Geoscience Communication最新文献

{"title":"Geology Uprooted! Decolonising the Curriculum for Geologists","authors":"S. L. Rogers, Natasha Dowey, Lisa Lau, Hinna Sheikh, Rebecca Williams","doi":"10.5194/gc-2021-35","DOIUrl":"https://doi.org/10.5194/gc-2021-35","url":null,"abstract":"Abstract. Geology is colonial. It has a colonial past, and a colonial present. The majority of the knowledge we accept as the modern discipline of geology was founded during the height of the early modern European Empires colonial expansion. Knowledge is not neutral and its creation and use can be damaging to individuals and peoples. The concept of knowledge being colonial or colonised has gathered attention recently, but this concept can be misunderstood or difficult to engage with by individuals who are not familiar or trained to work with the literature on the issue. This paper aims to demystify Decolonising the Curriculum, particularly with respect to geology. We explain what Decolonising the Curriculum is, and outline frameworks and terminology often found in decolonising literature. We discuss how geology is based on colonised knowledge and what effects this may have. We explore how we might decolonise the subject and most importantly, why it matters. Together, through collaborative networks, we need to decolonise geology to ensure our discipline is inclusive, accessible to all and relevant to the grand challenges facing our civilization.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83273036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Breaking the Silos: an online serious game for multi-risk disaster risk reduction (DRR) management","authors":"Marleen C. de Ruiter, Anaïs Couasnon​​​​​​​, P. Ward","doi":"10.5194/gc-4-383-2021","DOIUrl":"https://doi.org/10.5194/gc-4-383-2021","url":null,"abstract":"Abstract. The increased complexity of disaster risk, due to climate change, expected\u0000population growth and the increasing interconnectedness of disaster impacts\u0000across communities and economic sectors, requires disaster risk reduction\u0000(DRR) measures that are better able to address these growing complexities.\u0000Especially disaster risk management (DRM) practitioners need to be able to\u0000oversee these complexities. Nonetheless, in the traditional risk paradigm,\u0000there is a strong focus on single hazards and the risk faced by individual\u0000communities and economic sectors. The development of the game and how it\u0000aims to support a shift from a single-risk to a multi-risk paradigm are discussed\u0000in detail. Breaking the Silos is a serious game designed to support various\u0000stakeholders (including policy makers, risk managers, researchers) in\u0000understanding and managing the complexities of DRR measures in a\u0000multi-risk (multi-hazard) setting, thereby moving away from hazard-silo thinking.\u0000What sets Breaking the Silos apart from other disaster risk games is its\u0000explicit focus on multi-risk challenges. The game includes different hazard\u0000types and intensities (and their interactions), different impact indicators, and\u0000(a)synergies between DRR measures. Moreover, the spread of expert knowledge\u0000between different participants and the high levels of freedom and randomness\u0000in the game design contribute to a realistic game. The game was launched\u0000during the World Bank GFDRR's Understanding Risk 2020 Forum and later played\u0000again with the same settings with researchers from the Swiss Federal\u0000Institute of Technology (ETH) in Zurich. Feedback from the pre- and\u0000post-game surveys indicates that Breaking the Silos was found useful by the\u0000participants in increasing awareness of the complexities of risk.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84317179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Marine meteorological forecasts for coastal ocean users – perceptions, usability and uptake","authors":"C. Rautenbach, Berill Blair","doi":"10.5194/GC-4-361-2021","DOIUrl":"https://doi.org/10.5194/GC-4-361-2021","url":null,"abstract":"Abstract. The present study aims to address a disconnect between science and\u0000the public in the form of a potential misalignment in the supply and demand\u0000of information known as the usability gap. In this case, we explore the\u0000salience of marine meteorological (metocean) information as perceived by\u0000users in two Southern Hemisphere countries: South Africa and New Zealand.\u0000Here, the focus is not only on the perceptions, usability and uptake of\u0000extreme event forecasts but rather focused on general, routine forecast\u0000engagement. The research was conducted by means of a survey, designed around\u0000three research questions. The research questions covered topics ranging from\u0000forecasting tool ergonomics, accuracy and consistency, usability,\u0000institutional reputation, and uncertainties related to climate change (to\u0000name but a few). The online questionnaire was widely distributed to include\u0000both recreational and commercial users. The study focused on identifying\u0000potential decision-making cultures that uniquely impact coastal ocean users'\u0000information needs. Cultural consensus analysis (CCA) was used to investigate\u0000shared understandings and variations in perceptions within the total group\u0000of respondents as well as in sectoral and country-based subgroups. We found\u0000varying degrees of consensus in the whole group (participants from both\u0000countries and all sectors combined) versus different subgroups of users. All\u0000participants taken together exhibited an overall moderate cultural\u0000consensus regarding the issues presented but with some variations in\u0000perspectives at the country-level, suggesting potential subcultures.\u0000Analysing national and sectoral subgroups separately, we found the most\u0000coherent cultural consensus in the South African users' cohort, with strong\u0000agreement regardless of sectoral affiliation. New Zealand's commercial\u0000users' cohort had the weakest agreement with all other subgroups. We discuss\u0000the implications from our findings on important factors in service uptake\u0000and therefore on the production of salient forecasts. Several priorities for\u0000science-based forecasts in the future are also reflected on, considering\u0000anticipated climate change impacts. We conclude by proposing a conceptual\u0000diagram to highlight the important interplay between forecast product\u0000co-development and scientific accuracy/consistency.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"24 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91249060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Virtual field trips as a tool for indirect geomorphological experience: a case study from the southeastern part of the Gulf of Corinth, Greece","authors":"N. Evelpidou, A. Karkani, G. Saitis, E. Spyrou","doi":"10.5194/GC-4-351-2021","DOIUrl":"https://doi.org/10.5194/GC-4-351-2021","url":null,"abstract":"Abstract. Field trips are an essential part for geoscience\u0000students, as the field is intrinsic for understanding what they are taught\u0000in the classroom. Yet, distance learning has never been more necessary than\u0000today. Despite their significance in the students' education, field trips\u0000cannot be performed under the present conditions with the COVID-19 pandemic. Educators are called to find, use and evolve various tools in order to offer students quality education, with an effort to eliminate the drawbacks of the\u0000lack of physical contact and “live” field work. Virtual field trips are\u0000one such tool through which one can virtually see any place on the globe by\u0000means of a computer, tablet, or even mobile phone, without physically\u0000visiting it. In this paper, we present the results of a virtual field trip\u0000developed for students following the Geomorphology course of the Faculty of\u0000Geology and Geoenvironment, National and Kapodistrian University of Athens; it can, however, be used from other universities with similar courses not only in Greece but also in other countries as well. The purpose of this study is the evaluation of virtual field trips, both as an alternative to and/or substitute for in situ field work and as a means of preparation for live field\u0000trips, by taking into consideration the students' views through an\u0000anonymous questionnaire. Our findings suggest that virtual field trips are\u0000useful for geoscience students, and they provide a good alternative during\u0000restriction periods, and although they can under no circumstances substitute real field trips, they can be a valuable additional tool when preparing for a live field trip.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"110 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87657996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Supplementary material to \"Clear, transparent, and timely communication for fair authorship decisions: A practical guide\"","authors":"Shahzad Gani, L. Kohl, Rima Baalbaki, Federico Bianchi, T. Ruuskanen, Olli-Pekka Siira, P. Paasonen, H. Vehkamäki","doi":"10.5194/GC-2021-20","DOIUrl":"https://doi.org/10.5194/GC-2021-20","url":null,"abstract":"Abstract. Authorship conflicts are a common occurrence in academic publishing, and they can have serious implications on the careers and well-being of the involved researchers, as well as the collective success of research organizations. In addition to not inviting relevant contributors to co-author a manuscript, the order of authors, as well as honorary, gift, and ghost authors are all widely recognized problems related to authorship. Unfair authorship practices disproportionately affect those lower in the power hierarchies – early career researchers, women, researchers from the Global South, and other minoritized groups. Here we propose an approach to preparing author lists based on clear, transparent, and timely communication. This approach is aimed to minimize the potential for late-stage authorship conflicts during manuscript preparation by facilitating timely and transparent decisions on potential co-authors and their responsibilities. Furthermore, our approach can help avoid imbalances between contributions and credits in published manuscripts by recording planned and executed responsibilities. We present authorship guidelines which also include a novel authorship form, along with the documentation of the formulation process for a multidisciplinary and interdisciplinary center with more than 250 researchers. Other research groups, departments, and centers can use or build on this template to design their own authorship guidelines as a practical way to promote fair authorship practices.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78945329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and implementation of virtual field teaching resources: two karst geomorphology modules and three virtual capstone pathways","authors":"Rachel Bosch","doi":"10.5194/gc-4-329-2021","DOIUrl":"https://doi.org/10.5194/gc-4-329-2021","url":null,"abstract":"Abstract. During the summer of 2020, many geology field camps were canceled due to the COVID-19 pandemic, including the karst geomorphology field course\u0000I was scheduled to co-teach through Western Kentucky University. When the\u0000National Association of Geoscience Teachers (NAGT), in collaboration with the International Association for Geoscience Diversity (IAGD), began the project of supporting working groups to create online field experience teaching materials, this presented an opportunity. This paper describes the development of two activities derived from that field camp curriculum that are now freely available as peer-reviewed exemplary teaching activities on the Science Education Resource Center (SERC) Online Field Experiences repository under “Karst hydrogeology: a virtual field introduction using © Google Earth and Geographic Information Systems (GIS)” and “Karst hydrogeology: a virtual field experience using © Google Earth, GIS, and TAK [Topographic Analysis Kit].” Each\u0000product includes a student handout, an instructor workflow reference, a\u0000grading rubric, and NAGT-established learning objectives. The introductory\u0000activity is the more basic of the two, is expected to take about an 8 h\u0000workday to teach, and walks students through all the steps, as well as providing global examples of karst landscapes that can be virtually explored. The other activity, “Karst hydrogeology and geomorphology”, assumes student familiarity with © Google Earth, GIS, and karst drainage systems and is expected to take about twice as long as the introductory activity to teach. To make these learning opportunities financially accessible, all software required for the activities is open source, and alternative workflows for the introductory module are provided so that the entire exercise can be completed using a mobile device. Addressing this need for virtual capstone options during the pandemic, and providing a virtual alternative for years to come, these karst activities, along with a subset of other SERC activities, were assembled into three learning tracks, each one providing learning hours equivalent to a traditional field camp, that have been added to the course offerings at the University of Cincinnati Department of Geology. In addition to providing online capstone activities in the time of a pandemic, these learning materials provide alternative experiences to traditional field camps that are inclusive for all geoscience students.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75619449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Virtual field experiences in a web-based videogame environment: Open-ended examples of existing and fictional field sites","authors":"M. Needle, J. Crider, Jacky Mooc, John F. Akers","doi":"10.5194/gc-2021-17","DOIUrl":"https://doi.org/10.5194/gc-2021-17","url":null,"abstract":"Abstract. We present two original, videogame-style field-geology experiences designed to allow flexible, open-ended exploration for geologic mapping and structural geology. One simulation features the Whaleback anticline, a site in central Pennsylvania (USA) with three-dimensional exposure of a 30-m-high fold, based on a terrain model that was acquired through structure-from-motion photogrammetry. The second example is a fictional location with simplified geology, built with digital modeling software and inspired by the geology of northwestern Washington. Users move through the terrain, as if in the field, selecting where to make observations of the geologic structure. Additionally, these virtual field experiences provide novel visualization opportunities through tools like a geodetic compass that instantly plots data to a stereonet, and a jetpack simulation which allows the user to interrogate geologic surfaces in hard-to-reach locations. We designed the virtual field experiences in a widely-used videogame-creation software and published the field simulations for access via the internet and common web browsers, so that no special hardware or software is required to play. We implemented these field simulations to partially replace field and lab exercises in two different courses offered remotely through the University of Washington Department of Earth and Space Sciences, with assignments that address many of the learning goals of traditional in-person exercises. Because the virtual field experiences are open-ended, other instructors can design different exercises to meet different learning goals. While this game environment currently serves as an enhancement to remote education, this format can also augment traditional educational experiences, overcoming several challenges to accessing the field or particular outcrops and thereby broadening opportunities for participation and scientific collaboration.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73759301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Supplementary material to \"Introduction to Teaching Science with Three-dimensional Images of Dinosaur Footprints from Cristo Rey, New Mexico\"","authors":"Valeria V. Martinez, L. Serpa","doi":"10.5194/gc-2021-15-supplement","DOIUrl":"https://doi.org/10.5194/gc-2021-15-supplement","url":null,"abstract":"Abstract. In this paper we discuss the use of three-dimensional (3-D) imagery and virtual field trips to teach lower level (i.e. K-14 level) geoscience courses. In particular, 3-D pdfs can be used to either prepare students for, or completely replace, a field trip when logistical problems make the actual trip too difficult to be effective or when some students need an alternative accommodation. Three dimensional images can replace or supplement classroom activities, such as the identification of rocks and minerals from hand samples or the identification of geologic structures from 2-D photographs and limited field observations. Students can also become involved in data collection and processing to further their understanding of photogrammetry and visualization. The use of 3-D imagery can make additional time available to instructors to cover more advanced topics and teach students more about the role of science in geologic research. We use an example from Cristo Rey, New Mexico, where dinosaur footprints and tracks are present but difficult to see in many cases and often in places that are hard to access for many people. At this site, approximately 10,000 photographs were collected and processed as 3-D images to show one approximately 72 m2 area of known footprints. However, we also conducted some very simple digital manipulations of the images that allowed us to identify new footprints and tracks that were not apparent when viewed in the field. The photographs and 3-D images have been donated to the Insights museum that owns the fossil site and they are now being used to develop educational materials and lessons for the nearby communities.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"84 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79350024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Identifying community values related to heat: recommendations for forecast and health risk communication","authors":"K. Lambrecht, B. Hatchett, K. VanderMolen, Bianca Feldkircher","doi":"10.5194/gc-2021-12","DOIUrl":"https://doi.org/10.5194/gc-2021-12","url":null,"abstract":"Abstract. Effective communication of heat risk to public audiences is critical to promoting behavioral changes that reduce susceptibility to heat-related illness. The U.S. National Weather Service (NWS) provides heat-related information to the public using social media platforms such as Facebook. We applied a novel rhetorical framework to evaluate five years (2015–2019) of public responses to NWS heat-related Facebook posts for the Phoenix (Arizona) County Warning Area, one of the hottest regions in North America and the tenth largest metropolitan area in the U.S., to identify “commonplaces” or community norms, beliefs, and values that may present challenges to the effectiveness of heat risk communication. We found two key commonplaces: 1) the normalization of heat, and 2) heat as a marker of community identify. These commonplaces imply that local audiences may be resistant to behavioral change, but they can also be harnessed in an effort to promote protective action. We also found that public responses to NWS posts declined over the heat season, further suggesting the normalization of heat and highlighting the need to maintain engagement. This work provides a readily generalizable framework for other messengers of high-impact weather events to improve the effectiveness of their communication with receiver audiences.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"244 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74731295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transformation of geological sciences and geological engineering field methods course to remote delivery using manual, virtual, and blended tools in fall 2020 ","authors":"J. Day","doi":"10.5194/gc-2021-18","DOIUrl":"https://doi.org/10.5194/gc-2021-18","url":null,"abstract":"Abstract. Geological (Engineering) Field Methods (GEOE/L 221) is a core course for two programs at Queen’s University in Kingston, Ontario, Canada where students learn foundational knowledge, skills, and methods to conduct field work that is used to investigate geological and geological engineering aspects of the Earth. Typically, this fall-term course involves weekly field trips in the Kingston area to visit a variety of rock outcrops to learn and practice methods of field navigation, observation, and measurement. Remote delivery of this course in fall 2020 due to COVID-19 without in-person field trips required a significant transformation, which included creating field and demonstration instructional videos, using 3D digital photogrammetry models of rock samples and outcrops, developing independent outdoor activities for pace and compass navigation, manual sketching and graphical measurements on paper, and utilizing a culminating immersive 3D video game style geological field mapping exercise. This paper examines these new course elements, how well the course learning objectives were achieved in a remote setting, and the successes and limitations of remote delivery. Although many new virtual elements enhance the course and should be incorporated to future offerings, a return to in-person field methods teaching for geological sciences and geological engineering courses is strongly recommended.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80790583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}