15 MB - Great Lakes Maritime Research Institute

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Lakes Visitor Center, Marquette city planning and economic development office, Whitefish Point Lighthouse andMuseum, and the Soo Locks).Teacher participants were able to earn two graduate credits from Michigan Technological University for their workbefore, during, and after each Institute. They developed nearly 40 lesson plans that will be posted on the K-12Maritime Transportation Education website. The best lessons will become part of the Great Lakes MaritimeTransportation Educators Guide proposed for development in Year 2. One institute participant developed draft text fora potential children’s book, “F is for Freighter: An ABC book of Great Lakes Shipping.” Opportunities for publishingthe book will be explored.Institute participants paid a total of $250 for the 5-day institute which included all lodging and transportation expenses,2 MTU graduate credits, most meals, and entrance fees. In addition, participants received informational packets,NOAA Great Lakes map, and a CD of the presentations made by most presenters, and photos.Recruitment for the 2007 teacher institute has already begun and will incorporate suggestions received from 2006participants who recommended making presentations at science and social studies conferences in Michigan,Wisconsin, and Minnesota, as well as, articles in professional organizations’ newsletters, and their word of mouthcontacts to colleagues.2) Developed web module on Great Lakes Maritime Transportation. http://techalive.mtu.edu/glmri/index.htmThe development of this interactive web module was coordinated by Dr. Marty Auer, Professor of Civil &Environmental Engineering at Michigan Technological University, who cost-shared his time. The content of themodule was developed by MTU graduate student, Heidi Steudel, and animations were provided by Sue Hill. Some ofthe topics to be included are: comparing Great Lakes shipping to alternate transportation systems, shipping routes,cargoes, lock systems, and more, etc. The web module will be beta-tested by students before being finalized. Themodule is hosted on the Michigan Tech Alive website (http://techalive.mtu.edu/glmri/index.htm ) but will be linkedfrom the GLMRI website.3) Developed new K-12 Maritime Transportation Education websitehttp://wupcenter.mtu.edu/education/great_lakes_maritime/index.htmThis new website will serve as a resource for educators. The website is hosted on the Western U.P. Center for Science,Mathematics and Environmental Education’s website at Michigan Technological University and will be linked toGLMRI’s website. The website will serve as a clearinghouse for teaching resources. Lessons developed by teacherparticipants in the summer institutes, links, photos, powerpoint presentations, a Did You Know Quiz on Great LakesShipping (see Appendix F), glossary of shipping terms (see Appendix G), and descriptions of suggested shippingrelatedfield trip destinations are just some of the items to be included on the website that will be helpful to both formaland non-formal educators. Maritime experts and organizations are also invited to make contributions to the website.4) Developed a Great Lakes Maritime Transportation teaching trunkThe trunk is designed for upper elementary and middle school classrooms and provides a wide variety of resources forteaching about Great Lakes shipping, including sample cargo, such as iron ore (taconite) pellets, coal, salt, limestone,sand; models of “lakers;” a 12’x14’ cloth floor map of the Great Lakes watershed showing major shipping ports, tenchildren’s books, ten videos, and a half-dozen curricula on Great Lakes shipping. The trunk may be checked out fortwo week periods and will be shipped via UPS. Interested educators may contact Loret Roberts at the Western U.P.Center for Science, Mathematics and Environmental Education (Tel: 906-482-0331 or loret@copperisd.org ) to reservethe trunk. Borrowers are responsible for returning the trunk. After piloting the trunk for one year, we will makemodifications to enhance its usefulness to teachers, and funding can be sought to replicate the trunk for use throughoutMI, WI, and MN. In Michigan, the trunks can be disseminated by the network of 33 math/science centers throughoutthe state. A list of trunk resources is included in Appendix E of this report.2
Evaluation Measures and ResultsTo evaluate overall project success, several evaluation measures were gathered. Teacher participants completed acourse evaluation following each summer institute that will be used to improve future institutes. Significant findingsfrom the teacher institute evaluation form are listed below.(1) The pre-course reading, Great Lakes Marine Transportation System white paper prepared for theMidwest Freight Corridor Study by Dr. Richard Stewart, co-director of the Great Lakes Maritime ResearchInstitute, was considered extremely helpful by all participants.(2) Teachers identified the best dates for scheduling summer teacher institutes:Last 2 weeks of June - 2July - 9First 2 weeks of August - 5Last 2 weeks of August - 0(3) Teachers identified useful incentives to encourage attendance at the institute? (17 responses)Dates were convenient - 9Inexpensive cost - 14Opportunity to earn credits - 12Topic of interest - 14 (Other: MTU classes are fun.)(4) Teachers made suggestions for teacher recruitment for next summer’s institute:Conference presentation - 3Word of mouth recruitment - 8Write an article for an education journal - 2Write an article for your school newsletter - 2Post info on your school’s website - 3Write an article for an organizational newsletter - 1Other evaluation comments:• Keeping the quality high and cost low.• You supplied everything we could ask for: grad credit, room and board, and free admission to verycool sites.• Encourage teachers to bring colleagues from the same school district to the institute so they can worktogether after the institute.• Presentations at annual state social studies conferences.• Make these institute classes part of a “planned program” for State of Michigan teacher certification.The credits aren’t that useful if you don’t already have your permanent teacher certification.(5) What teachers’ enjoyed most about the institutes:Overwhelmingly, teachers enjoyed the opportunity to see and do things that would typically not be accessible tothem traveling on their own, i.e. industrial port facilities, Cleveland Cliffs iron ore mine, Army Corps ofEngineers, Soo locks underground tour, and access to the experts and specialists. Specific responses from eachweek are shown below:Week I:• There are too many to name! The more hands-on, the more I enjoyed it.• I am impressed with the wide variety of site explorations that included all the facets of the shipping industryfrom the arrival of goods by rail and the safety processes of the port to the shipping of those goods to other GLports and global destinations. I was able to do this with my friend and meet a new network of professionalfriends.3
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Mission StatementThe Great Lakes Ma
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Technical Report Documentation1. Re
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TABLE OF CONTENTSOverview and Backg
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Overview and Background:During Marc
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Advisory Board:One of the first tas
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University of MichiganDr. Armin Tro
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Specific Project Awards to Universi
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- October 8, 2005 GLMRI Affiliate U
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- October 7, 2006 The 2 nd GLMRI Af
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SeawaySized Bulk Carrier Model fo
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Table of Contentspage1. Introductio
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List of FigurespageFigure 2.1: Typi
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2. BackgroundThe initial Sea Grant
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Figure 2.2: Typical Forward Plenum
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Table 3.1: BallastFree Bulk Carri
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4. Model Construction ConstraintsTh
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6. Computational Fluid Dynamics (CF
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Figure 6.3: Velocity Vectors at the
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8. Model ConstructionThe model of t
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9. Potential Economic Impacts of th
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Expanding Regional Freight Informat
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Workshop participants also effectiv
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information to share with governmen
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Most of this information has been c
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A New Perspective on Information De
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• Assemble data and report inform
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Looking Ahead: Next StepsThe main o
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Again, according to MISNA, the mari
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References Cited[1] Maritime Inform
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Schematic Diagram of the Structure
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Example 1: Basic Mapping FunctionsF
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Figure B.7User now queries the port
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Example 3: Mapping the NetworkFigur
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APPENDIX CCode Specifications for G
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Michigan: 01 Alpena 19 Marine C
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APPENDIX DMeeting Participants in t
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Tax Systems and Barriersto Great La
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The HMT Generates Substantially Mor
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vii
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paid by the now terminated Incan Su
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Chapter 1: Introduction1.1 Research
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presentation, “A Transportation I
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− United States General Accountin
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− Short Sea Vessel Service and Ha
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Detailed views of these data presen
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Guarantee Fee for MARAD'sTitle XI P
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Table 2.4: Great Lakes Assessments
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Table 2.10: Duty Assessments on Gre
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Certification Fee for Payment of Ve
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6) HMT TablesAs noted above and in
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Table 2.14: Total Bid Dollars by Co
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2003 Arcadia Harbor, Mi $33,2462003
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Chapter 3: The U.S. Harbor Maintena
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providing for - (1) revenue from im
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Community’s RC. No panel has been
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evenue to fund current and future h
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The Support for Harbor Investment P
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Table 3.3: Percent Change in U.S. F
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Harbor Maintenance Tax Time Line198
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Table 4.3: Output ImpactIndustry Di
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ReferencesChapter 1[1] Stewart, Ric
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[31] United States V. United States
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[66] American Association of Port A
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Appendix A: Tax Inventory DataSourc
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Overview of Maritime Tax Inventory
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31 U.S.C. 9701; P.L. 100-710, 46 C.
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Merchant Marine Act of 1936 as amen
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Reform Act of 1998, P. L. 105-258,
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Appendix C: Detailed HMT TimelineHA
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complete and refunds are issued.Imp
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There was unexpected good news for
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Articles... assembled abroad in who
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that each and every regulation is s
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Another challenge to the HMF as app
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Appendix D: Estimating Harbor Maint
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D-3
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Alternatives to Petroleum Based Fue
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Table of ContentsExecutive Summary
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Table 4.10:Great Lakes Biodiesel Pl
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of a longterm lowtemperature st
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Chapter 1: Overview1.1 Introduction
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Chapter 2: Biodiesel: An Alternativ
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2.2.2 Properties of BiodieselThe pr
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e renewable fuels (e.g. ethanol and
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2.4 Engine Test DataSummaries of th
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OEM manufacturer should be consulte
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A review of the literature addressi
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credit and a biodiesel mixture cred
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Figure 2: U.S. Diesel DemandMoving
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Page 225 and 226: ReferencesChapter 1No referencesCha
Page 227 and 228: http://www.irs.gov/publications/p37
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Page 239 and 240: 2. Introduction: Background and Obj
Page 241 and 242: 3. MethodsThe LLO has a surveygra
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Page 257 and 258: Appendix ASummary of Publicity & Re
Page 259 and 260: Appendix BGreat Lakes Maritime Tran
Page 261 and 262: Appendix DGreat Lakes Maritime Tran
Page 263 and 264: REFERENCESDuluth Port Authority. 20
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Page 267 and 268: Appendix FGreat Lakes Shipping: Did
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Page 273 and 274: FoghornGreenhouse gasGroundedHarbor
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