CyVerse is an NSF funded cyberinfrastructure for the Life Sciences with numerous applications in Earth Sciences. CyVerse resources are free to US based researchers and can leverage modern research computing software and hardware. This presentation was given at the Earth Science Information Partners (ESIP) Summer Meeting held online in July 2020.

This work aims to study the correlation between chapters and learning assessment exercises for every Life and Earth Sciences (LES) textbook and in random serial combinations of these textbooks. The results show that some publishers respect the weight- age of the learners, while others do not. Correlation values, ranging between -0.15 and 0.85, argue that most of the textbooks studied do not take into account the balance between the chapters and the corresponding evaluation exercises. In the serial combination of LES textbooks, chapters dedicated to Earth Sciences (ES) are better correlated with their exercises than those of Life Sciences (LS).

The emergence of synthetic artificial intelligence (AI) in recent years has revolutionized numerous sectors, which includes Earth Sciences. AI has recently emerged as a powerful tool in Earth Sciences, enabling scientists to analyze enormous amounts of records, broaden models, and make more accurate predictions. AI offers powerful analytical gear to process large quantities of facts and perceive complicated patterns that might, in any other case, be challenging to discover. This ability to investigate and link disparate information assets permits scientists to benefit from complete insights into Earth's structures, assisting us in understanding the using forces at the back of herbal phenomena like earthquakes hurricanes. The episode discusses numerous AI techniques, inclusive of machine getting-to-know, deep mastering, and statistics mining and their application in Earth Sciences. It explores how these strategies can decorate statistics processing, automate complex obligations, and uncover hidden styles in massive datasets.

The earth sciences expanded dramatically during the first decades of the Cold War. Their growth largely resulted from military patronage, for the earth sciences appeared vital to emerging weapons systems, such as guided missiles, and to the pursuit of anti-submarine warfare. The earth sciences were also seen as important for achieving US foreign-policy objectives. By the mid-1960s military funds had helped create myriad new academic institutes in the earth sciences, and military leaders joined with national security advisors in expanding space and oceanography as strategic fields. In the present paper, I explore the history and significance of this transformation. The prominence of the earth sciences after 1945 was unmatched since the wave of geological exploration in the 1870s, and represents an important revival of federal support for the field sciences. But the particular form the rise of the earth sciences took had great implications for the institutional, intellectual, and professional character of the environmental sciences in the US. I argue that patronage for military-relevant fields in the earth sciences shaped the questions that researchers asked and valued, and limited their interactions with colleagues in the biological realms of environmental sciences research.

Priority research areas for the solid earth sciences were recently identified by two blue‐ribbon panels. Each suggested specific areas where funds should be targeted for rapid advances in expanding our knowledge of the earth and for long‐term payoffs both in basic research and in training the next generation of earth scientists.In its report released last week, the Research Briefing Panel on the Solid Earth Sciences identified five priority research topics. In a report issued earlier this year, the Committee on Opportunities for Research in the Geological Sciences selected for top billing eight such research areas. The common scientific thread running through both reports: More research is needed on the structure, composition, and evolution of the continental lithosphere and on the dynamics of tectonic processes.

The Committee on the Solid‐Earth Sciences has been established by the National Research Council, under the Board on Earth Sciences and Resources, to prepare the first major assessment of the state of our knowledge of the basic and applied solid‐Earth sciences.The Board noted that “Three decades of extraordinary discoveries have stimulated the earth sciences to a level of activity never before achieved, but much still remains to be done if the momentum of discovery is to be maintained … Therefore, it is now timely and very important to formulate a far‐reaching plan and effective agenda for the basic and applied solid‐earth sciences.”

An interdisciplinary graduate program entitled Earth Sciences and Resources has been established at the University of California at Davis. Designed for students with undergraduate training in the physical sciences, engineering, or mathematics, the program will be administered by 45 faculty drawn from the departments of geology, chemistry, physics, geography, civil engineering, mechanical engineering, engineering applied science, environmental studies, and land, air, and water resources.M.S. and Ph.D. degrees will be awarded in fields such as solid‐earth geophysics, geophysical fluid dynamics, climate dynamics, geological materials science, nonrenewable resources, and environmental geophysics. A core curriculum of earth sciences courses will permit students with strong interest but little previous background in earth sciences to enter the program. The core curriculum includes courses in physical geology, ocean and atmosphere dynamics, geophysics, and geochemistry.

Modeling is a fundamental tool in the teaching and learning processes of life and earth sciences. It serves as an investigative instrument that enables students to test hypotheses and solve scientific problems. This paper presents the findings of a survey conducted among 96 Moroccan life and earth sciences teachers teaching students at the primary, junior high and high school levels. The study aims to highlight the role of modelling in life sciences instruction and explore teachers' understanding, approaches and perceptions towards models and modeling practices. A questionnaire-based methodology was employed to collect data on teachers' awareness of the significance of models in life sciences and the instructional approaches that are adopted in these models. The findings reveal Moroccan teachers' clear grasp of models' significance in teaching life sciences. Moreover, they employ similar approaches to models and modeling practices. The research highlights instructors' awareness of models' potential to increase the effectiveness and appeal of scientific instruction. It establishes modeling's pivotal role in instructing life sciences, emphasizing the need to incorporate modeling activities into the curriculum to nurture students' scientific inquiry and problem-solving skills. The study's practical implications suggest the value of training programs and professional development initiatives for teachers to promote model use in life sciences instruction. Enhancing teachers' knowledge and pedagogical strategies related to modeling can enrich science education leading to increased student engagement and achievement in the life sciences.

Terra NovaVolume 1, Issue 1 p. 15-16 Superconductivity and Earth Sciences Ekhard Salje, Ekhard Salje Department of Earth Sciences, Downing Street, Cambridge CB2 3EQ, EnglandSearch for more papers by this author Ekhard Salje, Ekhard Salje Department of Earth Sciences, Downing Street, Cambridge CB2 3EQ, EnglandSearch for more papers by this author First published: January 1989 https://doi.org/10.1111/j.1365-3121.1989.tb00320.xCitations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume1, Issue1January 1989Pages 15-16 RelatedInformation

Geographic Information Systems (GIS) supports data collection, geospatial data analysis, visualization, scientific communication and research collaboration. GIS has implications for many fields of the Earth Sciences, which are above and beyond one's imagination. Since the development of the first computerized GIS in the 1960s, the need by professionals for geospatial technology in fields that utilize geospatial data has never stopped expanding. As noted by a market analysis in August 2017: “The GIS Market was valued at USD 5.33 Billion in 2016 and is expected to reach USD 10.12 Billion by 2023, growing at a compound annual growth rate of 9.6% between 2017 and 2023” (marketsandmarkets.com, August 2017). Earth Sciences encompasses a broad and diverse array of technical areas, such as geology, geomorphology, geography, geophysics, hydrology, hydrogeology, environmental sciences, oceanography, meteorology, and atmospheric sciences. All of these fields use geospatial data to solve complex problems related to the planet Earth. Some of these problems are near impossible to solve without the use of GIS. This article presents a brief introduction to GIS and examples of its applications to the Earth sciences. Three case studies highlight the utility of GIS applications in compiling, integrating, analyzing and visualizing geospatial data.