The Atmospheric Radiation Measurement (ARM) Climate Research Facility is a multi-laboratory, U. S. Department of Energy (DOE) scientific user facility, and a key contributor to national and international research efforts related to global climate change.
ARM data are currently collected from three atmospheric observatoriesâ€”Southern Great Plains, North Slope of Alaska, and Eastern North Atlanticâ€”which represent the broad range of climate conditions around the world, as well as from the three ARM mobile facilities and ARM aerial facilities.
At CIRES, a partnership of NOAA and CU Boulder, hundreds of environmental scientists work to understand the dynamic Earth system, including people’s relationship with the planet.
Science in Service to Society
At CIRES, the Cooperative Institute for Research In Environmental Sciences, more than 800 environmental scientists work to understand the dynamic Earth system, including peopleâ€™s relationship with the planet. CIRES is a partnership of NOAA and the University of Colorado Boulder, and our areas of expertise include weather and climate, changes at Earthâ€™s poles, air quality and atmospheric chemistry, water resources, and solid Earth sciences. Our vision is to be instrumental in ensuring a sustainable future environment by advancing scientific and societal understanding of the Earth system.
To conduct innovative research that advances our understanding of the global, regional, and local environments and the human relationship with those environments, for the benefit of society.
ESRL’s Global Monitoring Division conducts sustained observations and research related to global distributions, trends, sources and sinks of atmospheric constituents that are capable of forcing change in the climate of the Earth. This research will advance climate projections and provide scientific policy-relevant, decision support information to enhance society’s ability to plan and respond.
Tara expeditions organizes voyages to study and understand the impact of climate change and the ecological crisis facing the world’s oceans.
Tara’s scientific expeditions study three main research themes: ocean and mankind, ocean and biodiversity, and ocean and climate. Learn more here.
A mass extinction is defined when Earth loses more than three quarters of its total estimated species in a geologically short timeframe. The planet has experienced five such events over its ~4.5 billion year history, with causes thought to include meteor collisions, massive volcanic eruptions and sudden climate fluctuations. Now a growing body of evidence suggests that mankind itself may be responsible for a mass extinction to rival all others, now well underway.
Professor Mike Coffin, Executive Director of the Institute for Marine and Antarctic Studies at the University of Tasmania, is an oceanographer. His research expertise encompasses interactions between the oceanic environment and the solid Earth. Educated at Dartmouth College (AB) and Columbia University (MA, MPhil, PhD) in the United States, he has pursued an international career that reflects the boundless nature of the global ocean. Following university studies, he has worked at Geoscience Australia (1985-1989), the University of Texas at Austin (1990-2001), the University of Tokyo (2001-2007), the Japan Agency for Marine-Earth Science and Technology (2002-2003), the UK’s University of Southampton and National Oceanography Centre (2007-2010), and the University of Tasmania (2011-). He has also held visiting positions Dartmouth College (1982), the University of Oslo (1992, 1996), Geoscience Australia (2000), France’s University of Strasbourg (2001), and the University of Hawaii (2002). From 2003-2005, he served as the inaugural chair of the Science Planning Committee of the Integrated Ocean Drilling Program, the largest international program in the earth and ocean sciences, and among the largest in any scientific discipline. Prof Coffin has lead or participated in 29 blue-water research expeditions at sea, focusing mainly in the Southern, Pacific, and Indian oceans.
Argonne is a multidisciplinary science and engineering research center, where talented scientists and engineers work together to answer the biggest questions facing humanity, from how to obtain affordable clean energy to protecting ourselves and our environment. Ever since we were born out of the University of Chicagoâ€™s work on the Manhattan Project in the 1940s, our goal has been to make an impact â€” from the atomic to the human to the global scale.
The laboratory works in concert with universities, industry, and other national laboratories on questions and experiments too large for any one institution to do by itself. Through collaborations here and around the world, we strive to discover new ways to develop energy innovations through science, create novel materials molecule-by-molecule, and gain a deeper understanding of our planet, our climate, and the cosmos.
Surrounded by the highest concentration of top-tier research organizations in the world, Argonne leverages its Chicago-area location to lead discovery and to power innovation in a wide range of core scientific capabilities, from high-energy physics and materials science to biology and advanced computer science.
The Antarctic Ozone Hole is an annual springtime event above Earth’s frozen, southernmost continent. Manmade CFCs, naturally occurring Polar Stratospheric Clouds, and the return of sunlight set off incredible destruction of the protective Ozone Layer. This video presents these complicated processes with simple to understand animations.
This site is for those people who are interested in learning about the threats to our soils and measures to prevent and remediate against soil degradation. The site is linked to research that is being undertaken by the EU funded RECARE project.
Soil functions are threatened globally by a wide range of processes, and in Europe, a number of threats have been identified in the European Soil Thematic Strategy. The challenge is to prevent degradation and its adverse effects on soil functions and ecosystem services, while simultaneously improving livelihoods.
Our aim for the Hub is to provide information and guidance to help practitioners, researchers, policy-makers and the wider public to understand the impact of soil degradation upon soil functions and ecosystem services and to identify innovative measures to prevent and remediate against soil degradation.
If you are interested in learning about specific soil threats, you may find it helpful to start on the Soil Threats pages for an overview of different processes that impact our soil. If you are interested in more detailed guidance for assessing soil degradation or learning about management measures to prevent and remediate against soil degradation, these are provided under Tools and Outputs.
Environmental Education seminars online, provided by Cornell University, EE Capacity, North American Association for Environmental Education, U.S. EPA, and Civic Ecology Lab.
Calls for increased international competency in U.S. college graduates and the global nature of the renewable energy industry require an exploration of how to incorporate a global perspective in STEM curricula, and how to best develop faculty providing them with global knowledge and skills necessary to update and improve existing teaching practices. To expand awareness of the global renewable energy sector, a cohort of renewable energy
educators from across the United States participated in two international learning exchanges to Australia/New Zealand and Germany/Denmark. The exchanges provided opportunities for the participants to meet with technical educators, visit teaching labs, review industry partnerships, talk with policy makers and government representatives, and to share knowledge and best teaching practices. Three years after the initial international
exchange, participant data was collected to measure the extended impact of the experience and the perceived value of various learning activities. The results show that the exchanges expanded participantâ€™s knowledge of renewable energy technologies and issues both in the U.S. and abroad, and also influenced teaching curriculum and instruction, and academic community engagement. This study serves as a model program for providing STEM faculty with rich international experience. The findings in this manuscript highlight the key components to building a successful international professional development program, and illustrate the type of impacts that can result from these activities. The lessons learned are meaningful to other institutions or organizations planning similar
international activities in a variety of disciplines.