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Category : Computer network resources
Languages : en
Pages : 300

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Author: George H. Davis
Publisher: John Wiley & Sons
ISBN: 0471152315
Category : Science
Languages : en
Pages : 866

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Book Description
Relates the physical and geometric elegance of geologic structures within the Earth's crust and the ways in which these structures reflect the nature and origin of crystal deformation through time. The main thrust is on applications in regional tectonics, exploration geology, active tectonics and geohydrology. Techniques, experiments, and calculations are described in detail, with the purpose of offering active participation and discovery through laboratory and field work.

Author: E. V. Pinneker
Publisher: Cambridge University Press
ISBN: 9780521154833
Category : Science
Languages : en
Pages : 154

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Book Description
This 1983 volume is concerned with the features of and the laws governing the occurrence of water in the interior of the Earth. Special attention is paid to the origin of the water in the interior of the Earth, its movements and its changes of state.

Author: Michael R. Rosen
Publisher: Springer Nature
ISBN: 3030665763
Category : Science
Languages : en
Pages : 592

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Book Description
This book honors the career of Professor Elizabeth Gierlowski-Kordesch who was a pioneer and leader in the field of limnogeology since the 1980s. Her work was instrumental in guiding students and professionals in the field until her untimely death in 2016. This collection of chapters was written by her colleagues and students and recognize the important role that Professor Gierlowski-Kordesch had in advancing the field of limnogeology. The chapters show the breadth of her reach as these have been contributed from virtually every continent. This book will be a primary reference for scientists, professionals and graduate students who are interested in the latest advances in limnogeologic processes and basin descriptions in North and South America, Europe, Africa, and China. *Free supplementary material available online for chapters 3,11,12 and 13. Access by searching for the book on link.springer.com

Author: James D. Miller
Publisher: Geological Society of America
ISBN: 0813700248
Category : Science
Languages : en
Pages : 593

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Author: Christian Koeberl
Publisher: Geological Society of America
ISBN: 0813725429
Category : Science
Languages : en
Pages : 554

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Book Description
"The Umbria-Marche Apennines are entirely made of marine sedimentary rocks, representing a continuous record of the geotectonic evolution of an epeiric sea from the Early Triassic to the Pleistocene. The book includes reviews and original research works accomplished with the support of the Geological Observatory of Coldigioco"--

Author: Stephen M. Keller
Publisher: Geological Society of America
ISBN: 0813700442
Category : Science
Languages : en
Pages : 430

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Book Description
"Sixteen geologic field guides explore areas in Colorado, New Mexico, Utah, and Montana"--

Author: Matthew J. Kohn
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 1501508601
Category : Science
Languages : en
Pages : 288

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Book Description
Volume 66 of Reviews in Mineralogy and Geochemistry is based on a two day short course entitled Paleoaltimetry: Geochemical and Thermodynamic Approaches held prior to the Geological Society of American annual meeting in Denver, Colorado (October 26-27, 2007). This meeting and volume were sponsored by the Geochemical Society, Mineralogical Society of America, and the United States Department of Energy. Contents: The Significance of Paleotopography Stable Isotope-Based Paleoaltimetry: Theory and Validation Paleoelevation Reconstruction Using Pedogenic Carbonates Stable Isotope Paleoaltimetry in Orogenic Belts – The Silicate Record in Surface and Crustal Geological Archives Paleoaltimetry from Stable Isotope Compositions of Fossils A Review of Paleotemperature–Lapse Rate Methods for Estimating Paleoelevation from Fossil Floras Paleoaltimetry: A Review of Thermodynamic Methods Paleoelevation Measurement on the Basis of Vesicular Basalts Stomatal Frequency Change Over Altitudinal Gradients: Prospects for Paleoaltimetry Thermochronologic Approaches to Paleotopography Terrestrial Cosmogenic Nuclides as Paleoaltimetric Proxies

Author: Clara Vasconcelos
Publisher: Springer
ISBN: 3319433199
Category : Science
Languages : en
Pages : 235

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Book Description
This book presents research in Geoscience Education focusing on indoor and outdoor environments in which teaching geoscience gains particular relevance, significance and contextualization. The research areas that are presented throughout the thirteen chapters cover a wide variety of subjects ranging from educational resources and fieldwork to science models. Chapters discuss specific geoscience topics such as earthquakes, rocks, fossils and minerals. Other chapters present a more interdisciplinary approach addressing topics that aren’t usually examined, such as geomedicine and geoethics, with a specific focus on sustainable development and their alignment with the school curricula. Throughout the book readers can find research-based arguments illustrated with practical examples, which will help them to innovate in their curriculum development area, classroom practices and pre and in-service teachers’ education. The book challenges readers to improve Geoscience Education by changing the ways of teaching, by enabling students to exploit their natural curiosity, and by spurring a learning process that should not be confined to the classroom but rather maintained throughout life.

Author: Joel J. Mintzes
Publisher: Springer Nature
ISBN: 303033600X
Category : Science
Languages : en
Pages : 989

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Book Description
This book explores evidence-based practice in college science teaching. It is grounded in disciplinary education research by practicing scientists who have chosen to take Wieman’s (2014) challenge seriously, and to investigate claims about the efficacy of alternative strategies in college science teaching. In editing this book, we have chosen to showcase outstanding cases of exemplary practice supported by solid evidence, and to include practitioners who offer models of teaching and learning that meet the high standards of the scientific disciplines. Our intention is to let these distinguished scientists speak for themselves and to offer authentic guidance to those who seek models of excellence. Our primary audience consists of the thousands of dedicated faculty and graduate students who teach undergraduate science at community and technical colleges, 4-year liberal arts institutions, comprehensive regional campuses, and flagship research universities. In keeping with Wieman’s challenge, our primary focus has been on identifying classroom practices that encourage and support meaningful learning and conceptual understanding in the natural sciences. The content is structured as follows: after an Introduction based on Constructivist Learning Theory (Section I), the practices we explore are Eliciting Ideas and Encouraging Reflection (Section II); Using Clickers to Engage Students (Section III); Supporting Peer Interaction through Small Group Activities (Section IV); Restructuring Curriculum and Instruction (Section V); Rethinking the Physical Environment (Section VI); Enhancing Understanding with Technology (Section VII), and Assessing Understanding (Section VIII). The book’s final section (IX) is devoted to Professional Issues facing college and university faculty who choose to adopt active learning in their courses. The common feature underlying all of the strategies described in this book is their emphasis on actively engaging students who seek to make sense of natural objects and events. Many of the strategies we highlight emerge from a constructivist view of learning that has gained widespread acceptance in recent years. In this view, learners make sense of the world by forging connections between new ideas and those that are part of their existing knowledge base. For most students, that knowledge base is riddled with a host of naïve notions, misconceptions and alternative conceptions they have acquired throughout their lives. To a considerable extent, the job of the teacher is to coax out these ideas; to help students understand how their ideas differ from the scientifically accepted view; to assist as students restructure and reconcile their newly acquired knowledge; and to provide opportunities for students to evaluate what they have learned and apply it in novel circumstances. Clearly, this prescription demands far more than most college and university scientists have been prepared for.