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1
Scacchetti, Maurizio, and Silvia Chicchi. "Geoscienze a Scuola: dinamiche della crosta terrestre e rischio sismico." Rendiconti Online della Società Geologica Italiana 49 (November 2019): 41–45. http://dx.doi.org/10.3301/rol.2019.50.
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Hut, Rolf, Anne M. Land-Zandstra, Ionica Smeets, and Cathelijne R. Stoof. "Geoscience on television: a review of science communication literature in the context of geosciences." Hydrology and Earth System Sciences 20, no. 6 (June 30, 2016): 2507–18. http://dx.doi.org/10.5194/hess-20-2507-2016.
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Abstract. Geoscience communication is becoming increasingly important as climate change increases the occurrence of natural hazards around the world. Few geoscientists are trained in effective science communication, and awareness of the formal science communication literature is also low. This can be challenging when interacting with journalists on a powerful medium like TV. To provide geoscience communicators with background knowledge on effective science communication on television, we reviewed relevant theory in the context of geosciences and discuss six major themes: scientist motivation, target audience, narratives and storytelling, jargon and information transfer, relationship between scientists and journalists, and stereotypes of scientists on TV. We illustrate each theme with a case study of geosciences on TV and discuss relevant science communication literature. We then highlight how this literature applies to the geosciences and identify knowledge gaps related to science communication in the geosciences. As TV offers a unique opportunity to reach many viewers, we hope this review can not only positively contribute to effective geoscience communication but also to the wider geoscience debate in society.
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Porta, Marina, Giovanni Grieco, and Anna Merlini. "Canale Geotube: apprendere, condividere e partecipare attraverso la realizzazione di contenuti video per le Geoscienze." Rendiconti Online della Società Geologica Italiana 40 (May 2016): 67–70. http://dx.doi.org/10.3301/rol.2016.73.
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Martens, Sonja, Maren Brehme, Viktor J. Bruckman, Christopher Juhlin, Johannes Miocic, Antonio P. Rinaldi, and Michael Kühn. "Preface: Special issue from the Division on Energy, Resources and the Environment at EGU2020: Sharing geoscience online." Advances in Geosciences 54 (September 3, 2020): 1–5. http://dx.doi.org/10.5194/adgeo-54-1-2020.
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Abstract. Since 2004, the European Geosciences Union (EGU) brings together experts from all over the world into one annual event covering all disciplines of the Earth, planetary and space sciences. This special issue in Advances in Geosciences comprises a collection of contributions from the Division on Energy, Resources and the Environment (ERE) which were presented at EGU2020: Sharing Geoscience Online.
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Blake, Reginald, Janet Liou-Mark, Hamidreza Norouzi, Viviana Vladutescu, Laura Yuen-Lau, and Malika Ikramova. "Bridging Nongeoscience STEM Majors to the Geoscience Workforce through a Skills Training and Enrichment Program." Bulletin of the American Meteorological Society 98, no. 11 (November 1, 2017): 2303–9. http://dx.doi.org/10.1175/bams-d-16-0085.1.
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Abstract New York City College of Technology has created a year-round geoscience workforce preparation and geoscience career mentoring program for nongeoscience, minority science, technology, engineering, and math (STEM) students beginning at the critical juncture of their junior year. The overall goal of the program is to create a viable pathway to the geoscience workforce by tapping into a nontraditional pool of students. Each year 12 students are recruited to participate in a structured geoscience workforce model program that consists of geoscience exposure, preparation, apprenticeship, and experience. The students not only receive support with cohort-building activities, but they also participate in two geoscience internship programs that equip them with geoscience knowledge; geoscience workforce skills; summer internships at a federal, local, or private geoscience facilities; mentoring by geoscience practitioners; and networking opportunities with geoscience companies and geoscience professional societies. The expectation through this unique initiative is that many students who would otherwise not pursue a geoscience career may now choose to follow a geoscience corridor that could lead to lucrative geoscience careers. This paper focuses on the 4-day geoscience workforce skills training and enrichment component of the program. This important enrichment component pivots students from the geoscience theory taught in class to geoscience applications and workforce preparedness. The 4-day program may serve as a model and best practice for preparing nongeoscience STEM students with the skills needed for the geoscience workforce. Preliminary results show that the nongeoscience STEM student participants increased their geoscience awareness, knowledge, and skills competencies and their interest in the geosciences was heightened.
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Hall, Caitlyn A., Sam Illingworth, Solmaz Mohadjer, Mathew Koll Roxy, Craig Poku, Frederick Otu-Larbi, Darryl Reano, et al. "GC Insights: Diversifying the geosciences in higher education: a manifesto for change." Geoscience Communication 5, no. 3 (September 20, 2022): 275–80. http://dx.doi.org/10.5194/gc-5-275-2022.
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Abstract. There is still a significant lack of diversity and equity in geoscience education, even after decades of work and widespread calls for improvement and action. We join fellow community voices in calls for improved diversity, equity, inclusion, and justice in the geosciences. Here, in this manifesto, we present a list of opportunities for educators to bring about this cultural shift within higher education: (1) advocating for institutional change, (2) incorporating diverse perspectives and authors in curricula, (3) teaching historical and socio-political contexts of geoscience information, (4) connecting geoscience principles to more geographically diverse locations, (5) implementing different communication styles that consider different ways of knowing and learning, and (6) empowering learner transformation and agency.
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Navarro-Lopez, Carolina, Salvador Linares-Mustaros, and Carles Mulet-Forteza. "“The Statistical Analysis of Compositional Data” by John Aitchison (1986): A Bibliometric Overview." SAGE Open 12, no. 2 (April 2022): 215824402210933. http://dx.doi.org/10.1177/21582440221093366.
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This paper presents a complete bibliometric analysis of Aitchison’s 1986 seminal book “The Statistical Analysis of Compositional Data.” We have set three objectives. The first is to analyze the academic structure of Aitchison’s 1986 book. Results reveals that although the work has received citations uninterruptedly since its publication, the number of these has increased very significantly over the past 4 years. This is due to the significant increase in the number of publications on the theme of “Compositional Data Analysis” in fields related to “geoscience” over the last few years. The second objective is to determine which main journals Aitchison’s book has been cited in. The results highlight that the main journals are indexed under the following WoS category: “Geosciences, Multidisciplinary” and “Ecology.” Of these, “Mathematical Geosciences” and “Computers, Geosciences” stand out. The third objective is to determine the main topics analyzed in the principal papers published by authors citing Aitchison’s book. Our results show that the keywords in the main papers to have cited Aitchison’s 1986 book originate from the geoscience field, since many of them are related to concepts directly linked to this field and refer to terms related to “biodiversity,” “geodiversity,” “geoheritage,” and “georesources.” Lastly, the analysis shows how the CoDA methodology is now in a phase of exponential growth, expanding to other fields. This implies that geoscience is becoming consolidated in the scientific literature as one of the branches of modern science that has given rise to a new mathematical theory of great impact.
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Navarro-Lopez, Carolina, Salvador Linares-Mustaros, and Carles Mulet-Forteza. "“The Statistical Analysis of Compositional Data” by John Aitchison (1986): A Bibliometric Overview." SAGE Open 12, no. 2 (April 2022): 215824402210933. http://dx.doi.org/10.1177/21582440221093366.
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This paper presents a complete bibliometric analysis of Aitchison’s 1986 seminal book “The Statistical Analysis of Compositional Data.” We have set three objectives. The first is to analyze the academic structure of Aitchison’s 1986 book. Results reveals that although the work has received citations uninterruptedly since its publication, the number of these has increased very significantly over the past 4 years. This is due to the significant increase in the number of publications on the theme of “Compositional Data Analysis” in fields related to “geoscience” over the last few years. The second objective is to determine which main journals Aitchison’s book has been cited in. The results highlight that the main journals are indexed under the following WoS category: “Geosciences, Multidisciplinary” and “Ecology.” Of these, “Mathematical Geosciences” and “Computers, Geosciences” stand out. The third objective is to determine the main topics analyzed in the principal papers published by authors citing Aitchison’s book. Our results show that the keywords in the main papers to have cited Aitchison’s 1986 book originate from the geoscience field, since many of them are related to concepts directly linked to this field and refer to terms related to “biodiversity,” “geodiversity,” “geoheritage,” and “georesources.” Lastly, the analysis shows how the CoDA methodology is now in a phase of exponential growth, expanding to other fields. This implies that geoscience is becoming consolidated in the scientific literature as one of the branches of modern science that has given rise to a new mathematical theory of great impact.
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Camphire, Geoff. "Diversifying geoscience: Earth Science Week 2019." Leading Edge 38, no. 9 (September 2019): 725–26. http://dx.doi.org/10.1190/tle38090725.1.
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No one should be excluded from the geosciences. The more people who are included in exploration geophysics and related fields, the richer the profession becomes. That is just one of the reasons Earth Science Week 2019, 13–19 October, is focusing on the theme “Geoscience is for everyone.”
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Duffy, Jane C. "GeoRef." Charleston Advisor 24, no. 1 (July 1, 2022): 30–32. http://dx.doi.org/10.5260/chara.24.1.30.
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The GeoRef database, offered by EBSCO, was originally established by the American Geosciences Institute in 1966. This reference tool provides comprehensive access to more than 50 full-text international geoscience journals with mapping capabilities. Additional resources include environmental studies providing access to research and other literature, including maps, books, theses, journal articles, reports, and conference papers. Additionally, GeoRef is keyword searchable across millions of links to Web-based geoscience resources. Both the GeoRef database and the GeoRef Thesaurus are components of a larger database, GeoScienceWorld. The content of the GeoRef database grows at a rate of approximately 4.2% per year.
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Hillier, John K., Katharine E. Welsh, Mathew Stiller-Reeve, Rebecca K. Priestley, Heidi A. Roop, Tiziana Lanza, and Sam Illingworth. "Editorial: Geoscience communication – planning to make it publishable." Geoscience Communication 4, no. 4 (October 27, 2021): 493–506. http://dx.doi.org/10.5194/gc-4-493-2021.
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Abstract. If you are a geoscientist doing work to achieve impact outside academia or engaging different audiences with the geosciences, are you planning to make this publishable? If so, then plan. Such investigations into how people (academics, practitioners, other publics) respond to geoscience can use pragmatic, simple research methodologies accessible to the non-specialist or be more complex. To employ a medical analogy, first aid is useful and the best option in some scenarios, but calling a medic (i.e. a collaborator with experience of geoscience communication or relevant research methods) provides the contextual knowledge to identify a condition and opens up a diverse, more powerful range of treatment options. Here, we expand upon the brief advice in the first editorial of Geoscience Communication (Illingworth et al., 2018), illustrating what constitutes robust and publishable work in this context, elucidating its key elements. Our aim is to help geoscience communicators plan a route to publication and to illustrate how good engagement work that is already being done might be developed into publishable research.
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Westaway, Richard M. "GC Insights: Rainbow colour maps remain widely used in the geosciences." Geoscience Communication 5, no. 1 (March 11, 2022): 83–86. http://dx.doi.org/10.5194/gc-5-83-2022.
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Abstract. Rainbow colour maps are known to be problematic yet remain widely used in scientific communication. This study extends work by Stoelzle and Stein (2021) to investigate the extent of their use in geoscience publications. It is found that over half (55 %) of all papers surveyed from six geoscience journals from the years 2005, 2010, 2015 and 2020 (n=2638) contained at least one visualisation that uses rainbow or red–green colour schemes and are therefore potentially misleading and colour-inaccessible. Recent changes to the submission guidelines for all European Geosciences Union (EGU) journals would seem to place greater responsibility in the future with editors and reviewers to identify and correct colour issues as part of the review process.
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Çiner, Attila, A. M. Celâl Şengör, and Nabil Khélifi. "Mediterranean Geoscience Reviews: a Mediterranean perspective to geosciences." Mediterranean Geoscience Reviews 1, no. 1 (June 18, 2019): 1–4. http://dx.doi.org/10.1007/s42990-019-0001-6.
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Salvador, Livia A., and Denise de La Corte Bacci. "Abordagens geocientíficas em estudos do meio no Ensino Fundamental I: construindo pontes para o ensino interdisciplinar." Terrae Didatica 14, no. 1 (June 5, 2018): 27–38. http://dx.doi.org/10.20396/td.v14i1.8652043.
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The present research investigated the contribution of Geoscience Education in environment studies developed at Escola de Aplicação EA/FEUSP, São Paulo. The research focused on teacher training to overcome the traditional education model based on a fragmentation of knowledge, thus contributing to curriculum integration. Environment studies, field notebooks and the relationship of educational methodology and geosciences knowledge in the school’s curriculum were analyzed. The approaches carried out in the 3rd, 4th and 5th grades of elementary school contributed to reorganizing the Science curriculum, including a geoscientific approach. The results showed the importance of geoscience education and the possibility of changes in the curriculum in promoting a more contextualized and integrated education, starting from the basic levels, to meet the school’s pedagogical policy plan.
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Harwood, David, and Kyle Thompson. "University of Nebraska-Lincoln Fundamentals of Geoscience in the Field and Methods in Geoscience Field Instruction." UW National Parks Service Research Station Annual Reports 33 (January 1, 2011): 235. http://dx.doi.org/10.13001/uwnpsrc.2011.3833.
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These courses offer teachers an opportunity to learn about the geosciences and geoscience education through a 3-week inquiry-based field course across Wyoming, South Dakota and Nebraska. In 2010, two separate courses utilized the UW-NPS facilities. The group discovered local glacial features, evaluated the uplift and subsidence history of the Grand Tetons and Jackson Hole, respectively, and built upon growing geological abilities and knowledge of the geological evolution of the Rocky Mountain region. The first course (end of May) was directed at pre-service teachers enrolled in the Teacher Education program at the Univ. of Nebraska, and included 6 students and 2 observers from other universities. As part of the Nebraska Math and Science Summer Institute (NMSSI) program, the second course (middle June) was directed at in-service teachers, and included 8 participants. The primary aim of this course is to improve educators' ability to teach inquiry, gain knowledge and understanding of geoscience, and to demonstrate effective teaching methods that can integrate geoscience into K-12 learning environments.
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Mičian, Ľudovít. "The Problem of Determining the Position of Geography within the System of Sciences." Geografie 93, no. 4 (1988): 292–301. http://dx.doi.org/10.37040/geografie1988093040292.
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Ten different conceptions concerning the position of geography within the system of sciences are characterized in this paper. In the author's opinion, geography occupies a place in the sphere among social, natural, geometric and technological sciences. If geography is to be incorporated into a single group of sciences, we should find it most convenient to place it to the geosciences or to synthetic sciences. According to our opinion, geography is a synthetic geoscience.
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Talebi, H., L. J. M. Peeters, U. Mueller, R. Tolosana-Delgado, and K. G. van den Boogaart. "Towards Geostatistical Learning for the Geosciences: A Case Study in Improving the Spatial Awareness of Spectral Clustering." Mathematical Geosciences 52, no. 8 (June 8, 2020): 1035–48. http://dx.doi.org/10.1007/s11004-020-09867-0.
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AbstractThe particularities of geosystems and geoscience data must be understood before any development or implementation of statistical learning algorithms. Without such knowledge, the predictions and inferences may not be accurate and physically consistent. Accuracy, transparency and interpretability, credibility, and physical realism are minimum criteria for statistical learning algorithms when applied to the geosciences. This study briefly reviews several characteristics of geoscience data and challenges for novel statistical learning algorithms. A novel spatial spectral clustering approach is introduced to illustrate how statistical learners can be adapted for modelling geoscience data. The spatial awareness and physical realism of the spectral clustering are improved by utilising a dissimilarity matrix based on nonparametric higher-order spatial statistics. The proposed model-free technique can identify meaningful spatial clusters (i.e. meaningful geographical subregions) from multivariate spatial data at different scales without the need to define a model of co-dependence. Several mixed (e.g. continuous and categorical) variables can be used as inputs to the proposed clustering technique. The proposed technique is illustrated using synthetic and real mining datasets. The results of the case studies confirm the usefulness of the proposed method for modelling spatial data.
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Smaglik, Suki, and Lance Murakami. "Geology of the Yellowstone-Teton Region." UW National Parks Service Research Station Annual Reports 34 (January 1, 2011): 209–10. http://dx.doi.org/10.13001/uwnpsrc.2011.3907.
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GEOL 1240 Geology of the Yellowstone-Teton Region is offered as a 1 credit, 3-day trip each September, through Central Wyoming College (CWC). Each year the itinerary varies and students may earn 2 credits toward graduation by repeating the course. CWC Student Activities covered the cost of transportation for this yearâs trip. Students participating on these trips do not need to be geosciences majors, although this year six of the seven involved have a strong interest in a geoscience-related career.
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Di Capua, G., P. T. Bobrowsky, S. W. Kieffer, and C. Palinkas. "About this title - Geoethics: Status and Future Perspectives." Geological Society, London, Special Publications 508, no. 1 (2021): NP. http://dx.doi.org/10.1144/sp508.
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This is the second volume focused on geoethics published by the Geological Society of London. This is a significant step forward in which authors address the maturation of geoethics. The field of geoethics is now ready to be introduced outside the geoscience community as a logical platform for global ethics that addresses anthropogenic changes. Geoethics has a distinction in the geoscientific community for discussing ethical, social and cultural implications of geoscience knowledge, research, practice, education and communication. This provides a common ground for confronting ideas, experiences and proposals on how geosciences can supply additional service to society in order to improve the way humans interact responsibly with the Earth system. This book provides new messages to geoscientists, social scientists, intellectuals, law- and decision-makers, and laypeople. Motivations and actions for facing global anthropogenic changes and their intense impacts on the planet need to be governed by an ethical framework capable of merging a solid conceptual structure with pragmatic approaches based on geoscientific knowledge. This philosophy defines geoethics.
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Zawacki, Emily E., Wendy Bohon, Scott Johnson, and Donna J. Charlevoix. "Exploring TikTok as a promising platform for geoscience communication." Geoscience Communication 5, no. 4 (November 23, 2022): 363–80. http://dx.doi.org/10.5194/gc-5-363-2022.
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Abstract. With TikTok emerging as one of the most popular social media platforms, there is significant potential for science communicators to capitalize on this success and to share their science with a broad, engaged audience. While videos of chemistry and physics experiments are prominent among educational science content on TikTok, videos related to the geosciences are comparatively lacking, as is an analysis of what types of geoscience videos perform well on TikTok. To increase the visibility of the geosciences and geophysics on TikTok and to determine best strategies for geoscience communication on the app, we created a TikTok account called “Terra Explore” (@TerraExplore). The Terra Explore account is a joint effort between science communication specialists at UNAVCO, IRIS (Incorporated Research Institutions for Seismology), and OpenTopography. We produced 48 educational geoscience videos over a 4-month period between October 2021 and February 2022. We evaluated the performance of each video based on its reach, engagement, and average view duration to determine the qualities of a successful video. Our video topics primarily focused on seismology, earthquakes, topography, lidar (light detection and ranging), and GPS (Global Positioning System), in alignment with our organizational missions. Over this time period, our videos garnered over 2 million total views, and our account gained over 12 000 followers. The videos that received the most views received nearly all (∼ 97 %) of their views from the For You page, TikTok's algorithmic recommendation feed. We found that short videos (< 30 s) had a high average view duration, but longer videos (> 60 s) had the highest engagement rates. Lecture-style videos that were approximately 60 s in length had more success in both reach and engagement. Our videos that received the highest number of views featured content that was related to a recent newsworthy event (e.g., an earthquake) or that explained location-based geology of a recognizable area. Our results highlight the algorithm-driven nature of TikTok, which results in a low barrier to entry and success for new science communication creators.
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Handley, Heather K., Jess Hillman, Melanie Finch, Teresa Ubide, Sarah Kachovich, Sandra McLaren, Anna Petts, Jemma Purandare, April Foote, and Caroline Tiddy. "In Australasia, gender is still on the agenda in geosciences." Advances in Geosciences 53 (September 24, 2020): 205–26. http://dx.doi.org/10.5194/adgeo-53-205-2020.
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Abstract. Diversity and inclusion in the workplace optimise performance through the input of a range of perspectives and approaches that drive innovation and invention. However, gender inequity is prevalent throughout society and females remain underrepresented in geoscience careers. This study provides the current status of gender equity in geosciences throughout Australasia within the context of broader gender equity policy, frameworks and initiatives and suggests additional solutions and opportunities to improve gender equity and the retention of women in the geoscience workforce. At an individual institutional level in academia, females make up between 23 %–52 % of the total geoscience departmental or school staff in Australia, 26 %–39 % of the total staff in New Zealand, 29 % of total staff at the University of Papua New Guinea and 18 % at the University of the South Pacific. Significant gender imbalance exists at more senior levels, with disproportionately more males than females, a pattern typical of many Science Technology Engineering and Maths (STEM) disciplines. Gender inequity is prevalent within the general membership, committee roles and in award recipients of Australasian geoscience professional associations. Within the Geological Society of Australia and Geoscience Society of New Zealand, only 4 % (n=47) and 18 % (n=161), respectively of past award recipients for national and general awards were female. All past awards considered in this study that are named in honour of a person were named in honour of a man (n=9). In recent years, women-focused networks have begun to play an invaluable role to support the retention and promotion of women in geosciences and provide a supportive mentoring environment to discuss challenges and share advice. The improved visibility of women in the geoscientific community is an ongoing issue that can in part be addressed through the development of public databases of women geoscientists. These provide a list of women geoscientists that encourages and supports the achievement of gender balance of invited talks, job shortlisting and on panels, as well as in the media. This work highlights that more must be done to actively reduce and eliminate sexual harassment and assault in university and field environments. We emphasise that particular efforts are required to make geoscience careers more inclusive and safer, through the establishment of specific codes of conduct for field trips. Shared learning of best practices from evidence-based approaches and innovative solutions will also be of value in creating positive change. Greater engagement from the wider geoscientific community, and society in general, is required for the success of gender equity initiatives. Identified solutions and opportunities must target all levels of education and career development. Additional data in future should be collected to look beyond gender to monitor and assess intersectionality. Improved efforts to understand why women leave STEM careers will help to address the “leaky pipeline” and determine the initiatives that will be most effective in creating long term sustainable change.
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Pozzer, Andrea. "About right: references in open-access EGU (European Geosciences Union) journals." Geoscience Communication 4, no. 4 (October 4, 2021): 453–60. http://dx.doi.org/10.5194/gc-4-453-2021.
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Abstract. We investigated the number of references per page for different European Geosciences Union journals, which share the same text formatting. Although the journals formally all focus on geoscience, different disciplines are covered, from ocean science and biogeosciences to the technical description of numerical model development. In this study, we show that the number of references per page is remarkably constant across these journals. In addition, this value has remained constant in the last decade, despite the consistent increase in the number of pages and in the number of references in almost all journals considered. Independently of the quality of the references used in an article, we show that for the EGU (European Geosciences Union) journals the average number of references per page is 3.82 (1.87–6.18 at 90 % confidence level). This reveals that there is a consensus regarding optimum reference density, which depends on the journal's layout and not on the journal's discipline.
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Ismail-Zadeh, Alik. "Geoscience international: the role of scientific unions." History of Geo- and Space Sciences 7, no. 2 (November 29, 2016): 103–23. http://dx.doi.org/10.5194/hgss-7-103-2016.
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Abstract. International geoscientific unions (geounions) have been coordinating and promoting international efforts in Earth and space sciences since the beginning of the 20th century. Thousands of scientists from many nations and specific scientific disciplines have developed ways of cooperation through international unions and learned how to work together to promote basic geosciences. The unions have been initiating, developing, and implementing international cooperative programmes, setting scientific standards, developing research tools, educating and building capacity, and contributing to science for policy. This paper analyses the role of geounions in and their added value to the promotion of geoscience internationally in the arena of the existing and emerging professional societies of geoscientists. The history of the geounions and the development of international cooperation in geosciences are reviewed in the paper in the context of scientific and political changes over the last century. History is considered here to be a key element in understanding and shaping the future of geounions. Scientific and organisational aspects of their activities, including cooperation with international and intergovernmental institutions, are analysed using the example of the International Union of Geodesy and Geophysics (IUGG). The geounions' activities are compared to those of professional societies. Future development of scientific unions and their role in the changing global landscape of geosciences are discussed.
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Fornaro, Alexandre, and Alexandre M. Fernandes. "Geoparks: from conception to the teaching of geosciences." Terrae Didatica 14, no. 3 (September 28, 2018): 330–38. http://dx.doi.org/10.20396/td.v14i3.8653533.
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The society of the 21st century is permeated by advances and diffusion of technologies that generate a way of life highly de-pendent on natural resources. This dependence requires a deep awareness of the importance of geodiversity and the education of the new generations and this is the way by which it will be possible to guarantee sustainable development. Geoparks are a new form of territorial management, whose characteristics are economic and social development based on the preservation and enhancement of geological and cultural heritage. This paper presents a discussion that involves this aspect in the relationship between geoparks and Geosciences teaching, divided into three parts: a discussion about the meaning of geoparks, followed by an analysis of the relationship between field work and geoscience teaching, and finally , it should be highlighted that geoparks can be excellent areas for field activities, which are essential to strengthen the understanding of geodiversity components and processes, without which the sensitization and perception of geoscientific concepts are limited. Geoparks can meet the demands of these areas for the teaching of geosciences in basic education.
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Di Capua, Giuseppe, Peter T. Bobrowsky, Susan W. Kieffer, and Cindy Palinkas. "Introduction: geoethics goes beyond the geoscience profession." Geological Society, London, Special Publications 508, no. 1 (2021): 1–11. http://dx.doi.org/10.1144/sp508-2020-191.
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AbstractThis is the second volume focused on geoethics published as a Special Publication of the Geological Society of London, a significant step forward in which authors address the maturation of geoethics, a maturity that has strengthened its theoretical foundations in recent years and increased the insight of its reflections. The field of geoethics is now ready to be introduced outside the geoscience community as a logical platform for global ethics that addresses anthropogenic changes. What is clear is that geoethics has a distinction in the geoscientific community for discussing the ethical, social and cultural implications of geoscience knowledge, research, practice and education, as well as communication. This provides a common ground for integrating ideas, experiences and proposals on how geosciences can provide additional services to society, in order to improve the way humans interact responsibly with the Earth system. This book provides new messages to geoscientists, social scientists, intellectuals, law- and decision-makers, and laypeople. Motivations and actions for facing global anthropogenic changes and their intense impacts on the planet need to be governed by an ethical framework capable of merging a solid conceptual structure with pragmatic approaches based on geoscientific knowledge. This philosophy defines geoethics.
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Keller, G. R. "GEON (GEOscience Network): A First Step in Creating Cyberinfrastructure for the Geosciences." Seismological Research Letters 74, no. 4 (July 1, 2003): 441–44. http://dx.doi.org/10.1785/gssrl.74.4.441.
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Alte-da-Veiga, Nuno M. S., Luis Fernando Sánchez-Sastre, Jesús Martín-Gil, Salvador Hernández-Navarro, and Pablo Martín-Ramos. "Using EM Induction and ERI Geophysical Methods in Undergraduate Teaching: A Case-Centered, Discussion-Based Approach." Geosciences 12, no. 12 (December 2, 2022): 444. http://dx.doi.org/10.3390/geosciences12120444.
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In the last decades, the application fields of exploration geophysics have considerably broadened, reinforcing the relevance of exploration geophysics courses both within geosciences and non-geosciences degrees. Among these courses, those with a hands-on, place-based pedagogical approach and aligned with problem-based and case-based learning methodologies have proven to be particularly successful in regard to addressing the recognized difficulty that students experience in transferring their classroom knowledge to the field environment. In this article, we report a theoretical–practical module for the teaching of exploration geophysics methods to undergraduate non-geoscience major students, and in particular, to forestry engineering students. The in-field activity, based on a combination of Electrical Resistivity Imaging (ERI) and electromagnetic induction (EM) methods, was complemented with in-class sessions covering the fundamentals of these methods and Archie’s equation, software usage, data analysis and interpretation, and critical in-group discussions. This situated, context-rich teaching and learning example may be reproduced in other teaching institutions to provide technology-driven educational experiences in their curricula, helping students recognize the relevance of the abovementioned geophysical methods to address research questions beyond geology.
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APOPEI, Andrei-Ionuț, Nicolae BUZGAR, Andrei BUZATU, Andreea-Elena MAFTEI, and Liliana APOSTOAE. "DIGITAL 3D MODELS OF MINERALS AND ROCKS IN A NUTSHELL: ENHANCING SCIENTIFIC, LEARNING, AND CULTURAL HERITAGE ENVIRONMENTS IN GEOSCIENCES BY USING CROSS-POLARIZED LIGHT PHOTOGRAMMETRY." Carpathian Journal of Earth and Environmental Sciences 16, no. 1 (2021): 237–49. http://dx.doi.org/10.26471/cjees/2021/016/170.
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Three-dimensional (3D) minerals and rocks in the form of interactive, engaging, and immersive experiences are of paramount importance to the geoscience community, researchers, students, and philomaths. Moreover, the SARS-CoV-2 (COVID-19) crisis affecting our society in the spring of 2020 highlighted the importance of 3D material in geoscience education — compared to 2D images, the three-dimensional models provide a better way to learn and to recognize different minerals and rocks, properties, textures, etc. This paper seeks to provide a comprehensive method to create an interactive scientific, learning, and cultural heritage environment in the field of Geosciences. In this paper, we overcome most of the Structure-from-Motion - Multi-View Stereo (SfM-MVS) photogrammetry limitations, where samples with a transparent, translucent, or glossy surface are a real challenge for the feature detection algorithms of the SfM workflow. Correct lighting setup, the usage of cross-polarized light photogrammetry workflow, anti-reflection coating spray and post-processing steps are the essential ingredients for an enhanced photogrammetric study. The main output of this research consists of a comprehensive virtual 3D collection of minerals and rocks which are available online via the Sketchfab repository of the Museum of Mineralogy and Petrography “Grigore Cobălcescu” (https://sketchfab.com/MineralogyPetrographyMuseum).
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Bohle, Martin, and Nic Bilham. "The ‘Anthropocene Proposal’: A Possible Quandary and A Work-Around." Quaternary 2, no. 2 (May 16, 2019): 19. http://dx.doi.org/10.3390/quat2020019.
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The debates about naming the unfolding times of anthropogenic global change the ‘Anthropocene’ are ultimately debates about the ‘human condition’. The proposal to amend the geological time scale by adding an ‘Anthropocene’ epoch (that is, the ‘Anthropocene proposal’ in its strict sense) is both an intra-geoscience debate about scientific sense-making and a debate about the societal context of the geosciences. This essay juxtaposes these debates, starting from three postulates: first, that the scientific methods of geological chronostratigraphy are applied rigorously; second, that anthropogenic global change is happening; and third, that the ‘Anthropocene proposal’ may be rejected if it does not meet the conditions required for its approval based on the rigorous application of the scientific methods of geological chronostratigraphy. These postulates are analysed through the lenses of the Cape Town Statement on Geoethics and the normative statements of the ‘geoethical promise’. It is found that an ethical quandary would arise if the ‘Anthropocene proposal’ were to be rejected. Consequently, and given the societal contexts of the geosciences, it is explored whether distinguishing between the geological past (as demarcated according to current chronostratigraphic methodology) and contemporary geological–historical times (characterised somewhat differently) could offer a work-around to tackle the quandary.
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Shipton, Z. K., J. J. Roberts, E. L. Comrie, Y. Kremer, R. J. Lunn, and J. S. Caine. "Fault fictions: systematic biases in the conceptualization of fault-zone architecture." Geological Society, London, Special Publications 496, no. 1 (September 10, 2019): 125–43. http://dx.doi.org/10.1144/sp496-2018-161.
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AbstractMental models are a human's internal representation of the real world and have an important role in the way we understand and reason about uncertainties, explore potential options and make decisions. Mental models have not yet received much attention in geosciences, yet systematic biases can affect any geological investigation: from how the problem is conceived, through selection of appropriate hypotheses and data collection/processing methods, to the conceptualization and communication of results. We draw on findings from cognitive science and system dynamics, with knowledge and experiences of field geology, to consider the limitations and biases presented by mental models in geoscience, and their effect on predictions of the physical properties of faults in particular. We highlight biases specific to geological investigations and propose strategies for debiasing. Doing so will enhance how multiple data sources can be brought together, and minimize controllable geological uncertainty to develop more robust geological models. Critically, there is a need for standardized procedures that guard against biases, permitting data from multiple studies to be combined and communication of assumptions to be made. While we use faults to illustrate potential biases in mental models and the implications of these biases, our findings can be applied across the geosciences.
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Cook, Peter J. "Geoscience, society, energy and greenhouse." Zeitschrift der Deutschen Gesellschaft für Geowissenschaften 157, no. 1 (January 1, 2006): 9–16. http://dx.doi.org/10.1127/1860-1804/2006/0157-0009.
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Marín-Spiotta, Erika, Rebecca T. Barnes, Asmeret Asefaw Berhe, Meredith G. Hastings, Allison Mattheis, Blair Schneider, and Billy M. Williams. "Hostile climates are barriers to diversifying the geosciences." Advances in Geosciences 53 (July 28, 2020): 117–27. http://dx.doi.org/10.5194/adgeo-53-117-2020.
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Abstract. The geosciences are one of the least diverse disciplines in the United States, despite the field's relevance to livelihoods and local and global economies. Bias, discrimination, and harassment present serious hurdles to diversifying the field. These behaviors persist due to historical structures of exclusion, severe power imbalances, unique challenges associated with geoscientist stereotypes, and a culture of impunity that tolerates exclusionary behaviors and marginalization of scholars from underserved groups. We summarize recent research on exclusionary behaviors that create hostile climates and contribute to persistent low retention of diverse groups in the geosciences and other science, technology, engineering, and mathematics (STEM) fields. We then discuss recent initiatives in the US by geoscience professional societies and organizations, including the National Science Foundation-supported ADVANCEGeo Partnership, to improve diversity, equity, and inclusion by improving workplace climate. Social networks and professional organizations can transform scientific culture through providing opportunities for mentorship and community building and counteracting professional isolation that can result from experiencing hostile behaviors, codifying ethical practice, and advocating for policy change. We conclude with a call for a reexamination of current institutional structures, processes, and practices for a transformational and equitable scientific enterprise. To be truly successful, cultural and behavioral changes need to be accompanied by reeducation about the historical political structures of academic institutions to start conversations about the real change that has to happen for a transformational and equitable scientific enterprise.
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Gibson, Hazel, Sam Illingworth, and Susanne Buiter. "The future of conferences: lessons from Europe's largest online geoscience conference." Geoscience Communication 4, no. 3 (September 30, 2021): 437–51. http://dx.doi.org/10.5194/gc-4-437-2021.
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Abstract. In the early months of 2020, as the novel coronavirus (COVID-19) swept across the globe, millions of people were required to make drastic changes to their lives to help contain the impact of the virus. Among those changes, scientific conferences of every type and size were forced to cancel or postpone in order to protect public health. Included in these was the European Geosciences Union (EGU) 2020 General Assembly, an annual conference for Earth, planetary, and space scientists, scheduled to be held in Vienna, Austria, in May 2020. After a 6-week period of changing the format to an online alternative, attendees of the newly designed EGU20: Sharing Geoscience Online took part in the first geoscience conference of its size to go fully online. This paper explores the feedback provided by participants following this experimental conference and identifies four key themes that emerged from an analysis of the following questions: what did attendees miss from a regular meeting, and to what extent did going online impact the event itself, both in terms of challenges and opportunities? The themes identified are “connecting”, “engagement”, “environment”, and “accessibility”. These themes include concepts relating to discussions of the value of informal connections and spontaneous scientific discovery during conferences, the necessity of considering the environmental cost of in-person meetings, and the opportunities for widening participation in science by investing in accessibility. The responses in these themes cover the spectrum of experiences of participants, from positive to negative, and raise important questions about what conference providers of the future will need to do to meet the needs of the scientific community in the years following this coronavirus outbreak.
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B., Elizabeth Chacon, Jorge A. Briones Carrillo, Carlos G. Aguilar-Madera, Nelson E. Barros-Galvis, and Sóstenes Méndez-Delgado. "Petroleum Engineering as a (still) Promising Career in Geosciences? An Empirical Example in Northeastern Mexico." International Journal of Education 9, no. 4 (December 13, 2017): 62. http://dx.doi.org/10.5296/ije.v9i4.12297.
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More than ever, it is the time to increase the number of engineering students applying to geosciences in order to satisfy the growing national challenges and administrate our natural resources in a responsible and sustainable manner. This work analyzes the petroleum engineer career at the UANL through an 8-yr experience in order to critically evaluate the current academic profile that Petroleum Engineers need within a global and shared world. This brief appraisal also presents an updated revision of all certified academic programs offering the Petroleum Engineering career in Mexico. At the same time, this work also proposes a modest but realistic academic modality for this particular career to better fulfill the actual academic and industrial demands on this area. Adjusting the academic geoscience workforce implies a redefinition of curricular programs, values and competences for this career in a synergic action with government policies and public and private employees worldwide. Certainly, the change should be the driving force to design modern up-to-date professional profiles and better oil professionals with a global perspective to take on alternative development.
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Wilson, Cristina G., Clare E. Bond, and Thomas F. Shipley. "How can geologic decision-making under uncertainty be improved?" Solid Earth 10, no. 5 (September 3, 2019): 1469–88. http://dx.doi.org/10.5194/se-10-1469-2019.
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Abstract. In the geosciences, recent attention has been paid to the influence of uncertainty on expert decision-making. When making decisions under conditions of uncertainty, people tend to employ heuristics (rules of thumb) based on experience, relying on their prior knowledge and beliefs to intuitively guide choice. Over 50 years of decision-making research in cognitive psychology demonstrates that heuristics can lead to less-than-optimal decisions, collectively referred to as biases. For example, the availability bias occurs when people make judgments based on what is most dominant or accessible in memory; geoscientists who have spent the past several months studying strike-slip faults will have this terrain most readily available in their mind when interpreting new seismic data. Given the important social and commercial implications of many geoscience decisions, there is a need to develop effective interventions for removing or mitigating decision bias. In this paper, we outline the key insights from decision-making research about how to reduce bias and review the literature on debiasing strategies. First, we define an optimal decision, since improving decision-making requires having a standard to work towards. Next, we discuss the cognitive mechanisms underlying decision biases and describe three biases that have been shown to influence geoscientists' decision-making (availability bias, framing bias, anchoring bias). Finally, we review existing debiasing strategies that have applicability in the geosciences, with special attention given to strategies that make use of information technology and artificial intelligence (AI). We present two case studies illustrating different applications of intelligent systems for the debiasing of geoscientific decision-making, wherein debiased decision-making is an emergent property of the coordinated and integrated processing of human–AI collaborative teams.
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Soltis, Nicholas A., Karen S. McNeal, Cory T. Forbes, and Diane Lally. "The relationship between active learning, course innovation, and teaching Earth systems thinking: A structural equation modeling approach." Geosphere 15, no. 5 (September 10, 2019): 1703–21. http://dx.doi.org/10.1130/ges02071.1.
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Abstract Earth systems thinking (EST), or thinking of the Earth as a complex system made up of interworking subsystems, has been shown to reflect the highest level of knowing and understanding in the geosciences. Previous work has found four frameworks of EST that repeatedly appear in the geoscience education literature. This study aims to quantitatively build on this work by employing structural equation modeling to understand the current state of EST teaching as shown by the 2016 iteration of the National Geoscience Faculty Survey (United States; n = 2615). Exploratory and confirmatory factor analyses were conducted on survey items to understand and develop three models, one for EST teaching practices, one for course changes, and one for active-learning teaching practices. Analyses revealed that reported EST teaching practices relate back to the four EST frameworks proposed in the literature. The three models explored in this study were used to build a full structural model, where it was hypothesized that active-learning teaching practices would predict EST course changes and EST teaching. However, the model revealed that EST course changes mediate, or bring about, the relationship between active-learning teaching practices and EST teaching. In other words, the relationship between active-learning and EST teaching practices is not direct. This implies the need for continued efforts to provide professional development opportunities in both active-learning teaching practices and EST, as active-learning practices are not sufficient to implicitly teach EST skills. Results also revealed that the teaching approaches that emphasize modeling and complexity sciences had the weakest relationship to the broader EST teaching practices, suggesting a need for more professional development opportunities as they relate to systems modeling, quantitative reasoning, and complexity sciences in the context of the Earth sciences.
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Tan, Xicheng, Liping Di, Yanfei Zhong, Nengcheng Chen, Fang Huang, Jinchuan Wang, Ziheng Sun, and Yahya Khan. "Distributed Geoscience Algorithm Integration Based on OWS Specifications: A Case Study of the Extraction of a River Network." ISPRS International Journal of Geo-Information 8, no. 1 (December 28, 2018): 12. http://dx.doi.org/10.3390/ijgi8010012.
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To understand and solve various natural environmental problems, geoscience research activities are becoming increasingly dependent on the integration of knowledge, data, and algorithms from scientists at different institutes and with multiple perspectives. However, the facilitation of these integrations remains a challenge because such scientific activities require gathering numerous geoscience researchers to provide data, knowledge, algorithms, and tools from different institutes and geographically distributed locations. The pivotal issue that needs to be addressed is the identification of a method to effectively combine geoscience algorithms in a distributed environment to promote cooperation. To address this issue, in this paper, a scheme for building a distributed geoscience algorithm integration based on the Open Geospatial Consortium web service (OWS) specifications is proposed. The architecture of the geoscience algorithm integration, algorithm service management mechanism, XML description method for algorithm integration, and integrated model execution strategy are designed and implemented. The experiment implements the integration of geoscience algorithms in a distributed cloud environment and evaluates the feasibility and efficiency of the integrated geoscience model. The proposed method provides a theoretical basis and practical guidance for promoting the integration of distributed geoscience algorithms; this approach can help to aggregate the distributed geoscience capabilities to address natural challenges.
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Radchenko, A. I., and Yu V. Didenko. "Geosciences in Academic Publications." Science and innovation 12, no. 3 (May 30, 2016): 14–26. http://dx.doi.org/10.15407/scine12.03.014.
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Wolfe, Benjamin A. "Introductory geosciences at the two-year college: Factors that influence student transfer intent with geoscience degree aspirations." Journal of Geoscience Education 66, no. 1 (January 2, 2018): 36–54. http://dx.doi.org/10.1080/10899995.2018.1411740.
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Kromer, Ryan A., D. Jean Hutchinson, Simon J. Buckley, and Michel Jaboyedoff. "Virtual Geoscience Conference 2018: immersive geoscience." Photogrammetric Record 34, no. 168 (December 2019): 342–45. http://dx.doi.org/10.1111/phor.12304.
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Nicholls, B. "Challenge based learning: a real-world approach for secondary students to solve complex problems using geoscience knowledge and skills." Terrae Didatica 14, no. 4 (October 30, 2018): 369–72. http://dx.doi.org/10.20396/td.v14i4.8653828.
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Students are regularly confronted with ethical and environmental issues of a global, regional or local nature which require knowledge of the geosciences to solve. Having the skills to engage, explore and evaluate these problems enhances student’s capacity for creative, real-world problem solving. At the Australian Science and Mathematics School, a Challenge Based Learning approach has been used across a range of learning programs including those with a focus on geoscience. Challenge Based Learning in the context of this paper is defined as a method of teaching and learning which allows students to engage in learning goals through meaningful contexts. An unfamiliar ‘ill-structured’ problem is presented to the students by the teacher and the students are required to determine for themselves how they will go about solving the problem. This process occurs through small groups of students working collaboratively and allows sharing their prior knowledge, skills and understandings to identify gaps in their collective understanding as they attempt to offer solutions to the problem. The example chosen is based around a problem requiring significant time in the field where secondary students come to know and understand the problem in greater depth while developing scientific field investigation skills.
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Burt, Melissa A., Rebecca Haacker, Rebecca L. Batchelor, and A. Scott Denning. "Increasing the Diversity of Your Graduate Program: Translating Best Practices into Success." Bulletin of the American Meteorological Society 97, no. 7 (July 1, 2016): 1169–72. http://dx.doi.org/10.1175/bams-d-15-00004.1.
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Abstract Despite awareness in the geosciences that our field has a substantial lack of diversity in our workforce and student body, and countless efforts to broaden participation, graduate enrollment in the atmospheric sciences by students who are from traditionally underrepresented groups (i.e., African American, Hispanic, and American Indian students) is only slowly increasing, from 6% in 2005 to about 8.5% currently. In 2005, the Department of Atmospheric Science at Colorado State University (CSU) had a minority enrollment of 3.5%, which was lower than the national enrollment statistics of 6.0%. Through a concerted effort to better reflect the demographic makeup of the United States, the department now boasts a figure closer to 16%. Our students do cutting-edge research, participate in field campaigns, and are actively involved in professional societies, such as the American Meteorological Society (AMS). We expect that many of our students will become faculty or researchers and hopefully will mentor students themselves one day. Our article highlights the strategic initiative we have used to increase the diversity in atmospheric science, in hopes that our findings can present a model that can be replicated in other geoscience departments across the nation.
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Wang, Mengdi, Kaixuan Tan, Yongmei Li, Yanshi Xie, Wenzhou Xiao, Yang Xu, and Yunting Tian. "Study on the Sustainable Development of Popular Science Tourism Based on the SWOT Analysis for the Xiangxi UNESCO Global Geopark." Sustainability 15, no. 1 (December 21, 2022): 122. http://dx.doi.org/10.3390/su15010122.
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The Xiangxi UNESCO Global Geopark (XUGG) contained the largest karst red stone forest landscape and the Global Standard Stratotype-section and Points (GSSPs) in the Cambrian System. Those geoheritage contribute to a better understanding of Earth’s evolution. Therefore, it is of great significance to conduct geoscience research and geosciences popularization in the XUGG. In this study, we took the XUGG as the research object, and analyzed the situation of the strengths, weaknesses, opportunities and threats in the development process of geopark popular science tourism by using SWOT analysis method, in order to realize the sustainable development of geoparks in popular science tourism. The results show that: the XUGG continent possesses geoheritage, good facilities and unique advantages of popular science development. In the new era, we should optimize the development of popular science tourism in Geoparks, realize the two-way interactive participation of popular science, explore the community participation model of popular science tourism, and promote the development of rustic areas with unique geological resources. Then, it not only facilitates the broadcasting and popularization of earth sciences, but also contributes to the sustainable development of geotourism.
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Zhao, Chongbin. "Computational Methods for Simulating Some Typical Problems in Computational Geosciences." International Journal of Computational Methods 13, no. 02 (March 2016): 1640016. http://dx.doi.org/10.1142/s0219876216400168.
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The main purpose of this paper is to present computational methods for simulating some typical problems in the emerging computational geoscience field. Due to remarkable differences between engineering systems and Earth ones, existing computational methods, which are designed for solving engineering problems, cannot be directly used to solve geoscience problems without any modification. However, the fundamental philosophy of developing computational methods is applicable to the computational simulation of both geoscience and engineering problems. Because of their inherent approximation, computational methods must be verified before putting into application. After several computational methods and algorithms, which are developed for simulating some typical problems in the emerging computational geoscience field, are briefly introduced, a typical geoscience problem, known as the chemical dissolution-front instability problem in ore-forming systems of supercritical Zhao numbers, is selected to demonstrate how computational methods can be used to solve geoscience problems.
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Van Ornum Lerud, Joanne. "The Geoscience Information Society and Geoscience Education." Journal of Geological Education 39, no. 2 (March 1991): 104–5. http://dx.doi.org/10.5408/0022-1368-39.2.104.
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Villaseñor, Tania, Sergio Celis, Juan Pablo Queupil, Luisa Pinto, and Maisa Rojas. "The influence of early experiences and university environment for female students choosing geoscience programs: a case study at Universidad de Chile." Advances in Geosciences 53 (October 6, 2020): 227–44. http://dx.doi.org/10.5194/adgeo-53-227-2020.
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Abstract. This case study addresses the experiences of female undergraduate students in the geology and geophysics programs at Universidad de Chile. These majors are part of the Faculty of Physical Sciences and Mathematics (FCFM) and have a relatively large proportion of female representation compared to the other engineering and science majors at FCFM that are dominated by male students. We interviewed 12 female students in geoscience majors to understand (a) the reasons for choosing geoscience as a major and (b) their experiences both at FCFM and in geoscience in an institution with a strong masculine environment that aims to increase women's undergraduate enrollment. We found that the decision to pursue a geoscience career was made during high school, and they maintained this decision during the first years of college, which is heavily focused on mathematics and physics, with no geoscience-related courses. During this early period in college, known as the common core program, students perceived a hostile environment due to high academic demands and gender-based discrimination. Their experiences had a positive shift once they started the geoscience courses in their fifth or sixth semester. The relatively large proportion of female students in the geoscience majors at FCFM creates a positive environment in which the participants developed a sense of belonging in the geoscience community. Students also felt that the feminist movement during 2018 in Chile positively influenced their perspectives on their path at FCFM. These findings give insights for developing strategies to increase early interest, participation, and satisfaction of women in science, technology, engineering, and mathematics (STEM) disciplines at various educational levels.
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Pires de Lima, Rafael, and David Duarte. "Pretraining Convolutional Neural Networks for Mudstone Petrographic Thin-Section Image Classification." Geosciences 11, no. 8 (August 11, 2021): 336. http://dx.doi.org/10.3390/geosciences11080336.
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Convolutional neural networks (CNN) are currently the most widely used tool for the classification of images, especially if such images have large within- and small between- group variance. Thus, one of the main factors driving the development of CNN models is the creation of large, labelled computer vision datasets, some containing millions of images. Thanks to transfer learning, a technique that modifies a model trained on a primary task to execute a secondary task, the adaptation of CNN models trained on such large datasets has rapidly gained popularity in many fields of science, geosciences included. However, the trade-off between two main components of the transfer learning methodology for geoscience images is still unclear: the difference between the datasets used in the primary and secondary tasks; and the amount of available data for the primary task itself. We evaluate the performance of CNN models pretrained with different types of image datasets—specifically, dermatology, histology, and raw food—that are fine-tuned to the task of petrographic thin-section image classification. Results show that CNN models pretrained on ImageNet achieve higher accuracy due to the larger number of samples, as well as a larger variability in the samples in ImageNet compared to the other datasets evaluated.
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Ringrose, Philip S., and Graham Yielding. "Geoscience for CO2 storage: an introduction to the thematic collection." Petroleum Geoscience 28, no. 1 (February 2022): petgeo2022–003. http://dx.doi.org/10.1144/petgeo2022-003.
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Huang, Wen. "On the Application Value of Virtual Reality Technology in Earth Science Work." Advances in Geoscience 4, no. 1 (December 14, 2020): 13. http://dx.doi.org/10.18686/ag.v4i1.3067.
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<p>In recent years, with the continuous improvement and optimization of the level of science and technology, Virtual Reality (VR) technology has been widely used in our society and has received great attention from the people. Generally speaking, as one of the new science and technology, this technology can realize the reasonable simulation and reconstruction of reality by means of information technology, which is of great significance and value to the optimization of audience’s sensory experience. In the process of geoscience research, with the unremitting efforts of researchers, VR technology is combined with geoscience research, thus laying a solid foundation and guarantee for the promotion and optimization of the comprehensive level of geoscience research in China. In this study, the researchers systematically analyzed and discussed the application value and specific application of VR technology in geoscience research work, aiming to lay a solid foundation and guarantee for the promotion and optimization of the comprehensive level of geoscience research work in China.</p>
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King, Chris. "What Pattern of Progression in Geoscience Fieldwork can be Recognised by Geoscience Educators?" Geosciences 9, no. 5 (April 26, 2019): 192. http://dx.doi.org/10.3390/geosciences9050192.
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The question in the title was addressed by dividing the elements of geoscience fieldwork into eight different strands and then subdividing these into different items addressed during fieldwork. Separate small groups of experienced geoscience educators (mainly geology teachers of 16–18-year-old and younger students) were then asked to sort the items for each strand into order, from the most simple to the most difficult, and then to assign the items to levels of difficulty identified in the progression of scientific skills given in the National Curriculum for Science in England. The results indicate that, whilst those involved found the exercise fairly difficult, nevertheless it was possible to identify an agreed progression in each of the strands. It is hoped that this exercise will provoke geoscience educators to carry out further research into progression in geoscience fieldwork education, enabling them to confirm such a progression. Meanwhile raising awareness amongst teachers of geoscience fieldwork that there is the opportunity to teach elements of fieldwork in order of increasing difficulty, as identified in the research, should enable them to plan more effective progression in their fieldwork teaching. The strategy and methodology used could also enhance professional development in the teaching of geoscience fieldwork.