ToScA North America (6 – 8 June 2017, The University of Texas, Austin, TX) Program

ToScA North America will address key areas of science, including Multi-modal Imaging, Geosciences, Forensics, Increasing Contrast, Educational Outreach, Data, Materials Science and Medical and Biological Science.University of Texas High-Resolution X-ray CT Facility (UTCT); Jackson School of Geosciences, The University of Texas at Austin; Natural History Museum (London); Royal Microscopical Society (Oxford, UK)Geological Science

Research in geosciences policy

Various topics related to cases of difficult adaptation to global change are discussed. Topics include patterns in the ratification of global environmental treaties, the effects of global climate change on Southeast Asia, and global change and biodiversity loss

Planetary geosciences, 1989-1990

NASA's Planetary Geosciences Programs (the Planetary Geology and Geophysics and the Planetary Material and Geochemistry Programs) provide support and an organizational framework for scientific research on solid bodies of the solar system. These research and analysis programs support scientific research aimed at increasing our understanding of the physical, chemical, and dynamic nature of the solid bodies of the solar system: the Moon, the terrestrial planets, the satellites of the outer planets, the rings, the asteroids, and the comets. This research is conducted using a variety of methods: laboratory experiments, theoretical approaches, data analysis, and Earth analog techniques. Through research supported by these programs, we are expanding our understanding of the origin and evolution of the solar system. This document is intended to provide an overview of the more significant scientific findings and discoveries made this year by scientists supported by the Planetary Geosciences Program. To a large degree, these results and discoveries are the measure of success of the programs

Fractal analysis of the effect of particle aggregation distribution on thermal conductivity of nanofluids

This project was supported by the National Natural Science Foundation of China (No. 41572116), the Fundamental Research Funds for the Central Universities, China University of Geosciences, Wuhan) (No. CUG160602).Peer reviewedPostprin

Characterization of Samples Pipeline Excavation Project McAllen Texas Site Preliminary Report

Preliminary report for McAllen Pipeline Excavation Project, including two soil samples and two water samples taken from the site in February 2004.https://scholarworks.utrgv.edu/contaminacion/1017/thumbnail.jp

Utilization of Outdoor Resources to Enhance Understanding of Geosciences

Societal awareness and general understanding of the diversity of geosciences environments and phenomena across regions is vital. The primary method to obtain information about geosciences is through mass media. However, there is little coverage of geosciences information and the public may not trust it because of low geosciences awareness. Geosciences are rarely included as part of K-12 curricula and are optional at the collegiate level, contributing to the public deficiency regarding awareness and understanding of the geosciences. This research study investigated methods utilizing outdoor resources in an effort to increase region-specific understanding and awareness of geosciences among diverse groups. A Mississippi K-12 educator professional development session and two middle-high schools were assessed for impact on understanding and interest related to geosciences. All participants utilized outdoor resources to model erosional processes and potential natural hazard events. Both participating schools have high underrepresented minority populations. Pre assessment evaluated participant awareness of Mississippi natural hazards. Teachers and student participants all demonstrated a low awareness of erosion processes specific to the region. Teachers completed erosion models indoors or outdoors, with indoor participants having a significant increase in earth science interest. All student participants completed the erosion model outside, with pre-post erosion comprehension resulting in significant increases for both the middle and high schools. The middle school had significant gains in earth science interest while the high school had a significant decrease regarding careers in geosciences. Virtual field guides developed by online graduate students demonstrating personal understanding of broad geosciences concepts in their local region were evaluated pre-post for impact on geosciences awareness, understanding, and confidence. Awareness factors included geographical community size and locations included in the field guide to demonstrate participant understanding. Significant increases in awareness regarding geoscience resources, including those outdoors, occurred. Significant increases also occurred in confidence utilizing geosciences resources and communicating about geosciences. The majority agreed that the experience of creating the field guide enhanced understanding of geosciences and interest in outdoor activities. Geographical size of participants’ residential communities was significantly related to awareness of regional locations, with urban residents including fewer outdoor locations in the field guide

Muons tomography applied to geosciences and volcanology

Imaging the inner part of large geological targets is an important issue in geosciences with various applications. Dif- ferent approaches already exist (e.g. gravimetry, electrical tomography) that give access to a wide range of informations but with identified limitations or drawbacks (e.g. intrinsic ambiguity of the inverse problem, time consuming deployment of sensors over large distances). Here we present an alternative and complementary tomography method based on the measurement of the cosmic muons flux attenuation through the geological structures. We detail the basics of this muon tomography with a special emphasis on the photo-active detectors.Comment: Invited talk at the 6th conference on New Developments In Photodetection (NDIP'11), Lyon-France, July 4-8, 2011; Nuclear Instruments and Methods in Physics Research Section A, 201

Geosciences for Elementary Educators: A Course Assessment

Geosciences for Elementary Educators engages future elementary teachers in a hands-on investigation of topics aligned with the third and fifth grade Earth/Space Science and Scientific Inquiry benchmarks of the Oregon Content Standards. The course was designed to develop the content background of elementary teachers within the framework of the science described in the content standards, to provide an opportunity for future teachers to explore the content area in relation to what takes place in the classrooms of elementary schools, and to initiate a community of learners focused on teaching science to elementary students. The course focused on four themes: the classroom teacher as an activity and curriculum developer using diverse resources to keep the content current and alive; the classroom teacher as educator dealing with the diverse backgrounds of students in a developmentally appropriate manner; the classroom teacher as reflective practitioner exploring the links among pedagogy, content, and student learning; and, the classroom teacher as citizen staying current with emerging policy issues and debates that impact education. In a course where process is extremely important, participants are assessed on what they can do with content and process knowledge through preparing lesson plans, presenting lessons in a simulated classroom environment, and developing a portfolio and journal. Lesson plans demonstrate participant understanding of inquiry, using models, deductive and inductive approaches, links between communication skills and content knowledge, and effective use of technology, including the Internet. For each topic, the mixture of demonstration, experimentation, inquiry, and lecture models are explored through investigation, discovery, and analysis