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A young participant’s experience at the 2018 General Assembly: So much to discover!

A young participant’s experience at the 2018 General Assembly: So much to discover!

Today we welcome probably one of the youngest participants who attended the 2018 General Assembly, Pariphat Promduangsri, a 16-year-old science baccalaureate student at Auguste Renoir high school in Cagnes-sur-mer, France, as our guest blogger. With a deep interest in the natural world and in taking care of the environment, Pariphat was a keen participant at the conference. She gave both oral and poster presentations in sessions on Geoscience Games and on Geoethics. She enjoyed particularly the sessions on education and geoscience.

The 2018 EGU conference in April was my first time attending the General Assembly; it was the biggest gathering that I have ever been to, and I think that I was most likely one of the youngest participants ever at the EGU General Assembly.  Last year, my sister, Pimnutcha, went to the 2017 General Assembly with our stepfather, David Crookall.  When she got home, she told me how exciting and interesting the conference was.  She also wrote a blog post for GeoLog about her experience.

This year, it was my chance to attend this conference.  However, the dates were still in the school term time, so I asked my high school teachers and director if they would let me be absent from school.  They agreed, and told me that it would be a great opportunity to learn many things.

My stepfather and I arrived in Vienna on the Saturday before the conference; it was not as cold as I thought it would be.  On Sunday, we went to a pre-conference workshop titled ‘Communicating your research to teachers, schools and the public – interactively’ organized by Eileen van der Flier-Keller and Chris King. It was very interesting.  They helped us to think more clearly about aspects of teaching geoscience and how pupils can learn more effectively.

So began an enriching and wonderful week.  We attended many oral and poster sessions.

During the conference, I had the opportunity to participate in two different sessions, giving two presentations in each – one oral and three poster presentations in all.

David and I doing the oral presentation (Credit: Pariphat and David Crookall)

The first session that I attended was Games for geoscience (EOS17), convened by Christopher Skinner, Sam Illingworth and Rolf Hut.  Here I did one oral presentation and one ready-to-play poster.  This session was the very first one on the topic of geoscience games at the General Assembly, and I was lucky to be part of this momentous event.  Our oral presentation was called ‘Learning from geoscience games through debriefing’.  I did the introduction and some passages in the middle, with the rest done by David.  The main idea of our presentation was to emphasize how we may learn more effectively from games by debriefing properly; it is during the debriefing that the real learning starts. As David says, “the learning starts when the game stops”.

For our poster, ‘Global warming causes and consequences: A poster game+debriefing,’ people were invited to play our GWCC game.  We asked people to participate by drawing lines linking global warming to its causes and effects.  I had a great time talking with some dozen people who came to visit and play.

Left: David and I in front of the poster. Right: Explaining to Marie Piazza how to play the GWCC game. (Credit: Pariphat and David Crookall)

The Geoscience Games Night was organized by the conveners of Games for Geoscience.  Many people brought games of all kinds to share and play, and even more people came to play.  The atmosphere was one of enjoyment, socializing and learning.  I played a game about the water cycle, based on the well-known board game Snakes and Ladders.  It was an exciting time.  At the end of the session, Sam Illingworth came to tell me that earlier in the day I did a great job for the oral presentation.  I felt really happy about his compliment.

Pictures of me playing games in the Geoscience Games Night session. (Credit: Pariphat and David Crookall)

The second session was titled Geoethics: Ethical, social and cultural implications of geoscience knowledge, education, communication, research and practice (EOS4), convened by Silvia Peppoloni, Nic Bilham, Giuseppe Di Capua, Martin Bohle, and Eduardo Marone.  In this session, we presented two interactive posters.  One was called ‘Learning geoethics: A ready-to-play poster’.  This was a game where people are invited to work together in a small group.  The game is in five steps:

  1. Individuals are given a hand of 12 cards each representing an environmental value. Here are four examples of values cards:
    • Water (including waterways, seas) should have similar rights as humans, implying protection by law.
    • Water quality must be protected and guaranteed by all people living in the same watershed. Water polluters should be punished.
    • All people with community responsibility (politicians, mayors, directors, managers, etc) must pass tests for basic geosciences (esp climate science) and geoethics.
    • Families and schools have an ethical and legal obligation to promote respect for others, for the environment, for health, for well-being and for equitable prosperity.
  2. Individually, they then select six of the 12 cards based on importance, urgency, etc.;
  3. Then, in small groups of three participants, they discuss their individually-selected choices from step 2.  Collectively, they achieve consensus and choose only six cards for the group;
  4. The group then continues to reach a consensus in a rank ordering of the six cards;
  5. Debriefing about (a) the values and (b) the group process using consensus.

 

The second poster was titled ‘Geo-edu-ethics: Learning ethics for the Earth’.  In this interactive poster, we asked participants to contribute their ideas for geoethics in education, or as we call it, geo-edu-ethics.  We received excellent feedback from viewers and contributors to this poster.

Participants contributing their ideas to our poster. (Credit: Pariphat and David Crookall)

We must make geoethics a central part of education because it is crucial for future generations.  Indeed our Geo-edu-ethics poster stated, “we need people to learn, and grow up learning, about what is right and wrong in regard to each aspect of our personal earth citizen lives.  That needs nothing short of a recast in educational practice for all educational communities (schools, universities, ministries, NGOs) across the globe.  It is doable, but it is urgent”.

Also, we must all realize that “education is inconceivable without ethics.  Geo-education is impossible without geoethics… Geo-conferences (including the EGU) include ever greater numbers of sessions related to experiential learning.  Experiential learning is at the heart of much in the geo-sciences.  An already large number of simulation/games exist on a wide variety of topics in geoethics,” (extract from Learning Geoethics poster).

This explains why a conference like the General Assembly is so important.  We can learn from the enriching experience provided by the conference itself, and also learn about opportunities for experiences in the field.

During the week, I went to many different sessions; I met many new people, all of whom who were friendly and down-to-earth (so to speak!).  It was a pleasure to be part of the General Assembly and it is also a good opening to the professional world.  The EGU allowed me to discover many great things about several fields in the geosciences and about the Earth.  It was indeed an exciting time!

I would like to thank Silvia Peppoloni, Giuseppe Di Capua and their fellow co-conveners from the International Association for Promoting Geoethics and the Geological Society of London; I admire the work that they are doing.  I enjoyed the evening meal with everybody at the Augustinerkeller Bitzinger in the beautiful city night of Vienna.  I also wish to thank Christopher Skinner, Rolf Hut and Sam Illingworth, co-conveners of the Games for Geoscience session.  They gave a wonderful opportunity to be part of their sessions and to learn more.

I also thank my high school teachers for letting me be learn outside school and in a professional setting.

I hope to see more pupils at the EGU! Please join me on LinkedIn.

by Pariphat Promduangsri

Pariphat Promduangsri is a 16-year-old science baccalaureate student at Auguste Renoir high school in Cagnes-sur-mer, France. Her native country is Thailand. She has lived in France for over four years. She speaks English, French, Italian and Thai. When she is not studying or climbing mountains (she has already done most of the Tour du Mont Blanc), she likes playing the piano. Later she will probably persue a career taking care of the environment and the Earth.

 

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

August 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 south Indian state of Kerala has suffered unusually heavy monsoon rainfall this month, triggering the worst flooding the state has seen in more than a century.

Officials have reported nearly 500 deaths, while more than one million people have been evacuated to over 4,000 relief camps.

Between 1 and 19 August, the region received 758.6 milimetres of rain, 2.6 times the average for that season. In just two days (15-16 August), Kerala sustained around 270 milimetres of rainfall, the same amount of rainfall that the entire state receives in one month typically, said Roxy Mathew Koll, a climate scientist at the Indian Institute of Tropical Meteorology and the National Oceanic and Atmospheric Administration, to BBC News.

Due to the heavy downpours, rivers have overflowed, water from several dams has been released, and lethal landslides have swept away rural villages.

“Officials estimated about 6,000 miles (10,000km) of roads had been submerged or buried by landslides,” reported the Guardian. “Communications networks were also faltering, officials said, making rescue efforts harder to coordinate.”

Experts report that the event’s severity stems from many factors coming together.

For instance, a recent study led by Koll has shown that in the past 50-60 years, monsoon winds have weakened, delivering less rain on average in India. However, the distribution of rainfall is uneven, with long dry spells punctuated by heavy rainfall events. Koll’s research suggests that central India has experienced a threefold rise in the number of widespread extreme rain events during 1950-2012. In short, it doesn’t rain as often; but when it rains, it pours.

Scientists also say that increased development in the region had exacerbated the monsoon’s impact.

For example, usually when storms release heavy rainfall, much of that water is absorbed or slowed down by vegetation, soil, and other natural obstacles. However, scientists point out that “over the past 40 years Kerala has lost nearly half its forest cover, an area of 9,000 km², just under the size of Greater London, while the state’s urban areas keep growing. This means that less rainfall is being intercepted, and more water is rapidly running into overflowing streams and rivers.”

To make matters worse, increased development can also change how effectively rivers handle heavy downpours. For instance, canals and bridges can make rivers more narrow and can create sediment build-up, which slows water flow. “When there is a sudden downpour, there is not enough space for the water so it floods the surrounding area,” explains Nature.

Some experts have added that badly-timed water management practices are also partly to blame for the flood’s devastation on local communities.

“A contributing factor is that after the heavy rain, authorities began to release water from several of the state’s 44 dams, where reservoirs were close to overflowing. The neighbouring state of Tamil Nadu also purged water from its over-filled Mullaperiyar dam, which wreaked yet more havoc downstream in Kerala,” Nature adds.

While floodwaters began to recede in late August, rescue teams are still searching submerged neighborhoods to deliver aid and evacuate survivors.

What you might have missed

Water on moon confirmed

Recent research published this month suggest that there is almost certainly frozen water on the moon’s surface.

The image shows the distribution of surface ice at the Moon’s south pole (left) and north pole (right). Blue represents the ice locations, plotted over an image of the lunar surface, where the gray scale corresponds to surface temperature (darker representing colder areas and lighter shades indicating warmer zones). (Credit: NASA)

“Previous observations indirectly found possible signs of surface ice at the lunar south pole, but these could have been explained by other phenomena, such as unusually reflective lunar soil,” NASA officials said in a published statement.

Now, scientists involved with the new study claim that they’ve found definitive evidence that ice is located within craters on the moon’s north and south poles.

During daylight hours, the moon’s surface can be brutally hot, often reaching temperatures as high as 100 degrees Celsius. However, due to the moon’s axial tilt, some parts of the lunar poles don’t receive sunlight. Scientists estimate that some craters situated within these permanently dark polar regions are cold enough to sustain pockets of water-ice.

Because the moon’s poles are so dark, scientists have had a hard time studying the lunar craters. But Shuai Li, a planetary researcher at the University of Hawaii at Manoa and lead author of the study, and his colleagues tried a creative way to shed some light on shadowed craters, using data collected from India’s Chandrayaan-1 lunar probe ten years ago.

“They peered into dark craters using traces of sunlight that had bounced off crater walls,” reports the New York Times. “They analyzed the spectral data to find places where three specific wavelengths of near-infrared light were absorbed, indicating ice water.”

As of now, the researchers still aren’t sure how much ice there is, or how it found its way to the moon’s poles. But if enough accessible ice exists close to the lunar surface, the water could be used as a resource for future missions to the moon, from a source of drinking water to rocket fuel.

Mapping Earth’s winds from above

Also this month, scientists from the European Space Agency launched a satellite that will profile the world’s winds, in hopes that the data will greatly improve weather forecasts and provide insight for long-term climate research. The satellite, named Aeolus after the celestial keeper of the winds in Greek mythology, was sent to orbit from French Guiana on Wednesday 22 August.

The rocket was due to lift off on Tuesday, but the launch was postponed – ironically – due to high altitude winds,” reports BBC News.

Aeolus profiling the word’s winds (Credit: ESA)

Equipped with a Doppler wind lidar, Aeolus will send powerful laser pulses down to Earth’s atmosphere and measure how air molecules and other particles in the wind scatter the light beam.

Researchers expect that wind data from Aeolus will greatly improve current efforts to forecast storms, especially their severity over time. While scientists have many ways to measure wind behavior, current methods are unable to capture wind movement from all corners of the Earth. Aeolus will be the first mission to monitor winds across the entire globe.

Using data collected by Aeolus, experts estimate that the quality of forecasts will increase by up to 15% within the tropics, and 2-4% outside of the tropics.

“If we improve forecasts by 2%, the value for society is many billions of dollars,” said Lars Isaksen, a meteorologist at the European Centre for Medium-Range Weather Forecasts (ECMWF), to Nature.


Learn how Earth’s wind is generated and why we need to measure it. (Credit: ESA

Links we liked

The EGU story

Do you enjoy the EGU’s annual General Assembly but wish you could play a more active role in shaping the scientific programme? Now is your chance! Help shape the scientific programme of the 2019 General Assembly.

Before the end of today (6 September), you can suggest:

This month we released two press releases from research published in our open access journals. Take a look at them below:

Landslides triggered by human activity on the rise

More than 50,000 people were killed by landslides around the world between 2004 and 2016, according to a new study by researchers at UK’s Sheffield University. The team, who compiled data on over 4800 fatal landslides during the 13-year period, also revealed for the first time that landslides resulting from human activity have increased over time. The research is published today in the European Geosciences Union journal Natural Hazards and Earth System Sciences.

Deadline for climate action – Act strongly before 2035 to keep warming below 2°C

If governments don’t act decisively by 2035 to fight climate change, humanity could cross a point of no return after which limiting global warming below 2°C in 2100 will be unlikely, according to a new study by scientists in the UK and the Netherlands. The research also shows the deadline to limit warming to 1.5°C has already passed, unless radical climate action is taken. The study is published today in the European Geosciences Union journal Earth System Dynamics.

And don’t forget! To stay abreast of all the EGU’s events and activities, from highlighting papers published in our open access journals to providing news relating to EGU’s scientific divisions and meetings, including the General Assembly, subscribe to receive our monthly newsletter.

Imaggeo on Mondays: Getting involved with EGU!

Imaggeo on Mondays: Getting involved with EGU!

Today’s featured photo comes from the 2017 General Assembly. Did you enjoy this year’s 666 unique scientific sessions, 68 short courses and 294 side events? Did you know that EGU members and conference attendees can play an active role in shaping the scientific programme of the conference? It’s super easy!

You can suggest a session (with conveners and description), and/or modifications to the existing skeleton programme sessions. So, if you’ve got a session in mind for the 2019 conference, be it oral, poster or PICO, be sure to submit it before 6 September. Have a great idea for a Union Symposium or Great Debate? Make sure to submit your proposal by this Wednesday, 15 August!

But helping us prepare the next General Assembly is not the only way you can have a say in EGU activities over the coming weeks. The EGU’s Autumn Elections are coming up too and we need your help to identify suitable candidates for EGU’s next Treasurer. Until 15 September you can nominate candidates for the position. Think you’ve got it takes to have a go at the role? Then you are also welcome to nominate yourself!

Do you need funding to organise a training school in the Earth, planetary or space sciences? EGU training schools offer early career scientists specialist training opportunities they do not normally have access to in their home institutions. But hurry and submit your application before the deadline this week, 15 August.

In addition, we welcome proposals for conferences on solar system and planetary processes, as well as on biochemical processes in the Earth system, in line with two new EGU conference series we are launching that are named in honour of two female scientists. The Angioletta Corradini and Mary Anning conferences are to be held every two years with their first editions in 2019 or 2020. The deadline to submit proposals is also 15 August.

For other EGU related news, why not visit our news pages, or catch up on the latest via our monthly newsletter?

Imaggeo is the EGU’s online open access geosciences image repository. All geoscientists (and others) can submit their photographs and videos to this repository and, since it is open access, these images can be used for free by scientists for their presentations or publications, by educators and the general public, and some images can even be used freely for commercial purposes. Photographers also retain full rights of use, as Imaggeo images are licensed and distributed by the EGU under a Creative Commons licence. Submit your photos at http://imaggeo.egu.eu/upload/.

 

Help shape the conference programme: Inter- and Transdisciplinary Sessions at the 2019 General Assembly

Help shape the conference programme: Inter- and Transdisciplinary Sessions at the 2019 General Assembly

Do you enjoy the EGU’s annual General Assembly but wish you could play a more active role in shaping the scientific programme? Now is your chance! But hurry, the session submission deadline is fast approaching. You’ve got until September 6th to propose changes.

As well as the standard scientific sessions, subdivided by Programme Groups, EGU coordinates Inter- and Transdisciplinary Sessions (ITS) at the conference.

Now, you may be asking yourself: what exactly are ITS?

  • Interdisciplinarity looks for links between disciplines in a coordinated and coherent effort, with the aim of creating new approaches that would not be possible if handled separately.
  • Transdisciplinarity transcends traditional boundaries of disciplines by reaching out to, for example, social, economic, and political sciences.

The Earth, oceans, space and society are interconnected in many different ways; rarely can one system be perturbed without others being affected too.

The aim of ITS is to foster and facilitate exchange of knowledge both across scientific divisions. These sessions should either link disciplines within the geosciences in a novel way to address specific (and often new) problems (interdisciplinary sessions) or link the geosciences to other disciplines, in particular from the humanities, to address societal challenges (transdisciplinary sessions).

If inter- and transdisciplinarity is important to you and your work, know that you too can co-organise your session as an Inter- and Transdisciplinary Session. Read on to discover how!

The skeleton programme for the 2019 General Assembly currently features three ITS themes and a general open call for ITS sessions:

  • ITS1: History of Earth, Planetary and Space Sciences
  • ITS2: Resources and the energy transition
  • ITS3: Contributions of Earth, Planetary and Space Sciences to changes in society
  • ITS4: Open call for ITS sessions

Sessions within each of these ITS themes will be scheduled closely together, to foster cross-division links and collaborations.

To propose a session in one of the planned inter- and transdisciplinary themes, follow these simple steps:

  • Visit the ITS pages on the EGU 2019 website
  • Suggest a new session (within one of the four ITS options)
  • Choose a Programme Group that will be the scientific leader. For example, if you choose BG, your session will be listed in the programme as ITS/BG
  • Suggest more Programme Groups for co-organisation in the comment box

Wondering whether your session would fit as an ITS? Just ask ITS Programme Group Chairs, Peter van der Beek (its@egu.eu) or Susanne Buiter (programme.committee@egu.eu).

Peter and Susanne, are looking forward to a strong inter- and transdisciplinary programme at the 2019 General Assembly. But they need your help to achieve this!

You can also find more information about the call for sessions (and the organisation of the scientific programme in general) on the EGU 2019 website.

The EGU’s 2018 General Assembly, takes place in Vienna from 7 to 12 April, 2019. For more news about the upcoming General Assembly, you can also follow the official hashtag, #EGU19, on our social media channels.