Engineering topics

Meeson, Blanche W.

Publications and source records attributed to Meeson, Blanche W..

13 records

NASA NTRS2012

NASA GSFC Opportunities for STEM Professionals Using the Vantage Point of Space

NASA has a variety of learning opportunities for STEM professionals. Three opportunities at GSFC are examined in this chapter: 1) standard summer research and development internship for undergraduates, 2) senior internship for undergraduate and graduate students and 3) a workshop series for informal learning center professionals. We describe these programs, examine their evolution with respect to most effective education practices and their assessment and evaluation, and identify the similarities and differences between them. The internship programs highlight authentic project-based research and development experiences with the senior internship providing a richer, deeper, and more demanding experience that has greater professional value. The workshops for informal learning center professionals on-the-other hand, focus on building knowledge of GSFC s science and engineering strengths among these professionals, and on building enduring partnerships between individuals (participants and GSFC scientist, engineers and educators) and between organizations (GSFC and the informal learning center). Finally, we examine the characteristics of these programs from a design and management perspective. Through this examination we identify a general structure that provides insight into more effective design and management of similar education programs.

Meeson, Blanche W.↗

NASA NTRS2001

Shaping NASA's Earth Science Enterprise Workforce Development Initiative to Address Industry Needs

It has been well recognized that the commercial remote sensing industry will expand in new directions, resulting in new applications, thus requiring a larger, more skilled workforce to fill the new positions. In preparation for this change, NASA has initiated a Remote Sensing Professional Development Program to address the workforce needs of this emerging industry by partnering with the private sector, academia, relevant professional societies, and other R&D organizations. Workforce needs will in part include understanding current industry concerns, personnel competencies, current and future skills, growth rates, geographical distributions, certifications, and sources of pre-service and in-service personnel. Dave Rosage of the NASA Goddard Space Flight Center and a panel of MAPPS members will lead a discussion to help NASA specifically address private firms' near and long-term personnel needs to be included in NASA's Remote Sensing Professional Development Program. In addition, Dave Rosage will present perspectives on how remote sensing technologies are evolving, new NASA instruments being developed, and what future workforce skills are expected to support these new developments.

Rosage, David↗

NASA NTRS2001

International Research Workshop on Integrating GIS and Environmental Modeling: Problems, Prospects, and Research Needs

The 4th International Conference on Integrating GIS and Environmental Modeling (GIS/EM4) was convened in Banff, Canada, September 2-8, 2000 at The Banff Centre for Conferences. The meeting's purpose, like it's predecessors was to reformulate, each three to four years, the collaborative research agenda for integrating spatio-temporal analysis with environmental simulation modeling.

Parks, Bradley↗

NASA NTRS2001

Strategies for Engaging NASA Earth Scientists in K-12 Education and Public Outreach

Engagement of the Earth Science research community in formal education at the kindergarten through high school level and in various aspects of informal education and in professional development of practitioners in related fields has been and continues to be a challenge. A range of approaches is being used and new ones are constantly being tried. Fundamental to our strategies is an understanding of the priorities, skills, academic experiences, motivation, rewards and work experiences of most scientists. It is within this context that efforts to engage a scientist in education efforts are attempted. A key strategy is to limit our requests to activities where the scientist's contribution of time and expertise can have the most impact. Don't waste the scientist's time! Time is one of their most prized resources, it is extremely valuable to you, and to them, we treat their time like a treasured resource. The clearer a scientist's role, their unique contribution and the finite nature of their effort, the more likely they are to participate. It is critical that commitments made to scientists are kept. If they want and can do more, great! Don't expect or assume more will be forthcoming. Another approach that we use is to create periodic venues that, among other things, serve to identify individuals who have an interest or inclination to con , tribute to education efforts. Once identified we strive to determine their interests so that we can make the best match between their interests and the needs of the education program or efforts. In this way, we try to make the best use of their time while engaging them in efforts which will be personally rewarding, and will further the overall education objectives. In addition, we try to make it easier for scientists to participate by providing focused training, such as development of their interviewing skills, and exposure to key concepts, knowledge and skills which are well known among educators but are not common knowledge among scientists. Another strategy with which we are still struggling is how to create and provide career meaningful rewards for individuals who demonstrate excellence in education equivalent to excellence in science. We do not yet have a yardstick to measure excellence in education nor is there a consensus among scientific peers that these two can be equivalent. None-the-less, methods to identify excellence in education, such as the peer review process, are being tried with some success. Use of solicitation and selection of educational efforts via a peer review process that is the same as for scientific research to identify unique, interesting and creative ideas has been somewhat effective. Furthermore, the application of the same peer review process to the output of an educational effort is used to validate and ensure the quality of this output. An example will be used to illustrate the application of some of these strategies to the development of a high school Earth and Space System Science curriculum created in partnership with a local county school system (Anne Arundel County, MD).

Meeson, Blanche W.↗

NASA NTRS2001

Standards, Aligned Lessons, and Content of Earth Science

Never before have we been able to see so clearly how Earth breathes, moves, and lives. Global change and how we are affecting it are hot topics, and NASA is putting the necessary tools to work to collect the global data and monitor it over time. Plenty of NASA materials will be distributed free to attendees for use in their classrooms or learning centers.

Meeson, Blanche W.↗

NASA NTRS2001

Searching for the Beginning of the Ozone Turnaround Using a 22-Year Merged Satellite Data Set

We have used the data from six satellite instruments that measure the total column amount of ozone to construct a consistent merged data set extending from late 1978 into 2000. The keys to constructing a merged data set are to minimize potential drift of individual instruments and to accurately establish instrument-to-instrument offsets. We have used the short-wavelength D-pair measurements (306nm-313nm) of the SBUV and SBUV/2 instruments near the equator to establish a relatively drift-free record for these instruments. We have then used their overlap with the Nimbus 7 and EP TOMS instruments to establish the relative calibration of the various instruments. We have evaluated the drift uncertainty in our merged ozone data (MOD) set by examining both the individual instrument drift uncertainty and the uncertainty in establishing the instrument- to-instrument differences. We conclude that the instrumental drift uncertainty over the 22-year data record is 0.9 %/decade (2-sigma). We have compared our MOD record with 37 ground stations that have a continuous record over that time period. We have a mean drift with respect to the stations of +0.3 %/decade which is within 1-sigma of our uncertainty estimate. Using the satellite record as a transfer standard, we can estimate the capability of the ground instruments to establish satellite calibration. Adding the statistical variability of the station drifts with respect to the satellite to an estimate of the overall drift uncertainty of the world standard instrument, we conclude that the stations should be able to be used to establish the drift of the satellite data record to within and uncertainty of 0.6 %/decade (2-sigma). Adding to this an uncertainty due to the-incomplete global coverage of the stations, we conclude that the station data should be able to establish the global trend with an uncertainty of about 0.7 %/decade, slightly better than for the satellite record. We conclude that merging the two records together gives only a slight improvement in the uncertainty. Keeping them separate gives the greater confidence of two independent measures of the ozone trend and potential recovery. We fit the trend in our MOD record through May of 1991 and then extrapolated forward to see if the data at the end of the record was above the statistical model as a measure of ozone recovery as was done in the last WMO/UNEP assessment report. Because our data set drifts with respect to the ground-stations through May of 1991, we calculated a smaller global trend (-1.1 %/decade) than in the WMO/UNEP report. Our data in 1998 and 1999 was, on average 2 DU above the extrapolated statistical model with a 2-sigma uncertainty of 6 DU. For the combined mid-latitudes of the northern and southern hemispheres, the data was 5 DU above the extrapolated statistical model with a 2-sigma uncertainty of 10 DU. These may be signs of recovery, but they are still statistically insignificant.

Stolarski, Richard S.↗

NASA NTRS2001

Strategies Which Foster Broad Use and Deployment of Earth and Space Science Informal and Formal Education Resources

Education projects supported by federal agencies and carried out by a wide range of organizations foster learning about Earth and Space systems science in a wide array of venues. Across these agencies a range of strategies are employed to ensure that effective materials are created for these diverse venues. And that these materials are deployed broadly so that a large spectrum of the American Public, both adults and children alike, can learn and become excited by the Earth and space system science. This session will highlight some of those strategies and will cover representative examples to illustrate the effectiveness of the strategies. Invited speakers from selected formal and informal educational efforts will anchor this session. Speakers with representative examples are encouraged to submit abstracts for the session to showcase the strategies which they use.

Meeson, Blanche W.↗

NASA NTRS2000

Earth System Science at NASA: Teleconnections Between Sea Surface Temperature and Epidemics in Africa

The research carried out in the Earth Sciences in NASA and at NASA's Goddard Space Flight Center will be the focus of the presentations. In addition, one research project that links sea surface temperature to epidemics in Africa will be highlighted. At GSFC research interests span the full breath of disciplines in Earth Science. Branches and research groups focus on areas as diverse as planetary geomagnetics and atmospheric chemistry. These organizations focus on atmospheric sciences (atmospheric chemistry, climate and radiation, regional processes, atmospheric modeling), hydrological sciences (snow, ice, oceans, and seasonal-to-interannual prediction), terrestrial physics (geology, terrestrial biology, land-atmosphere interactions, geophysics), climate modeling (global warming, greenhouse gases, climate change), on sensor development especially using lidar and microwave technologies, and on information technologies, that enable support of scientific and technical research.

Meeson, Blanche W.↗

NASA NTRS1999

Earth and Space Science

Workshop for middle and high school teachers to enhance their knowledge of the Earth as a system. NASA data and materials developed by teachers (all available via the Internet) will be used to engage participants in hands-on, investigative approaches to the Earth system. All materials are ready to be applied in pre-college classrooms. Remotely-sensed data will be used in combination with familiar resources, such as maps, to examine global climate change.

Meeson, Blanche W.↗

NASA NTRS1999

Research and Educational Opportunities with NASA GSFC

The research carried out in the Earth sciences at NASA's Goddard Space Flight Center will be the focus of the presentation. These research interests span the full breath of disciplines in Earth System Science. Branches and research groups focus on areas as diverse as planetary geomagnetics and atmospheric chemistry. There are 4 major laboratories in the directorate and 2 organizations that focus on scientific information technology. These laboratories focus on atmospheric sciences (atmospheric chemistry, climate and radiation, regional processes, atmospheric modeling), hydrological sciences (snow, ice, oceans, and seasonal-to-interannual prediction), terrestrial physics (geology, terrestrial biology, land-atmosphere interactions, geophysics), climate modeling (global warming, greenhouse gases, climate change). Two of the labs also have branches that focus on sensor development especially using lidar and microwave technologies. In the information technologies, areas of scientific and technical research, and expertise include massively parallel computers, technologies for high speed electronic networks, scientific visualization, information systems, archive and distribution systems, and information processing. Examples will be presented from each of these research disciplines.

Meeson, Blanche W.↗

NASA NTRS1998

Earth Remote Sensing: What is it Really? What to do with it?

NASA!s Earth Sciences Program supports a wide range of endeavors in basic Earth system scientific research, technology development to support that research, development of materials and training for educators and students based on that research and information, and increasingly practical applications. A brief overview of the scope of this scientific research and the key features of the necessary remote sensing instrumentation will be given. I will also describe available educational materials and training courses for a wide range of grade levels. Information will be provided on how to obtain educational materials or to participate in a training course. Finally, a few examples will be given to illustrate how Earth remote sensing effects our daily life.

Meeson, Blanche W.↗

NASA NTRS1992

Archiving the FIFE data on CD-ROM

FIFE (first ISLSCP field experiment) is a land surface climatology project consisting of a series of field compaigns conducted in Kansas from 1987 to 1989. The authors describe the process of designing the FIFE prototype CD-ROM including data file structure and directory structure, the image compression and expansion software used, and the user interface software developed.

Landis, David R.↗

NASA NTRS1992

A data base of ASAS digital imagery

The Advanced Solid-State Array Spectroradiometer (ASAS) is an airborne, off-nadir tilting, imaging spectroradiometer that acquires digital image data for 29 spectral bands in the visible and near-infrared. The sensor is used principally for studies of the bidirectional distribution of solar radiation scattered by terrestial surfaces. ASAS has acquired data for a number of terrestial ecosystem field experiments and investigators have received over 170 radiometrically corrected, multiangle, digital image data sets. A database of ASAS digital imagery has been established in the Pilot Land Data System (PLDS) at the NASA/Goddard Space Flight Center to provide access to these data by the scientific community. ASAS, its processed data, and the PLDS are described, together with recent improvements to the sensor system.

Irons, James R.↗