning systems. [Reston, Va.?]: U.S. Dept. of the Interior, Geological Survey, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Fischer, Lynn B. A knowledge-based design for geologic learning systems. [Reston, Va.?]: U.S. Dept. of the Interior, Geological Survey, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Fischer, Lynn B. A knowledge-based design for geologic learning systems. [Reston, Va.?]: U.S. Dept. of the Interior, Geological Survey, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Miyazawa Kenji no chiteki sekai. Tōkyō: Aichi Shuppan, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Giornata, leonardiana (7th 1984 Brescia Italy). Conoscenze geologiche di Leonardo: Influssi sul suo ciclo pittorico : atti della VII Giornata leonardiana, Brescia, ottobre 1984. Brescia: Centro ricerche leonardiane, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Expanding knowledge in the earth sciences"

1

Gott, James, Rolf Morgenstern, and Maja Turnšek. "Aquaponics for the Anthropocene: Towards a ‘Sustainability First’ Agenda." In Aquaponics Food Production Systems, 393–432. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15943-6_16.

Full text
Abstract:
Abstract‘The Anthropocene’ has emerged as a unique moment in earth history where humanity recognises its devastating capacity to destabilise the planetary processes upon which it depends. Modern agriculture plays a central role in this problematic. Food production innovations are needed that exceed traditional paradigms of the Green Revolution whilst at the same time are able to acknowledge the complexity arising from the sustainability and food security issues that mark our times. Aquaponics is one technological innovation that promises to contribute much towards these imperatives. But this emergent field is in an early stage that is characterised by limited resources, market uncertainty, institutional resistance and high risks of failure—a developmental environment where hype prevails over demonstrated outcomes. Given this situation, the aquaponics research community potentially holds an important place in the development path of this technology. But the field needs to craft a coherent and viable vision for this technology that can move beyond misplaced techno-optimist accounts. Turning to sustainability science and STS research, we discuss the urgent need to develop what we call a ‘critical sustainability knowledge’ for aquaponics, giving pointers for possible ways forward, which include (1) expanding aquaponic research into an interdisciplinary research domain, (2) opening research up to participatory approaches in real-world contexts and (3) pursuing a solution-oriented approach for sustainability and food security outcomes.
APA, Harvard, Vancouver, ISO, and other styles
2

de Miranda, Michael A. "Pedagogical Content Knowledge for Technology Education." In Encyclopedia of Earth Sciences Series, 1–14. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38889-2_47-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Esjeholm, Bjørn-Tore, and Berit Bungum. "Linking Knowledge and Activities: How can Classroom Activities in Technology Reflect Professional Technological Knowledge and Practices?" In Encyclopedia of Earth Sciences Series, 1–13. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38889-2_42-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Schwegmann, Wolfgang, and Bernd Richter. "GGOS-D Data Management – From Data to Knowledge." In Advanced Technologies in Earth Sciences, 539–44. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-10228-8_44.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Gumbo, Mishack T. "Rethinking Teaching of Technology: An Approach Integrating Indigenous Knowledge Systems." In Encyclopedia of Earth Sciences Series, 1–19. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-38889-2_58-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Chase-Mayoral, Audree, and Fayaz Amiri. "Economics of Education in Afghanistan: Expanding Academic Programs Based on Market Demands Dictated by International Agency Funds Toward Self-Sustainability." In Encyclopedia of Earth Sciences Series, 1–18. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-38909-7_40-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Guntau, Martin. "Geological and Mineralogical Knowledge and the Field of Mining before the Industrial Revolution." In Earth Sciences, Geography and Cartography, 19–24. Turnhout: Brepols Publishers, 2002. http://dx.doi.org/10.1484/m.dda-eb.4.00632.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

de Moura, Mirella Nazareth, and Miguel Fernandes Felippe. "Hydrogeomorphology of Brazilian Springs: Between Diversity and Lack of Knowledge." In Springer Proceedings in Earth and Environmental Sciences, 99–118. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05178-4_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Thieman, James R. "Large Database Access and Usage in the Earth and Space Sciences through Computer Networks." In Data and Knowledge in a Changing World, 223–30. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-642-60627-4_22.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Yahara, Tetsukazu, Wataru Tanaka, Yukako Inoue, Jounghun Lee, Kun Qian, Firouzeh Javadi, Nariaki Onda, et al. "Decision Science for Future Earth: A Conceptual Framework." In Decision Science for Future Earth, 3–64. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8632-3_1.

Full text
Abstract:
AbstractThe purpose of this chapter is to review progress in our understanding of human behavior and decision-making relevant to future earth research agenda, and propose Decision Science as a hub of knowledge networks connecting disciplinary and interdisciplinary sciences with the practice of problem-solving. This review is composed of four sections. First, we describe the conceptual framework of “decision science for a sustainable society” and argue that evolutionary biology of the human nature is key to construct this framework. Second, we review how our group decision-making often fails due to various cognitive biases and argue that participatory approaches of co-design and co-production do not guarantee reasonable decision-making. Third, we review success stories of problem-solving in local communities and consider how we can connect those successes in local communities to successful national and global decision-making. Fourth, learning from both failures and successes, we argue that the adaptive learning of society is a process enabling us to transform our society toward a sustainable future. We review some positive global trends toward sustainability and consider the cognitive processes and behavioral mechanisms behind those trends that would provide clues for finding successful ways to transform our society.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Expanding knowledge in the earth sciences"

1

Tsai, Hsine-Jen, Les Miller, Ming Hua, Sree Nilakanta, and Meher Vani Bojja. "Expanding the Disaster Management Knowledge Space through Spatial Mediation." In 2012 45th Hawaii International Conference on System Sciences (HICSS). IEEE, 2012. http://dx.doi.org/10.1109/hicss.2012.262.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Croasdell, D. T., and Y. K. Wang. "Virtue-nets: toward a model for expanding knowledge networks." In 37th Annual Hawaii International Conference on System Sciences, 2004. Proceedings of the. IEEE, 2004. http://dx.doi.org/10.1109/hicss.2004.1265594.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Bolado-Penagos, Marina, Juan Jesús Gomiz-Pascual, Carlos José González, Maria Del Carmen Fernández-Puga, Rafael Mañanes, and Miguel Bruno. "ASSESSMENT OF TRANSFERRING EARTH SCIENCES DISCIPLINES IN ORDER TO MERGE KNOWLEDGE." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2224.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Zhao, Zhiming, Xiaofeng Liao, Paul Martin, Jordan Maduro, Peter Thijsse, Dick Schaap, Markus Stocker, Doron Goldfarb, and Barbara Magagna. "Knowledge-as-a-Service: A Community Knowledge Base for Research Infrastructures in Environmental and Earth Sciences." In 2019 IEEE World Congress on Services (SERVICES). IEEE, 2019. http://dx.doi.org/10.1109/services.2019.00041.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

"Analysis of Knowledge and Attitude of Cattle Ranchers Towards Artificial Insemination in Dairy Cattle (Case Study: West Azerbaijan Province, Iran)." In International Conference on Earth, Environment and Life sciences. International Institute of Chemical, Biological & Environmental Engineering, 2014. http://dx.doi.org/10.15242/iicbe.c1214013.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Shires, M. A., and M. S. Craig. "Expanding citizen access and public official accountability through knowledge creation technology: one recent development in e-democracy." In 36th Annual Hawaii International Conference on System Sciences, 2003. Proceedings of the. IEEE, 2003. http://dx.doi.org/10.1109/hicss.2003.1174321.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Oleschko, Klaudia, Sergei Cherkasov, José Luís Palacio Prieto, Vianey Torres Argüelles, Claudia I. Gaona Salado, Ana Gabriela Castañeda Miranda, and Sergio Aurelio Zamora Castro. "VULNERABILITIES AND RISK IN THE MEXICO CITY METROPOLITAN AREA: SPATIAL INFORMATION AND KNOWLEDGE." In GIS IN GEOLOGY AND EARTH SCIENCES: 4th International Conference “In Vista of New Approaches for the Geoinformatics”. AIP, 2008. http://dx.doi.org/10.1063/1.2937295.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.

Full text
Abstract:
Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge (SMK). The study was framed by pedagogical content knowledge (PCK). The study sought to answer the research question: How do preservice teachers perceive their levels of preparedness and confidence in teaching high school Life Sciences topics at the end of their four years of professional development? In a qualitative study, a total of 77 pre-service teachers enrolled for the Methodology and Practicum Life Sciences course at a university in South Africa participated in the study. Each participant was tasked to identify topic(s)/concept(s) in Life Sciences they felt challenged to teach, provide a critical analysis of the reasons for that and map the way forward to overcome the challenges. This task was meant to provide the pre-service teachers with an opportunity to reflect and at the same time evaluate the goals of the learning programme they had gone through. Pre-service teachers’ perspectives show their attitudes, values and beliefs based on their personal experiences which therefore help them to interpret their teaching practices. The qualitative data was analysed using content analysis. The findings showed that whilst pre-service teachers were competent to teach other topics, the majority felt that they were not fully prepared and hence lacked confidence to teach the history of life on earth and plant and animal tissues in grade 10; excretion in animals particularly the functions of the nephron in grade 11; and evolution and genetics in grade 12. Different reasons were proffered for the lack of preparedness to teach these topics. The participants regarded some of these topics as difficult and complex e.g. genetics. Evolution was considered to be antagonistic to the participants’ and learners’ cultural and religious belief systems. Hence the participants had negative attitudes towards them. Some of the pre-service teachers indicated that they lacked interest in some of the topics particularly the history of life on earth which they considered to be more aligned to Geography, a subject they did not like. As remedies for their shortcomings in the content, the pre-service teachers planned to co-teach these topics with colleagues, and others planned to enrol for content enrichment programmes. These findings have implications for teacher professional development programmes.
APA, Harvard, Vancouver, ISO, and other styles
9

Sabeeh Basheer1, Firas, Wedyan Ghalib Nassif, and Hazim H.Hussain Al-Saleem. "A Numerical computation of airflow over Iraq." In The 8th International Conference of Biotechnology, Environment and Engineering Sciences. SRO media, 2020. http://dx.doi.org/10.46617/icbe8005.

Full text
Abstract:
Abstract The best way to understand the general atmosphere system is to collect and analyze data, identify the variables that occur in the upper and lower classes, and compare them with other values in favor of comparing them to other studies and research. Studies have been conducted in this research by analyzing the wind speed and direction and comparing it with the surface roughness to reach a concept by dividing the regions of Iraq on the basis of the surface roughness that affects the wind speed near the surface. The research aims to know the effect of air flow on the nature of the earth's surface and its effect on the different regions in Iraq. The methods used in the study depend on the hourly rates of surface roughness, wind speed and direction taken from the European-Mediterranean Weather Forecast (ECMWF) for a full year 2016 from 34 stations over Iraq. Results obtained from wind speed analysis and trend data. The highest value of wind speed (6.5 m / s) in the less rough areas (0-50 m) is concentrated in the semi-desert in the southern and western regions of the country (Anbar, Najaf and Smawa) and the lowest wind speed (1.8 m / s) for the rough areas (11- 72 m) in the mountainous regions in the northern part of the state. The importance of the results enables us to know the movement of air in this layer in terms of its weakness or strength according to the nature of the surface of the earth, as it has formed (barren lands, bodies of water, mountainous areas), which can be used in future studies to monitor the movement and speed of winds and to determine the natural properties of the air layer in contact with the surface of the earth. This requires knowledge of the impact of temperature, wind speed and direction in dividing the layers of Iraq on the basis of surface roughness.
APA, Harvard, Vancouver, ISO, and other styles
10

Mai, Vanessa, Susanne Wolf, Paul Varney, Martin Bonnet, and Anja Richert. "DIGITAL ENGINEERING: COMPETENCE ACQUISITION AND PROGRAM DEVELOPMENT AS AN OPEN CO-CREATION PROCESS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end090.

Full text
Abstract:
Dealing with the increasingly complex interrelationships in companies, technologies and markets requires engineers to have a holistic, systemic understanding of digital change. Future engineers need future skills and must be able to react to ever faster changing technical requirements by independently expanding their knowledge, developing (technology-based) solution strategies as well as designing, evaluating and communicating these with regard to social, ecological and cultural aspects and requirements. In order to integrate these future skills into existing curricula, study programs must be designed in such a way that they are permeable to continuous and agile adaptation in relation to new knowledge and new technologies. This process can only succeed if universities see themselves as open learning systems that promote co-creation processes among all university stakeholders. The Faculty of Process Engineering, Energy and Mechanical Systems at TH Köln/University of Applied Sciences has recently recognized the resulting need for a transformation process in program development and has further developed the consecutive master's program "Mechanical Engineering/Smart Systems", in which agile learning environments and innovation spaces are created. However, the redesign and further development of modules is not enough. A holistic, systemic understanding in dealing with transformative technologies requires a cultural change in which lecturers and students shape the digital transformation on an equal footing. In a joint learning and research process, they iteratively and agilely test which competencies best prepare students for an increasingly digitalized workplace and which analog and virtual learning spaces this requires. As part of the project "Digital Engineering - Competence Acquisition for Mechanical Engineers in the Digital Age", the faculty is currently implementing the Technology Area, a measure whose aim is to accompany these digital transformation processes at the faculty and to provide lecturers and students with the necessary freedom to experiment with new technologies in teaching. Here, subject-specific teaching and research concepts for the use of new technologies are to be developed and tested together in a co-creation process. The first concepts developed in the Technology Area as well as other Best Practices from the faculty will be presented in the paper. These include the Mixed-Reality-Game FutureING, the Serious Game Worlds of Materials and the development of a StudiCoachBot. In order to promote co-creation processes within and outside the university, a Digitalization Conference was held in May as part of the project to present innovative and forward-looking innovations in engineering education. The reflection of all of the presented initiatives is structurally anchored and professionalized by the House of Excellence in Engineering Education.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Expanding knowledge in the earth sciences"

1

Voisin, Nathalie, Andrew Bennett, Yilin Fang, Grey Nearing, Bart Nijssen, and Yuhan Rao. A science paradigm shift is needed for Earth and Environmental Systems Sciences (EESS) to integrate Knowledge-Guided Artificial Intelligence (KGAI) and lead new EESS-KGAI theories. Office of Scientific and Technical Information (OSTI), April 2021. http://dx.doi.org/10.2172/1769651.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Iatsyshyn, Andrii, Anna Iatsyshyn, Valeriia Kovach, Iryna Zinovieva, Volodymyr Artemchuk, Oleksandr Popov, Olha Cholyshkina, Oleksandr Radchenko, Oksana Radchenko, and Anastasiia Turevych. Application of Open and Specialized Geoinformation Systems for Computer Modelling Studying by Students and PhD Students. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4460.

Full text
Abstract:
The article contains research on use of open and specialized geoinformation systems to prepare students and postgraduates on specialties: 101 “Environmental Sciences”, 103 “Earth Sciences”, 122 “Computer Sciences”, 183 “Environmental Technologies”. Analysis of the most common world open geoinformation systems is done. Experience of geoinformation systems use for students and postgraduates teaching for different specialties is described. Predominant orientation towards the use of geoinformation systems in educational process is determined based on the analysis of scientific publications and curricula of the most popular Ukrainian universities. According to the authors the material that is given narrows knowledge and skills of students and postgraduates, particularly in computer modeling. It is concluded that ability of students and postgraduates to use geoinformation systems is interdisciplinary. In particular, it develops knowledge and skills in computer modeling of various processes that may arise in the further professional activity. Examples of professional issues and ways to solve them using geoinformation systems are given. Recommendations are given on the use of open and specialized geoinformation systems in the educational process. It is recommended to use both proprietary (ArcGis, MapInfo) and open GIS (uDIG, QGIS, Whitebox GAT) to teach students. Open GIS (uDIG, QGIS, Whitebox GAT) and specialized (Modular GIS Environment, GEO + CAD, GeoniCS, AISEEM) can be used to teach both students and postgraduates.
APA, Harvard, Vancouver, ISO, and other styles
3

Microbiology in the 21st Century: Where Are We and Where Are We Going? American Society for Microbiology, 2004. http://dx.doi.org/10.1128/aamcol.5sept.2003.

Full text
Abstract:
The American Academy of Microbiology convened a colloquium September 5–7, 2003, in Charleston, South Carolina to discuss the central importance of microbes to life on earth, directions microbiology research will take in the 21st century, and ways to foster public literacy in this important field. Discussions centered on: the impact of microbes on the health of the planet and its inhabitants; the fundamental significance of microbiology to the study of all life forms; research challenges faced by microbiologists and the barriers to meeting those challenges; the need to integrate microbiology into school and university curricula; and public microbial literacy. This is an exciting time for microbiology. We are becoming increasingly aware that microbes are the basis of the biosphere. They are the ancestors of all living things and the support system for all other forms of life. Paradoxically, certain microbes pose a threat to human health and to the health of plants and animals. As the foundation of the biosphere and major determinants of human health, microbes claim a primary, fundamental role in life on earth. Hence, the study of microbes is pivotal to the study of all living things, and microbiology is essential for the study and understanding of all life on this planet. Microbiology research is changing rapidly. The field has been impacted by events that shape public perceptions of microbes, such as the emergence of globally significant diseases, threats of bioterrorism, increasing failure of formerly effective antibiotics and therapies to treat microbial diseases, and events that contaminate food on a large scale. Microbial research is taking advantage of the technological advancements that have opened new fields of inquiry, particularly in genomics. Basic areas of biological complexity, such as infectious diseases and the engineering of designer microbes for the benefit of society, are especially ripe areas for significant advancement. Overall, emphasis has increased in recent years on the evolution and ecology of microorganisms. Studies are focusing on the linkages between microbes and their phylogenetic origins and between microbes and their habitats. Increasingly, researchers are striving to join together the results of their work, moving to an integration of biological phenomena at all levels. While many areas of the microbiological sciences are ripe for exploration, microbiology must overcome a number of technological hurdles before it can fully accomplish its potential. We are at a unique time when the confluence of technological advances and the explosion of knowledge of microbial diversity will enable significant advances in microbiology, and in biology in general, over the next decade. To make the best progress, microbiology must reach across traditional departmental boundaries and integrate the expertise of scientists in other disciplines. Microbiologists are becoming increasingly aware of the need to harness the vast computing power available and apply it to better advantage in research. Current methods for curating research materials and data should be rethought and revamped. Finally, new facilities should be developed to house powerful research equipment and make it available, on a regional basis, to scientists who might otherwise lack access to the expensive tools of modern biology. It is not enough to accomplish cutting-edge research. We must also educate the children and college students of today, as they will be the researchers of tomorrow. Since microbiology provides exceptional teaching tools and is of pivotal importance to understanding biology, science education in schools should be refocused to include microbiology lessons and lab exercises. At the undergraduate level, a thorough knowledge of microbiology should be made a part of the core curriculum for life science majors. Since issues that deal with microbes have a direct bearing on the human condition, it is critical that the public-at-large become better grounded in the basics of microbiology. Public literacy campaigns must identify the issues to be conveyed and the best avenues for communicating those messages. Decision-makers at federal, state, local, and community levels should be made more aware of the ways that microbiology impacts human life and the ways school curricula could be improved to include valuable lessons in microbial science.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Expanding knowledge in the earth sciences' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography