I Project/Purpose

For over forty years, astronauts and cosmonauts have had the unique opportunity to observe the changing surface of our home planet from a distance of hundreds of miles. Throughout this period, these individuals have recorded their observations using a range of photographic equipment, primarily the still camera loaded with color film. The astronauts have photographed virtually the entire land and much of the water surface of the Earth, and in many cases have photographed the same areas repeatedly over the course of many years. These photographs not only provide moving impressions of the beauty of our planet; they also assist scientists in their understanding of the many environmental changes taking place, often at accelerating rates, around the world.

Part of the founding purpose of the Association of Space Explorers (ASE) is to "support the use of space technology to help resolve such global issues as energy, natural resources, and environmental pollution" and to "encourage the use of space science and technology for the social, economic, and cultural development of mankind." ASE's U.S. National Committee, ASE-USA, has further articulated a commitment "to promote understanding of our home planet and the limits of its natural resources, and encourage the use of space platforms in characterizing and monitoring Earth's resources." The members of ASE have agreed on the need to employ the rich international archive of Earth photography as a means to bring into focus some of our planet's more dramatic environmental changes for people around the world.

The Earth Education Exhibit would consist of a chronological representation of the Earth's changing environment in a virtual-reality DVD-ROM or CD-ROM format. The project would simulate an astronaut's perspective of the Earth as viewed over the 42 year history of human spaceflight.

The viewer's experience would begin with a simulated launch on board a mission of his choosing. Upon reaching “orbit”, the viewer would be presented with a view of the Earth as it existed at the time of that particular space mission. Viewers will be able to select various continents or countries for closer inspection of the environmental changes occurring as well as their causal influences.

II Guiding Principles

A. Regional Balance - The phenomena selected for the exhibit shall be drawn from around the planet to ensure that a broad range of viewers feel some association with the material presented.

B. Representative Phenomena - Phenomena selected for the exhibit shall not be unique, but rather representative of similar ecological trends in other parts of the world. The exhibit will include information on other locations where the featured trends have been observed, further enabling viewers to feel a connection to the images.

C. Perspectives from Earth and space - The photography selected for the exhibition shall consist of images taken from orbital altitudes as well as from surface or near- surface locations. The surface photographs shall lend a "ground truth" corroboration to those taken from space. Concise and intelligible text shall identify the common elements of the two perspectives.

C. Supplementary Materials and Media - Where they may heighten the exhibit's impact and appeal, objects and artifacts representing "ground truth" shall be incorporated. Similarly, alternative interactive displays, such as hypermedia, may be developed or borrowed to further the exhibit's educational goals.

E. Causal Explanations - Each featured phenomenon shall be accompanied by text which explains clearly and concisely how that phenomenon came into being, and describe the nature of the specific changes illustrated by the photographic material. These explanations shall serve as a principal scientific learning point for viewers.

F. Alternative Restoration and Preservation Strategies - In cases where phenomena have produced or are generally predicted to produce impacts inconsistent with long range regional sustainability, the exhibit shall provide textual summaries of selected strategies for amelioration. It is hoped that the inclusion of such information shall leave viewers feeling optimistic about the chances for restoration and preservation, and empowered with some of the knowledge necessary to affect the situation in a positive direction.

III Follow-on Projects

A. Teaching Material - In order to maximize the educational potential of the exhibit, the ASE Ecology Committee shall evaluate the program and make a progress report, to be submitted at each intervening Congress. In preparing their report, these Committee shall consult with educational professionals to determine to what extent it may be feasible to develop a teaching unit out of the exhibit. The Committee shall make a final recommendation with regard to whether a teaching unit may be feasible, and if so, its suggested nature, scope, grade range, disciplinary range and distribution range. Once the membership has endorsed the Committee's recommendation, the Ecology Committee shall designate a subcommittee to pursue the development of a teaching unit with appropriate outside professional assistance.

B. Book - As with the teaching unit, the Ecology Committee shall report with regard to the feasibility of preparing a general trade book based on the exhibit. The Committee shall first consult with publishers to determine what interest there may be in publishing such a book. If the Committees find interested publishers, they shall recommend further pursuit of such a project. Once a book project is adopted in principal by the membership, the Ecology Committee shall designate a subcommittee to identify a qualified editor, oversee negotiations with a publisher, determine one or more ASE member project advisors, and report back to the membership.