master of earth science

shipshipshipblog  asked:

I'm trying to become a librarian but I'm always unsure about proceeding. Do you know what a normal day of a librarian would be like? I have my bachelors but I've read getting the master's degree in library science is a crap degree. Thoughts?

Where on earth did you read that an MLS is a crap degree? Whoever wrote that is maybe of the opinion that a librarian is a crap career (and I think that’s a crap opinion), but as far as I’m aware (and I’m not super knowledgeable about this), you’ll need an MLS/MLIS for most librarian positions.

There are TONS of different types of librarians, so I even if I had personal insight into what a librarian’s day is like, you’d only get a small slice of what a librarian jobs can entail.

Keep reading reputable sources, find out what types of librarians are out there and which types you’re gravitated to (if any), and then find an reach out to those types of librarians to learn more about their careers. (You’ll probably find them on Twitter or LinkedIn.)

Your college’s career center can also be a fantastic resource for learning about career and grad school options and how to pursue your goals.

Recipe for Eruption

Early in their course work, some of the Earth science students in the Museum’s Master of Arts in Teaching program get an explosive object lesson in the petrology lab of geologist James Webster. They recreate a volcano.

“They are very excited to be able to do that,” says Dr. Webster, curator in the Department of Earth and Planetary Sciences, who notes that visitors can try their hands at erupting a virtual volcano in the special exhibition Nature’s Fury.

The way Webster’s experiment works is this: The students take a small chip of igneous rock, like pumice or basalt, and tuck the sample, along with water, inside a tiny gold cylinder, which in turn is put into 200-pound steel reaction vessel. (Why gold? Because it won’t interfere with chemical reactions inside the vessel, but will allow pressure to affect the sample.) The cylinder then is subjected to extreme pressure and high heat—nearly 2,000° Fahrenheit—which causes the water and its constituent gases to “dissolve” into the molten rock sample. Finally, when the pressure is dropped, the gases come back out of the melt, they expand, and voila! A tiny volcano is born.

The experiment is a vivid example of painstaking efforts being employed by Earth scientists to unlock the variables that make some volcanoes the destructive powerhouses they are.

By changing the kinds and amounts of added materials—water, sulfur, chlorine, carbon dioxide—and varying the heat and pressure, Webster and his colleagues calculate the effects of different combinations of gas, rock, heat, and pressure and their potential to create a major eruption. The type of rock is a factor too. Basalt’s low-gas, low-silica, and low-viscosity makeup results in eruptions of slow-moving lava, while pumice, with its high levels of gas and silica and higher viscosity, creates a more explosive outcome.

“Ultimately we are trying to generate enough data to create models,” says Webster. “There are so many combinations, there’s no way to replicate all of nature. But models can tell us how certain materials under certain conditions will likely behave.”

Visitors can design and erupt their own volcano in an interactive feature of Nature’s Fury: The Science of Natural Disasters.

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Congratulations, graduates! On Monday, Museum President Ellen V. Futter welcomed participants to “the only commencement ceremony in the whole wide world that takes place underneath a giant blue whale”—the second-ever such ceremony for graduates from the pioneering Richard Gilder Graduate School’s Ph.D. program, the first for any museum in the Western Hemisphere, and the Master of Arts in Teaching program, the country’s first museum-based standalone master’s degree program to prepare science teachers. 

Michael J. Novacek, senior vice president and provost of science, and John J. Flynn, dean of the Richard Gilder Graduate School, awarded the Ph. D. degree in comparative biology to Alejandro GrajalesAnsel PaynePedro Peloso, and Dawn Roje. (Follow links to graduates’ profiles.)

New York State Education Commissioner John B. King, Jr., joined by New York State Board Of Regents Chancellor Merryl H. Tisch, conferred the Master of Arts in Teaching on 16 graduates who are already teaching Earth science to 7th–12th graders in high-needs schools. (See more about the 2014 MAT graduates here.)

Honorary degrees were also conferred on Louis V. Gerstner, Jr., vice chairman of the Museum and retired IBM chairman and chief executive officer, and Edward O. Wilson, research professor emeritus at Harvard University.

Dr. Wilson alluded to the critically important work ahead for the newly minted Ph.D.’s. “Humanity is in a race between studying the natural world versus witnessing it disappearing while still mostly unknown,” he said. “The scientific naturalists, the systemicists, the evolutionary biologists are out to learn everything about the biology of the group they’ve chosen. Everything! Naturalists are thereby the ones who make the most surprising discoveries.”

Read more about the graduation

MAT Profile: Avanel Riley

As a student at the York College in Queens, Avanel Riley discovered an unanticipated love for geology. She reveled in learning the details behind Earth’s dynamic systems—volcanoes, in particular, were a source of unending fascination. But she knew she didn’t want to be a field geologist.

She had always been interested in teaching, however. So when a friend from college told her about his experience at the Museum’s Master of Arts in Teaching program, which trains Earth and space science teachers for grades 7–12 in New York State, she thought it sounded like a perfect fit.

For one thing, the relatively brief 15-month time frame featured a wide array of teaching and learning opportunities outside of traditional coursework. In a Museum teaching residency her first summer, Riley worked with the educational carts that dot the Museum’s halls and with middle-school students from the after-school Lang Science Program. During the academic year, she taught in two New York City schools where she benefited from the experience of a mentor while getting the hang of managing a classroom of her own.

Read more about Avanel’s experience with the Museum’s MAT program.