Human Missions Throughout the Outer Solar System: Requirements and Implementations
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Climate Change and Human Health: Risks and Responses
Climate change and human health RISKS AND RESPONSES Editors A.J. McMichael The Australian National University, Canberra, Australia D.H. Campbell-Lendrum London School of Hygiene and Tropical Medicine, London, United Kingdom C.F. Corvalán World Health Organization, Geneva, Switzerland K.L. Ebi World Health Organization Regional Office for Europe, European Centre for Environment and Health, Rome, Italy A.K. Githeko Kenya Medical Research Institute, Kisumu, Kenya J.D. Scheraga US Environmental Protection Agency, Washington, DC, USA A. Woodward University of Otago, Wellington, New Zealand WORLD HEALTH ORGANIZATION GENEVA 2003 WHO Library Cataloguing-in-Publication Data Climate change and human health : risks and responses / editors : A. J. McMichael . [et al.] 1.Climate 2.Greenhouse effect 3.Natural disasters 4.Disease transmission 5.Ultraviolet rays—adverse effects 6.Risk assessment I.McMichael, Anthony J. ISBN 92 4 156248 X (NLM classification: WA 30) ©World Health Organization 2003 All rights reserved. Publications of the World Health Organization can be obtained from Marketing and Dis- semination, World Health Organization, 20 Avenue Appia, 1211 Geneva 27, Switzerland (tel: +41 22 791 2476; fax: +41 22 791 4857; email: [email protected]). Requests for permission to reproduce or translate WHO publications—whether for sale or for noncommercial distribution—should be addressed to Publications, at the above address (fax: +41 22 791 4806; email: [email protected]). The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the World Health Organization concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. -
Potential European Contributions to Europa Lander Mission
The Europa Initiative for ESA’s M5 mission Report to OPAG Michel Blanc, Geraint Jones, Olga Prieto-Ballesteros, Veerle Sterken, Javier Gomez-Elvira, David Mimoun, Adam Masters, Sascha Kempf, Luciano Iess, John Cooper, Zita Martins, Ralph Lorenz, Jérémie lasue, Nicolas André, Bruce Bills, Gael Choblet, Geoff Collins, Philippe Garnier, Kevin Hand, Paul Hartogh, Krishan Khurana, Andrea Longobardo, Katrin Stephan, Federico Tosi, Steve Vance, Tim van Hoolst, Roland Wagner, Frances Westall, Martin Wolverk, William Desprats, Ryan Russell, Georges Balmino, Julien Laurent-Varin and the Europa Initiative team August 11th, 2016 1 EI WORKING SCHEME Europa M5 for an ESA contribution to the Europa Lander mission Initiative Penetrator Contribution to Cubesat? Orbiter or… NASA lander A – GLOBAL GEOPHYSICSMagnetospheric interactions CHARACTERIZE EUROPA AS A COMPLEX DYNAMICAL SYSTEM B – ExosphereOF COUPLED LAYERS(neutrals, dust, plumes) FROM CORE TO PLASMA ENVELOPE THROUGH OCEAN AND CRYOSPHERE dimension RESPONDING TO E – Geophysics (internalJUPITER SYSTEM FORCING: TIDAL, MAGNETOSPHERICstructure, incl. Characterization of the ocean) themes ASTROBIOLOGY CONTRIBUTE TO NASA’s LANDER SCIENCE Science AND PROVIDE AN ADDITIONAL ELEMENT (AWL) As resources permit « Spacecraft » dimension EI contribution to EUROPA LanDer : SubmitteD LOI’s Joint Europa Mission (Blanc/Prieto-Ballesteros) • Baseline: Carrier-Orbiter + lander joint NASA/ESA mission: – P1a: Carrier-Orbiter provided by ESA, operated by NASA; – P1b: Alternative option: Carrier-Orbiter provided and operated by NASA; science platform (+ sub-systems?) provided by ESA – Science platform open to both ESA member states and NASA • Option 1: Augmented surface science: Astrobiology Wet Laboratory (AWL) provided by ESA + Member States to enhance landing site exploration. • Option 2: Augmented orbital science - cubesat released from carrier. -
ESA Strategy for Science at the Moon
ESA UNCLASSIFIED - Releasable to the Public ESA Strategy for Science at the Moon ESA UNCLASSIFIED - Releasable to the Public EXECUTIVE SUMMARY A new era of space exploration is beginning, with multiple international and private sector actors engaged and with the Moon as its cornerstone. This renaissance in lunar exploration will offer new opportunities for science across a multitude of disciplines from planetary geology to astronomy and astrobiology whilst preparing the knowledge humanity will need to explore further into the Solar System. Recent missions and new analyses of samples retrieved during Apollo have transformed our understanding of the Moon and the science that can be performed there. We now understand the scientific importance of further exploration of the Moon to understand the origins and evolution of Earth and the cosmic context of life’s emergence on Earth and our future in space. ESA’s priorities for scientific activities at the Moon in the next ten years are: • Analysis of new and diverse samples from the Moon. • Detection and characterisation of polar water ice and other lunar volatiles. • Deployment of geophysical instruments and the build up a global geophysical network. • Identification and characterisation of potential resources for future exploration. • Deployment long wavelength radio astronomy receivers on the lunar far side. • Characterisation of the dynamic dust, charge and plasma environment. • Characterisation of biological sensitivity to the lunar environment. ESA UNCLASSIFIED - Releasable to the Public -
A Future Mars Environment for Science and Exploration
Planetary Science Vision 2050 Workshop 2017 (LPI Contrib. No. 1989) 8250.pdf A FUTURE MARS ENVIRONMENT FOR SCIENCE AND EXPLORATION. J. L. Green1, J. Hol- lingsworth2, D. Brain3, V. Airapetian4, A. Glocer4, A. Pulkkinen4, C. Dong5 and R. Bamford6 (1NASA HQ, 2ARC, 3U of Colorado, 4GSFC, 5Princeton University, 6Rutherford Appleton Laboratory) Introduction: Today, Mars is an arid and cold world of existing simulation tools that reproduce the physics with a very thin atmosphere that has significant frozen of the processes that model today’s Martian climate. A and underground water resources. The thin atmosphere series of simulations can be used to assess how best to both prevents liquid water from residing permanently largely stop the solar wind stripping of the Martian on its surface and makes it difficult to land missions atmosphere and allow the atmosphere to come to a new since it is not thick enough to completely facilitate a equilibrium. soft landing. In its past, under the influence of a signif- Models hosted at the Coordinated Community icant greenhouse effect, Mars may have had a signifi- Modeling Center (CCMC) are used to simulate a mag- cant water ocean covering perhaps 30% of the northern netic shield, and an artificial magnetosphere, for Mars hemisphere. When Mars lost its protective magneto- by generating a magnetic dipole field at the Mars L1 sphere, three or more billion years ago, the solar wind Lagrange point within an average solar wind environ- was allowed to directly ravish its atmosphere.[1] The ment. The magnetic field will be increased until the lack of a magnetic field, its relatively small mass, and resulting magnetotail of the artificial magnetosphere its atmospheric photochemistry, all would have con- encompasses the entire planet as shown in Figure 1. -
SFSC Search Down to 4
C M Y K www.newssun.com EWS UN NHighlands County’s Hometown-S Newspaper Since 1927 Rivalry rout Deadly wreck in Polk Harris leads Lake 20-year-old woman from Lake Placid to shutout of AP Placid killed in Polk crash SPORTS, B1 PAGE A2 PAGE B14 Friday-Saturday, March 22-23, 2013 www.newssun.com Volume 94/Number 35 | 50 cents Forecast Fire destroys Partly sunny and portable at Fred pleasant High Low Wild Elementary Fire alarms “Myself, Mr. (Wally) 81 62 Cox and other administra- Complete Forecast went off at 2:40 tors were all called about PAGE A14 a.m. Wednesday 3 a.m.,” Waldron said Wednesday morning. Online By SAMANTHA GHOLAR Upon Waldron’s arrival, [email protected] the Sebring Fire SEBRING — Department along with Investigations into a fire DeSoto City Fire early Wednesday morning Department, West Sebring on the Fred Wild Volunteer Fire Department Question: Do you Elementary School cam- and Sebring Police pus are under way. Department were all on think the U.S. govern- The school’s fire alarms the scene. ment would ever News-Sun photo by KATARA SIMMONS Rhoda Ross reads to youngsters Linda Saraniti (from left), Chyanne Carroll and Camdon began going off at approx- State Fire Marshal seize money from pri- Carroll on Wednesday afternoon at the Lake Placid Public Library. Ross was reading from imately 2:40 a.m. and con- investigator Raymond vate bank accounts a children’s book she wrote and illustrated called ‘A Wildflower for all Seasons.’ tinued until about 3 a.m., Miles Davis was on the like is being consid- according to FWE scene for a large part of ered in Cyprus? Principal Laura Waldron. -
Venus in Two Acts Saidiya Hartman
Venus in Two Acts Saidiya Hartman Small Axe, Number 26 (Volume 12, Number 2), June 2008, pp. 1-14 (Article) Published by Duke University Press For additional information about this article https://muse.jhu.edu/article/241115 Access provided by University Of Maryland @ College Park (13 Mar 2017 20:04 GMT) Venus in Two Acts Saidiya Hartman ABSTR A CT : This essay examines the ubiquitous presence of Venus in the archive of Atlantic slavery and wrestles with the impossibility of discovering anything about her that hasn’t already been stated. As an emblematic figure of the enslaved woman in the Atlantic world, Venus makes plain the convergence of terror and pleasure in the libidinal economy of slavery and, as well, the intimacy of history with the scandal and excess of literature. In writing at the limit of the unspeak- able and the unknown, the essay mimes the violence of the archive and attempts to redress it by describing as fully as possible the conditions that determine the appearance of Venus and that dictate her silence. In this incarnation, she appears in the archive of slavery as a dead girl named in a legal indict- ment against a slave ship captain tried for the murder of two Negro girls. But we could have as easily encountered her in a ship’s ledger in the tally of debits; or in an overseer’s journal—“last night I laid with Dido on the ground”; or as an amorous bed-fellow with a purse so elastic “that it will contain the largest thing any gentleman can present her with” in Harris’s List of Covent- Garden Ladies; or as the paramour in the narrative of a mercenary soldier in Surinam; or as a brothel owner in a traveler’s account of the prostitutes of Barbados; or as a minor character in a nineteenth-century pornographic novel.1 Variously named Harriot, Phibba, Sara, Joanna, Rachel, Linda, and Sally, she is found everywhere in the Atlantic world. -
Thermosphere? Why Is It So Hot? Atmosphere Model and Thermosphere 5
UNIT 6, LESSON 1: EARTH LAYERS & ATMOSPHERE LET’S BUILD OUR EARTH AND THE ATMOSPHERE 1 & 2 Where is earth’s crust? What is the difference between the 1. Read/annotate the oceanic and continental crust? paragraph(s) Crust and Mantle Where is the earth’s mantle? What is a plate? What part of the 2. Answer the questions mantle is below the plates? that go with the 3 Where is the earth’s core? How is the core similar to the mantle? paragraph(s) Core 4 & 5 Where is the troposphere? What are you likely to find there? Name at least 3 things. 3. Show Mrs. Stoddard Troposphere and Stratosphere your answers Where is the stratosphere? Why would the air be warm in the 4. If you get it correct, get stratosphere? Where is the mesosphere? Why do meteors burn in this layer? a piece of your 6 & 7 Mesosphere Where is the thermosphere? Why is it so hot? atmosphere model And Thermosphere 5. Repeat until your 8 Where is the exosphere? Why do some experts ignore the exosphere and think the thermosphere is the outermost layer of Exosphere model is finished! the earth’s atmosphere? CHECK YOUR MODEL! Exosphere Thermosphere Mesosphere Stratosphere Troposphere Core Name Class Period Mantle Crust HOW DID WE DO ON THE ATMOSPHERE MODEL? LET’S SET UP OUR JOURNALS! Earth’s Layers and Atmosphere 1:301:291:281:271:261:251:241:231:221:211:201:191:181:171:161:151:141:131:121:111:101:091:081:071:061:051:041:031:021:011:000:590:580:570:560:550:540:530:520:510:500:490:480:470:460:450:440:430:420:410:400:390:380:370:360:350:340:330:320:310:300:290:280:270:260:250:240:230:220:210:200:190:180:170:160:150:140:130:120:110:100:090:080:070:060:050:040:030:020:01End -
Human Adaptation and Safety in Space
SICSA SPACE ARCHITECTURE SEMINAR LECTURE SERIES PART II : HUMAN ADAPTATION AND SAFETY IN SPACE www.sicsa.uh.edu LARRY BELL, SASAKAWA INTERNATIONAL CENTER FOR SPACE ARCHITECTURE (SICSA) GERALD D.HINES COLLEGE OF ARCHITECTURE, UNIVERSITY OF HOUSTON, HOUSTON, TX The Sasakawa International Center for SICSA routinely presents its publications, Space Architecture (SICSA), an research and design results and other organization attached to the University of information materials on its website Houston’s Gerald D. Hines College of (www.sicsa.uh.edu). This is done as a free Architecture, offers advanced courses service to other interested institutions and that address a broad range of space individuals throughout the world who share our systems research and design topics. In interests. 2003 SICSA and the college initiated Earth’s first MS-Space Architecture This report is offered in a PowerPoint format with degree program, an interdisciplinary 30 the dedicated intent to be useful for academic, credit hour curriculum that is open to corporate and professional organizations who participants from many fields. Some wish to present it in group forums. The document students attend part-time while holding is the second in a series of seminar lectures that professional employment positions at SICSA has prepared as information material for NASA, affiliated aerospace corporations its own academic applications. We hope that and other companies, while others these materials will also be valuable for others complete their coursework more rapidly who share our -
Determination of Venus' Interior Structure with Envision
remote sensing Technical Note Determination of Venus’ Interior Structure with EnVision Pascal Rosenblatt 1,*, Caroline Dumoulin 1 , Jean-Charles Marty 2 and Antonio Genova 3 1 Laboratoire de Planétologie et Géodynamique, UMR-CNRS6112, Université de Nantes, 44300 Nantes, France; [email protected] 2 CNES, Space Geodesy Office, 31401 Toulouse, France; [email protected] 3 Department of Mechanical and Aerospace Engineering, Sapienza University of Rome, 00184 Rome, Italy; [email protected] * Correspondence: [email protected] Abstract: The Venusian geological features are poorly gravity-resolved, and the state of the core is not well constrained, preventing an understanding of Venus’ cooling history. The EnVision candidate mission to the ESA’s Cosmic Vision Programme consists of a low-altitude orbiter to investigate geological and atmospheric processes. The gravity experiment aboard this mission aims to determine Venus’ geophysical parameters to fully characterize its internal structure. By analyzing the radio- tracking data that will be acquired through daily operations over six Venusian days (four Earth’s years), we will derive a highly accurate gravity field (spatial resolution better than ~170 km), allowing detection of lateral variations of the lithosphere and crust properties beneath most of the geological ◦ features. The expected 0.3% error on the Love number k2, 0.1 error on the tidal phase lag and 1.4% error on the moment of inertia are fundamental to constrain the core size and state as well as the mantle viscosity. Keywords: planetary interior structure; gravity field determination; deep space mission Citation: Rosenblatt, P.; Dumoulin, C.; Marty, J.-C.; Genova, A. -
Exploration of the Planets – 1971
Video Transcript for Archival Research Catalog (ARC) Identifier 649404 Exploration of the Planets – 1971 Narrator: For thousands of years, man observed the rising and setting Sun, the cycle of seasons, the fixed stars, and those he called wanderers, or planets. And from these observations evolved his notions of the universe. The naked eye extended its vision through instruments that saw the craters on the Moon, the changing colors of Mars, and the rings of Saturn. The fantasies, dreams, and visions of space travel became the reality of Apollo. Early in 1970, President Nixon announced the objectives of a balanced space program for the United States that would include the scientific investigation of all the planets in the solar system. Of the nine planets circling the Sun, only the Earth is known to us at firsthand. But observational techniques on Earth and in space have given us some idea of the appearance and movement of the planets. And enable us to depict their physical characteristics in some detail. Mercury, only slightly larger than the Moon, is so close to the Sun that it is difficult to observe by telescope. It is believed to be one large cinder, with no atmosphere and a day-night temperature range of nearly 1,000 degrees. Venus is perpetually cloud-covered. Spacecraft report a surface temperature of 900 degrees Fahrenheit and an atmospheric pressure 100 times greater than Earth’s. We can only guess what the surface is like, possibly a seething netherworld beneath a crushing, poisonous carbon dioxide atmosphere. Of Mars, the Red Planet, we have evidence of its cratered surface, photographed by the Mariner spacecraft. -
Greek Myths Student Sample
CONTENTS Why Study Greek Mythology? ......................................................................................................................................5 How to Use This Guide ...................................................................................................................................................6 Lesson 1: Olden Times, Gaea, The Titans, Cronus (pp. 9-15) ....................................................................................8 Lesson 2: Zeus and his Family (pp. 16-21) .................................................................................................................10 Lesson 3: Twelve Golden Thrones (pp. 22-23) ...........................................................................................................12 Lesson 4: Hera, Hephaestus (pp. 24-29) .....................................................................................................................14 Lesson 5: Aphrodite, Ares, Athena (pp. 30-37) ..........................................................................................................16 Review Lesson: Lessons 1-5 ........................................................................................................................................18 Lesson 6: Poseidon, Apollo (pp. 38-43) .......................................................................................................................26 Lesson 7: Artemis, Hermes (pp. 44-55) .......................................................................................................................28 -
Risks of Space Colonization
Risks of space colonization Marko Kovic∗ July 2020 Abstract Space colonization is humankind's best bet for long-term survival. This makes the expected moral value of space colonization immense. However, colonizing space also creates risks | risks whose potential harm could easily overshadow all the benefits of humankind's long- term future. In this article, I present a preliminary overview of some major risks of space colonization: Prioritization risks, aberration risks, and conflict risks. Each of these risk types contains risks that can create enormous disvalue; in some cases orders of magnitude more disvalue than all the potential positive value humankind could have. From a (weakly) negative, suffering-focused utilitarian view, we there- fore have the obligation to mitigate space colonization-related risks and make space colonization as safe as possible. In order to do so, we need to start working on real-world space colonization governance. Given the near total lack of progress in the domain of space gover- nance in recent decades, however, it is uncertain whether meaningful space colonization governance can be established in the near future, and before it is too late. ∗[email protected] 1 1 Introduction: The value of colonizing space Space colonization, the establishment of permanent human habitats beyond Earth, has been the object of both popular speculation and scientific inquiry for decades. The idea of space colonization has an almost poetic quality: Space is the next great frontier, the next great leap for humankind, that we hope to eventually conquer through our force of will and our ingenuity. From a more prosaic point of view, space colonization is important because it represents a long-term survival strategy for humankind1.