3d River Model
Yogprasad Moneta
Made of concrete, the model covers a total of 200 acres, which represent the entire river basin with every curve and bump and stream. It has been unused for more than 40 years and abandoned for 20 years, so it is overgrown and not in great shape. At first, we thought we were seeing only a concrete parking lot. Dozens of pieces of mesh wire folded into accordions lay stacked atop the concrete in various places, obviously pulled from the model at some point. I have since learned they represented dense foliage along the model.
Sweetums and I thought this was such a unique historicsite and hope it will be preserved. It was designated a Mississippi Landmarkbut discussions of making it into a tourist attraction have not come tofruition.
Our founder originally designed a river process model for teaching stakeholders difficult concepts of stream management. Since their inception and further development, our models have been used as powerful tools for classrooms, research labs, and outreach programs. Our river model users include universities, museums, elementary schools, middle schools, high schools, government agencies, non-profits, research labs, and more.
Our Em2, Em3, and Em4 process models are great tools for teaching concepts about rivers and beaches. This type of process model is often called a stream table. We have developed several mixes of unique plastic sand, and they serve as the modeling media in our stream table river models.
The models are excellent at teaching the effects of river disruption, such as channelization, gravel mining, changes in land use, and restoration. It is hands-on learning that all types of students can benefit from. You can also observe natural river processes, such as sediment transportation and erosion. For examples of classroom activities and labs, see our Applications Pages.
The Neuse basin covers 6235 square miles of drainage area entirely within North Carolina. The basin supplies water to the population of nearly 1.4 million residing in 22 counties within the basin up and downstream of the Triangle, one of the state's fastest growing areas. Ground water is a major source of water for the communities in the coastal plains in this basin. However, the Piedmont area of the basin mostly relies on surface water withdrawn from the lakes or directly from the river, which represents the two thirds of the total demand in the basin.
A computer model is a needed tool for this surface water management purposes. For long term planning, the State can use the model in making regulatory decisions by evaluating potential impacts of proposed projects with significant water withdrawals within the basin and interbasin transfer permit application, planning for increased water use due to continuous growth, and in real time in managing the basin having challenges of resources, and operational and regulatory constraints during a drought condition.
OASIS, a patented, mass balance, water resources simulation/optimization model will be developed for the Neuse river basin. This basinwide model will use the finest practical geographic resolution and timestep.
Using the braided river as a model for STEM, and specifically for geoscience workforce career development, challenges us to think holistically about learning ecosystems, as illustrated in Figure 1. This model allows us to perceive varied pathways into and within STEM careers and to better appreciate unusual entry points, evolving occupational goals, and opportunities for lifelong continuing education. In this way we normalize the idea of individuals changing pace and direction as circumstances and opportunities arise, and we can create support structures that accommodate and empower people to stay in the field. The model allows us to recognize that barriers present different degrees of challenges for each person, and in response we can create flexible and adaptable solutions and assign real value to the skills, tenacity, and insights brought to our science when these challenges are overcome.
By intentionally working to structure professional and career development to embrace the wide, varied, and inclusive pathways that careers in STEM offer, we create a more inclusive and supportive environment. Scientists from all backgrounds and identities can thrive in an environment that values their contributions, works with rather than against their lived experiences, and is responsive to future opportunities.
How might the braided river model look in practice? At each stage of development, we draw from the now extensive knowledge of diversity and inclusion in STEM [e.g., National Academies of Sciences, Engineering, and Medicine, 2011, 2016, 2019, 2020]. We consider not just whom to reach and where they might enter the field, but how we are making sure that each individual is engaged and supported along their journey.
While we strive to inspire and encourage students to pursue an interest in the geosciences throughout their precollege schooling, we know that opportunities to engage in the geosciences in school are highly variable and often not equitable. Fostering robust partnerships with community organizations that can engage young minds with Earth science topics through informal learning, especially in disadvantaged communities, and working with teachers to bring geoscience content to their classrooms can gently direct more potential scientists to a river they might otherwise not have known existed.
Employers must provide reasonable maternity leave and realistic part-time opportunities, and create clear pathways for reentry into the community, such as funding opportunities specifically for midcareer scientists who return after other life ventures.
A new system, however, requires systemic changes. Educational and scientific institutions need to rethink graduation, promotion, and tenure requirements to account for more varied pathways and timetables. Interdisciplinary learning tracks can lead to degrees that connect social and physical sciences, or offer supplemental education that can be pursued while working in industry or nonprofit sectors. If the scientific community wants to include large swaths of people who deal with even basic life events, employers must provide reasonable maternity leave and realistic part-time opportunities, and create clear pathways for reentry into the community, such as funding opportunities specifically for midcareer scientists who return after other life ventures.
Finally, we cannot make progress in building a more flexible career model if we do not recognize and value the work of broadening participation, in practice and in reward structures, and if we do not acknowledge that mentoring, true collaboration, and community partnership take time to develop. Success in science should be measured not just in citations but also in broader positive impacts.
As our climate changes and technology evolves, we need more people with exceptional science skills and the creativity that comes from diverse teams with different experience to solve the quandaries of our time. The pipeline career model no longer works to characterize the array of educational and career pathways into and within STEM, nor does it meet our need for developing a workforce that is diverse, engaged, and supported.
Rebecca L. Batchelor (rebecca....@colorado.edu), Cooperative Institute for Research in Environmental Sciences (CIRES), University of Colorado Boulder; Hendratta Ali, Fort Hays State University, Hays, Kan.; Kathryn G. Gardner-Vandy, Oklahoma State University, Stillwater; Anne U. Gold, CIRES, University of Colorado Boulder; Jennifer A. MacKinnon, Scripps Institution of Oceanography, University of California, San Diego, La Jolla; and Pranoti M. Asher, AGU, Washington, D.C.
The river of life is a way of stepping back from everyday life and looking at your current situation and where you want to be. It looks at how you want to live your life so that you feel better well-being.
The river walls and base is your environment. Our environment gives the river its shape. These can be things like; who you live with, the important people in your life, where you live and work, your family, healthcare professionals, schools, workplace and our culture. These all make a difference to our life.
The driftwood in the river are your values, personality and personal resources. Sometimes these can help you and sometimes they can hinder you. The driftwood can further block the water or bump the rocks away, enhancing the flow.
The spaces between represent your overall satisfaction with your life and the things that make you happy with your life: these are our occupations. The more spaces there are the more well-being you feel as your water can flow easier. These are opportunities to make your life better.
The therapist and client would draw the river together, see the above picture from Michael Iwama. During stressful times in my life, I have also drawn my own river which I have found helpful. You can draw past, present and future rivers. The river can be drawn at a later date so people can see how far they have come and you can see whether the treatment has been effective.
Are you having any difficulties right now? What are they? Why do you think (those things) are difficult for you? How is it difficult?
Do you have anything in particular that you would like to do but you are unable to do because of your current situation? Why do you think you are unable to do them? How are these things typically done? How is doing them right now different from back then? What would you like to be able to do?
Is there anything about your life right now that you would like to change? What is it? Why? How would you like things to change? If things were better, what do you think would be different?
Help with your river bed:
Who are you currently living with right now?
Who do you typically spend most of your time with? How do you spend your time with them? What do you usually enjoy doing together?
Where do you typically spend most of your time?
Think about the place where you live / work? How do you find your ability to get around there?
Do you live in a single storey / double storey terrace / apartment / flat / wooden house? Is your room upstairs or downstairs? Are there lifts?