In addition to established scientists, PhD students and other early career researchers are welcome to submit abstracts to present their research at the conference. Further, the EGU encourages undergraduate and master students to submit abstracts on their dissertations or final-year projects.
The EGU recognises that there are many outstanding students who would benefit from attending and presenting at the General Assembly and, therefore, provides a discounted registration rate to this group. Interested undergraduates can apply to present a poster, talk or PICO presentation on research undertaken in a laboratory setting, on a mapping or field project they’ve been involved in during their degrees, or any other research project of relevance.
Browse through the EGU 2018 sessions. Clicking on ‘please select’ will allow you to search for sessions by Programme Group and submit your abstract to the relevant session either as plain text, LaTeX, or a MS Word document. Further guidelines on how to submit an abstract are available on the EGU 2018 website.
An innovative presentation format – Presenting Interactive Content, better known as PICO – has been implemented at the General Assembly since 2013. PICO sessions bring together the advantages of both oral and poster sessions, allowing authors to present the essence of their work and follow it up with interactive discussion. Please note that some sessions are ‘PICO only’ sessions, meaning you cannot select oral/poster preference. If you are submitting to a PICO only session be sure to check out our PICO guide, for tips on how to prepare your presentation.
The deadline for the receipt of abstracts is 10 January 2018, 13:00 CET. If you would like to apply for financial support, now called the Roland Schlich travel support, to attend the 2017 General Assembly, please submit an application no later than 01 December 2017. We’ll be providing further information about how to apply for travel grants and how they are awarded in a forthcoming post.
EGU 2018 will take place from 08 to 13 April 2017 in Vienna, Austria. For more information on the General Assembly, see the EGU 2018 website and follow us on Twitter (#EGU18 is the official conference hashtag) and Facebook.
Do you have an interest in the Earth, space and planetary sciences and love blogging and using social media channels to communicate that passion? Then our latest job opening might be just right for you!
We are looking for a Communications Officer to work with the EGU Media and Communications Manager in maintaining and further developing media- and science-related communications between the EGU and its membership, the working media and the public at large. The officer will be tasked with (among others):
Manage the official EGU blog, including writing, commissioning and editing posts
Administer the EGU network of blogs, including division blogs
Manage the Union’s social media presence year-round
Work as a point of contact for early career scientists at the EGU office
We are looking for a good team player with excellent interpersonal, organisational, and communication skills to fill this role. The successful applicant will have an academic degree (e.g. MA, MSc, PhD), preferably in the geosciences or related scientific disciplines or in communication sciences. Candidates should also have the ability to understand and translate complex science into simple concepts and write about scientific research to general audiences in an engaging and accurate manner, as well as an expert command of English. Non-European nationals are eligible to apply.
To get a feel for what the position involves why not read this post by the current post holder, Laura Roberts Artal? Laura is happy to answer questions about what the role involves day-to-day, so feel free to contact here with questions at email@example.com or on +49 (0)89 2180-6717.
The deadline for application is 5 November 2017. The expected start time for this position is January 2018.
Further details about the position and how to apply can be found here.
Feel free to contact Dr Bárbara Ferreira, the Media and Communications Manager, at firstname.lastname@example.org or on +49-89-2180-6703 if you have any questions about the position.
Some of last year's ECS awardees with the EGU President and Vice-President at the EGU 2017 Awards Ceremony (Credit: EGU/Foto Pfluegl).
From 8th to the 14th October a number of countries across the globe celebrate Earth Science Week, so it is a fitting time to celebrate the exceptional work of Earth, planetary and space scientist around the world.
Yesterday, the EGU announced the 49 recipients of next year’s Union Medals and Awards, Division Medals, and Division Outstanding Early Career Scientists Awards. The aim of the awards is to recognise the efforts of the awardees in furthering our understanding of the Earth, planetary and space sciences. The prizes will be handed out during the EGU 2018 General Assembly in Vienna on 8-13 April. Head over to the EGU website for the full list of awardees.
Nineteen out of the total 49 awards went to early career scientists who are recognised for the excellence of their work at the beginning of their academic career. Fifteen of the awards were given at Division level but four early career scientists were recognised at Union level, highlighting the quality of the research being carried out by the early stage researcher community within the EGU.
Nine out of the 49 awards conferred this year recognised the work of female scientists. Of those, four were given to researchers in the early stages of their academic career (at the Division level).
As a student (be it at undergraduate, masters, or PhD level), at the EGU 2017 General Assembly, you might have entered the Outstanding Student Poster and PICO (OSPP) Awards. A total of 57 poster contributions by early career researchers were bestowed with a OSPP award this year recognising the valuable and important work carried out by budding geoscientists. Judges took into account not only the quality of the research presented in the posters, but also how the findings were communicated both on paper and by the presenters. Follow this link for a full list of awardees.
Further information regarding how to nominate a candidate for a medal and details on the selection of candidates can be found on the EGU webpages. For details of how to enter the OSPP Award see the procedure for application, all of which takes place during the General Assembly, so it really couldn’t be easier to put yourself forward!
Some typical scenes from Malawi (Left) sunrise on Lake Malawi, (Right) Women carrying thatch. Photos: B. Malamud
In July 2017, Professor Bruce Malamud and Dr Faith Taylor from King’s College London travelled to Mzuzu, Malawi to work in collaboration with Mr James Kushe from Mzuzu University, Malawi. They delivered an EGU funded workshop at Mzuzu University to high school teachers on natural hazards, with major funding provided by EGU, and also supported by Urban ARK and Mzuzu University. Faith and Bruce explain more about the trip…
Although we are biased, we think life is particularly hard for Malawian Geography teachers who have a great responsibility to shape the next generation of big-thinkers and problem-solvers against the challenges such as (i) large class sizes, (ii) limited opportunity for teachers’ continued professional development and (iii) under-resourcing of schools.
With this in mind, Bruce, James and I applied for EGU funding to run a workshop for teachers on natural hazards, focusing particularly on: (i) collating and developing low-cost teaching demonstrations, (ii) equipping teachers with further information about natural hazards and (iii) learning more about their home city of Mzuzu as a resource for field trips.
Professor Bruce Malamud demonstrating seismic waves using a giant slinky.
In the months running up to the workshop, we prepared 16 Gb USB sticks for each teacher which included >35 teaching demos that we had created and/or reviewed, and then trialled, 77 videos that we selected from the many out there, 11 digital posters and 16 factsheets and 14 Powerpoint lectures from our own teaching. We also started to order a few resources that would be hard to come by in Malawi, such as slinkies for teaching about earthquake waves and mento tubes for demonstrating volcanic eruptions (try explaining a suitcase of slinkies to a customs official!).
In Mzuzu, James visited each highschool to explain the purposes of our workshop and get local interest, planned a fieldtrip to the Massassa region and started to purchase locally available resources for teaching demonstrations, such as jars and sand for teaching about the angle of repose with regard to landslides.
Upon arrival at the Mzuzu University library, where we held the workshop, we were greeted by 27 high school teachers who had travelled from up to a couple of hours away to spend three days with us. The schools they came from varied in terms of resourcing, teachers’ background and experience, but all teachers were enthusiastic about the opportunity to learn more (note to others, teachers were particularly keen on further EGU funded workshops on other topics!).
Over the three days, we delivered interactive undergraduate level lectures on a range of natural hazards, so that teachers would better understand the process behind many of the hazards, interspersed with over two dozen activities and teaching demonstrations that they could bring back to the classroom. We also had a half day microadventure facilitated by one of the teachers to a local area that had been affected by flooding and landslides. This was a good reminder that geography starts on the doorstep, and does not require expensive fieldtrips to exotic destinations to help students experience environmental phenomena and solidify their classroom based learning. There were also opportunities for the teachers to share some of their best practice – and from this, we hope the seed has been sown for teachers to establish their own professional network for sharing ideas and resources.
We have travelled to Malawi multiple times over the past few years as part of our work on the Urban ARK project where we look at multi-hazard risk to infrastructure. From this work, we know how challenging it can be for information and ideas to flow to those experiencing and managing risks. We left Malawi feeling hopeful that through those 27 bright and enthusiastic teachers, we might reach >2000 students, and through those students we might also reach their friends and family to help reduce disaster risk across the Mzuzu region.
In the coming months we will share some of the resources we generated and collated online. There is a clear need for further workshops like this across Malawi, and an appetite for building a network of teachers. It took a lot of planning and partnerships with local academics but we would strongly encourage others to consider running similar workshops for teachers in the warm heart of Africa.
By Faith Taylor and Bruce Malamud, King’s College London