INTERACTIONS 2 ING STUDENT BOOK
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Frontiers in Polar Biology in the Genomic Era. The Arctic and Antarctic polar science communities now have unique new opportunities to use multidisciplinary research and an array of new technologies to address questions that seemed unanswerable just a decade ago.
However, success will require collaboration and interchange of information. Collaborations whether interdisciplinary, national, or inter- national are typically more difficult for polar researchers than for scientists working in other regions.
This chapter explores some of the impediments to collaborative efforts and possible avenues for improving collaboration. The reports acknowledged that many scientific disci- plines are required to understand the interacting and interdependent com- ponents of the biosphere and Earth system science.
Most importantly, the exchange and integration of knowledge within and across environmental disciplines have been given high priority in all these reports.
The challenge of integrated research for the polar scientific communi- ties is considerable, because many unique factors contribute to a separa- tion within and across the Arctic and Antarctic scientific communities. At the simplest level is the difference in research field seasons. Most Antarctic work is conducted during the austral spring and summer October to February , and most Arctic work during the boreal spring, summer and fall March to November.
Thus, many polar biologists must rely on collaborations with others to accomplish comparative studies of similar habitats in the Arctic and Antarctic. A higher order problem is the lack of a scientific society dedicated to polar biology and related disciplines.
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Such a society would raise the profile of all polar research areas while provid- ing a forum for researchers to establish collaborative, bipolar research programs. Although this approach is logical, it presents challenges to research groups that attempt to conduct integrated bipolar activities.
Fourth, proposals that include international components col- laborators or facilities face challenges due to NSF policies and consider- ations in the partner nations as well. International research collaborations in the Antarctic, for example, may require negotiation of a memorandum of understanding or other agreement with another nation's research pro- gram, which increases the bureaucratic burden for scientists as well as NSF.
Logistic impediments e. Perhaps NSF could solicit comments from the polar science community through a survey that would identify major impediments to bipolar research and international collaboration. Strategic implementation of cogent suggestions should help to solve some of these problems.
Enhancing our understanding of organismal, ecological, and eco- system science through the use of techniques such as genome science will benefit from communication with other areas of biology and Earth system science. Clearly, building a mechanism to encourage information exchange and collaboration across a community of scientists within habitats oceans, soils, aquatic systems, ice , across habitats within each polar region, and across both polar regions should be a high priority.
Enhancing data inte- gration, syntheses, and knowledge in turn presents more opportunities for polar studies to be seen as integral for comparisons to other eco- systems and the biosphere.
To achieve its goal, ARCSS promotes the understanding of physical, geo- logical, chemical, biological, and sociocultural processes of the Arctic system. ARCSS has been successful in uniting polar scientists from vari- ous disciplines by supporting large integrated research projects that are proposed and implemented in response to science plans developed by the scientific community through Science Steering Committees. Furthermore, ARCSS has been particularly good at using web-based and e-mail com- munications to broaden participation and the sense of community.
Lessons from that program could benefit polar biology, especially should there be a genome initiative. Working Groups and Workshops Strengthening interactions within the polar community can be accel- erated by providing new opportunities for small amounts of funding for scientific workshops and working groups. This approach allows teams of scientists that work on the same or many different organisms thus, many disciplines within a particular habitat lakes in the Antarctic, soils in the Arctic, ice shelves , as well as between poles lakes in the Arctic and Antarctic, and so on , to share information from various techniques and to develop new insights.
NCEAS has held a series of meetings over one to two years involving different participants.
A key activity of these working groups is funding risky projects to address novel scientific questions and to support syntheses that might not be funded through traditional NSF channels.
Easy access to data from many sources bioinformatics for genomes, environmental data is essential. Statisticians familiar with metadata and other statistical analyses, as well as scientists experienced in geographic information sys- tems GIS and modeling are frequently integral to the workshops. A recent NSF review NSF, highlighted the success of NCEAS work- ing groups for the advancement of new theory and concepts, integration and synthesis of science, and facilitating communications across disci- plines.
AOSB charged a small group of international scientists the Science Coordination Group to define the scientific needs and to coordinate the execution of research.
5 Reasons You Should Consider a Different Physics Textbook
International, Multidisciplinary, Integrative Funding Initiatives As genomics technologies begin to be applied to the study of physi- ological mechanisms of polar organisms and their response to physical stress, the need for international multidisciplinary research will likely emerge.
The sequencing and analysis of the model plant species Arabidopsis thaliana, carried out by the Arabidopsis Genome Initiative com- prised of scientists from large and small laboratories in the United States, Great Britain, France, and Japan, represented a successful model for col- laboration among international scientists with expertise in genomics, bio- informatics, and plant biology.
Representatives of the six groups met to discuss strategies for facilitating international cooperation in com- pleting the genome project and to establish a memorandum of under- standing. The first was the willingness of the participating laboratories to work as a team to ensure that the project proceeded as quickly as possible.
In many cases this meant that original work assign- ments were revised so that all laboratories were operating at maximum capacity throughout the project. Second, the distributed workload meant that the costs of the project were shared by funding agencies within the participating countries.
Development of an integrated, international, and multidisciplinary polar genome initiative is likely to require cross- directorate funding within the NSF as well as funding by other agencies. At NSF, integrative biology and genomic research is funded by the Direc- torate of Biological Sciences, whereas polar research and logistical sup- port are primarily funded by the Office of Polar Programs. Thus, administrative coordination across NSF directorates and among funding agencies will be essential to facilitate integrative genomic research in polar regions.
Existing multidisciplinary research programs can also be comple- mented by the polar genome science initiative described in Chapter 3. The network is a collaborative effort involving more than 1, national and foreign scientists and students. It promotes syn- thesis and comparative research across sites and ecosystems and among other related national and international research programs over long tem- poral scales.
Interactions 2 Listening/speaking Student Book Diamond Edition
The long-term envi- ronmental datasets from the LTERs and information gathered by new genomic technologies allow scientists to determine how organisms may change, adapt, and evolve in response to the changing environment. LTERs also allow comparative genomic studies on organisms in compa- rable conditions at both poles that could answer a number of the research questions outlined in Chapter 2.
Perhaps the most important is the significant role that polar ecosystems play in global- scale phenomena. If it's important, then put it in the text. If it's unimportant, then just leave it out. So why do we keep using essentially the same format for physics textbooks for over 50 years? I call this Academic Inertia.
If you are a physics faculty, you probably took undergraduate physics at some point and that course probably used a textbook. So, when you have a choice of textbooks you would feel comfortable with a textbook similar to the one you grew up with, right? I suspect this is what happens in physics departments across the world and maybe even in the whole universe.
But students use the textbook at least they are supposed to , and not the faculty, right? Yes, this is true.
However, the faculty pick the textbook and not the students. What does this mean? This means that if a publisher wants to sell a new textbook, they need to market it to faculty and not to students.
It's kind of weird when you think about it.
Ok, so why should you consider Matter and Interactions? Here are some reasons. It's Not Your Textbook —————————— Go ahead and compare the table of contents with your current textbook and that from Matter and Interactions. It's different.
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Different isn't bad. The Matter and Interactions content is more focused on the fundamental ideas. It isn't a giant book that contains a bunch of stuff that you will never get to in just 2 semester.
Now, don't get me wrong. Fluid dynamics and sound levels are both cool and important. However, you just can't cover everything in a one semester course.
Often times, students come into the intro college physics course after taking HS physics. With a traditional textbook, the course tends to start with kinematics and then move to forces and things like that.
The problem is that some of these students think this is easy and that they have covered it already. They fall into an illusion of understanding that encourages them to NOT spend much time on physics. Well, of course they are wrong but they don't realize how far they get behind until around the section on energy.
By then, it's often too late to catch up. Really, many of the initial ideas in Matter and Interactions are essentially the same as a high school course. However, they LOOK different. With this difference, student might just hit the books sooner rather than later. Numerical Calculations ————————- Let me just give a definition my definition of numerical calculations so that we all agree on the terms.
Numerical Calculation: The process of solving a problem by breaking it into many but finite steps. As an example, the motion of a ball can be determined by calculating the change in momentum and position over a small time interval during which we can approximate the force as being constant even if it isn't. Typically, these many small steps are calculated with a computer electronic computer but they could be calculated manually.This approach allows teams of scientists that work on the same or many different organisms thus, many disciplines within a particular habitat lakes in the Antarctic, soils in the Arctic, ice shelves , as well as between poles lakes in the Arctic and Antarctic, and so on , to share information from various techniques and to develop new insights.
Page 25 32 Suryadi Junaida. Moreover the students can not use the language although they have been learning English for many years. Nelson, Mosaic 2 Grammar, Page 9. Therefore, it is important to learn more about polar biology and to communicate what is being discovered widely and rapidly.
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