GeoLog
Olivia Trani

Olivia Trani

Olivia Trani is the Communications Officer at the European Geosciences Union. She is responsible for the management of the Union's social media presence and the EGU blogs, where she writes regularly for the EGU's official blog, GeoLog. She is also the point of contact for early career scientists (ECS) at the EGU Office. Olivia has a MS in Science Journalism from Boston University and her work has appeared on WBUR-FM, Inside Science News Service, and the American Geophysical Union. Olivia tweets at @oliviatrani.

July GeoRoundUp: the best of the Earth sciences from around the web

July GeoRoundUp: the best of the Earth sciences from around the web

Drawing inspiration from popular stories on our social media channels, major geoscience headlines, as well as unique and quirky research, this monthly column aims to bring you the latest Earth and planetary science news from around the web.

Major story

The world soaks up the sun

This summer our planet experienced the hottest June in recorded history, with the average global temperature reaching 16.4 °C, and July is on track to becoming the hottest month ever measured on Earth. And if you either live in or have been visiting Europe over the last few weeks, it sure feels like record-breaking heat.

In both June and July, several regions in Europe reached all-time temperature highs as warm air from northern Africa made its way through the continent. A rapid analysis done by researchers affiliated with the World Weather Attribution Network shows that human-caused climate change made the June heatwave at least five times more likely to happen. Furthermore, the scientists say in their report that “every heat wave occurring in Europe today is made more likely and more intense by human-induced climate change.”

Heatwaves this intense can put human health at risk and even be deadly in severe cases. A death toll reported that extreme heat Europe in the summer of 2003 led to more than 70,000 deaths throughout the continent.

The heatwave is now advancing towards Greenland, scientists report, and increased heat in the Arctic will likely lead to “another major peak in melt area,” said Twila Moon, a research scientist with the National Snow and Ice Data Center (NSIDC) in Colorado, US, to Live Science.

Simultaneous to the heatwave, a new study has reported that Earth’s current global warming is the only worldwide climate event to have happened in the last 2,000 years. While there have been notable climate events within the last few centuries, such as dramatic temperature changes from volcanic eruptions, the impact of these events were more regional rather than universal. In contrast, the study finds that modern climate change has affected 98 percent of the world.  “Absolutely nothing resembling modern-day global warming has happened on Earth for at least the past 2,000 years,” said the Atlantic.

50 years since one small step

20 July 2019 also marked the 50th anniversary of the first human steps on the Moon. In 1969, NASA astronauts Neil Armstrong and Buzz Aldrin landed on the Moon’s surface as part of the Apollo 11 Mission, revolutionising our understanding of our closest cosmic neighbor. For the 21 hours and 36 minutes on the lunar landscape, Armstrong and Aldrin reported field observations, installed instruments for multiple experiments, and gathered more than 20 kilograms of rock and dust samples.

Since then, scientists have made several discoveries from the data collected during the Apollo 11 Mission. For example, the rocks brought back from the Moon were determined to be about 4.5 billion years old, not much older than the Earth. Geoscientists also found that rocks from the Moon were very similar chemically to those on Earth, suggesting that the two bodies could have evolved in tandem from a large impact event, a leading theory also known as the giant-impact hypothesis.

Lunar Module pilot Buzz Aldrin photographed during the Apollo 11 extravehicular activity on the moon. Aldrin had just deployed the Early Apollo Scientific Experiments Package. In the foreground is the Passive Seismic Experiment Package; beyond it is the Laser Ranging Retro-Reflector (LR-3). Credit: NASA

While operational, the lunar seismometers installed by Armstrong and Aldrin detected ‘moonquakes’ and revealed that the Moon has a relatively small solid core and a thicker crust compared to the Earths’ interior.

Armstrong and Aldrin also set up a Laser Ranging Retroreflector to precisely measure how close the Moon is to the Earth. The retroreflector is still operational to this day, and the data obtained from the experiment shows that the Moon is almost literally inching away from the Earth at 3.8 centimetres (1.5 inches) each year on average.

These examples are just some of the discoveries made following this mission, and scientists are still studying the samples and data obtained 50 years ago to learn more about the Moon, the Earth and the solar system.

“One of the biggest misconceptions is that the Apollo samples aren’t being studied anymore, and that the Apollo samples only tell us about the moon,” says Ryan Zeigler, Apollo sample curator at the Johnson Space Center, in Science News.

What you might have missed

A new study published in July reported that tidewater glaciers, ones that flow from land to sea, could be melting much faster than previously thought. By analysing detailed measurements collected through radar, sonar and time-lapse photography, a team of researchers found that one Alaskan tidewater glacier is releasing a surprising meltwater from below the surface of the ocean.

“The melt rates that we measured were about 10 to 100 times larger than what theory predicted,” says lead study author David A. Sutherland, an oceanographer at the University of Oregon, in Scientific American.

The new findings could help scientists better understand how glaciers respond to global warming and how such glacial melt contributes to sea level rise and impacts local ecosystems.

Researchers studying LeConte Glacier in Alaska have found that its melt rate was 10 to 100 times larger than expected. Credit: US Forest Service, Carey Case

Other noteworthy stories

The EGU story

In July we are advertised another vacancy at the EGU Executive Office in Munich, Germany: EGU Communications Officer. The successful candidate will manage the EGU blogs and social media channels and be the office contact point for early career scientists.

Additionally, we are providing an EGU member with the opportunity to visit Brussels and work alongside a Member of the European Parliament (MEP) for a day. The pairing scheme will enable the selected EGU member to experience the daily work of an MEP, learn more about the role of science in policymaking, and potentially provide expertise on a science-policy issue. Interested EGU members should apply by 6 September.

Also in July, we have opened the call for candidates for EGU Union President, General Secretary and Division Presidents: if you’d like to nominate yourself or propose a candidate, you can do so by 15 September.

Finally, if you’d like to apply for financial support from the EGU to organise a meeting, make sure to submit an application by 15 August. This is also the deadline to submit proposals for Union Symposia and Great Debates at the EGU General Assembly 2020. The deadline for scientific sessions and short courses is 5 September.

Organise a short course at EGU 2020: follow this simple guide!

Organise a short course at EGU 2020: follow this simple guide!

When it comes to supercharging your scientific skills, broadening your base science communication, or picking up tips on how to boost your career, short courses can be one of the highlights of the General Assembly programme.

But, did you know that any EGU member planning to go to the General Assembly (you!) can propose a short course? You’ve got until 5 September 2019 to complete your proposal. This quick guide will give you some pointers for submitting and organising your own short course at the EGU 2020 General Assembly!

Before you even put pen to paper and plan your workshop, remember that the courses should provide a forum to teach your General Assembly peers something of interest. Ideally, short courses should be designed to be open to all conference participants, though they can also be affiliated with one or more of the meeting’s programme groups.

Planning your short course

As the organiser, you are free to choose the content and set-up of the course. But the content should be of interest to (a subset of) the community that the EGU represents! The decision as to whether your course will be included in the final conference programme is made by the programme committee chair, Susanne Buiter, and the short course programme group chairs: the ECS Union representative Raffaele Albano and Michael Dietze.

To submit your course, you’ll need:

  • a title and a short description
  • the details of the course organiser

You also have the option to co-organise your course with a programme group(s) (meaning it’ll appear in the both the Short Course Programme Group and that of your programme group(s)). You might consider doing this if your workshop is aimed at a specific community, as well as being of broad appeal.

Choosing a time-slot

If your short course submission is approved, you can specify preferences for certain time blocks, days or back-to-back scheduling online in the session tagging tool between 17–26 January 2020. Note that assignments depend on availability. Short courses with more than 85 participants can only be scheduled in the 19:00–20:00 time block. In principle, no short courses are scheduled from 18:00 to 19:00.

In very exceptional cases, short courses can be scheduled during the lunch break (12:45–13:45). Requests with motivation need to be directed to sc@egu.eu.

The logistics

All short course rooms are theatre style and come complete with a microphone, a video projector, a notebook including internet connection, WiFi, and a presenter panel to connect a personal notebook to the projector via a switch (VGA and DHMI including power supply). Technical assistance will also be provided in each short course room.

If you require participants to register in advance of the course, it is your responsibility as the organiser to coordinate this. Be sure to include a registration email address or a Doodle link in the description of the short course, so potential participants know how to sign-up.

Food and drink can liven up any meeting! Should you wish to provide catering throughout your workshop (at your own expense), please get in touch with the General Assembly caterer (Motto Catering) by completing their online order form before 17 April 2020. This online form will be made available by the end of the year.

Dos & Don’ts

  • Do make skills/abilities related to science and research the focus of your workshop
  • Do aim to provide training in skills needed by people working in science
  • Do promote your short course
  • Do make your course interactive or include hands-on activities (if possible)
  • Do let participants know (via the description) if they’ll need to bring along materials (e.g. laptop, tablet, specific software) to participate in the course
  • Do allow time for questions

 

  • Don’t invite too many speakers
  • Don’t engage in commercial activities during the course (e.g. sales)
  • Don’t charge admission fees or course fees – these are strictly prohibited

For a full list of guidelines head over to the EGU 2020 website. If you have questions about submitting a short course request please contact the Programme Group Chairs or the EGU Communications Officer, Olivia Trani.

The EGU General Assembly 2020 takes place in Vienna from 3 to 8 May. For more news about the upcoming General Assembly, you can also follow the official hashtag, #EGU20 on our social media channels.

Help shape the conference programme: Union Symposia and Great Debates at the 2020 General Assembly

Help shape the conference programme: Union Symposia and Great Debates at the 2020 General Assembly

Do you enjoy the EGU’s annual General Assembly but wish you could play a more active role in shaping the programme? This year, why not propose a Union Symposia or Great Debate?

Each year at the General Assembly, the conference features a limited number of Union Symposia (US) and Great Debates (GDB), which can be proposed by anyone in the scientific community. These high-profile, union-wide events are intended to be cutting-edge, current, and of interest to a broad range of the Earth, planetary and space sciences. The deadline to submit your proposal is fast approaching (15 August 2019), so here’s a quick overview of what these special sessions involve and what to consider when proposing session ideas.

Union Symposia (US)

A US session is organised as a lecture series focusing on an important theme, topic, question or event. Past sessions have covered topics on how scientists can stand up for science and promoting/supporting equality in the geosciences to the 250th anniversary of  Alexander von Humboldt and the International Year of Soil.

A US consists of two time blocks separated by a break. Each time block has three lectures of 30 minutes each (so the US has a total of six lectures). In addition, each time block can have 15 minutes for introduction or discussion.

Great Debates (GDB)

The format of a GDB session is typically a panel discussion lasting 1 hour and 45 minutes featuring 3-5 panel members and a moderator. The aim of the session is to delve into a particular question or debate topic relevant to the geosciences in a lively, interactive and entertaining way. Past debates have facilitated discussions on many different timely themes, including Plan S and Open Science, early career scientist mental wellbeing, low-risk geo-engineering, and the role of scientists in policy.

Early career scientists having Great Debate round-table discussions on mental wellbeing in research at the EGU General Assembly 2019.

Proposing a US or GDB

Submitting a proposal for a US or GDB involves many of the same steps you would need to take when submitting a session to other programme groups, however there are some additional guidelines and important notes to keep in mind:

1) The EGU strongly encourages diversity in career stage, gender, and country of work or origin for US and GDB speakers and conveners.

2) The EGU recommends a maximum of three (co-)convenerships at its General Assembly. One additional (co-)convenership for US and GDB is allowed (i.e. a maximum of four).

3) Proposals of US and GBD need to include the following extra information in the proposal form (this information is confidential to the programme committee):

    • a justification of the union-wide character of the proposed session;
    • a list of preliminary speakers;
    • an indication of whether the proposal should be included in another programme group as a regular session if the proposal is turned down for US or GBD.
    • whether the proposers have a contact person in the programme committee or the EGU office.

4) Speakers in Union Symposia (US) are solicited. They need to submit an abstract using a password provided by the US convener by the abstract deadline of the General Assembly.

5) As a guideline, US and GDB speakers, conveners, and moderators do not receive discounted abstract processing charges, registration fees, or travel reimbursement.

6) Limited financial support is, however, available in special cases. The EGU will consider support requests for speakers (up to 2) who bring something extra to our participants, who are not space or geoscientists, who would otherwise not attend the EGU’s General Assembly, and who do not have funds to cover their expenses.

7) Financial support requests are subject to approval by the treasurer, executive secretary, and programme committee chair and form part of the evaluation of US and GDB proposals. We consider requests for day-pass registration and support for accommodation and/or travel. As a guideline, travel support should not exceed €350 for travel within Europe and €1,000 from outside Europe, respectively. Accommodation should not exceed €120 per night, and up to 2 nights can be granted if justifiable.

Each submitted proposal is evaluated by the EGU’s Programme Committee before the deadline of the general call-for-sessions. Rejected proposals can then be considered for resubmission as a regular session.

Wondering whether your session would fit as a US or GDB? Just ask Programme Committee Chair Susanne Buiter (programme.committee@egu.eu). You can also find more information about the call for sessions (and the organisation of the scientific programme in general) on the EGU 2020 website.

The EGU’s 2020 General Assembly, takes place in Vienna from 3 to 8 May, 2020. For more news about the upcoming General Assembly, you can also follow the official hashtag, #EGU20, on our social media channels.

GeoTalk: Creative communication for science education – meet scientific artist Kelly Stanford

GeoTalk: Creative communication for science education – meet scientific artist Kelly Stanford

GeoTalk interviews usually feature the work of early career researchers, but this month we deviate from the standard format to speak to Kelly Stanford, an artist based in Manchester, UK who focuses on creating works of art that embody scientific concepts in an accessible and aesthetically pleasing manner which can be used to communicate science to the public. Here we talk to her about her career path into science art (SciArt) and science communication (SciComm), her recent projects, lessons learned as a science communicator, and more!

Hi Kelly, thanks for talking to me today! To start off, could you introduce yourself and tell us a little more about your career path so far?

I’m a scientific artist/illustrator based in Manchester, in the UK, who uses art as a form of science communication. My academic background was originally History of Art which I did as an undergrad at the University of Manchester (my dissertation was on Eduardo Paolozzi’s Turing Suite – a series of overlooked prints themed around the life of Alan Turing and technological progress), before I focused my career path exclusively to SciArt and SciComm after I graduated.

My practices have always been rooted in science and art, so I wanted to continue to develop these during my time at university.  During my time in Manchester, I started to network and collaborate with scientists from the university’s physics department in order to develop my work further. I was amazed at how accommodating the university was towards interdisciplinary work; I had access to labs so I could experiment with new materials and figure out how to incorporate them into my work. This eventually this led to me collaborating with the National Graphene Institute, which is currently in the process of hanging my art up around the building for permanent exhibition, plus some future projects with other departments too.

All my work is freelance so I get to work on a diverse range of stuff. Most of the time I will be commissioned by a scientist and then we will work closely together to realise their project ideas (like an educational card game) and other times I set my own personal projects to work on with companies (such as public art sculptures).

How did you first get interested in SciArt and SciComm?

I first got interested in SciArt during my college days. The SciComm element came later as I noticed that the pieces I made in the studio space led to numerous people asking me about their inspiration and general science questions.  A few fellow students pointed out that I was able to break topics down and simplify them so that even those from non-science backgrounds could understand the subject. I also noticed that they were taking note of science in the news more after our discussions and looking things up. Eventually this led to us projecting NASA live streams onto the studio wall during lessons, much to the dismay of our skeptical art professor. It really made me focus on SciArt’s inherent SciComm potential so it became a main focus during and after my university days to develop it further.

One of your most recent works is Science Pusheen: where you create illustrations of the cartoon cat Pusheen in various STEM roles. What was your inspiration and goal for this project, and what has been the response so far?

Originally, I made them as a bit of fun in between my main work and as a response to the lack of positive STEM representation in cartoon media. I was disappointed that there was no science-themed Pusheen’s (not even a simple lab technician) so I made my own! The project started as a set of four basic drawings I made on my iPad and uploaded to my Twitter (@TheLabArtist), I had no idea they’d blow up as much as they did. I let people use the illustrations so they’re now being incorporated into classrooms, labs, presentations and outreach events!

I now take requests for science fields to cover in the project – I’m aiming to cover most science fields so that everyone has their own Pusheen. Geoscientific fields gets requested a lot so I’ve already made a few covering this area. I’m currently working on a climate scientist and communicator Pusheen as we speak!

In your opinion, why is having STEM representation in media (such as your Pusheen cartoons) important?

STEM is a part of everyday life so I feel that people should be made more aware of it. I also think science has these cultural stereotypes where you have to be a certain type of person to be a scientist, which isn’t the case. I believe anyone can get involved with STEM, so the more representation in popular media these fields get hopefully the more normalized it will become.

Besides Science Pusheen, you have been involved in a number of other projects, from designing science education themed card games to creating science communication sculptures! What have been some of your favorite projects recently?

Well one of my favorites was the ‘STEM Bee’ science communication sculpture I made for the Bee in the City last year in Manchester. The STEM Bee was a 1.8 metre tall bee sculpture that was embellished with imagery from Manchester research papers, portraits of famous scientists, science facts, a list of the city’s scientific achievements and the signatures of roughly 80 local researchers (including a Nobel Prize winner!). The signatures were a nice touch as it represented current-day research being done in the city, rather than just focusing on the historical stuff. It also allowed me to meet and collaborate with a whole bunch of researchers from different backgrounds.

The bee was outside Manchester Oxford Road train station (one of the main ones in the city) for two months so loads of people got to see it. I worked with my sponsor, ARUP (engineering firm behind the Sydney Opera House) to promote the project through free posters/postcards and a free DIY Bee Hotel guide which was unlockable via a QR code on the bee’s base. Eventually my sculpture was auctioned off and raised an amazing £22,000 for local charities – SciComm and charity fundraising in one!

At the start of the year I collaborated with Chris Skinner a research fellow at the University of Hull, UK, to design a flood defense card game he created called ‘Resilience’ for the University of Hull’s SeriousGeoGames Lab. My job was to design all of the graphics (card layout, branding and the card artwork); it was a really fun project and was great seeing the test version shown at this year’s EGU conference. We want to work on the game some more, tweaking a few things to make it play better and even introduce some special cards ready for EGU2020!

More recently, I’ve just finished making two more SciComm sculptures, this time gorillas for the Jersey Zoo, on the island of Jersey in the English Channel.  The first is more of a fun one for children that’s themed around space and glows in the dark. The other is dedicated to Gerald Durrell, the founder of the zoo and the Durrell Conservation Trust. Gerald was crucial in influencing change in how zoos worldwide operate, shifting from a mere attraction to an ‘ark’ where endangered species are conserved for repopulation purposes. He was also a massive influence for future wildlife presenters such as David Attenborough. It’s an honor to be commissioned for such a piece and I hope my sculpture does a good job at communicating Durrell’s importance in species conservation!

You also have given workshops teaching different scientific topics through art and discussing how art can be used as an effective tool for science communication. What strategy do you use and impart to educators when it comes to teaching science through art?

I try to create a calm environment in the classroom and don’t exert too much pressure on the students during lessons. If you exert too much pressure (which is becoming a major problem in UK schools), they’ll be too stressed to take anything in. The main objective is for them to have fun, learn some interesting facts and come away with a physical object that they’ve made. In my recent workshop I got a school of 150 students to create their own illustrated ecology books focused on a creature of their choice and its habitat, complete with annotations. The workshop not only got them to do research ecology research, but it also produced something they can take home and look at. I find that visual learning such as the SciArt workshops is great in that the art helps reinforce the science subject its themed around and it can also be therapeutic and boost creativity.

What are some of the biggest lessons you have learned as a scientific artist? What advice would you impart to aspiring science communicators?

Just dive in head first – as science communicators our job is to find new, unthought of methods of science outreach. So, don’t be afraid of trying new things, even if it’s outside of your discipline. Sometimes starting as an outsider and working inward can give you a good insight on how to help others do the same.

Interview by Olivia Trani, EGU Communications Officer

You can learn more about Kelly Stanford as well as her ongoing and past projects via her website: https://www.kellystanford.co.uk/. You can follow her work on twitter via @TheLabArtist.