Review of the National Science Foundation's Division on Atmospheric and Geospace Sciences Draft Goals and Objectives Documents is a letter report by an ad hoc committee reviewing the AGS draft goals and objectives. It addresses the following questions: Are the goals and objectives clear and appropriate? Are there any content areas missing from the draft that should be present if AGS is to achieve its overall vision and mission? Are there adequate mechanisms for coordinating and integrating issues that involve multiple disciplines and multiple divisions within NSF and other agencies within the atmospheric and geospace sciences enterprise?

At the request of the Advisory Committee for Geosciences of the National Science Foundation (NSF), a review of the Geospace Section of the NSF Division of Atmospheric and Geospace Sciences was undertaken in 2015. The Portfolio Review Committee was charged with reviewing the portfolio of facilities, research programs, and activities funded by Geospace Section and to recommend critical capabilities and the balance of investments needed to enable the science program articulated in the 2013 NRC decadal survey Solar and Space Physics: A Science for a Technological Society. The Portfolio Review Committee's report Investments in Critical Capabilities for Geospace Science 2016 to 2025 (ICCGS) was accepted by the Advisory Committee for Geosciences in April 2016. Assessment of the National Science Foundation's 2015 Geospace Portfolio Review provides an independent assessment of the ICCGS report. This publication assesses how well the ICCGS provides a clear set of findings, conclusions, and recommendations for Geospace Section that align with the science priorities of the NRC decadal survey, and adequately take into account issues such as the current budget outlook and the science needs of the community. Additionally, this study makes recommendations focused on options and considerations for NSF's implementation of the ICCGS recommendations.

In 2010, NASA and the National Science Foundation asked the National Research Council to assemble a committee of experts to develop an integrated national strategy that would guide agency investments in solar and space physics for the years 2013-2022. That strategy, the result of nearly 2 years of effort by the survey committee, which worked with more than 100 scientists and engineers on eight supporting study panels, is presented in the 2013 publication, Solar and Space Physics: A Science for a Technological Society. This booklet, designed to be accessible to a broader audience of policymakers and the interested public, summarizes the content of that report.

Affecting technological systems at a global-scale, space weather can disrupt high-frequency radio signals, satellite-based communications, navigational satellite positioning and timing signals, spacecraft operations, and electric power delivery with cascading socioeconomic effects resulting from these disruptions. Space weather can also present an increased health risk for astronauts, as well as aviation flight crews and passengers on transpolar flights. In 2019, the National Academies was approached by the National Aeronautics and Space Administration, the National Oceanic and Atmospheric Administration, and the National Science Foundation to organize a workshop that would examine the operational and research infrastructure that supports the space weather enterprise, including an analysis of existing and potential future measurement gaps and opportunities for future enhancements. This request was subsequently modified to include two workshops, the first (Phase I) of which occurred in two parts on June 16-17 and September 9-11, 2020. The Phase II workshop occurred on April 11-14, 2022, with sessions on agency updates, research needs, data science, observational and modeling needs, and emerging architectures relevant to the space weather research community and with ties to operational needs. This publication summarizes the presentation and discussion of that workshop.

Social science research conducted since the late 1970's has contributed greatly to society's ability to mitigate and adapt to natural, technological, and willful disasters. However, as evidenced by Hurricane Katrina, the Indian Ocean tsunami, the September 11, 2001 terrorist attacks on the United States, and other recent events, hazards and disaster research and its application could be improved greatly. In particular, more studies should be pursued that compare how the characteristics of different types of events-including predictability, forewarning, magnitude, and duration of impact-affect societal vulnerability and response. This book includes more than thirty recommendations for the hazards and disaster community.

Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.

Science is increasingly driven by data, and spatial data underpin the science directions laid out in the 2007 U.S. Geological Survey (USGS) Science Strategy. A robust framework of spatial data, metadata, tools, and a user community that is interactively connected to use spatial data in an efficient and flexible way-known as a spatial data infrastructure (SDI)-must be available for scientists and managers to find, use, and share spatial data both within and beyond the USGS. Over the last decade, the USGS has conducted breakthrough research that has overcome some of the challenges associated with implementing a large SDI. Advancing Strategic Science: A Spatial Data Infrastructure Roadmap for the U.S. Geological Survey is intended to ground those efforts by providing a practical roadmap to full implementation of an SDI to enable the USGS to conduct strategic science.

The Earth system functions and connects in unexpected ways - from the microscopic interactions of bacteria and rocks to the macro-scale processes that build and erode mountains and regulate Earth's climate. Efforts to study Earth's intertwined processes are made even more pertinent and urgent by the need to understand how the Earth can continue to sustain both civilization and the planet's biodiversity. A Vision for NSF Earth Sciences 2020-2030: Earth in Time provides recommendations to help the National Science Foundation plan and support the next decade of Earth science research, focusing on research priorities, infrastructure and facilities, and partnerships. This report presents a compelling and vibrant vision of the future of Earth science research.

The steering committee was specifically asked to (1) provide an overview of the current state of astronomy and astrophysics science, and technology research in support of that science, with connections to other scientific areas where appropriate; (2) identify the most compelling science challenges and frontiers in astronomy and astrophysics, which shall motivate the committee’s strategy for the future; (3) develop a comprehensive research strategy to advance the frontiers of astronomy and astrophysics for the period 2022-2032 that will include identifying, recommending, and ranking the highest-priority research activities; (4) utilize and recommend decision rules, where appropriate, that can accommodate significant but reasonable deviations in the projected budget or changes in urgency precipitated by new discoveries or unanticipated competitive activities; (5) assess the state of the profession, including workforce and demographic issues in the field, identify areas of concern and importance to the community, and where possible, provide specific, actionable, and practical recommendations to the agencies and community to address these areas. This report proposes a broad, integrated plan for space- and ground-based astronomy and astrophysics for the decade 2023-2032. It also lays the foundations for further advances in the following decade.

Learning to Think Spatially examines how spatial thinking might be incorporated into existing standards-based instruction across the school curriculum. Spatial thinking must be recognized as a fundamental part of Kâ€"12 education and as an integrator and a facilitator for problem solving across the curriculum. With advances in computing technologies and the increasing availability of geospatial data, spatial thinking will play a significant role in the information-based economy of the twenty-first century. Using appropriately designed support systems tailored to the Kâ€"12 context, spatial thinking can be taught formally to all students. A geographic information system (GIS) offers one example of a high-technology support system that can enable students and teachers to practice and apply spatial thinking in many areas of the curriculum.