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13021 Latvia - Agreement for Cooperation in the Global Learning and Observations to Benefit the Environment (GLOBE) Program






GLOBE Program



Agreement Between the


Signed at Riga January 27, 1999








Pursuant to Public Law 89—497, approved July 8, 1966
(80 Stat. 271; 1 U.S.C. 113)—

“. . .the Treaties and Other International Acts Series issued
under the authority of the Secretary of State shall be competent
evidence . . . of the treaties, international agreements other than
treaties, and proclamations by the President of such treaties and
international agreements other than treaties, as the case may be,
therein contained, in all the courts of law and equity and of maritime
jurisdiction, and in all the tribunals and public offices of the
United States, and of the several States, without any further proof
or authentication thereof.”



Environmental Cooperation: GLOBE Program

Agreement signed at Riga January 27, 1999;
Entered into force January 27, 1999.
With appendices.

Agreement between
the National Oceanic and Atmospheric Administration
of the United States of America and
the Ministry of Education and Science of the Republic of Latvia
for Cooperation in
the GLOBE program
The United States of America National Oceanic and Atmospheric
Administration, acting on behalf of itself and other United States of
America Government agencies participating in the GLOBE Program
(hereinafter, the United States side) and the Ministry of Education and
Science of the Republic of Latvia (hereinafter, the Latvian side),
Intending to increase the awareness of students throughout the world about
the global environment,
Seeking to contribute to increased scientific understanding of the Earth,
Desiring to support improved student achievement in science and
Have agreed to cooperate in the Global Learning and Observations to
Benefit the Environment (GLOBE) Program as follows:
The GLOBE Program is an international environmental science and
education program that brings students, teachers, and scientists together to
study the global environment. GLOBE has created an international
network of students at primary, middle and secondary school levels
studying environmental issues, making environmental measurements, and
sharing useful environmental data with one another and the international
science community.
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A. The United States side will:
1. Identify United States schools that will participate in the GLOBE
Program (details regarding GLOBE schools in Appendix A);
2. Select, in consultation with international scientists and educators,
the GLOBE environmental measurements and types of measurements
equipment (described in Appendix B );
3. Select Principal Investigator Teams for the GLOBE
environmental measurements, and support the United States members of
the Team;
4. Develop, in consultation with international scientists and
educators, GLOBE educational materials;
5. Translate GLOBE instructional materials related to measurements
procedures and data reporting protocols into the six United Nations
languages, and provide a copy of these plus all broader GLOBE
educational materials to the Latvian side for further reproduction as
6. Conduct regional training sessions for GLOBE Country
Coordinators and GLOBE teachers who will serve as trainers for
additional GLOBE teachers in Latvia;
7. Design, develop, operate, and maintain GLOBE data processing
capabilities and other computers (to the extent possible, textual material
appearing on computer screens will be accessible in the student's choice
among six United Nations languages);
8. Accept environmental data reported from GLOBE schools around
the world, and develop and provide resultant global environmental images
to the Latvian side; and
9. Evaluate the overall GLOBE Program periodically, in
consultation with international GLOBE Country Coordinators, and modify
the overall program as appropriate.
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B. The Latvian side will:
1. Identify Latvian schools that will participate in the GLOBE
Program (details regarding GLOBE schools in Appendix A) and provide
an updated list of Latvian GLOBE schools to the United States side at the
beginning of each school year;
2. Ensure that Latvian GLOBE students conduct the fundamental
activities of GLOBE schools detailed in Appendix A (take GLOBE
environmental measurements, report data, and receive and use resultant
global environmental images, using GLOBE educational materials under
the guidance of teachers trained to conduct the GLOBE program);
3. Name a Point of Contact from the Latvian Ministry of Education
and Science responsible for policy-level communications with the Director
of the GLOBE Program;
4. Name a Country Coordinator responsible for day-to-day
management, oversight, and facilitation of the GLOBE Program in Latvia;
5. Ensure that the Country Coordinator and some GLOBE teachers
attend GLOBE regional training and in turn provide GLOBE training to at
least one teacher in each Latvian GLOBE school;
6. Ensure that GLOBE instructional materials related to
measurement procedures and data reporting protocols are utilized in
Latvian GLOBE schools, and that broader GLOBE educational materials
are appropriately translated, adapted, reproduced, and distributed to all
Latvian GLOBE schools;
7. Ensure that the measurement equipment used by GLOBE schools
to take GLOBE environmental measurements meets GLOBE
specifications (described in Appendix B);
8. Ensure that teachers and students at Latvian GLOBE schools
calibrate GLOBE measurement equipment according to procedures
provided in GLOBE instructional materials;
9. Ensure that Latvian GLOBE schools have the necessary computer
and communications systems to allow Internet/World Wide Web access in
order to report GLOBE environmental images; if such computer and
communications systems are not available in Latvian schools, make agreed
alternative arrangements for such reporting and receipt (at a minimum, the
Latvian Country Coordinator will need access to the Internet so that all
measurement data from Latvian GLOBE schools will be reported via
Internet); and
10. Evaluate GLOBE operations in Latvia periodically and assist the
United States side in conducting periodic evaluation of the overall GLOBE
Each side will bear the costs of fulfilling its respective responsibilities
under this agreement. Obligations of each side pursuant to this agreement
are subject to its respective funding procedures and the availability of
appropriated funds, personnel, and other resources. The conduct of
activities under this agreement will be consistent with the relevant Jaws
and regulations of the United States and Latvia.
GLOBE environmental measurement data, global environmental images,
software, and educational materials will be available worldwide without
restriction as to their use or redistribution.
Each side may release information on the GLOBE Program as it may deem
appropriate without prior consultation with the other.
Each side will use its best efforts to facilitate the movement of persons and
goods into and out of its territory and to accord entry to such goods into
United States and Latvian territory free of customs duties and other similar
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charges, as is necessary to implement this agreement, to the extent
permitted by the laws and regulations of the United States and Latvia.
Article 7 - DURATION
This agreement will enter into force upon signature of the two sides and
will remain in force five years. It will be automatically extended for further
five-year periods unless either side decides to terminate it and so notifies
the other side with three months written notice. This agreement may be
terminated at any time by either side upon three months prior written
notice to the other side. This agreement may be amended by written
agreement of the two sides.
Done at Riga, in duplicate, this twenty seventh day of January, 1999, in
English and Latvian languages, each text being equally authentic.
For the National Oceanic For the Ministry of
and Atmospheric Administration of Education and Science of
the United States of America the Republic of Latvia
GLOBE Schools
Each partner country is responsible for identifying its participating
schools. Schools should be selected so as to satisfy the objectives of
the GLOBE Program. In particular, countries should emphasize the
selection of schools that will maximize the number and geographic
distribution of students worldwide participating in the program. Also
countries should consider involving schools in locations that will yield
measurement data that is important to the international science
Students at all GLOBE schools throughout the world conduct the
following fundamental activities: they make environmental
measurements at or near their schools; report their data to a GLOBE
data processing site; receive vivid graphical global environmental
images created from their data and the data from other GLOBE
schools around the world; and study the environment by relating
their observations and the resulting images to broader environmental
topics. All of these activities are conducted under the guidance of
specially trained teachers (GLOBE-trained teachers).
GLOBE educational materials are used in GLOBE schools under the
guidance of GLOBE-trained teachers. These materials contain
instructional materials detailing procedures for taking environmental
measurements and protocols for reporting data; they also explain the
significance of the measurements, guide the use of the global
environmental images, and integrate the measurement aspects of the
program into a broader study of the environment.
GLOBE Environmental Measurements and Equipment
GLOBE environmental measurements contribute in a significant way
to the scientific understanding of the dynamics of the global
environment. Every GLOBE school is encouraged to conduct the
core set of GLOBE environmental measurements in the following
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critical areas: Atmosphere/Climate, Hydrology, Land Cover/Biology
and Soils. As the GLOBE Program evolves, specialized
measurements not common to all GLOBE schools may be added in
order to address local environmental issues.
Students at all skill levels are active participants in the GLOBE
Program. The actual participation is designed so as to be appropriate
for primary, middle and secondary school levels. Younger students
make limited measurements which may be qualitative rather than
quantitative. Older students make additional measurements and
more sophisticated measurements, as appropriate for their skill level.
Measurement equipment is not standardized; rather, functional and
performance specifications are provided for GLOBE instruments.
Following is the list of GLOBE core measurements and equipment.
This list has been developed and will be periodically updated as
provided in Article 2.A.2, based on experience gained in
implementing the GLOBE Program.
Air temperature Max/Min Thermometer
Calibration Thermometer
Instrument Shelter
Precipitation Rain Gauge
Cloud Cover/Type
Hydrology: Cloud Charts
Water pH pH Paper, Pen, or Meter
Water Temperature
Organic Liquid-Filled
Dissolved Oxygen Dissolved Oxygen Kit
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Alkalinity Water Alkalinity Kit
Electrical Conductivity Electrode-Type
Conductivity Tester
Land Cover/Biology:
Land Cover Remote Sensing Image
Multispec Software
Species Identification Dichotomous Keys
Soil Characterization
Measuring Tape
Clinometer (Optional)
Densiometer (Optional)
Soil Sample Cans
Soil Moisture Meter
Gypsum Blocks (Optional)
Color Chart
Graduated Cylinders
Augur (Optional)
Soil Moisture
GLOBE Computer and Communications Systems
In order to derive maximum benefit from the GLOBE Program, all
schools are encouraged to use the Internet, along with classroom
computers. The Internet/World Wide Web multi-media information-
access capability has been selected to support the required GLOBE
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school activities of data entry, data analysis, and use of global
environmental images.
The diversity of technology accessible by schools worldwide may
require, in some cases, that environmental measurements be
reported via e-mail or in hardcopy and that a variety of media,
including e-mail hardcopy, be used to distribute global environmental
images. All schools that want to participate in the program will be
Technology associated with the GLOBE Program will continually
evolve to higher levels and participants will be encouraged to
upgrade over time.

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