Geoscience Communication最新文献

{"title":"Communicating complex forecasts: an analysis of the approach in Nepal's flood early warning system","authors":"M. Budimir, A. Donovan, Sarah Brown, P. Shakya, D. Gautam, Madhab Uprety, M. Cranston, Alison Sneddon, Paul Smith, S. Dugar","doi":"10.5194/gc-3-49-2020","DOIUrl":"https://doi.org/10.5194/gc-3-49-2020","url":null,"abstract":"Abstract. Early warning systems have the potential to save lives and improve\u0000resilience. However, barriers and challenges remain in disseminating and\u0000communicating early warning information to institutional decision-makers,\u0000community members and individuals at risk, including unequal access,\u0000insufficient understanding, and inability to act on warning information.\u0000Research was undertaken to analyse and understand the current flood early\u0000warning system in Nepal, considering available data and forecasts,\u0000information flows, early warning dissemination, and decision-making for early\u0000action. Data were collected from key informant interviews, community-level\u0000questionnaires, and a national stakeholder workshop and qualitatively\u0000analysed. The availability and utilisation of simple and complex flood\u0000forecasts in Nepal, and their integration into dissemination, and decision\u0000support tools were reviewed, considering their impact on improving early\u0000action to increase the resilience of vulnerable communities to flooding.\u0000Results suggest that as Nepal continues to advance in hydro-meteorological\u0000forecasting capabilities, efforts are simultaneously needed to ensure these\u0000forecasts are more effectively communicated and disseminated.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141223094","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":"Space Sound Effects Short Film Festival: using the film festival model to inspire creative art–science and reach new audiences","authors":"M. Archer","doi":"10.5194/gc-3-147-2020","DOIUrl":"https://doi.org/10.5194/gc-3-147-2020","url":null,"abstract":"Abstract. The ultra-low frequency analogues of sound waves in Earth's\u0000magnetosphere play a crucial role in space weather; however, the public\u0000is largely unaware of this risk to our everyday lives and technology.\u0000As a way of potentially reaching new audiences, SSFX (Space Sound Effects) made 8 years\u0000of satellite wave recordings audible to the human ear with the aim\u0000of using it to create art. Partnering with film industry professionals,\u0000the standard processes of international film festivals were adopted\u0000by the project in order to challenge independent filmmakers to incorporate\u0000these sounds into short films in creative ways. Seven films covering\u0000a wide array of topics and genres (despite coming from the same sounds)\u0000were selected for screening at a special film festival out of 22 submissions.\u0000The works have subsequently been shown at numerous established film\u0000festivals and screenings internationally. These events have attracted\u0000diverse non-science audiences resulting in several unanticipated impacts on them, thereby demonstrating how working with the art world can\u0000open up dialogues with both artists and audiences who would not ordinarily\u0000engage with science.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89685814","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":"Training citizen scientists through an online game developed for data quality control","authors":"B. Strobl, S. Etter, H. J. (. van Meerveld, J. Seibert","doi":"10.5194/gc-2019-26","DOIUrl":"https://doi.org/10.5194/gc-2019-26","url":null,"abstract":"Abstract. Some form of training is often necessary for citizen science projects. While in some citizen science projects, it is possible to keep tasks simple so that training requirements are minimal, other projects include more challenging tasks and, thus, require more extensive training. Training can be a hurdle to joining a project, and therefore most citizen science projects prefer to keep training requirements low. However, training may be needed to ensure good data quality. In this study, we evaluated whether an online game that was originally developed for data quality control in a citizen science project can be used for training for that project. More specifically, we investigated whether the CrowdWater game can be used to train new participants on how to place the virtual staff gauge in the CrowdWater smartphone app for the collection of water level class data. Within this app, the task of placing a virtual staff gauge to start measurements at a new location has proven to be challenging; however, this is a crucial task for all subsequent measurements at this location. We analysed the performance of 52 participants in the placement of the virtual staff gauge before and after playing the online CrowdWater game as a form of training. After playing the game, the performance improved for most participants. This suggests that players learned project-related tasks intuitively by observing actual gauge placements by other citizen scientists in the game and thus acquired knowledge about how to best use the app instinctively. Interestingly, self-assessment was not a good proxy for the participants' performance or the performance increase through the training. These results demonstrate the value of an online game for training. These findings are useful for the development of training strategies for other citizen science projects because they indicate that gamified approaches might provide valuable alternative training methods, particularly when other information materials are not used extensively by citizen scientists.","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87042442","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":"Rapid collaborative knowledge building via Twitter after significant geohazard events","authors":"R. Lacassin, M. Devès, S. Hicks, J. Ampuero, R. Bossu, L. Bruhat, Desianto F. Wibisono, Laure Fallou, E. Fielding, A. Gabriel, Jamie Gurney, Janine Krippner, A. Lomax, Muh. Ma'rufin Sudibyo, A. Pamumpuni, J. Patton, Helen Robinson, M. Tingay, S. Valkaniotis","doi":"10.5194/gc-2019-23","DOIUrl":"https://doi.org/10.5194/gc-2019-23","url":null,"abstract":"Abstract. Twitter is an established social media platform valued by scholars as an open way to disseminate scientific information and to publicly discuss research results. Scientific discussions on Twitter are viewed by the media, who can then pass on information to the wider public. Social media is used widely by geoscientists, but there is little documentation currently available regarding the benefits or limitations of this for the scientist or the public. Here, we use the example of two 2018 earthquake-related events that were widely commented on by geoscientists on Twitter: the Palu Mw 7.5 earthquake and related tsunami in Indonesia and the long-duration Mayotte island seismovolcanic crisis in the Indian Ocean. We built our study on a content and contextual analysis of selected Twitter threads about the geophysical characteristics of these events. From the analysis of these two examples, we show that Twitter promotes a very rapid building of knowledge in the minutes to hours and days following an event via an efficient exchange of information and active discussion between the scientists themselves and the public. We discuss the advantages and potential pitfalls of this relatively novel way of making scientific information accessible to scholarly peers and lay people. We argue that scientific discussion on Twitter breaks down the traditional “ivory tower” of academia, contributes to the growing trend towards open science, and may help people to understand how science is developed and, in turn, to better understand the risks related to natural/environmental hazards.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82169175","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":"The benefits to climate science of including early-career scientists as reviewers","authors":"M. Casado, G. Gremion, P. Rosenbaum, J. Caccavo, Kelsey B. Aho, N. Champollion, Sarahl L. Connors, A. Dahood, Alfonso Fernández, M. Lizotte, K. Mintenbeck, E. Poloczanska, G. Fugmann","doi":"10.5194/gc-2019-20","DOIUrl":"https://doi.org/10.5194/gc-2019-20","url":null,"abstract":"Abstract. Early-career scientists (ECSs) are a large part of the workforce\u0000in science. While they produce new scientific knowledge that they share in\u0000publications, they are rarely invited to participate in the peer-review\u0000process. Barriers to the participation of ECSs as peer reviewers include,\u0000among other things, their lack of visibility to editors, inexperience in the\u0000review process and lack of confidence in their scientific knowledge.\u0000Participation of ECSs in group reviews, e.g. for regional or global\u0000assessment reports, provides an opportunity for ECSs to advance their skill\u0000set and to contribute to policy-relevant products. Here, we present the\u0000outcomes of a group peer review of the First Order Draft of the\u0000Intergovernmental Panel on Climate Change (IPCC) Special Report on the Ocean and Cryosphere in a Changing Climate (SROCC). Overall, PhD students spent\u0000more time on the review than those further advanced in their careers and\u0000provided a similar proportion of substantive comments. After the review,\u0000participants reported feeling more confident in their skills, and 86 %\u0000were interested in reviewing individually. By soliciting and including ECSs\u0000in the peer-review process, the scientific community would not only reduce\u0000the burden carried by more established scientists but also permit their\u0000successors to develop important professional skills relevant to advancing\u0000climate science and influencing policy.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83917385","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":"Engaging children in geosciences through storytelling and creative dance","authors":"A. Matias, A. R. Carrasco, A. A. Ramos, Rita Borges","doi":"10.5194/gc-2019-21","DOIUrl":"https://doi.org/10.5194/gc-2019-21","url":null,"abstract":"Abstract. Natural sciences have traditionally been disseminated in outreach\u0000activities as formal, one-way presentations. Nevertheless, innovative\u0000strategies are being increasingly developed using arts, gaming, and sketching, amongst others. This work aimed at testing an alternative and innovative way\u0000to engage non-expert audiences in ocean and coastal geology through a\u0000combination of scientific concept explanations and creative dancing. An\u0000informal education activity focusing on ocean dynamics was designed for\u000010-year-old students. It combines coastal science concepts (wind, waves,\u0000currents, and sand), storytelling techniques (narrative arc), and creative\u0000dance techniques (movement, imaginative play, and sensory engagement). A\u0000sequence of six exercises was proposed, starting with the generation of\u0000offshore ocean waves and ending with sediment transport on the beach during\u0000storm/fair-weather conditions. Scientific concepts were then translated into\u0000structured creative movements, within imaginary scenarios, and accompanied\u0000by sounds or music. The activity was performed six times with a total of 112\u0000students. It was an inclusive activity given that all students in the class\u0000participated, including children with several mild types of cognitive and\u0000neurological impairment. The science and art activity aroused emotions of\u0000enjoyment and pleasure and allowed for effective communication between\u0000scientists and school community. Moreover, the results provide evidence of the\u0000activity's effectiveness in engaging children and developing their willingness\u0000to further participate in similar activities.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72534161","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":"“This bookmark gauges the depths of the human”: how poetry can help to personalise climate change","authors":"S. Illingworth","doi":"10.5194/gc-2019-19","DOIUrl":"https://doi.org/10.5194/gc-2019-19","url":null,"abstract":"Abstract. By conducting a qualitative content analysis of 72 poems written about\u0000climate change by poets from across the world, this study demonstrates how\u0000these poets have interpreted the, at times, esoteric principles of climate\u0000change. The results of this study indicate that these interpretations\u0000highlight the need to re-position humans at the epicentre of the debate so\u0000that a meaningful dialogue around the subject might be established,\u0000especially amongst non-specialists.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81051016","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":"Ozone measurement practice in the laboratory using Schönbein's method","authors":"I. A. Ramirez-Gonzalez, J. A. Añel, Antonio Cid Samamed","doi":"10.5194/GC-3-99-2020","DOIUrl":"https://doi.org/10.5194/GC-3-99-2020","url":null,"abstract":"Abstract. We present a laboratory technique to measure tropospheric ozone, following a traditional method\u0000developed by Christian Friedrich Schönbein in the 19th century. The aim is to familiarise students with both\u0000the scientific method and the concepts of pollution and climate change, taking advantage of the possibilities of a very cheap\u0000hands-on approach over other existing theoretical ones. Also, this teaching activity can help the students to understand the\u0000differences between objective and subjective analysis. Moreover, they can make effective use of new technologies and photography.\u0000We include a description of how to conduct the lesson at two different\u0000levels of complexity (advanced and basic) to allow us to adapt it to the capacity of the students. The advanced level includes\u0000the production in the lab of paper strips as they were produced in the 19th century, whilst the basic level does not.\u0000This practice is suitable for use by both high school and first-year undergraduate students and was presented in high schools\u0000during a communication campaign to celebrate the annual Galician Scientist Day. We evaluate the teaching approach used through\u0000the results from collected surveys and feedback received from the students and teachers.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74168319","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":"Assessing economic impacts of environmental research infrastructures: overview of methodological tools","authors":"R. Kalaydjian","doi":"10.5194/GC-3-19-2020","DOIUrl":"https://doi.org/10.5194/GC-3-19-2020","url":null,"abstract":"Abstract. The data generated by environmental research infrastructures (ENV RIs) are key to analysing the quality of general living standards and the\u0000conditions of development of environmentally sensitive economic activities:\u0000monitoring the atmosphere and ocean is increasingly and critically important\u0000in a context marked by the risks caused by global warming. Given the cost of ENV RIs, their benefits to society, in terms of economic\u0000impacts, must be assessed and demonstrated. The primary objective of this\u0000article is to review the main tools used to assess the economic impacts of\u0000ENV RIs and to propose a methodological framework. The latter classifies the\u0000impacts into three categories: (1) upstream impacts on equipment suppliers;\u0000(2) downstream impacts on the performance and quality of observational data,\u0000monitoring services and forecasts; and (3) feedback impacts in terms of improved\u0000knowledge about the environment to the benefit of economic activities. In this\u0000framework, the entire data and service supply chain is considered for the\u0000assessment of impacts. An ocean-related case study serves as a practical example: Argo, a global\u0000in situ ocean observing system, provides an understanding of the supply chain\u0000from upstream suppliers of ENV RIs to primary and processed ocean data\u0000providers. It highlights the methodological issues involved in assessing the\u0000different categories of impacts. The article gives precedence to tried and tested methods. It concludes that\u0000further work and more data are needed to improve assessment methods.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"141 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75001153","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":"Education and public engagement using an active research project: lessons and recipes from the SEA-SEIS North Atlantic Expedition's programme for Irish schools","authors":"S. Lebedev, R. Bonadio, Clara Gómez-García, J. de Laat, Laura Bérdi, Bruna Chagas de Melo, Daniel Farrell, David Stalling, C. Tirel, Louise Collins, Sadhbh McCarthy, Brendan O’Donoghue, Arne Schwenk, Mick Smyth, C. Bean","doi":"10.5194/GC-2-143-2019","DOIUrl":"https://doi.org/10.5194/GC-2-143-2019","url":null,"abstract":"Abstract. An exciting research project, for example with an unusual\u0000field component, presents a unique opportunity for education and public\u0000engagement (EPE). The adventure aspect of the fieldwork and the drive and\u0000creativity of the researchers can combine to produce effective, novel EPE\u0000approaches. Engagement with schools, in particular, can have a profound\u0000impact, showing the students how science works in practice, encouraging them\u0000to study science, and broadening their career perspectives. The project\u0000SEA-SEIS (Structure, Evolution And Seismicity of the Irish offshore,\u0000https://www.sea-seis.ie, last access: 6 October 2019) kicked off in 2018 with a 3-week expedition on the research\u0000vessel (RV) Celtic Explorer in the North Atlantic. Secondary and primary\u0000school students were invited to participate and help scientists in the\u0000research project, which got the students enthusiastically engaged. In a\u0000nation-wide competition before the expedition, schools from across Ireland\u0000gave names to each of the seismometers. During the expedition, teachers were\u0000invited to sign up for live, ship-to-class video link-ups, and 18 of these\u0000were conducted. The follow-up survey showed that the engagement was not only\u0000exciting but encouraged the students' interest in science, technology,\u0000engineering, and mathematics (STEM) and STEM-related careers. With most of\u0000the lead presenting scientists on the ship being female, both girls and boys\u0000in the classrooms were presented with engaging role models. After the\u0000expedition, the programme continued with follow-up, geoscience-themed\u0000competitions (a song-and-rap one for secondary and a drawing one for primary\u0000schools). Many of the programme's best ideas came from teachers, who were\u0000its key co-creators. The activities were developed by a diverse team\u0000including scientists and engineers, teachers, a journalist, and a sound\u0000artist. The programme's success in engaging and inspiring school students\u0000illustrates the EPE potential of active research projects. The programme\u0000shows how research projects and the researchers working on them are a rich\u0000resource for EPE, highlights the importance of an EPE team with diverse\u0000backgrounds and expertise, and demonstrates the value of co-creation by the\u0000EPE team, teachers, and school students. It also provides a template for a\u0000multifaceted EPE programme that school teachers can use with flexibility,\u0000without extra strain on their teaching schedules. The outcomes of an EPE\u0000programme coupled with research projects can include both an increase in the\u0000students' interest in STEM and STEM careers and an increase in the\u0000researchers' interest and proficiency in EPE.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84808610","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}