The e-ROSA project seeks to build a shared vision of a future sustainable e-infrastructure for research and education in agriculture in order to promote Open Science in this field and as such contribute to addressing related societal challenges. In order to achieve this goal, e-ROSA’s first objective is to bring together the relevant scientific communities and stakeholders and engage them in the process of coelaboration of an ambitious, practical roadmap that provides the basis for the design and implementation of such an e-infrastructure in the years to come.
This website highlights the results of a bibliometric analysis conducted at a global scale in order to identify key scientists and associated research performing organisations (e.g. public research institutes, universities, Research & Development departments of private companies) that work in the field of agricultural data sources and services. If you have any comment or feedback on the bibliometric study, please use the online form.
You can access and play with the graphs:
- Evolution of the number of publications between 2005 and 2015
- Map of most publishing countries between 2005 and 2015
- Network of country collaborations
- Network of institutional collaborations (+10 publications)
- Network of keywords relating to data - Link
ENHANCING ENVIRONMENTAL SCIENCE CURRICULUM: CLIMATE CHANGE AND ADAPTATION STUDIES THROUGH EFFECTIVE COMMUNICATIONS VIA VIDEOCONFERENCING, E-LEARNING, AND INTERNATIONAL EXPERIENCE IN AUSTRALIA
To enhance the teaching of Environmental Science at Virginia State University (VSU) and its partner institutions (Delaware State University-DSU and Morgan State University-MSU) in the Mid-Atlantic Region, the course on climate change and adaptation studies was developed and offered in 2013. This course was designed to include information on the physical basis for the earth's climate system and current climate change instruction modules by the American Meteorological Society (AMS) and historic climate information (NOAA Climate Services, U.S. and World Weather Data, NCAR Climate Model, NASA Climate Model and NCAR Community Earth System Model). By using the Global Seminar as a Model, the faculty members (Dr. Shobha Sriharan, VSU, Dr. Gulnihal Ozbay, DSU, and Dr. Chunlei Fan, MSU) at the collaborating institutions worked in teams to engage students in communications via videoconferencing on climate change throughout the courses which included Contemporary Global Studies and Climate Change and Adaptation Response Science at VSU, Sustainable Agriculture, Introduction to Environmental Sciences and Climatology at DSU, and an Ecology and Adaptation course at MSU. This interactive and innovative instruction is the outcome of the joint effort of several educators (S. Sriharan, G. Ozbay, and C. Fan) in engaging minority students of VSU, DSU, and MSU in the Study Abroad Program through their participation in the course Climate Change and Course (ENS 310) taught by Professor Richard Warrick at the University of Sunshine Coast (USC), Queensland, Australia. The students examined various extreme scenarios due to climate change tcould potentially occur by the year 2100 by using two modeling programs (SimCLIM and TrainCLIM) from CLIMSystems. The students earned three credits for their successful completion of this course. In addition, the above-mentioned educators also learned to use SimCLIM software to demonstrate the impact of weather change on soils, water, and plants across different global regions at USC. The partnership between VSU, DSU, and MSU has enriched the environmental science education by preparing students to: (1) know how to gather information about climate and weather, and how to distinguish credible from non-credible scientific sources on the subject, (2) communicate about climate and climate change in a meaningful way, and (3) make scientifically informed and responsible decisions regarding actions that may affect climate. Further, the instructional delivery system via the E-learning community is planned to promote effective learning of climate related science through the Blackboard system which is integrated with the National Climate Adaptation and Mitigation E-Learning (CAMEL) community which was created by NCSE through climate change education grants from NASA and NSF. The offering of the newly-developed climate course has increased the capacity of the faculty to teach team building and critical thinking skills, and prepare students to fully capitalize on the power of teamwork for meeting the needs of environmental and agricultural professionals/employers.
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