Skip to main content

Currently Skimming:

1 Introduction
Pages 9-12

The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.

From page 9...
... Our needs for hydrocarbon, mineral, and water resources are increasing. As we turn toward nontraditional sources of hydrocarbons, such as shale gas and deep offshore oil reservoirs, and seek the metals and minerals needed to build modern electronic devices, the United States will need earth scientists not only to discover and exploit those resources but also to monitor the environmental consequences of their extraction.
From page 10...
... 3. Identify criteria for evaluating the success of earth science education and training programs and, using these criteria and the results of previous federal program evaluations, identify examples of successful programs in federal agencies.
From page 11...
... Department of Agriculture, Environmental Protection Agency, National Oceanic and Atmospheric Administration, National Park Service, and the Smithsonian Institution. For Task 2, the committee asked these federal agencies to identify earth science education programs that have a research or training component (e.g., by providing research experiences to students)
From page 12...
... Chapter 2 summarizes the legislative authorities of federal agencies for STEM education and provides a brief overview of the federal earth science education and training programs considered in this report. Chapter 3 describes how these diverse programs can be linked to move students through informal and formal education toward an earth science career.

This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More information on Chapter Skim is available.