Tour1 Various collaborative activities of relevance to studies of global change will be Location Wageningen ISRIC Laboratory of Soil Science and geology http://www.sciconf.igbp.kva.se/tour1.html
Extractions: Wageningen University and Research Centre (Wageningen UR) is the agricultural research centre in the Netherlands. Wageningen UR is a collaboration between the Agricultural University and the Agricultural Research Institutes (such as Alterra and Plant Research International). National and international, Wageningen UR is a major player in the research fields of global change, land-use, climate change and biosphere, water management and sustainable development. Wageningen UR is also closely involved in many IGBP programs, such as BAHC, GAIM, GCTE, LUCC and START. During the tour the participants have the possibility to visit Alterra, Plant Research International, Laboratory of Geology and Soil Science, Laboratory of Entomology, Environmental Systems Analysis Group and the non-Wageningen UR organisation ISRIC. The tour consists of a selection of research projects, research facilities, on site experiments and. All of these are closely related to the research field of land use, climate change and global change.
Summary, Nanga Parbat Project including structural geology and geomorphology as well as seismological and on field logistics and supplies as well as collaborative activities. http://www.ees.lehigh.edu/groups/corners/cornerdocs/nanga_summary.shtml
Extractions: and not aimed only at specialists. We tried! Proposal Summary In (somewhat more) Plain English: Scientific Rationale. Nanga Parbat, the westernmost 8000 meter peak of the Himalaya, provides perhaps the world's best exposures of rocks which are being subjected to the forces and chemical processes that occur during the collision of continents. Our plan was to use Nanga Parbat as a natural laboratory to study these processes while they are still active, for Nanga Parbat is world-renowned as a site of what is, from a geologist's perspective, extraordinarily rapid uplift and erosion at rates of 5 or so mm/yr, which is equivalent to 5 kilometers per million years. Processes at these rates can have significant impact on temperatures in the crust and in the crust's stength. Planned Measurements. To fully understand how the rocks of Nanga Parbat have been deformed and modified, we used a broad variety of techniques to determine how material is entering and leaving the Nanga Parbat region, including structural geology and geomorphology as well as seismological and electromagnetic probes of the crust immediately beneath Nanga ParbatWe also used a variety of geochemical and dating techniques to better understand how the crust of Nanga Parbat was created and is being modified. Natural hazards.
INDEPTH: Technical Report II Project INDEPTH An Evaluation of SinoUS collaborative activities during Phase The REFTEK and Surface geology programs will require that personnel and http://www.geo.cornell.edu/geology/indepth/MainMenu/TRep/T2Txt2.html
Extractions: [Part 2] A more authoritative commentary on this aspect of INDEPTH II should be obtained from the Stanford participants (Prof. Klemperer and Mr. Makovsky). However, I will add some brief comments from my perpective here as well. The U.S. side will provide about 30 REFTEK recording systems. The REFTEK recorders will be equipped with 4.5 Hz, 2 Hz and/or Very Broad Band sensors as available. The REFTEKS will be deployed for wide-angle recording, but will be left operating to record earthquakes. The "permanent" REFTEK deployment consisted of a total of 30 instruments, most equipped with 4.5 hz sensors, some with lower frequency sensors. REFTEK recording systems will be deployed approximately every 10-20 km within and off-end of the CMP line. Additional REFTEKS will be placed in temporary locations close to the shooting for in-line and cross-line recording, and in the recording truck for shot-time calibration. The seismic crew is requested to provide an additional shot box that can be used to trigger a REFTEK to mark the shot times. Spare REFTEKS (5-8) were used for short periods in temporary deployments near the CMP cross lines in the Yangbajain graben, to provide 3D control near the Domxung profile, and to record the "fill" shots near the Yarlung Tsangpo. The additional shot box was not necessary due to the interfacing of the REFTEK directly to the WAVE 3.
INDEPTH: Technical Report II Project INDEPTH An Evaluation of SinoUS collaborative activities during Phase II.Preliminary Draft 9/7/94 Larry D. Brown Institute for the Study of the http://www.geo.cornell.edu/geology/indepth/MainMenu/TRep/T2Txt1.html
Extractions: Preliminary Draft Larry D. Brown Institute for the Study of the Continents Cornell University, Ithaca, N.Y. 14853 focussing on the CMP profiling that occurred during my presence (July 17-September 15). Prior to July 20, US participation in the CMP work was under the leadership of Prof. Doug Nelson (Syracuse), who has already forward his comments on the first half of INDEPTH II's CMP work. I will refer to Professor Nelson's reports and comments as appropriate. I will also refer to aspects of the fixed station (REFTEK) program as they relate to my activities, although a more thorough evaluation of that component of INDEPTH II should be obtained from the Stanford and CAGS team that managed it. Cooperation: The level of cooperation between Chinese and US scientists, and between the scientific personnel and the MGMR seismic crew, was generally excellent. Many of the small misunderstandings and differences in attitude that hampered opertions in INDEPTH I were absent from INDEPTH II. I attribute much of this improvement to two factors: 1) the presence of Professor Che Jingkai as scientific leader of the Chinese CMP team. Prof. Che not only brought his operational experience with INDEPTH I, he began INDEPTH I with a good working relationship with both myself and Prof. Nelson based on our previous collaboration.
Meridian: Jan 99: Visualizing Earth VisEarth is a collaborative effort by university researchers and classroom teachers In all, the geology activities within the VisEarth Project have been http://www.ncsu.edu/meridian/jan99/visearth/
Extractions: "...we decided to focus curriculum development on geology and plate tectonics in order to take best advantage of the shuttle images." Introduction T he Visualizing Earth Project (VisEarth) examines how visualizations can help students learn science. VisEarth, funded by National Science Foundation (NSF) Advanced Technology Division, is exploring the K-12 educational potential of network-based technologies and data sources for geographic and weather visualization. It is a joint project of the University of California, San Diego (UCSD), San Diego State University (SDSU), Pennsylvania State University (PSU), and the Technology Education Research Center (TERC). VisEarth is a collaborative effort by university researchers and classroom teachers to systematically document the teaching and learning opportunities afforded by space-based Earth imagery and other on-line data. The richness of the data is illustrated in the above
Introduction Thus, the emphasis in all collaborative activities is on communicating ones the ways the science of geology comes into play in designing our landscape. http://www.cc.gatech.edu/edutech/projects/icls00/earth.html
Extractions: MODELING AND CASE-BASED REASONING IN SUPPORT OF REFLECTIVE INQUIRY IN EARTH SCIENCE Paul J. Camp, Jackie Gray, Harriett Groves, and Janet L. Kolodner College of Computing Georgia Institute of Technology Atlanta, GA 30332-0210 Initial assessments suggest that students are learning science content as well or better than their peers in more traditional classrooms, that their science process skills are as good as those of students in the best gifted classes, and that, in addition, LBD students are more attentive to the need for planning and better able to collaborate to solve problems and design experiments than are their peers from traditional classes. In physical science, we have learned a great deal about creating and implementing collaborative design activities that may be leveraged for earth science. Since we cannot pragmatically study actual systems, however, we turn to modeling both for learning science concepts and for trying out ideas. Models must satisfy a set of criteria intended to insure a close match with real phenomena. Design activities can focus on a well-done model for feedback. As well, their modeling activities provide a vehicle for helping students learn the important science skill of interpreting models and understanding their intrinsic limitations. We turn as well to use of expert cases, which show the issues involved in complex design challenges and how experts have applied science to achieve design challenges. Use of expert cases helps students understand the applicability of what they are learning and experience the complexities involved in solving real-world problems.
Bridge - Geology This site includes activities, lessons and resources for your own classroom This collaborative online project compares sands from across the globe and http://www.vims.edu/bridge/geology.html
Extractions: Project Oceanica - Teach students about current research, expeditions, and methods by exploring project resources. Site includes geology data, scientists' journals, photo documentaries, and graphics. Ridge 2000 - Ridge 2000 is a major, long-term program of research into the life, physical, earth, and ocean science of mid-ocean ridges and related tectonic systems. This site includes activities, lessons and resources for your own classroom in addition to expedition information, professional development opportunities and career information. The Dune Book - A comprehensive book on sand dunes, this North Carolina Sea Grant resource explains what sand dunes are and how they work, and provides information on dune erosion, vegetation, and management practices. Earth Exploration Toolbook - The Earth Exploration Toolbook (EET) provides step-by-step instructions for using Earth science datasets and software tools in educational settings. Each chapter of the EET walks users through an examplea case study in which the user accesses data and uses analysis tools to explore issues or concepts in Earth system science. In each chapter, users produce and analyze maps, graphs, images, or other data products. Sands of the World - Think sand is boring and worthless? Well, think again. This collaborative online project compares sands from across the globe and includes an extensive gallery of close-ups of sand, explains musical sand, and teaches you how to say SAND in different languages. To join the fun, send a sample of your local sand and receive a vial of Rhode Island sand in exchange then compare the two.
Sundial, Vol 3, Sept 22, 2000 Neil Heywood and Hefferan, geography/geology, with four undergraduate students, for projects that support discipline related, collaborative activities. http://www.uwsp.edu/news/Sundial/9-22-00.htm
Extractions: Alumni, students and friends will recognize cultures from around the world at homecoming events beginning Mon., Sept. 25. Saturday, Sept. 30 will feature the traditional homecoming parade with cash prizes awarded to the three best floats. Department reunions will be held at 11:30 a.m. Communication alumni will meet in the CAC, interior architecture in the Agnes Jones Gallery, history at the Isadore Street Brewing Co., art and design at the Carlsten Art Gallery and the CNR will celebrate 30 years with an open house and social from 9 a.m. to 1 p.m. at the Schmeeckle Reserve Visitor Center. The UWSP Pointers and the UW-Oshkosh Titans will kick off at 1 p.m. at Goerke Park. All are welcome after the game in the LaFollette Lounge, UC, for a "Fifth Quarter Reception."
Request For Proposals For The collaborative activities. · focused dialogue with colleagues. · a learning community Ray Beiersdorfer , geology. Jan Clymer , Physics http://www.ysu.edu/catalyst/Announcements/Institute05flyer_descr1.htm
Extractions: You get: in depth information and training collaborative activities focused dialogue with colleagues a learning community project oriented exercises a chance to develop your own ideas continued support through the year presentation/publication opportunities free books continental breakfast and lunch each day a $750 stipend For more information, contact: Michael Theall Director CAT ALYST, mtheall@ysu.edu The purposes and objectives of the Institute The Summer Institute for Teacher-Scholars is intended to provide YSU faculty with opportunities to consider ways in which they can explore the processes and outcomes of teaching and learning, and other issues of professional interest. In other words, exploration of teaching and learning issues at the classroom level is entirely within the realm of legitimate and meaningful research without the need for large samples or extensive statistical analyses.
DLESE Find A Resource > Subject: Geology Subject Environmental science, geology, Mineralogy or petrology, in onlinecollaborative activities emphasizing the use of handson activities. http://www.dlese.org/dds/browse_su_0e-40.htm
Extractions: Resource Your selections: Subject: Geology var tm_gr0 = new VocabList( 'tm_gr0', 0, 'Grade levels', 'Grades', 190, ); AV( tm_gr0, "Primary (K-2)", "K-2", 'gr', '07', false, false, null ); AV( tm_gr0, "Intermediate (3-5)", "3-5", 'gr', '04', false, false, null ); AV( tm_gr0, "Middle (6-8)", "6-8", 'gr', '05', false, false, null ); AV( tm_gr0, "High (9-12)", "9-12", 'gr', '02', false, false, null ); AV( tm_gr0, "College (13-14)", "13-14", 'gr', '09', false, false, null ); AV( tm_gr0, "College (15-16)", "15-16", 'gr', '0a', false, false, null ); AV( tm_gr0, "Graduate / Professional", "Grad-Prof", 'gr', '01', false, false, null ); AV( tm_gr0, "Informal", "Informal", 'gr', '03', false, false, null ); AV( tm_gr0, "General public", "General", 'gr', '00', false, false, null ); setList( 'gr' ); //> Results 41-50 of 1986 = DLESE Reviewed Collection How Volcanoes Work http://www.geology.sdsu.edu/how_volcanoes_work/index.html Submit a review Submit a comment or teaching tip This educational resource describes the science behind volcanoes and volcanic processes. Topics include volcanic environments, volcano landforms, eruption dynamics, eruption products, eruption types, historical eruptions, and planetary volcanism. There are two animations, over 250 images, eight interactive tests, and a volcano crossword puzzle... Full description See reviews, teaching tips, related resources, etc
Planetary Geology Division, Geological Society Of America the exchange of ideas and the fostering of collaborative efforts. Such activitiescan range from single events, such as a focused topical workshop, http://academics.georgiasouthern.edu/pgdgsa/
Extractions: To university faculty and researchers in regions affected by hurricane Katrina: The Planetary Science Institute (PSI) in Tucson, Arizona ( http://www.psi.edu ) is currently able to provide a temporary home facility (office space, internet access, use of library and data archive) for space and earth science faculty and researchers displaced by the recent hurricane. For more information, call PSI at 520-622-6300, or e-mail to psikey@psi.edu DEADLINE: SEPTEMBER 15, 2005 This year the Division leadership will complete a 2-year migration of the nomination deadline for this award. Last year the deadline was moved from spring to winter. This year the deadline is being moved from winter to very late summer. The migration is being done to accommodate changes in their Annual GSA Meeting program. After this year, the deadline is expected to remain in early to mid September, depending on the dates of the Annual GSA Meeting. Nominations and/or questions should be sent directly to the Chair of the Gilbert Selection Committee . For more details about this award, please refer to our
Fall 2003 Scheduled Activities The Center for Collaboration and Inquiry (CCI) will schedule activities during David McConnell is the director of CCI and professor of geology and is in http://www2.uakron.edu/cci/home/Fall2003.htm
Extractions: Fall 2003 Scheduled Activities The Center for Collaboration and Inquiry (CCI) will schedule activities during the school year ranging from presentations by guest speakers to campus workshops. We will work with departments to co-sponsor visits where appropriate. Date Speaker Event September 24 Marcia Baxter Magolda, Miami University Learning Partnerships: Linking Learners Reasoning and Learning Goals October 1 Using Concept Mapping to Improve Student Learning October 8 Using Blooms Taxonomy to Match Teaching Goals with Learning Exercises October 14 Patricia deWinstanley, Oberlin College Successful Lecturing: Engaging your Students in Effective Processing October 22 Richard Yuretich, University of Massachusetts, Amherst Active and Collaborative Learning in Large Classes October 29 Understanding Student Thinking to Maximize Learning November 5 Kathy Feltey, Sociology
Syris Learning Modules 2001-2002 The activities for this module (handson simulation activities and case studies) The module examines the exploration and drilling for oil (geology), http://www.mcli.dist.maricopa.edu/syris/modules/
Extractions: Graphic designed by Liz Guy, Chandler-Gilbert Community College student from electron microscope images acquired by Pushpa Ramakrishna ( view full size image This is our collection of the classroom/lab interdisciplinary science modules designed, developed, and piloted by Maricopa Community College science faculty participating in the Systemic Reform In Science (SyRIS) project. See also our module search tool The Power of the Exponent To better comprehend the complex concept of exponents, a case study is set up with a professor dying from food poisoning. Biology students study the exponential growth of bacteria; math students and physics students use Newton's Law of Cooling to explore the concept of exponents. Math students also explore this concept through application problems such as a rumor mill.
The GeoPad Project The GeoPocket can be used effectively to support other field activities, however, In Winter 2005 we will be integrating GeoPad into the core geology http://geopad.org/
Extractions: GeoPad (TM) Information Technology for Field Science Education and Research Introduction Presentations and Publications Use Cases Hardware ... Acknowledgements Erin D'Maggio and Jake Marson, GS-440 students, mapping with the GeoPad here an Xplore Technologies iX104 TabletPC near Snake River, WY. (July 2003) Fieldwork is a cornerstone of many scientific disciplines, such as geology, biology, environmental, anthropology, archaeology, natural resources, sociology, etc . It is generally the first-step in the scientific process of gathering, analyzing, and interpreting data. Whereas subsequent steps are typically accomplished once one has left the field, providing access to all such capabilities while still in the field significantly enhances the educational and scientific practices within these domains. The GeoPad project seeks to do this by integrating off-the-shelf components to provide a real-time data fusion system for collaborative fieldwork Recent innovations in Information Technology (IT), especially in the form of increasing portability and new haptic interfaces for personal computers and Personal Digital Assistants (PDAs), and advancements in Geographic Information System (GIS) software, enable in-the-field, real-time access to powerful data collection, analysis, visualization, and interpretation tools. The benefits of these innovations, however, can only be realized on a broad basis when the IT reaches a level of maturity at which users can easily employ it to enhance their learning experience and scientific activities, rather than the IT itself being a primary focus of the curriculum or a constraint on field activities.
VCEPT Virginia collaborative for Excellence in the Preparation of Teachers VCEPT activities are planned and administered by the VCEPT Steering Committee. http://www.longwood.edu/staff/webberrp/k8grant.htm
Extractions: VCEPT Virginia Collaborative for Excellence in the Preparation of Teachers Quick Reference About the VCEPT project Schedule of events VCEPT Voice Newsletter Standing committees ... Links to related projects This page was last updated on About the VCEPT project This project officially finished in 2001. This web page, which will be maintained for an undetermined length of time, provides an account of the project, contact information, and links to some of the products. The Division of Undergraduate Education of the National Science Foundation has awarded $5 million to a consortium of Virginia colleges and universities involved in a project designed to better prepare elementary and middle school teachers for teaching math and science. The five year project, called the Virginia Collaborative for Excellence in the Preparation of Teachers (VCEPT), is led by Virginia Commonwealth University . Other schools involved are Longwood University University of Mary Washington Norfolk State University Germanna Community College ... J. Sargeant Reynolds Community College , and Tidewater Community College The Mathematics and Science Center , a regional consortium of school divisions in the metro Richmond area, also participates. In addition
Extractions: Lamont-Doherty Earth Observatory(LDEO) Our report is a formative update on a program not yet in action for a full year. There are, however, three focal points of interest to the geoscience group which we will address. 1. Actions and findings of Project STEF. This program started in the summer of 2000 and addressed the need to strengthen the Earth Science pedagogical approach of teachers while enlisting them in the purpose of recruiting new teachers. A three day experience and follow-up meetings engaged in-service teachers in a fourfold approach to improving geoscience education. The approach combined: A. Field-based inquiry, B. Technology-based use of data, C. Clarification of underlying Earth Science content standards. D. Encouragement of students to consider teaching as a career goal. Outcomes measured formatively and recorded for this endeavor included increased understanding and knowledge of A. B. and C. as well as increased commitment to pursue D. On-going follow up activities include meetings of STEF participants and the Earth2 class extension to a full joint STAC/LDEO credit bearing program.
Non-Collaborative Web Page: Web-Based Activity Find examples and development tips for a webbased activity page which Lessons on space, insects, robots, geology, biology, and more can be found here. http://www.siec.k12.in.us/~west/online/noncoll5.htm
Extractions: by our staff An activity page that is web-based integrates the Internet wih a topic that may cover several curriculum areas. Numerous activities are included in this page and may even include a hotlist as well as a treasure hunt. A WebQuest is one kind of web-based activity page. Check out the Blue Web'n's rubrics for assessing web-activities to see what makes for a content-rich activity. Visit the WebQuest site to find pointers for developing this kind of activity, then visit the links to examples of web-based activities. Visit the following websites to find tips and learn how to develop your own web-based activity.
TBR-Research At Universities meet quarterly to pursue collaborative activities and to discuss various The outcome expected from this collaboration is that the Tennessee Board of http://www.tbr.state.tn.us/academic_affairs/initiatives/researchinit.htm
Extractions: Tennessee Board of Regents Universities At the June 2002 Board of Regents quarterly meeting, Dr. Paula Myrick Short, Vice Chancellor for Academic Affairs, and research officers from TBR universities presented major research initiatives within the TBR system. The research officers and Board staff meet quarterly to pursue collaborative activities and to discuss various issues or topics related to sponsored research. The outcome expected from this collaboration is that the Tennessee Board of Regents universities will be competitive with its peers and recognized as among the top systems in providing sponsored research. One function of a university is to provide knowledge through research and innovative activities. These activities also augment instruction at the institution. Through research and public service activities, for example, many students participate in class-related projects or participate directly in a project as part of their scholarly work at the institution. Through their research offices, TBR universities also provide faculty and staff with opportunities for research and public service. Although other research, instructional/training, and public service activities are conducted by TBR universities, listed below is a summary of major activities.
Collaborative Learning In Community Colleges. ERIC Digest. collaborative learning strategies offer promising possibilities for promoting Group activities, such as researching and delivering group informative http://www.ericdigests.org/1998-1/colleges.htm
Extractions: Source: ERIC Clearinghouse for Community Colleges Los Angeles CA. Collaborative Learning in Community Colleges. ERIC Digest. Collaborative learning strategies offer promising possibilities for promoting active learning and student self-reliance in community college classrooms. This Digest defines collaborative learning then discusses five experimental courses that have incorporated collaborative learning. WHAT IS COLLABORATIVE LEARNING? Collaborative learning is the instructional use of small groups. Its goal is to allow students to work together to maximize their own and others' learning. The traditional teacher's role is expanded to include facilitating and coordinating the student groups, which then assume part of the responsibility for instruction. There are five essential components that must be present for small-group learning to be truly collaborative: clear, positive interdependence among students
