GeoLog

EGU General Assembly

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.

 

GeoTalk: To understand how ice sheets flow, look at the bedrock below

GeoTalk: To understand how ice sheets flow, look at the bedrock below

Geotalk is a regular feature highlighting early career researchers and their work. In this interview we speak to Mathieu Morlighem, an associate professor of Earth System Science at the University of California, Irvine who uses models to better understand ongoing changes in the Cryosphere. At the General Assembly he was the recipient of a 2018 Arne Richter Award for Outstanding Early Career Scientists.  

Could you start by introducing yourself and telling us a little more about your career path so far?

Mathieu Morlighem (Credit: Mathieu Morlighem)

I am an associate professor at the University of California Irvine (UCI), in the department of Earth System Science. My current research focuses on better understanding and explaining ongoing changes in Greenland and Antarctica using numerical modelling.

I actually started glaciology by accident… I was trained as an engineer, at Ecole Centrale Paris in France, and was interested in aeronautics and space research. I contacted someone at the NASA Jet Propulsion Laboratory (JPL) in the US to do a six-month internship at the end of my master’s degree, thinking that I would be designing spacecrafts. This person was actually a famous glaciologist (Eric Rignot), which I did not know. He explained that I was knocking on the wrong door, but that he was looking for students to build a new generation ice sheet model. I decided to accept this offer and worked on developing a new ice sheet model (ISSM) from scratch.

Even though this was not what I was anticipating as a career path, I truly loved this experience. My initial six-month internship became a PhD, and I then moved to UCI as a project scientist, before getting a faculty position two years later. Looking back, I feel incredibly lucky to have seized that opportunity. I came to the right place, at the right time, surrounded by wonderful people.

This year you received an Arne Richter Award for Outstanding Early Career Scientists for your innovative research in ice-sheet modelling. Could you give us a quick summary of your work in this area?

The Earth’s ice sheets are losing mass at an increasing rate, causing sea levels to rise, and we still don’t know how quickly they could change over the coming centuries. It is a big uncertainty in sea level rise projections and the only way to reduce this uncertainty is to improve ice flow models, which would help policy makers in terms of coastal planning or choosing mitigation strategies.

I am interested in understanding the interactions of ice and climate by combining state-of-the-art numerical modelling with data collected by satellite and airplanes (remote sensing) or directly on-site (in situ).  Modelling ice sheet flow at the scale of Greenland and Antarctica remains scientifically and technically challenging. Important processes are still poorly understood or missing in models so we have a lot to do.

I have been developing the UCI/JPL Ice Sheet System Model, a new generation, open source, high-resolution, higher-order physics ice sheet model with two colleagues at the Jet Propulsion Laboratory over the past 10 years. I am still actively developing ISSM and it is the primary tool of my research.

More specifically, I am working on improving our understanding of ice sheet dynamics and the interactions between the ice and the other components of the Earth system, as well as improving current data assimilation capability to correctly initialize ice sheet models and capture current trends. My work also involves improving our knowledge of the topography of Greenland and Antarctica’s bedrock (through the development of new algorithms and datasets). Knowing the shape of the ground beneath the two ice sheets is key for understanding how an ice sheet’s grounding line (the point where floating ice meets bedrock) changes and how quickly chunks of ice will break from the sheet, also known as calving.

Steensby Glacier flows around a sharp bend in a deep canyon. (Credit: NASA/ Michael Studinger)

At the General Assembly, you presented a new, comprehensive map of Greenland’s bedrock topography beneath its ice and the surrounding ocean’s depths. What is the importance of this kind of information for scientists?

I ended up working on developing this new map because we could not make any reliable simulations with the bedrock maps that were available a few years ago: they were missing key features, such as deep fjords that extend 10s of km under the ice sheet, ridges that stabilize the retreat, underwater sills (that act as sea floor barriers) that may block warm ocean waters at depth from interacting with the ice, etc.

Subglacial bed topography is probably the most important input parameter in an ice sheet model and remains challenging to measure. The bed controls the flow of ice and its discharge into the ocean through a set of narrow valleys occupied by outlet glaciers. I am hoping that the new product that I developed, called BedMachine, will help reduce the uncertainty in numerical models, and help explain current trends.

3D view of the bed topography and ocean bathymetry of the Greenland Ice Sheet from BedMachine v3 (Credit: Peter Fretwell, BAS)

How did you and your colleagues create this map, and how does it compare to previous models?

The key ingredient in this map, is that a lot of it is based on physics instead of a simple “blind” interpolation. Bedrock elevation is measured by airborne radars, which send electromagnetic pulses into the Earth’s immediate sub-surface and collect information on how this energy is reflected back. By analyzing the echo of the electromagnetic wave, we can determine the ice thickness along the radar’s flight lines. Unfortunately, we cannot determine the topography away from these lines and the bed needs to be interpolated between these flight lines in order to provide complete maps.

During my PhD, I developed a new method to infer the bed topography beneath the ice sheets at high resolution based on the conservation of mass and optimization algorithms. Instead of relying solely on bedrock measurements, I combine them with data on ice flow speed that we get from satellite observations, how much snow falls onto the ice sheet and how much melts, as well as how quickly the ice is thinning or thickening. I then use the principle of conservation of mass to map the bed between flight lines. This method is not free of error, of course! But it does capture features that could not be detected with other existing mapping techniques.

3D view of the ocean bathymetry and ice sheet speed (yellow/red) of Greenland’s Northwest coast (Credit: Mathieu Morlighem, UCI)

What are some of the largest discoveries that have been made with this model? 

Looking at the bed topography alone, we found that many fjords beneath the ice, all around Greenland, extend for 10s and 100s of kilometers in some cases and remain below sea level. Scientists had previously thought some years ago that the glaciers would not have to retreat much to reach higher ground, subsequently avoiding additional ice melt from exposure to warmer ocean currents. However, with this new description of the bed under the ice sheet, we see that this is not true. Many glaciers will not detach from the ocean any time soon, and so the ice sheet is more vulnerable to ice melt than we thought.

More recently, a team of geologists in Denmark discovered a meteorite impact crater hidden underneath the ice sheet! I initially thought that it was an artifact of the map, but it is actually a very real feature.

More importantly maybe, this map has been developed by an ice sheet modeller, for ice sheet modellers, in order to improve the reliability of numerical simulations. There are still many places where it has to be improved, but the models are now really starting to look promising: we not only understand the variability in changes in ice dynamics and retreat all around the ice sheet thanks to this map, we are now able to model it! We still have a long way to go, but it is an exciting time to be in this field.

Interview by Olivia Trani, EGU Communications Officer

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.