15 MB - Great Lakes Maritime Research Institute

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• I loved being treated like an honored and important guest. We were privileged to see so many interesting sitesin a way we would never have on our own. Teachers rarely are treated so well. Everyone was so interested inour ideas and input. It was a really good and positive experience.• Being able to go to the port terminals and other sites like the lighthouse, instead of being lectured to in aclassroom!• Becoming aware of the transportation issue. Our sessions at the Duluth Port Authority were very interestingand helpful, and the Port Authority representative did a great job narrating the harbor tour.Week 2:• Whitefish Point (3)• Touring the Cleveland Cliffs Mine and learning how iron-ore gets processed and shipped. (3)• I also was fascinated by the Soo Locks tour (by the U.S. Army Corps) behind the scenes (8)• As a history teacher, I enjoyed the Whitefish Point museum and Fayette. (2)• The Army Corps of Engineers was awesome.• Visiting many places where you normally couldn’t go. i.e. Soo Locks tour, Coast Guard Facility tour,(Cleveland Cliffs) iron ore mine, personal presentations at Marquette, Escanaba• Soo Locks Boat Tour (2)• Walking under the Poe Lock!• I liked all of it!• Coast Guard facility Vessel Traffic Service (2)(6) Ways to improve the content or schedule of the teacher institutes for next year.Week 1:• Provide time to reflect with other teachers in the institute. Lots of info has been given to us throughout theweek and we need time to process it all!• Include a daily roundtable discussion at the conclusion of each day with all members participating.• A meeting site is a necessary component in building a community of the learners and professional collegiality.The meeting site would provide a gathering place to review, discuss, answer questions, or give direction to theentire group daily.• Be sure to have a course overview at the beginning of the institute.• Have internet access and a resource room available at UMD.Week 2:• Week 2 tied in nicely with the first week. I would not recommend taking one week without the other.However, doing both weeks really wore me out physically.• Maybe state that the class is “Shipping and Industry” or “Transportation and Industry,” as we did both.• Start at 9 and end at 5 each day with discussions at 7:30-8:30 at breakfast and 6:30-7:30 at dinners.Discussions should count as class time. Keep focus on shipping. Eliminate Sault Edison/Pictured Rocks.• Leave out the paper mill tour and try to get a tour of a limestone quarry at Gulliver or Cedarville in U.P.• Build in small group discussion time, do not always require whole group time, build on journal reflection time,and build in lesson planning time. End by 9:00 pm daily!• Start class on Sunday evening for course overview.The following additional evaluation information will be gathered over the 2006-07 school year and will beincluded in Year Two’s report:♦ Teacher feedback following implementation of newly developed lessons in their classroom and themastery of learning objectives by their students.♦ Teachers’ and students’ assessment of the new interactive web module on Great Lakes shipping.♦ Teachers feedback on the usefulness of the Great Lakes Maritime Transportation teaching trunk, and recordson the frequency of its use and teachers’ comments and suggestions.4
Appendix ASummary of Publicity & Recruitment for 2006 Summer Teacher InstitutesMICHIGAN♦ Michigan Science Teachers’ Association (MSTA) list-serve sue@ucia2.com♦ Michigan Building A Presence for Teachers list-serve larwad@charter.net♦ Email to 1,000+ past MTU teacher workshop/institute participants (2001-2006)♦ Resource agencies & organizations: conservation districts, county extension offices♦ Michigan DEQ statewide Environmental Education website http://www.michigan.gov/deq/♦ U.P. Environmental Educators website♦ Michigan Earth Science Teachers’ Association (MESTA) website http://www.mestarocks.org/♦ Michigan Math & Science Centers list-serve♦ Michigan Project Wild list-serve elshoff@msue.msu.edu♦ Michigan Project WET list-serve vailj@gvsu.edu♦ Michigan Project Learning Tree list-serve kfischer@binderparkzoo.org♦ Michigan Association of Environmental & Outdoor Educators (MAEOE) list-serve and online calendar♦ Michigan Teacher Network list-serve for MI educational institutions and organizations♦ NMU Seaborg Center list-serve of teachersWISCONSIN♦ Wisconsin Assn of Environmental Educators (WAEE) waee@uwsp.edu and annual conference Oct. 25-27.♦ Wisconsin Education Association Council (WEAC) http://www.weac.org/♦ Wisconsin Center for Environmental Education - UW-Stevens Point www.uwsp.edu/cnr/leaf/sf♦ Midwest Lakes Policy Center www.midwestlakes.orgMINNESOTA♦ Minnesota SEEK website seek@moea.state.mn.us or mnseek.net♦ University of Minnesota Duluth♦ MN Association for Environmental Education maeeinfo@naaee.org♦ Great Lakes Aquarium (Dave Schaeffer) education@glaquarium.org♦ Minnesota Science Teachers Association (MnSTA)REGIONAL♦ Great Lakes States Seagrant coordinators: Jim Luebner, WI Seagrant; Cynthia Hagley & Marie Zhuikov, MNSeagrant, and Steve Stewart, MI Seagrant.NATIONAL• North American Assn for Environmental Education national conference in St. Paul, MN, Oct. 11-14, 20065
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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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Demand Forecast. Table 3.4 below sh
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Page 225 and 226: ReferencesChapter 1No referencesCha
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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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15 MB - Great Lakes Maritime Research Institute

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