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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.

 

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/.

 

Shape the EGU 2019 scientific programme: The call for sessions is open!

Shape the EGU 2019 scientific programme: The call for sessions is open!

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!

From today, until 6 Sep 2018, you can suggest:

  • Sessions (with conveners and description),
  • Short Courses, or;
  • Modifications to the existing skeleton programme sessions

Plus from now until 18 January 2019, you can propose townhall meetings. It’s important to note that, for this year’s General Assembly, session proposals for Union Symposia and Great Debates are due by 15 August 2018.

Explore the EGU 2019 Programme Groups (PGs) to get a feel for the already proposed sessions and to decide which PG would be the best fit for your session. When proposing a session, it’s strongly encouraged to form convener teams that reflect diversity in countries/institutes, gender and career level. A minimum of two conveners  and a maximum of five conveners per session is generally desirable.

Does your idea for a session fall under the remit of two (or more) PGs? Co-organization is possible and encouraged between groups! Put your session proposal into one PG, and you will be able to choose other PGs that you believe should be approached for co-organization.

EGU introduced the programme group Interdisciplinary Events (IE) in 2016, which has now been renamed to Inter- and Transdisciplinary Sessions (ITS). ITS looks for links between disciplines in a coordinated and coherent effort, trying to create new approaches that would not be possible if handled separately. ITS has four sub-programme groups that highlight new themes each year. If you plan to propose an Inter- and Transdisciplinary Session, please submit your proposal in programme group ITS and indicate relevant other programme groups in the session description or comment box. For ITS sessions we kindly ask to identify another programme group that becomes the scientific leader of the event. Accepted ITS sessions will be part of the session programme of the scientific leader in addition to the ITS programme.

The PG officers are on-hand to answer questions about the appropriateness of a specific session topic, so don’t hesitate to contact them if you have queries! 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 2019 General Assembly, takes place in Vienna from 7 to 12 April, 2018. For more news about the upcoming General Assembly, you can also follow the offical hashtag, #EGU19, on our social media channels.

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

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

Drawing inspiration from popular stories on our social media channels, as well as unique and quirky research news, this monthly column aims to bring you the best of the Earth and planetary sciences from around the web. 

Major story  

While May’s headlines may have been dominated by the Kilauea Volcano’s recent eruption in Hawaii, the science news world directed its attention to another volcanic event early this month. On June 3, Guatemala’s Volcán de Fuego erupted, sending plumes of volcanic ash several kilometres into the air. The volcano also unleashed an avalanche of hot gas and debris, otherwise known as pyroclastic flows, more than 10 kilometres down the volcano’s flanks onto the surrounding valley.

The Volcán de Fuego has been an active volcano since 2002, however, this latest event has been the volcano’s most violent eruption in more than four decades.

By 23 June, officials reported that the eruption has killed 110 people from surrounding villages, with hundreds more missing or injured.

Both Kilauea and Fuego gained international attention this year, but the two volcanoes exhibit very different behaviours by nature.

Kilauea is a shield volcano, with a relatively gradual slope and a highly fluid lava flow that can travel far distances compared to other volcanic archetypes. While the volcanic eruption’s lava, ash and haze present real threats to nearby communities, very few injuries have been reported.

“Lava flows rarely kill people,” said Paul Segall, a professor of geophysics at Stanford University, to the New York Times. “They typically move slow enough that you can walk out of the way.”

The Fuego volcano on the other hand is a stratovolcano, characterised by a cone-shaped peak built by layers of lava and ash. This type of volcano usually contains more viscous magma, meaning the hot liquid material has a sticky, thicker consistency. This type of fluid in volcanoes “clogs their plumbing and leads to dramatic explosions,” says Smithsonian Magazine.

Stratovolcanoes like Fuego also often release pyroclastic flows. These plumes can be a major threat to human health and make this kind of volcano particularly dangerous. “On its surface, a pyroclastic flow looks like a falling cloud of ash. But if you could peer into the cloud, you would find a really hot and fast-moving storm of solid rock,” reported PBS NewsHour.

Paul Rincon, a science editor for BBC News notes that pyroclastic flows can reach speeds of up to 700 kilometres per hour and are extremely hot, with temperatures between 200 to 700 degrees Celsius.

As of June 17, Guatemalan authorities have officially stopped looking for bodies and survivors. However, some local rescue workers have kept on with their search. 

What you might have missed

Meanwhile this month, in a vastly different part of the world, scientists have uncovered a wealth of new insight into Antarctica and how the region’s ice melts. Some of the discoveries made known are very foreboding while others more uplifting.

Let’s start with the bad news first. A study published this month in Nature revealed that Antarctica is melting faster than ever, and the continent’s rate of ice loss is only accelerating.

The report explains that before 2012 the Antarctic ice sheet steadily lost 76 billion tonnes of ice each year, contributing 0.2 milimetres to sea-level rise annually. However, since then, Antarctica’s rate of ice loss has increased threefold. For the last fives years the ice sheet has shed off 219 billions tonnes of ice each year. This ice loss now corresponds to a 0.6 milimetre contribution, making Antarctica one of the biggest sources of sea-level rise.

The largest iceberg ever recorded broke away from the Antarctic Peninsula in 2017. Pictured here is the iceberg’s western edge. (Credit Nathan Kurtz/NASA)

This record pace could have a devastating impact around the world, the researchers involved with the study say.

“The continent is now melting so fast, scientists say, that it will contribute six inches (15 centimeters) to sea-level rise by 2100,” reports the New York Times.

The articles continues: “’around Brooklyn you get flooding once a year or so, but if you raise sea level by 15 centimeters then that’s going to happen 20 times a year,’ said Andrew Shepherd, a professor of earth observation at the University of Leeds and the lead author of the study.”

On the other hand, one study published this month in Science offers a glimmer of hope, suggesting that a natural geologic process may help counteract some of the Earth’s sea level rise.

A team of researchers found evidence that, in response to losing ice mass, the ground underneath melting ice sheets naturally lifts up, and more substantially than scientists had previously believed. This process could help prevent further ice loss by land locking vulnerable ice sheets.

Scientists say that many ice sheets in the West Antarctic are at risk of collapsing, and furthermore contributing to sea level rise, because they are in direct contact with the ocean. The relatively warm seawater can melt these glaciers from underneath, making these giant frozen masses more at risk of losing a substantial amount of ice.

However, the new research on the West Antarctic Ice Sheet finds that as these ice masses lose weight, the ground underneath springs up, acting much like a memory-foam mattress.

“This adjustment of the land once the weight of the ice has been lifted is known as ‘glacial isostatic adjustment,’” says Carbon Brief. “It is usually thought to be a slow process, but the new data suggests the ground uplift beneath the [Amundsen Sea Embayment] area is occurring at an unprecedented rate of 41mm per year.”

A press release from Delft University of Technology in the Netherlands goes on to say that “the measured uplift rate is up to 4 times larger than expected based on the current ice melting rates.”

While this discovery offers a brighter view to the serious state of Earth’s melting ice, scientists still caution that this natural grounding process may be rendered useless in extreme cases climate change with extensive ice loss.

Links we liked 

The EGU story

For the first time, we gave participants at the annual EGU General Assembly the opportunity to offset the COemissions resulting from their travel to and from Vienna.

We are happy to report that, as a result of this initiative, we raised nearly 17,000 EUR for a carbon offsetting scheme. The Carbon Footprint project the EGU is donating to aims to reduce deforestation in Brazil and “is expected to avoid over 22 million tonnes of carbon dioxide equivalent greenhouse gas emissions over a 40 year period.”

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 EGU 2019.

From now until 6 Sep 2018, you can suggest:

  • Sessions (with conveners and description),
  • Short Courses, or;
  • Modifications to the existing skeleton programme sessions

Plus from now until 18 January 2019, you can propose townhall meetings. It’s important to note that, for this year’s General Assembly, session proposals for Union Symposia and Great Debates are due by 15 August 2018

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.