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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/.

 

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.

NASA’s Juno mission reveals Jupiter’s magnetic field greatly differs from Earth’s

NASA’s Juno mission reveals Jupiter’s magnetic field greatly differs from Earth’s

NASA scientists have revealed surprising new information about Jupiter’s magnetic field from data gathered by their space probe, Juno.

Unlike earth’s magnetic field, which is symmetrical in the North and South Poles, Jupiter’s magnetic field has startlingly different magnetic signatures at the two poles.

The information has been collected as part of the Juno program, NASA’s latest mission to unravel the mysteries of the biggest planet in our solar system. The solar-powered spacecraft is made of three 8.5 metre-long solar panels angled around a central body. The probe (pictured above) cartwheels through space, travelling at speeds up to 250,000 kilometres per hour.

Measurements taken by a magnetometer mounted on the spacecraft have allowed a stunning new insight into the planet’s gigantic magnetic field. They reveal the field lines’ pathways vary greatly from the traditional ‘bar magnet’ magnetic field produced by earth.

Jupiter’s magnetic field is enormous. if magnetic radiation were visible to the naked eye, from earth, Jupiter’s magnetic field would appear bigger than the moon. Credit: NASA/JPL/SwRI

The Earth’s magnetic field is generated by the movement of fluid in its inner core called a dynamo. The dynamo produces a positive radiomagnetic field that comes out of one hemisphere and a symmetrical negative field that goes into the other.

The interior of Jupiter on the other hand, is quite different from Earth’s. The planet is made up almost entirely of hydrogen gas, meaning the whole planet is essentially a ball of moving fluid. The result is a totally unique magnetic picture. While the south pole has a negative magnetic field similar to Earth’s, the northern hemisphere is bizarrely irregular, comprised of a series of positive magnetic anomalies that look nothing like any magnetic field seen before.

“The northern hemisphere has a lot of positive flux in the northern mid latitude. It’s also the site of a lot of anomalies,” explains Juno Deputy Principal Investigator, Jack Connerney, who spoke at a press conference at the EGU General Assembly in April. “There is an extraordinary hemisphere asymmetry to the magnetic field [which] was totally unexpected.”

NASA have produced a video that illustrates the unusual magnetism, with the red spots indicating a positive magnetic field and the blue a negative field:

Before its launch in 2016, Juno was programmed to conduct 34 elliptical ‘science’ orbits, passing 4,200 kilometres above Jupiter’s atmosphere at its closest point. When all the orbits are complete, the spacecraft will undertake a final deorbit phase before impacting into Jupiter in February 2020.

So far Juno has achieved eleven science orbits, and the team analysing the data hope to learn more as it completes more passes. “In the remaining orbits we will get a finer resolution of the magnetic field, which will help us understand the dynamo and how deep the magnetic field forms” explains Scott Bolton, Principal Investigator of the mission.

The researchers’ next steps are to examine the probe’s data after its 16th and 34th passes meaning it will be a few more months before they are able to learn more of Jupiter’s mysterious magnetosphere.

By Keri McNamara, EGU 2018 General Assembly Press Assistant

Further reading

Connerney, J. E. P., Kotsiaros, S., Oliversen, R. J., Espley, J. R., Joergensen, J. L., Joergensen, P. S., et al. A new model of Jupiter’s magnetic field from Juno’s first nine orbits. Geophysical Research Letters, 45, 2590–2596. 2018

Bolton, S. J. et al. Jupiter’s interior and deep atmosphere: The initial pole-to-pole passes with the Juno spacecraft, Science, 356(6340), p. 821 LP-825. 2017

Guillot, T. et al. A suppression of differential rotation in Jupiter’s deep interior, Nature. Macmillan Publishers Limited, part of Springer Nature. All rights reserved., 555, p. 227. 2018