M. Archer, Cara L. Waters, Shafiat Dewan, Simon Foster, Antonio Portas
Abstract. Educational research highlights that improved careers education is needed to increase participation in STEM. Current careers resources concerning the space sector, however, are found to perhaps not best reflect the diversity of roles present and may in fact perpetuate misconceptions about the usefulness of science. We, therefore, compile a more diverse set of space-related jobs, which will be used in the development of a new space careers resource.
{"title":"GC Insights: Space sector careers resources need a greater diversity of roles","authors":"M. Archer, Cara L. Waters, Shafiat Dewan, Simon Foster, Antonio Portas","doi":"10.5194/gc-5-119-2022","DOIUrl":"https://doi.org/10.5194/gc-5-119-2022","url":null,"abstract":"Abstract. Educational research highlights that improved careers education is needed to increase participation in STEM. Current careers resources concerning the space sector, however, are found to perhaps not best reflect the diversity of roles present and may in fact perpetuate misconceptions about the usefulness of science. We, therefore, compile a more diverse set of space-related jobs, which will be used in the development of a new space careers resource.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73765828","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}
Margaret Chen, R. Aleixo, Massimo Guerrero, Rui Ferreira
Abstract. W.A.T.E.R. stands for Workshop on Advanced measurement Techniques and Experimental Research. It is an initiative started in 2016, in the scope of the Experimental Methods and Instrumentation (EMI) committee of the International Association for Hydroenvironment Research (IAHR) aimed to advance the use of experimental techniques in hydraulics and fluid mechanics research. It provides a structured approach for the learning and training platform to postgraduate students, young researchers, and professionals with an experimental background in fluid mechanics. It offers an opportunity to learn about state-of-the-art instrumentation and measurement techniques and the latest developments in the field by partnering with manufacturers. The W.A.T.E.R. brings together academics, instrumentation manufacturers, and public sectors in a structured setting to share knowledge and to learn from good practices. It is about training people that already have certain knowledge and skill level but need to go deeper and/or wider in the field of measurement and experimental research.
{"title":"W.A.T.E.R. – a structured approach for training on advanced measurement and experimental research","authors":"Margaret Chen, R. Aleixo, Massimo Guerrero, Rui Ferreira","doi":"10.5194/gc-2021-47","DOIUrl":"https://doi.org/10.5194/gc-2021-47","url":null,"abstract":"Abstract. W.A.T.E.R. stands for Workshop on Advanced measurement Techniques and Experimental Research. It is an initiative started in 2016, in the scope of the Experimental Methods and Instrumentation (EMI) committee of the International Association for Hydroenvironment Research (IAHR) aimed to advance the use of experimental techniques in hydraulics and fluid mechanics research. It provides a structured approach for the learning and training platform to postgraduate students, young researchers, and professionals with an experimental background in fluid mechanics. It offers an opportunity to learn about state-of-the-art instrumentation and measurement techniques and the latest developments in the field by partnering with manufacturers. The W.A.T.E.R. brings together academics, instrumentation manufacturers, and public sectors in a structured setting to share knowledge and to learn from good practices. It is about training people that already have certain knowledge and skill level but need to go deeper and/or wider in the field of measurement and experimental research.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75328925","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}
Xavier Fonseca, G. Miguez-Macho, Jose A. Cortés-Vázquez, A. Vaamonde
Abstract. In recent years, science has hardened the discourse on the emergency of global warming, pointing out that the next decades will be decisive to maintain the stability of the climate system, avoiding a cascade effect of events that increase the average temperature above safe limits. The scientific community warns that there are different tipping points that could produce a chain reaction in the global climate. One of them is related to the Jet Stream. But despite the importance of this air current in atmospheric dynamics in the Northern Hemisphere and the changes it is experiencing in the context of global warming, the public is still not familiar with this kind of physical concepts, nor with much simpler others. As concerns about the climate crisis rise, knowledge remains stagnant. To advance in the learning of the science of climate change, in general, and of concepts such as the Jet Stream, in particular, specific scientific communication formats are required that can successfully tackle the difficult task of explaining such complex problems to the general public. These formats should be included in the media because they are the main source for information on climate change and because their characteristics allow taking on the challenge. In this article we present a communication proposal existent in a newspaper published in Spain. We argue that this communication format represents a good model to disseminate climate science, educate readers and even to make physical concepts such as the Jet Stream accessible. We believe that this format conforms to and complies with the enunciation of Article 12 of the Paris Agreement, which calls on the signatory countries to promote education and training on climate change.
{"title":"A physical concept in the press: the case of the Jet Stream","authors":"Xavier Fonseca, G. Miguez-Macho, Jose A. Cortés-Vázquez, A. Vaamonde","doi":"10.5194/gc-2021-34","DOIUrl":"https://doi.org/10.5194/gc-2021-34","url":null,"abstract":"Abstract. In recent years, science has hardened the discourse on the emergency of global warming, pointing out that the next decades will be decisive to maintain the stability of the climate system, avoiding a cascade effect of events that increase the average temperature above safe limits. The scientific community warns that there are different tipping points that could produce a chain reaction in the global climate. One of them is related to the Jet Stream. But despite the importance of this air current in atmospheric dynamics in the Northern Hemisphere and the changes it is experiencing in the context of global warming, the public is still not familiar with this kind of physical concepts, nor with much simpler others. As concerns about the climate crisis rise, knowledge remains stagnant. To advance in the learning of the science of climate change, in general, and of concepts such as the Jet Stream, in particular, specific scientific communication formats are required that can successfully tackle the difficult task of explaining such complex problems to the general public. These formats should be included in the media because they are the main source for information on climate change and because their characteristics allow taking on the challenge. In this article we present a communication proposal existent in a newspaper published in Spain. We argue that this communication format represents a good model to disseminate climate science, educate readers and even to make physical concepts such as the Jet Stream accessible. We believe that this format conforms to and complies with the enunciation of Article 12 of the Paris Agreement, which calls on the signatory countries to promote education and training on climate change.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82127119","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}
Abstract. There remains a gap between the production of scientifically robust forecasts, and the translation of these forecasts into useful information such as daily "bulletins" for decision-makers in early warning systems. There is significant published literature on best practice to communicate risk information, but very little to guide and provide advice on the process of how these bulletins have been, or should be, developed. This paper reviews two case studies where bulletins were developed for national and district-level government agencies and humanitarian responders: daily reports in response to Cyclones Idai and Kenneth in Mozambique, and prototype landslide forecast bulletins in Nilgiris and Darjeeling Districts of India. Primary data was collected from producers and intermediaries of the bulletins via interview, and secondary data analysed on: iterative changes in the bulletin development; minutes from internal discussions; and feedback from users to extract learning on both the content and process of developing the bulletins. There were significant similarities in the type of content included in the bulletins, such as the layout, choice of words, and use of visualisation that was consistent with published best practices. Both case studies experienced challenges dealing with uncertainty, complexity, and whether to include advice. There were also similarities in the processes and approaches taken to develop the bulletins. Both case studies took an iterative approach, developed feedback mechanisms, benefitted from experienced multi-disciplinary teams, emphasised the need for strong inter-relationships, and the importance and value of preparedness and protocols. A major challenge was the difficulty of balancing science capabilities with user needs, which did not become significantly easier to deal with given more time availability. The findings indicate that whilst more research is needed into existing or best practice processes to develop content for forecast bulletins, there is an existing body of experiential and intuitive knowledge and learning that already exists but is not yet captured in an appropriate format that could be of significant interest and value to those developing forecast information. This paper goes some way to capturing some of the learning from translating scientific forecasts into useful information, in particular on both the content and the process of developing forecast bulletins for decision-making.
{"title":"Development of forecast information for institutional decision-makers: landslides in India and cyclones in Mozambique","authors":"","doi":"10.5194/gc-2021-31","DOIUrl":"https://doi.org/10.5194/gc-2021-31","url":null,"abstract":"Abstract. There remains a gap between the production of scientifically robust forecasts, and the translation of these forecasts into useful information such as daily \"bulletins\" for decision-makers in early warning systems. There is significant published literature on best practice to communicate risk information, but very little to guide and provide advice on the process of how these bulletins have been, or should be, developed. This paper reviews two case studies where bulletins were developed for national and district-level government agencies and humanitarian responders: daily reports in response to Cyclones Idai and Kenneth in Mozambique, and prototype landslide forecast bulletins in Nilgiris and Darjeeling Districts of India. Primary data was collected from producers and intermediaries of the bulletins via interview, and secondary data analysed on: iterative changes in the bulletin development; minutes from internal discussions; and feedback from users to extract learning on both the content and process of developing the bulletins. There were significant similarities in the type of content included in the bulletins, such as the layout, choice of words, and use of visualisation that was consistent with published best practices. Both case studies experienced challenges dealing with uncertainty, complexity, and whether to include advice. There were also similarities in the processes and approaches taken to develop the bulletins. Both case studies took an iterative approach, developed feedback mechanisms, benefitted from experienced multi-disciplinary teams, emphasised the need for strong inter-relationships, and the importance and value of preparedness and protocols. A major challenge was the difficulty of balancing science capabilities with user needs, which did not become significantly easier to deal with given more time availability. The findings indicate that whilst more research is needed into existing or best practice processes to develop content for forecast bulletins, there is an existing body of experiential and intuitive knowledge and learning that already exists but is not yet captured in an appropriate format that could be of significant interest and value to those developing forecast information. This paper goes some way to capturing some of the learning from translating scientific forecasts into useful information, in particular on both the content and the process of developing forecast bulletins for decision-making.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90168346","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}
Ning Wang, Z. Clowdus, Alessandra Sealander, Robert J. Stern
Abstract. Geologic events like volcanic eruptions, earthquakes, and tsunamis hurt nearby people and stimulate the curiosity of people farther away, thus providing opportunities to engage the public to be more interested to learn about Earth processes. Geoscientists are increasingly using social media such as Twitter to explain to the public what caused these events and videos provide an especially vivid way to reach this audience. However, it is still unclear how to create, evaluate and disseminate videos on timely natural events to communicate geosciences. To address this challenge and opportunity, we analyzed the impact of 33 short geoscience educational (GeoEd) videos that we created and posted on YouTube between 2018 and 2020. These include 12 videos on timely geologic events (Geonews videos) and 21 videos that are not specially about timely geologic topics (General GeoEd videos), all of which were similarly advertised and have similar lengths. By comparing the performance of the Geonews and General GeoEd videos, we conclude: 1) The YouTube audience is consistently interested in Geonews videos but some General GeoEd videos are more popular; 2) Geonews videos may trigger more meaningful dialogues than General GeoEd videos, especially for local audiences; and 3) The ‘golden period’ of Geonews videos engaging YouTube audiences is within 3 weeks after posting. 4) The Geonews audience tends to be younger and more diverse than the General GeoEd video audience. 5) Creating Geonews videos can be a promising strategy for geoscientists to engage public audiences on YouTube-like social media.
{"title":"Geonews: Timely Geoscience Educational YouTube Videos about Recent Geologic Events","authors":"Ning Wang, Z. Clowdus, Alessandra Sealander, Robert J. Stern","doi":"10.5194/gc-2021-38","DOIUrl":"https://doi.org/10.5194/gc-2021-38","url":null,"abstract":"Abstract. Geologic events like volcanic eruptions, earthquakes, and tsunamis hurt nearby people and stimulate the curiosity of people farther away, thus providing opportunities to engage the public to be more interested to learn about Earth processes. Geoscientists are increasingly using social media such as Twitter to explain to the public what caused these events and videos provide an especially vivid way to reach this audience. However, it is still unclear how to create, evaluate and disseminate videos on timely natural events to communicate geosciences. To address this challenge and opportunity, we analyzed the impact of 33 short geoscience educational (GeoEd) videos that we created and posted on YouTube between 2018 and 2020. These include 12 videos on timely geologic events (Geonews videos) and 21 videos that are not specially about timely geologic topics (General GeoEd videos), all of which were similarly advertised and have similar lengths. By comparing the performance of the Geonews and General GeoEd videos, we conclude: 1) The YouTube audience is consistently interested in Geonews videos but some General GeoEd videos are more popular; 2) Geonews videos may trigger more meaningful dialogues than General GeoEd videos, especially for local audiences; and 3) The ‘golden period’ of Geonews videos engaging YouTube audiences is within 3 weeks after posting. 4) The Geonews audience tends to be younger and more diverse than the General GeoEd video audience. 5) Creating Geonews videos can be a promising strategy for geoscientists to engage public audiences on YouTube-like social media.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"68 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88203387","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}
Abstract. Rainbow colour maps are known to be problematic yet remain widely used in scientific communication. This study extends work by Stoelzle and Stein (2021) to investigate the extent of their use in geoscience publications. It is found that over half (55 %) of all papers surveyed from six geoscience journals from the years 2005, 2010, 2015 and 2020 (n = 2,638) contained at least one visualisation that uses rainbow or red-green colour schemes and are therefore potentially misleading and colour inaccessible. Recent changes to the submission guidelines for all EGU journals would seem to place greater responsibility in the future with editors and reviewers to identify and correct colour issues as part of the review process.
{"title":"GC Insights: Rainbow colour maps remain widely used in the geosciences","authors":"R. Westaway","doi":"10.5194/gc-2021-39","DOIUrl":"https://doi.org/10.5194/gc-2021-39","url":null,"abstract":"Abstract. Rainbow colour maps are known to be problematic yet remain widely used in scientific communication. This study extends work by Stoelzle and Stein (2021) to investigate the extent of their use in geoscience publications. It is found that over half (55 %) of all papers surveyed from six geoscience journals from the years 2005, 2010, 2015 and 2020 (n = 2,638) contained at least one visualisation that uses rainbow or red-green colour schemes and are therefore potentially misleading and colour inaccessible. Recent changes to the submission guidelines for all EGU journals would seem to place greater responsibility in the future with editors and reviewers to identify and correct colour issues as part of the review process.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90356070","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}
C. Bond, J. Pugsley, L. Kedar, Sarah R. Ledingham, Marianna Z. Skupinska, Tomasz K. Gluzinski, Megan L. Boath
Abstract. The rise of the virtual field trip was unprecedent in 2020 and 2021 due to the global COVID-19 pandemic. Virtual field trips aim to replicate the learning outcomes and experiences of actual field trips, by providing a digital alternative to in-field courses. They provide valuable opportunities for those unable to visit the field and alternative learning experiences for those that can. However, understanding their efficacy in term of learning outcomes, the effectiveness of learning support offered, and cohort cohesion generally remains untested. Here we show how negative aspects of a virtual field trip both pre- and post-course are countered by positive outcomes in terms of breadth of learning outcomes and experience. As part of our analysis, we tested methods to mitigate barriers to inclusion and learning on a virtual field trip including internet connectivity and hardware access, use of printed workbooks, and limitations to interaction, support and cohort cohesion. Our results show that although negative perceptions, as evidenced through questionnaire responses, are dominant, with 71 %–88 % of respondents commenting on these aspects across both student and staff cohorts pre- and post-course; positive aspects of virtual field trips (43 %–57 %) also feature highly. Students show a positive shift in their perception of online teaching and learning over the course with positive comments moving from 19 % pre-course to 71 % post-course, whereas positive comments by staff are low pre- and post-course at 14 %. Printed workbooks, staff: student ratios and interaction are received positively. Overall, we find that negative perceptions of virtual field trips pre- and post-course exist, but that both students and staff identify positive elements including breadth of learning outcomes, particularly regarding data synthesis and analysis. We suggest ways to learn from these findings to design virtual field trips that deliver effectively in blended learning environments for the benefit of all.
{"title":"Learning outcomes, learning support and cohort cohesion on a virtual field trip: an analysis of student and staff perceptions","authors":"C. Bond, J. Pugsley, L. Kedar, Sarah R. Ledingham, Marianna Z. Skupinska, Tomasz K. Gluzinski, Megan L. Boath","doi":"10.5194/gc-2021-36","DOIUrl":"https://doi.org/10.5194/gc-2021-36","url":null,"abstract":"Abstract. The rise of the virtual field trip was unprecedent in 2020 and 2021 due to the global COVID-19 pandemic. Virtual field trips aim to replicate the learning outcomes and experiences of actual field trips, by providing a digital alternative to in-field courses. They provide valuable opportunities for those unable to visit the field and alternative learning experiences for those that can. However, understanding their efficacy in term of learning outcomes, the effectiveness of learning support offered, and cohort cohesion generally remains untested. Here we show how negative aspects of a virtual field trip both pre- and post-course are countered by positive outcomes in terms of breadth of learning outcomes and experience. As part of our analysis, we tested methods to mitigate barriers to inclusion and learning on a virtual field trip including internet connectivity and hardware access, use of printed workbooks, and limitations to interaction, support and cohort cohesion. Our results show that although negative perceptions, as evidenced through questionnaire responses, are dominant, with 71 %–88 % of respondents commenting on these aspects across both student and staff cohorts pre- and post-course; positive aspects of virtual field trips (43 %–57 %) also feature highly. Students show a positive shift in their perception of online teaching and learning over the course with positive comments moving from 19 % pre-course to 71 % post-course, whereas positive comments by staff are low pre- and post-course at 14 %. Printed workbooks, staff: student ratios and interaction are received positively. Overall, we find that negative perceptions of virtual field trips pre- and post-course exist, but that both students and staff identify positive elements including breadth of learning outcomes, particularly regarding data synthesis and analysis. We suggest ways to learn from these findings to design virtual field trips that deliver effectively in blended learning environments for the benefit of all.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74240072","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}
Abstract. Field experiences are a critical component of undergraduate geoscience education; however, traditional onsite field experiences are not always practical due to accessibility, and the popularity of alternative modes of learning in higher education is increasing. One way to support student access to field experiences is through virtual field trips, implemented either independently or in conjunction with in-person field trips. We created a virtual field trip (VFT) to Grand Ledge, a regionally important suite of sedimentary outcrops in central lower Michigan, USA. This VFT undertakes all stages of a field project, from question development and detailed observation through data collection to interpretation. The VFT was implemented in undergraduate sedimentation and stratigraphy courses at two different liberal arts institutions, with one version of the VFT conducted in-person and the other online. The VFT was presented from a locally hosted website and distributed through an online learning platform. Students completed a series of activities using field data in the form of outcrop photos, virtual 3D models of outcrops and hand samples, and photos of thin sections. Student products included annotated field notes, a stratigraphic column, a collaborative stratigraphic correlation, and a final written reflection. VFT assessment demonstrated that students successfully achieved the inquiry-oriented student learning outcomes, and student reflection responses provide anecdotal evidence that the field experience was comparable to field geology onsite. This VFT is an example of successful student learning in an upper-level sedimentation and stratigraphy course via virtual field experience with an emphasis on local geology.
{"title":"Multi-scale virtual field experience: sedimentology and stratigraphy of Grand Ledge, Michigan, USA","authors":"M. Marshall, M. Higley","doi":"10.5194/gc-4-461-2021","DOIUrl":"https://doi.org/10.5194/gc-4-461-2021","url":null,"abstract":"Abstract. Field experiences are a critical component of undergraduate geoscience education; however, traditional onsite field experiences are not always practical due to accessibility, and the popularity of alternative modes of learning in higher education is increasing. One way to support student access to field experiences is through virtual field trips, implemented either independently or in conjunction with in-person field trips. We created a virtual field trip (VFT) to Grand Ledge, a regionally important suite of sedimentary outcrops in central lower Michigan, USA. This VFT undertakes all stages of a field project, from question development and detailed observation through data collection to interpretation. The VFT was implemented in undergraduate sedimentation and stratigraphy courses at two different liberal arts institutions, with one version of the VFT conducted in-person and the other online. The VFT was presented from a locally hosted website and distributed through an online learning platform. Students completed a series of activities using field data in the form of outcrop photos, virtual 3D models of outcrops and hand samples, and photos of thin sections. Student products included annotated field notes, a stratigraphic column, a collaborative stratigraphic correlation, and a final written reflection. VFT assessment demonstrated that students successfully achieved the inquiry-oriented student learning outcomes, and student reflection responses provide anecdotal evidence that the field experience was comparable to field geology onsite. This VFT is an example of successful student learning in an upper-level sedimentation and stratigraphy course via virtual field experience with an emphasis on local geology.","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81609058","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}
S. Buckley, J. Howell, N. Naumann, Conor Lewis, M. Chmielewska, K. Ringdal, J. Vanbiervliet, B. Tong, O. S. Mulelid-Tynes, Dylan Foster, G. Maxwell, J. Pugsley
Abstract. V3Geo is a cloud-based repository for publishing virtual 3D models in geoscience. The system allows storage, search and visualisation of models typically acquired using techniques such as photogrammetry and laser scanning. The platform has been developed to handle models at the range of scales typically used by geoscientists, from microscopic, hand samples and fossils through to outcrop sections covering metres to tens of kilometres. The cloud storage system serves the models to a purpose-built 3D web viewer. Models are tiled to ensure efficient streaming over the internet. The web viewer allows 3D models to be interactively explored without the need for specialist software to be installed. A measurement tool enables users to measure simple dimensions, such as widths, thicknesses, fault throws and more. V3Geo allows very large models comprising multiple sections and is designed to include additional interpretation layers. The specific focus on geoscience data is supported by defined metadata and a classification schema. Public and private storage are available, and public models are assigned Creative Commons licenses to govern content usage. This paper presents V3Geo as a sustainable resource for the geoscience community, including the motivation, main characteristics, and features. Example usage scenarios are highlighted: from undergraduate geology teaching, supporting virtual geoscience education, and preparing virtual field trips based on V3Geo models. Finally, best practise guidelines for preparing 3D model contributions for publication on V3Geo are included as an Appendix.
{"title":"V3Geo: A cloud-based repository for virtual 3D models in geoscience","authors":"S. Buckley, J. Howell, N. Naumann, Conor Lewis, M. Chmielewska, K. Ringdal, J. Vanbiervliet, B. Tong, O. S. Mulelid-Tynes, Dylan Foster, G. Maxwell, J. Pugsley","doi":"10.5194/gc-2021-30","DOIUrl":"https://doi.org/10.5194/gc-2021-30","url":null,"abstract":"Abstract. V3Geo is a cloud-based repository for publishing virtual 3D models in geoscience. The system allows storage, search and visualisation of models typically acquired using techniques such as photogrammetry and laser scanning. The platform has been developed to handle models at the range of scales typically used by geoscientists, from microscopic, hand samples and fossils through to outcrop sections covering metres to tens of kilometres. The cloud storage system serves the models to a purpose-built 3D web viewer. Models are tiled to ensure efficient streaming over the internet. The web viewer allows 3D models to be interactively explored without the need for specialist software to be installed. A measurement tool enables users to measure simple dimensions, such as widths, thicknesses, fault throws and more. V3Geo allows very large models comprising multiple sections and is designed to include additional interpretation layers. The specific focus on geoscience data is supported by defined metadata and a classification schema. Public and private storage are available, and public models are assigned Creative Commons licenses to govern content usage. This paper presents V3Geo as a sustainable resource for the geoscience community, including the motivation, main characteristics, and features. Example usage scenarios are highlighted: from undergraduate geology teaching, supporting virtual geoscience education, and preparing virtual field trips based on V3Geo models. Finally, best practise guidelines for preparing 3D model contributions for publication on V3Geo are included as an Appendix.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87007791","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}
Abstract. We investigated the number of references per page for different European Geosciences Union journals, which share the same text formatting. Although the journals formally all focus on geoscience, different disciplines are covered, from ocean science and biogeosciences to the technical description of numerical model development. In this study, we show that the number of references per page is remarkably constant across these journals. In addition, this value has remained constant in the last decade, despite the consistent increase in the number of pages and in the number of references in almost all journals considered. Independently of the quality of the references used in an article, we show that for the EGU (European Geosciences Union) journals the average number of references per page is 3.82 (1.87–6.18 at 90 % confidence level). This reveals that there is a consensus regarding optimum reference density, which depends on the journal's layout and not on the journal's discipline.
{"title":"About right: references in open-access EGU (European Geosciences Union) journals","authors":"A. Pozzer","doi":"10.5194/gc-4-453-2021","DOIUrl":"https://doi.org/10.5194/gc-4-453-2021","url":null,"abstract":"Abstract. We investigated the number of references per page for different European Geosciences Union journals, which share the same text formatting.\u0000Although the journals formally all focus on geoscience, different disciplines are covered, from ocean science and biogeosciences\u0000to the technical description of numerical model development.\u0000In this study, we show that the number of references per page\u0000is remarkably constant across these journals.\u0000In addition, this value has remained\u0000constant in the last decade, despite the consistent increase in\u0000the number of pages and in the number of references in almost all journals considered. Independently of the quality of the references used in an article, we show that for the EGU (European Geosciences Union) journals the average number of\u0000references per page is 3.82 (1.87–6.18 at 90 % confidence level).\u0000This reveals that there is a consensus regarding optimum reference density,\u0000which depends on the journal's layout and not on the journal's discipline.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82342686","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}
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