Relevant bibliographies by topics / School: School of Geography, Environment and Earth Sciences

Academic literature on the topic 'School: School of Geography, Environment and Earth Sciences'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "School: School of Geography, Environment and Earth Sciences"

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Idrizi, Bashkim, and Neriman Selimi. "Mapping the surrounding environment by pupils. Case study: Primary school “Ismail Qemali” in Chair - Skopje." Proceedings of the ICA 4 (December 3, 2021): 1–6. http://dx.doi.org/10.5194/ica-proc-4-46-2021.

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Abstract. Cartography in primary schools in the Republic of North Macedonia is present as part of geography subject, for four years from sixth to ninth level, per two hours weekly. Program is limited only on usage of paper maps aimed for learning geospatial phenomena, without information for map making process.Step forward toward increasing the awareness for including mapping in practical part of curricula in geography and other related subjects, are the activities undertaken by the Geo-SEE Institute from Skopje, by giving practical lectures to pupils in Primary School “Ismail Qemali” in Chair municipality, for usage the digital cartography tools via GIS software.Training was designed to be used FOSS for GIS and open geospatial data by teachers and pupils. Field identification and collection of geospatial data based on ortho images and other base materials, as well usage of smart phones have been used as supplementary methodology for establishing geospatial database aimed for map compilation. Voluntary geographic information and crowd sourcing methodologies as opportunities for usage in teaching and learning process in primary schools not only for geography but for all subjects that intersects with geospatial information, were explained to attendees. Within very short period of one and half month, before pandemic on march 2020, pupils achieved to work with basic tools of QGIS software, as well to compile two maps, one geographical map of North Macedonia, and a map of neighbourhood “Topansko Pole (Fushë Topanë)” as city map of the settlement in which the primary school is located.
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Yahaya, Abdulkadir Muhammed, Abdullahi Lawal Dutsinma, Salamatu Suleiman, and Abdulaziz Ahmed. "The impact of teaching methods on the performance of geography students in some selected public secondary schools in Zaria local government area, Kaduna State, Nigeria." Journal of Social, Humanity, and Education 1, no. 2 (February 25, 2021): 143–55. http://dx.doi.org/10.35912/jshe.v1i2.369.

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Abstract: Purpose: This study analyzes the impact of teaching methods on Geography students’ performance in Zaria Local Government Area, Kaduna State, Nigeria. Six senior secondary schools: AlhudaHuda College, Barewa College, Government Secondary School Kofar Kibo, Government Girls Secondary School Kofar Gayan, Government Girls Secondary School Pada and Government Girls Secondary School, Kongo were sampled. Research methodology: 423 questionnaires were administered to respondents. Descriptive statistics and inferential statistics using SPSS version 23 were used to analyze the data. Results: The results revealed that the demonstration method of teaching was the most used by teachers ahead of others (44.6%). The results also revealed that 28.3% of the students who responded say they did not know the teachers’ actual method in teaching them. Limitations: The study used not only Geography teachers as respondents, but also other subjects related to Geography. Additionally, the study covered only Zaria Local Government Secondary Schools. It can be done with only Geography teachers’ respondents in a larger scope like a state or even a country. Contribution: The study will help the Ministry of Education responsible for secondary education and all stakeholders to understand the reality of state of Secondary Education in the study area to address the problems. Additionally, the study can be replicated in other study areas with similar characteristics. Keywords: Impact, Teaching method, Senior secondary schools Keywords: 1. Impact 2. Teaching method 3. Senior secondary schools
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Krylovets, Mykola, and Oksana Braslavska. "SOCIAL AND EDUCATIONAL WORK IN GEOGRAPHY LESSONS." Problems of Modern Teacher Training, no. 1(23) (April 29, 2021): 16–24. http://dx.doi.org/10.31499/2307-4914.1(23).2021.232724.

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Geographical education as one of the important means of creating a cultural environment in the educational process of the school opens to the student the world with all the diversity of complex relationships of nature, society and personality, satisfies the need for self-knowledge, promotes the formation of personal qualities and values. Geographical education gives person great opportunities to develop a humane and tolerant attitude to other people, to other civilizations, political and economic systems, the geographical environment, to the planet Earth. Geography as a science of the humanities and natural cycle not only reveals the features of the material and spiritual culture of the peoples of the world, but also shows them in inseparable connection with the natural and social environment. Modern geography comprehensively considers the living environment of humanity, using a systematic geographical approach to knowledge of the world.Education in a broad, social sense is a function of society to prepare the young generation for life, carried out by all society: social institutions, organizations, the church, media and culture, family and school. Education in the learning process, as well as the learning process itself, is a complex phenomenon. In geography lessons education is the formation of morality and spirituality of students, especially those aspects related to human behavior in different geographical, economic, political conditions, education of citizens of their country, preparation of school graduates to perform social roles, because there is no effective economy, social peace in the state, responsible citizens without education. Keywords: geography, education, geography lessons, teacher, culture, morality, student’s personality, social and educational work.
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Антон Романович, Сергеев,, and Сукманова, Нина Юрьевна. "METHODOLOGICAL DEVELOPMENT OF A SCHOOL PROJECT ON GEOGRAPHY." Вестник Тверского государственного университета. Серия: География и геоэкология, no. 4(40) (December 16, 2022): 133–46. http://dx.doi.org/10.26456/2226-7719-2022-4-133-146.

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Представлены содержательно-методические аспекты формирования исследовательских и информационных компетенций через проектную деятельность на уроках географии. Показана методика составления географического школьного проекта. Представлена схема организации проектной деятельности с применением геоинформационных систем в географии для решения задач географического и экологического просвещения обучающихся. Дан картографический материал, который необходим для составления учебных проектов. Выделены основные этапы составления и реализации проекта для изучения районов (и населённых пунктов) лесохозяйственного типа. Приведен пример составления географического проекта по теме «Анализ трансформации социально-экономического развития леспромхоза пос. Удимский за период 1943-2022 гг.». The paper considers the content and methodological aspects of the formation of research and information competencies through project activities in geography lessons. The methodology of drawing up a geographical school project is shown. The scheme of the organization of project activities with the use of geoinformation systems in geography to solve the problems of geographical and environmental education of students is presented. The cartographic material that is necessary for the preparation of educational projects is given. The main stages of the preparation and implementation of the project for the study of areas (and settlements) of the forestry type are highlighted. An example of drawing up a geographical project on the topic «Analysis the transformation of the socio-economic development of the timber industry of the village» is given. Udimsky for the period 1943-2022.
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Chang, Cheng-Chieh, Liang-Ting Tsai, Chih-Hsuan Chang, Kuo-Chen Chang, and Cheng-Fang Su. "Effects of Science Reader Belief and Reading Comprehension on High School Students’ Science Learning via Mobile Devices." Sustainability 13, no. 8 (April 13, 2021): 4319. http://dx.doi.org/10.3390/su13084319.

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This research examines senior high school students’ earth science learning effects, focusing on the influence of science reading beliefs when employing mobile devices. The revision of the Science Reader Belief Inventory (SRBI) was used to examine the connections for high school students’ personal scientific reading beliefs and reading comprehension of earth science learning effectiveness conditions when using mobile devices to learn. The learning outcome was determined using achievement tests. In this research, 97 students from three classes of first-year high school students were enrolled in an eight-week experimental teaching study followed by an achievement test. The major findings are as follows: (1) High school students’ transaction beliefs were stronger than transmission beliefs. Transaction beliefs were significantly correlated with transmission beliefs. (2) Scientific beliefs may take a long time to change. (3) Whereas traditional reading comprehension strategies seem to have relied more heavily on vocabulary development, in an e-learning environment, students tend to rely on sentence-level parsing to understand scientific texts. This research provides a reference for teachers within learning environments in which information is incorporated into technology instruction, and various learning scenarios are used.
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Wolf, N., V. Fuchsgruber, G. Riembauer, and A. Siegmund. "AN ADAPTIVE WEB-BASED LEARNING ENVIRONMENT FOR THE APPLICATION OF REMOTE SENSING IN SCHOOLS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B6 (June 17, 2016): 53–56. http://dx.doi.org/10.5194/isprs-archives-xli-b6-53-2016.

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Satellite images have great educational potential for teaching on environmental issues and can promote the motivation of young people to enter careers in natural science and technology. Due to the importance and ubiquity of remote sensing in science, industry and the public, the use of satellite imagery has been included into many school curricular in Germany. However, its implementation into school practice is still hesitant, mainly due to lack of teachers’ know-how and education materials that align with the curricula. In the project “Space<i>4</i>Geography” a web-based learning platform is developed with the aim to facilitate the application of satellite imagery in secondary school teaching and to foster effective student learning experiences in geography and other related subjects in an interdisciplinary way. The platform features ten learning modules demonstrating the exemplary application of original high spatial resolution remote sensing data (RapidEye and TerraSAR-X) to examine current environmental issues such as droughts, deforestation and urban sprawl. In this way, students will be introduced into the versatile applications of spaceborne earth observation and geospatial technologies. The integrated web-based remote sensing software “BLIF” equips the students with a toolset to explore, process and analyze the satellite images, thereby fostering the competence of students to work on geographical and environmental questions without requiring prior knowledge of remote sensing. This contribution presents the educational concept of the learning environment and its realization by the example of the learning module “Deforestation of the rainforest in Brasil”.
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Wolf, N., V. Fuchsgruber, G. Riembauer, and A. Siegmund. "AN ADAPTIVE WEB-BASED LEARNING ENVIRONMENT FOR THE APPLICATION OF REMOTE SENSING IN SCHOOLS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B6 (June 17, 2016): 53–56. http://dx.doi.org/10.5194/isprsarchives-xli-b6-53-2016.

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Satellite images have great educational potential for teaching on environmental issues and can promote the motivation of young people to enter careers in natural science and technology. Due to the importance and ubiquity of remote sensing in science, industry and the public, the use of satellite imagery has been included into many school curricular in Germany. However, its implementation into school practice is still hesitant, mainly due to lack of teachers’ know-how and education materials that align with the curricula. In the project “Space&lt;i&gt;4&lt;/i&gt;Geography” a web-based learning platform is developed with the aim to facilitate the application of satellite imagery in secondary school teaching and to foster effective student learning experiences in geography and other related subjects in an interdisciplinary way. The platform features ten learning modules demonstrating the exemplary application of original high spatial resolution remote sensing data (RapidEye and TerraSAR-X) to examine current environmental issues such as droughts, deforestation and urban sprawl. In this way, students will be introduced into the versatile applications of spaceborne earth observation and geospatial technologies. The integrated web-based remote sensing software “BLIF” equips the students with a toolset to explore, process and analyze the satellite images, thereby fostering the competence of students to work on geographical and environmental questions without requiring prior knowledge of remote sensing. This contribution presents the educational concept of the learning environment and its realization by the example of the learning module “Deforestation of the rainforest in Brasil”.
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Fernández-Arango, David, Francisco-Alberto Varela-García, and Jorge López-Fernández. "Dynamic Analysis of School Mobility Using Geolocation Web Technologies." ISPRS International Journal of Geo-Information 12, no. 1 (December 29, 2022): 8. http://dx.doi.org/10.3390/ijgi12010008.

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Pedestrian travel represents one of the most complex forms of mobility owing to the numerous parameters that influence its analysis and the difficulty of acquiring accurate travel information. In addition, the vulnerability of its protagonists, especially in urban environments, in coexistence with other types of transport, makes its study interesting. This paper proposes a web tool for use in geolocated surveys that allows the acquisition of georeferenced thematic information of interest for mobility studies. The analysis of different school routes from students’ homes to their respective schools has been proposed as a case study. This work covered a sample of 1883 students from 26 schools in Galicia (Spain), where population dispersion generates a particular type of mobility. We obtained relevant mobility data, such as the routes most traveled by students in their daily commute to school, the most efficient routes, the most used means of transport, or the exact location of various elements that hinder and dangerously affect students traveling these routes, such as sidewalks or crosswalks in poor condition, among others.
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Na'im, Mohamad, and Vionita Firdausy. "The Influence of Work environment and Fulfillment of Occupational Needs on The Performance of Geography Teachers at Public Senior High School in Lumajang Regency." Basic and Applied Education Research Journal 3, no. 1 (May 25, 2022): 28–40. http://dx.doi.org/10.11594/baerj.03.01.03.

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The objectives of this study are to analyze the effect of the work environment on the performance of Geography teachers at the state senior high schools in Lumajang Regency, investigate the effect of the fulfillment of occupational needs on the performance of Geography teachers, and analyze the influence of the work environment and the fulfillment of occupational needs on the performance of Geography Teachers. This research deployed quantitative research, coupled with correlational analysis to examine the cause-effect relationship between the dependent and independent variables. Research results point out that the teacher's work environment affects their performance by 30.25%. The fulfillment of occupational needs poses an effect on teachers’ performance by 26.41%. This means that greater fulfillment of occupational needs results in increased teacher performance. Finally, the work environment and the fulfillment of occupational needs concurrently pose a positive effect on the teacher’s performance. The coefficient of simultaneous determination (R2) is 46.9%.
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Yurdayanti, Yurdayanti, and Nurjanah Nurjanah. "Development of Geographic Booklets Learning Media Based on Environmental Care on Natural Resources Materials in Senior High School." GeoEco 8, no. 1 (January 26, 2022): 113. http://dx.doi.org/10.20961/ge.v8i1.55699.

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<p><em>The character of caring for the environment is essential for students to be wise in protecting natural resources in Indonesia. The planting of environmental care character values can be inserted into the media used in the learning process. This study aims to develop a geography booklet based on environmental concerns related to students’ daily experiences. The development model in this study uses the Borg &amp; Gall stage, which consists of ten development steps. This research was conducted in three senior high schools in Pangkalpinang, Indonesia. There were (100) respondents, all of whom came from eleventh-grade students. The results of the feasibility test of geographic booklet media products based on environmental care characters obtained an average of 93.33% at the validation stage by a team of experts with very valid criteria. The feasibility of small-scale trials is 83.30%, and large-scale trials are 85.07%. It is known that the results of the analysis of environmental care attitudes obtained before using the product are 63.4%, and after use of 83.8%. It can be indicated that the geography booklet learning media based on environmental care is very feasible to be applied in the classroom and used as a learning resource.</em></p>
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Dissertations / Theses on the topic "School: School of Geography, Environment and Earth Sciences"

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Persson, Christel. "Sfärernas symfoni i förändring : lärande i miljö för hållbar utveckling med naturvetenskaplig utgångspunkt : en longitudinell studie i grundskolans tidigare årskurser." Doctoral thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-10489.

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Symphony of the spheres in change? Learning in environment for sustainable development in primary school with a scientific and longitudinal approach. This research deals with learning in science, including learning in environment for sustainable development. Learning in environment and sustainable development are obligatory perspectives in science as well as in other school subjects. The longitudinal study started in 2003, concerning 28 pupils nine years of age in a city in southern Sweden. Data collection has been caught in the pupils’ science lessons from year 2003 to 2006. In order to analyse the pupils’ development of concepts in science and in environment for sustainable development, I have videotaped a lot of sequences from the science lessons and followed up with questionnaires and questions in interviews. Stimulated recall is used to find the teacher’s intentions and reactions on the outcome of the lessons. The results are analysed according to the Earth System Science (ESS) model. It is a model, which describes the relations and interactions between the natural spheres: the atmosphere, hydrosphere, lithosphere as well as the biosphere, including man, and the technosphere/anthroposphere. The longitudinal approach resulted in important findings regarding the changes in the pupils’ answers over time. They develop complicated 'concept webs'. The concepts found among the pupils in this study are e.g. the hydrological cycle; life; soil; water in every day life; pollution; non-polluting busses as well as waste; collecting batteries; corrosion; greenhouse and the increasing greenhouse effect. Some concepts e.g. the hydrological cycle, life and soil can from the beginning be classified as concepts used in science, but also to describe what happens in the environment. Concepts as pollution; non-polluting busses; collecting batteries; corrosion; greenhouse and increasing greenhouse effect are used by the pupils to express relations and interactions in and between the natural spheres including man. The relation between man and nature is for the pupils an area of conflicts through the entire study when the pupils from a scientific approach will be aware of the impact on living ecosystems including themselves, today and in the future. The concepts are often connected to each other in a more or less complicated network, 'concepts webs'. The obtained results indicate that the Socratic dialogue is a possible and successful method to use for the development of pupils’ concepts in environmental questions and issues. Another finding in the study is how different methods, e.g. Play and learning, support environmental learning and learning for sustainable development during the science lessons. Play is important in integrated learning and gives opportunity to understand others’ perspectives, Theory of mind. The results indicate an integrated learning process by the pupils, implying in what way they express human impact on nature.
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Vice, President Research Office of the. "Newswire." Office of the Vice President Research, The University of British Columbia, 2008. http://hdl.handle.net/2429/2661.

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UBC's research community recently received a significant boost in financial support for five research hubs that will join the Centre for Brain Health as newly appointed national Centres of Excellence for Commercialization and Research (CECR). Two UBC economics professors were recognized with separate Bank of Canada awards: the Research Fellowship 2008 and the Governor's Award. UBC's Brain Research Centre has recevied $25 million from the Province of BC to establish a new facility focused on translational brain research.
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Books on the topic "School: School of Geography, Environment and Earth Sciences"

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National Geographic Society (U.S.) and Glencoe/McGraw-Hill, eds. Earth science: Geology, the environment, and the universe. New York, N.Y: Glencoe/McGraw-Hill, 2005.

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Rowiński, Paweł. Experimental and Computational Solutions of Hydraulic Problems: 32nd International School of Hydraulics. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013.

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Alpbach Summer School (1989 Alpbach, Austria). Remote sensing and the earth's environment: Some of the papers presented at the Alpbach Summer School held at Alpbach, Austria, 26 July-4 August 1989. Paris, France: European Space Agency, 1988.

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Lyn, Malone, ed. Mapping our world: GIS lessons for educators. 2nd ed. Redlands, Calif: ESRI Press, 2005.

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S, Ludwig Gail, ed. GIS in schools. Redlands, Calif: Environmental Systems Research Institute, 2000.

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Scelsi, Hess Frances, National Geographic Society (U.S.), and Glencoe/McGraw-Hill, eds. Earth science: Geology, the environment, and the universe. New York, N.Y: Glencoe/McGraw-Hill, 2002.

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Muller, Peter O., Harm J. De Blij, and Jan Nijman. Geography: Realms, Regions, and Concepts, Sixteenth Edition WileyPLUS High School 6 Year Access. Wiley & Sons, Incorporated, John, 2014.

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Klimov, Dmitry, Konstantin Pokazeev, and V. I. Karev. Physical and Mathematical Modeling of Earth and Environment Processes: 4th International Scientific School for Young Scientists, Ishlinskii ... in Earth and Environmental Sciences). Springer, 2019.

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Remote sensing and the earth's environment: Some of the papers presented at the Alpbach Summer School held at Alpbach, Austria, 26 July-4 August 1989 (ESA SP). European Space Agency, 1988.

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Malone, Lyn, Anita M. Palmer, and Christine L. Voigt. Mapping Our World: GIS Lessons for Educators, ArcGIS Desktop Edition. Esri Press, 2005.

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Book chapters on the topic "School: School of Geography, Environment and Earth Sciences"

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van Westen, Cees, and Tsehaie Woldai. "The RiskCity Training Package on Multi-Hazard Risk Assessment." In Geographic Information Systems, 1120–31. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2038-4.ch067.

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As part of the capacity-building activities of the United Nations University – ITC School on Disaster Geo-Information Management (UNU-ITC DGIM) the International Institute for Geo-information Science and Earth Observation (ITC) has developed a training package on the application of GIS for multi-hazard risk assessment. The package, called RiskCity comprises a complete suite of exercise descriptions, together with GIS data and presentation materials on the various steps required to collect and analyze relevant spatial data for hazard, vulnerability and risk assessment in an urban environment. The package has been developed in collaboration with several partner organizations on different continents, and is used as the basis for a series of courses. Currently it is available as a distance education course.
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Conference papers on the topic "School: School of Geography, Environment and Earth Sciences"

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Pratama, H., M. N. A. Azman, F. R. Vafazov, and H. Wijaya. "Development of Augmented Reality as a Learning Medium for Recognition of Layers and Structures of the Earth." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, 2022. http://dx.doi.org/10.31643/2022.06.

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Augmented Reality is a technology that combines real-world measurement with the dimensions of the virtual world exposed in real-time. It doesn't completely replace what's in the real world, like virtual reality, but just adds to it. This is done by "painting" three-dimensional objects on markers, which are unique "patterns" that can be recognised by the application. Smartphones can develop Augmented Reality applications at low prices and can be used by many consumers. Augmented Reality can be сonsumed in various fields, one of which is the educational sphere as a learning media tool. It can be used to create a more interactive learning environment where students can interact directly with virtual world objects so that students can learn while playing. The application development process in this study is based on the waterfall model. The augmented reality app was developed for teachers and students as a medium in school. The app uses the Vuforia SDK software as a tool to create Augmented Reality. Java and C++ are based on Android. Real-world surface layer applications and earth structure recognition applications can read markers in Augmented Reality geography books. As a medium, they will display 3D models on the screen of android devices and display 3D on the layers and structures of the earth.
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Vojtekova, Jana. "ACTIVATING METHODS FOR GEOGRAPHY TEACHING IN OUT-OF-SCHOOL ENVIRONMENT." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.4/s13.004.

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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.

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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.
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Reports on the topic "School: School of Geography, Environment and Earth Sciences"

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Malin, Peter E., Eylon Shalev, and Stepthen A. Onacha. Final Report DOE Contract No. DE-FG36-04G014294 ICEKAP 2004: A Collaborative Joint Geophysical Imaging Project at Krafla and IDDP P.E. Malin, S.A. Onacha, E. Shalev Division of Earth and Ocean Sciences Nicholas School of the Environment Duke University Durham, NC 27708. Office of Scientific and Technical Information (OSTI), December 2006. http://dx.doi.org/10.2172/898133.

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