L. de Mora, A. Sellar, A. Yool, J. Palmiéri, Robin S. Smith, T. Kuhlbrodt, R. Parker, J. Walton, J. Blackford, Colin G. Jones
Abstract. Scientific data are almost always represented graphically in figures or in videos. With the ever-growing interest from the general public in understanding climate sciences, it is becoming increasingly important that scientists present this information in ways that are both accessible and engaging to non-experts. In this pilot study, we use time series data from the first United Kingdom Earth System Model (UKESM1) to create six procedurally generated musical pieces. Each of these pieces presents a unique aspect of the ocean component of the UKESM1, either in terms of a scientific principle or a practical aspect of modelling. In addition, each piece is arranged using a different musical progression, style and tempo. These pieces were created in the Musical Instrument Digital Interface (MIDI) format and then performed by a digital piano synthesiser. An associated video showing the time development of the data in time with the music was also created. The music and video were published on the lead author's YouTube channel. A brief description of the methodology was also posted alongside the video. We also discuss the limitations of this pilot study and describe several approaches to extend and expand upon this work.
{"title":"Earth system music: music generated from the United Kingdom Earth System Model (UKESM1)","authors":"L. de Mora, A. Sellar, A. Yool, J. Palmiéri, Robin S. Smith, T. Kuhlbrodt, R. Parker, J. Walton, J. Blackford, Colin G. Jones","doi":"10.5194/gc-3-263-2020","DOIUrl":"https://doi.org/10.5194/gc-3-263-2020","url":null,"abstract":"Abstract. Scientific data are almost always represented graphically in figures or in videos.\u0000With the ever-growing interest from the general public in understanding\u0000climate sciences, it is becoming increasingly important that scientists present this\u0000information in ways that are both accessible and engaging to non-experts. In this pilot study, we use time series data from the first United Kingdom Earth System Model (UKESM1) to\u0000create six procedurally generated musical pieces.\u0000Each of these pieces presents a unique aspect of the ocean component of the UKESM1,\u0000either in terms of a scientific principle or a practical aspect of modelling.\u0000In addition, each piece is arranged using a different musical progression, style and tempo. These pieces were created in the Musical Instrument Digital Interface (MIDI) format\u0000and then performed by a digital piano synthesiser.\u0000An associated video showing the time development of the data in time with the music was also created.\u0000The music and video were published on the lead author's YouTube channel.\u0000A brief description of the methodology was also posted alongside the video.\u0000We also discuss the limitations of this pilot study and describe\u0000several approaches to extend and expand upon this work.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78449759","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. Hydraulic fracturing, or fracking, is a borehole stimulation technique used to enhance permeability in geological resource management, including the extraction of shale gas. The process of hydraulic fracturing can induce seismicity. The potential to induce seismicity is a topic of widespread interest and public concern, particularly in the UK where seismicity induced by hydraulic fracturing has halted shale gas operations and triggered moratoria. Prior to 2018, there seemed to be a disconnect between the conclusions of expert groups about the risk of adverse impacts from hydraulic-fracturing-induced seismicity and the reported level of public concern about hydraulic fracturing induced seismicity. Furthermore, a range of terminology was used to describe the induced seismicity (including tremors, earthquakes, seismic events, and micro-earthquakes) which could indicate the level of perceived risk. Using the UK as a case study, we examine the conclusions of expert-led public-facing reports on the risk (likelihood and impact) of seismicity induced by hydraulic fracturing for shale gas published between 2012 and 2018 and the terminology used in these reports. We compare these to results from studies conducted in the same time period that explored views of the UK public on hydraulic fracturing and seismicity. Furthermore, we surveyed participants at professional and public events on shale gas held throughout 2014 asking the same question that was used in a series of surveys of the UK public in the period 2012–2016, i.e. “do you associate shale gas with earthquakes?”. We asked our participants to provide the reasoning for the answer they gave. By examining the rationale provided for their answers, we find that an apparent polarisation of views amongst experts was actually the result of different interpretations of the language used to describe seismicity. Responses are confounded by the ambiguity of the language around earthquake risk, magnitude, and scale. We find that different terms are used in the survey responses to describe earthquakes, often in an attempt to express the risk (magnitude, shaking, and potential for adverse impact) presented by the earthquake, but that these terms are poorly defined and ambiguous and do not translate into everyday language usage. Such “bad language” around fracking has led to challenges in understanding, perceiving, and communicating risks around hydraulic-fracturing-induced seismicity. We call for multi-method approaches to understand the perceived risks around geoenergy resources and suggest that developing and adopting a shared language framework to describe earthquakes would alleviate miscommunication and misperceptions. Our findings are relevant to any applications that present – or are perceived to present – the risk of induced seismicity. More broadly, our work is relevant to any topics of public interest where language ambiguities muddle risk communication.
{"title":"Fracking bad language – hydraulic fracturing and earthquake risks","authors":"J. Roberts, C. Bond, Z. Shipton","doi":"10.5194/gc-2020-33","DOIUrl":"https://doi.org/10.5194/gc-2020-33","url":null,"abstract":"Abstract. Hydraulic fracturing, or fracking, is a borehole stimulation technique used\u0000to enhance permeability in geological resource management, including the\u0000extraction of shale gas. The process of hydraulic fracturing can induce\u0000seismicity. The potential to induce seismicity is a topic of widespread\u0000interest and public concern, particularly in the UK where seismicity induced by hydraulic fracturing has halted shale gas operations and triggered moratoria. Prior to 2018, there seemed to be a disconnect between the conclusions of expert groups about the risk of adverse impacts from\u0000hydraulic-fracturing-induced seismicity and the reported level of public\u0000concern about hydraulic fracturing induced seismicity. Furthermore, a range of terminology was used to describe the induced seismicity (including tremors,\u0000earthquakes, seismic events, and micro-earthquakes) which could indicate the\u0000level of perceived risk. Using the UK as a case study, we examine the\u0000conclusions of expert-led public-facing reports on the risk (likelihood and\u0000impact) of seismicity induced by hydraulic fracturing for shale gas\u0000published between 2012 and 2018 and the terminology used in these reports.\u0000We compare these to results from studies conducted in the same time period\u0000that explored views of the UK public on hydraulic fracturing and\u0000seismicity. Furthermore, we surveyed participants at professional and public\u0000events on shale gas held throughout 2014 asking the same question that was\u0000used in a series of surveys of the UK public in the period 2012–2016, i.e.\u0000“do you associate shale gas with earthquakes?”. We asked our participants\u0000to provide the reasoning for the answer they gave. By examining the\u0000rationale provided for their answers, we find that an apparent polarisation\u0000of views amongst experts was actually the result of different\u0000interpretations of the language used to describe seismicity. Responses are\u0000confounded by the ambiguity of the language around earthquake risk, magnitude, and\u0000scale. We find that different terms are used in the survey responses to\u0000describe earthquakes, often in an attempt to express the risk (magnitude,\u0000shaking, and potential for adverse impact) presented by the earthquake, but that\u0000these terms are poorly defined and ambiguous and do not translate into\u0000everyday language usage. Such “bad language” around fracking has led to\u0000challenges in understanding, perceiving, and communicating risks around\u0000hydraulic-fracturing-induced seismicity. We call for multi-method approaches\u0000to understand the perceived risks around geoenergy resources and suggest that\u0000developing and adopting a shared language framework to describe earthquakes\u0000would alleviate miscommunication and misperceptions. Our findings are\u0000relevant to any applications that present – or are perceived to present – the\u0000risk of induced seismicity. More broadly, our work is relevant to any topics\u0000of public interest where language ambiguities muddle risk communication.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82448441","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. Using 6 years of evaluation data, we assess the medium- and long-term impacts upon a diverse range of students, teachers, and schools from participating in a programme of protracted university-mentored projects based on cutting-edge space science, astronomy, and particle physics research. After having completed their 6-month-long projects, the 14–18-year-old school students report having substantially increased in confidence relating to relevant scientific topics and methods as well as having developed numerous skills, outcomes which are corroborated by teachers. There is evidence that the projects helped increase students' aspirations towards physics, whereas science aspirations (generally high to begin with) were typically maintained or confirmed through their involvement. Longitudinal evaluation 3 years later has revealed that these projects have been lasting experiences for students which they have benefited from and drawn upon in their subsequent university education. Data on students' destinations suggest that their involvement in research projects has made them more likely to undertake physics and STEM degrees than would otherwise be expected. Cases of co-created novel physics research resulting from Physics Research in School Environments (PRiSE) has also seemed to have a powerful effect, not only on the student co-authors, but also participating students from other schools. Teachers have also been positively affected through participating, with the programme having influenced their own knowledge, skills, and pedagogy, as well as having advantageous effects felt across their wider schools. These impacts suggest that similar “research in schools” initiatives may have a role to play in aiding the increased uptake and diversity of physics and/or STEM in higher education as well as meaningfully enhancing the STEM environment within schools.
{"title":"“Thanks for helping me find my enthusiasm for physics”: the lasting impacts “research in schools” projects can have on students, teachers, and schools","authors":"M. Archer, J. DeWitt","doi":"10.5194/gc-4-169-2021","DOIUrl":"https://doi.org/10.5194/gc-4-169-2021","url":null,"abstract":"Abstract. Using 6 years of evaluation data, we assess the medium- and long-term\u0000impacts upon a diverse range of students, teachers, and schools from\u0000participating in a programme of protracted university-mentored projects\u0000based on cutting-edge space science, astronomy, and particle physics research. After having completed their 6-month-long projects, the 14–18-year-old school students report having substantially increased in confidence relating to relevant scientific topics and methods as\u0000well as having developed numerous skills, outcomes which are corroborated\u0000by teachers. There is evidence that the projects helped increase students'\u0000aspirations towards physics, whereas science aspirations (generally\u0000high to begin with) were typically maintained or confirmed through\u0000their involvement. Longitudinal evaluation 3 years later has revealed\u0000that these projects have been lasting experiences for students which\u0000they have benefited from and drawn upon in their subsequent university education. Data on students' destinations suggest that their involvement in research projects has made them more likely to undertake physics\u0000and STEM degrees than would otherwise be expected. Cases of co-created\u0000novel physics research resulting from Physics Research in School Environments (PRiSE) has also seemed to have a powerful effect, not only on the student co-authors, but also participating students from other schools. Teachers have also been positively\u0000affected through participating, with the programme having influenced\u0000their own knowledge, skills, and pedagogy, as well as having advantageous\u0000effects felt across their wider schools. These impacts suggest that\u0000similar “research in schools” initiatives may have a role to play\u0000in aiding the increased uptake and diversity of physics and/or STEM\u0000in higher education as well as meaningfully enhancing the STEM environment\u0000within schools.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"15 1","pages":"169-188"},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89578994","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}
Tamsin T Badcoe, O. George, Lucy E G Donkin, Shirley Pegna, J. Kendall
Abstract. By its very nature Earth is unsettled and in continual motion. Earthquakes and volcanoes are an expression of the convective motions of the planet, and our existence on Earth is a consequence of this tectonic activity. Yet, as humans, we often struggle to understand our role in relation to such unpredictable natural phenomena and use different methods to attempt to find order in nature's chaos. In dwelling on the surface of our “unsettled planet”, we adapt and live with a range of ground vibrations, both natural and anthropogenic in origin. Our project, funded by the University of Bristol's Brigstow Institute, seeks to explore how we perceive and understand the shaky ground we live on, using an interdisciplinary approach that brings together the Earth sciences, the history of art and literature, and performance art. Inspired by historical commentary in the aftermath of large earthquakes, which frequently notes the unscheduled ringing of church bells excited by the shaking around them, we reflect on how these purported unscheduled bell-ringing events were caused not only by near earthquakes but also by distant incidents. To investigate this phenomenon, we installed a state-of-the-art broadband seismometer in the Wills Memorial Building tower to record how Great George (the tower bell) responds to the restless world around him. The installed seismometer has been recording activity around and within the tower on a near-continuous basis between late-March 2018 and January 2019. Here, we present the signals recorded by the seismometer as Great George overlooks the hustle and bustle of the city around him and investigate how connected we are to our unsettled planet, even from our tectonically quiet setting in Bristol. We find that the seismometer not only shows the ebb and flow of activity in and around Bristol but also registers earthquakes from as nearby as Lincolnshire, UK, or as far away as Fiji, halfway around the world. In order to contextualize our findings, our project also considers what determines how people have responded to earth-shaking events, drawing on both historical and recent examples, and looks to contemporary art practice to consider how an awareness of our unsettled planet can be communicated in new ways. The project has led to a number of art installations and performances, and feedback from artists and audiences shows how making art can be used to both investigate our connections with the Earth and to articulate (and even accept) the uncertainties inherent in encountering unstable ground.
{"title":"Good vibrations: living with the motions of our unsettled planet","authors":"Tamsin T Badcoe, O. George, Lucy E G Donkin, Shirley Pegna, J. Kendall","doi":"10.5194/gc-2020-28","DOIUrl":"https://doi.org/10.5194/gc-2020-28","url":null,"abstract":"Abstract. By its very nature Earth is unsettled and in continual motion. Earthquakes and volcanoes are an expression of the convective motions of the planet, and our existence on Earth is a consequence of this tectonic activity. Yet, as humans, we often struggle to understand our role in relation to such unpredictable natural phenomena and use different methods to attempt to find order in nature's chaos. In dwelling on the surface of our “unsettled planet”, we adapt and live with a range of ground vibrations, both natural and anthropogenic in origin. Our project, funded by the University of Bristol's Brigstow Institute, seeks to explore how we perceive and understand the shaky ground we live on, using an interdisciplinary approach that brings together the Earth sciences, the history of art and literature, and performance art. Inspired by historical commentary in the aftermath of large earthquakes, which frequently notes the unscheduled ringing of church bells excited by the shaking around them, we reflect on how these purported unscheduled bell-ringing events were caused not only by near earthquakes but also by distant incidents. To investigate this phenomenon, we installed a state-of-the-art broadband seismometer in the Wills Memorial Building tower to record how Great George (the tower bell) responds to the restless world around him. The installed seismometer has been recording activity around and within the tower on a near-continuous basis between late-March 2018 and January 2019. Here, we present the signals recorded by the seismometer as Great George overlooks the hustle and bustle of the city around him and investigate how connected we are to our unsettled planet, even from our tectonically quiet setting in Bristol. We find that the seismometer not only shows the ebb and flow of activity in and around Bristol but also registers earthquakes from as nearby as Lincolnshire, UK, or as far away as Fiji, halfway around the world. In order to contextualize our findings, our project also considers what determines how people have responded to earth-shaking events, drawing on both historical and recent examples, and looks to contemporary art practice to consider how an awareness of our unsettled planet can be communicated in new ways. The project has led to a number of art installations and performances, and feedback from artists and audiences shows how making art can be used to both investigate our connections with the Earth and to articulate (and even accept) the uncertainties inherent in encountering unstable ground.","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86347933","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. The Tempest, the last work entirely attributed to William Shakespeare, has been subject to many studies and interpretations, ranging from adventure and Shakespeare's biography to colonialism and the cultural revolution, and is studied in this paper in the context of naturally occurring hazards. The play tells the story of a magician, Prospero, and his daughter who are shipwrecked on an unknown island where they encounter strange creatures and beings. But is it a fantastic island or was the author inspired by real places? Literary scholars proposed several hypotheses through the years, based on historical sources. Here, we analyse the play in the light of geosciences and mythology supporting the hypothesis that the playwright was inspired by the Mediterranean. Our goal is not to identify the island but rather to examine the various geographical and philosophical–political factors that may have influenced Shakespeare's literary creation. Nevertheless, some verses in the play suggest volcanism, placing the island in the Sicilian sea. This underlines once again how deep the playwright's knowledge of Italy was. It also suggests that this part of the Mediterranean was known, at the time of Shakespeare, as the theatre of phenomena originated in the volcanism of the area. One implication is that he could have used historical sources, still unknown and precious, to reconstruct geological events that occurred off the Sicilian coast.
{"title":"Using geosciences and mythology to locate Prospero's island","authors":"T. Lanza","doi":"10.5194/gc-2020-8","DOIUrl":"https://doi.org/10.5194/gc-2020-8","url":null,"abstract":"Abstract. The Tempest, the last work entirely attributed to William Shakespeare, has been subject to many studies and interpretations, ranging from adventure and Shakespeare's biography to colonialism and the cultural revolution, and is studied in this paper in the context of naturally occurring hazards. The play tells the story of a magician, Prospero, and his daughter who are shipwrecked on an unknown island where they encounter strange creatures and beings. But is it a fantastic island or was the author inspired by real places? Literary scholars proposed several hypotheses through the years, based on historical sources. Here, we analyse the play in the light of geosciences and mythology supporting the hypothesis that the playwright was inspired by the Mediterranean. Our goal is not to identify the island but rather to examine the various geographical and philosophical–political factors that may have influenced Shakespeare's literary creation. Nevertheless, some verses in the play suggest volcanism, placing the island in the Sicilian sea. This underlines once again how deep the playwright's knowledge of Italy was. It also suggests that this part of the Mediterranean was known, at the time of Shakespeare, as the theatre of phenomena originated in the volcanism of the area. One implication is that he could have used historical sources, still unknown and precious, to reconstruct geological events that occurred off the Sicilian coast.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91085206","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. Scientific education of local communities is key in helping to reduce the risk associated with natural disasters such as earthquakes. Western Nepal has a history of major seismic events and is highly prone to further earthquakes; however, the majority of the population is not aware about or prepared for them. To increase earthquake awareness and improve preparedness, a seismology education program was established at 22 schools in Nepal. At each school, educational activities were performed by teaching earthquake-related topics in classrooms, offering training to teachers and through installing a low-cost seismometer network which supported both teaching and awareness objectives. To test the effects of this program, we conducted two surveys with school children, one before and one after the initiation of the program, with several hundred participants in each. The survey findings highlighted that educational activities implemented at schools are effective in raising the awareness levels of children, promoting broader social learning in the community, thus improving the adaptive capacities and preparedness for future earthquakes. However, perceptions of risk did not change very much. The high and positive impact of the program on the students and the community is encouraging for the continuation and expansion of the program.
{"title":"Impact of an educational program on earthquake awareness and preparedness in Nepal","authors":"S. Subedi, G. Hetényi, R. Shackleton","doi":"10.5194/gc-2020-25","DOIUrl":"https://doi.org/10.5194/gc-2020-25","url":null,"abstract":"Abstract. Scientific education of local communities is key in helping to reduce the\u0000risk associated with natural disasters such as earthquakes. Western Nepal\u0000has a history of major seismic events and is highly prone to further\u0000earthquakes; however, the majority of the population is not aware about or\u0000prepared for them. To increase earthquake awareness and improve\u0000preparedness, a seismology education program was established at 22 schools\u0000in Nepal. At each school, educational activities were performed by teaching\u0000earthquake-related topics in classrooms, offering training to teachers and\u0000through installing a low-cost seismometer network which supported both\u0000teaching and awareness objectives. To test the effects of this program, we\u0000conducted two surveys with school children, one before and one after the\u0000initiation of the program, with several hundred participants in each. The\u0000survey findings highlighted that educational activities implemented at\u0000schools are effective in raising the awareness levels of children, promoting broader social learning in the community, thus improving the adaptive capacities and preparedness for future earthquakes. However, perceptions of risk did not change very much. The high and positive impact of the program on the students and the community is encouraging for the continuation and expansion of the program.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"52 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141211064","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}
Pub Date : 2020-04-20DOI: 10.5194/gc-2020-25-supplement
S. Subedi, G. Hetényi, R. Shackleton
Abstract. Scientific education of local communities is key in helping to reduce the risk associated with natural disasters such as earthquakes. Western Nepal has a history of major seismic events and is highly prone to further earthquakes; however, the majority of the population is not aware about or prepared for them. To increase earthquake awareness and improve preparedness, a seismology education program was established at 22 schools in Nepal. At each school, educational activities were performed by teaching earthquake-related topics in classrooms, offering training to teachers and through installing a low-cost seismometer network which supported both teaching and awareness objectives. To test the effects of this program, we conducted two surveys with school children, one before and one after the initiation of the program, with several hundred participants in each. The survey findings highlighted that educational activities implemented at schools are effective in raising the awareness levels of children, promoting broader social learning in the community, thus improving the adaptive capacities and preparedness for future earthquakes. However, perceptions of risk did not change very much. The high and positive impact of the program on the students and the community is encouraging for the continuation and expansion of the program.
{"title":"Impact of an educational program on earthquake awareness and preparedness in Nepal","authors":"S. Subedi, G. Hetényi, R. Shackleton","doi":"10.5194/gc-2020-25-supplement","DOIUrl":"https://doi.org/10.5194/gc-2020-25-supplement","url":null,"abstract":"Abstract. Scientific education of local communities is key in helping to reduce the\u0000risk associated with natural disasters such as earthquakes. Western Nepal\u0000has a history of major seismic events and is highly prone to further\u0000earthquakes; however, the majority of the population is not aware about or\u0000prepared for them. To increase earthquake awareness and improve\u0000preparedness, a seismology education program was established at 22 schools\u0000in Nepal. At each school, educational activities were performed by teaching\u0000earthquake-related topics in classrooms, offering training to teachers and\u0000through installing a low-cost seismometer network which supported both\u0000teaching and awareness objectives. To test the effects of this program, we\u0000conducted two surveys with school children, one before and one after the\u0000initiation of the program, with several hundred participants in each. The\u0000survey findings highlighted that educational activities implemented at\u0000schools are effective in raising the awareness levels of children, promoting broader social learning in the community, thus improving the adaptive capacities and preparedness for future earthquakes. However, perceptions of risk did not change very much. The high and positive impact of the program on the students and the community is encouraging for the continuation and expansion of the program.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"46 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72453793","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. This paper focuses on the process of developing the Earth Girl Volcano game, and presents some of our best professional practices and lessons learned. The paper shares our experience of weaving storytelling in the not-so-straightforward process of interdisciplinary collaboration between artists and scientists. Our practice-based research approach to games is centered around a diligent and rigorous game development method that is story-centric and that uses storytelling to communicate scientific concepts. Our development methodology is presented in detail without the usual focus on quantitative evaluations: games are not scientific projects but audiovisual interactive catalysts of engagement. The survival of many communities during volcanic emergencies is tied to their knowledge of volcanic preparedness. Unfortunately, there is a gap between scientific terminology and the non-technical language used by the general population. For this reason it is necessary to develop and implement engaging outreach strategies that familiarize communities at risk with volcanic hazards, that show how a volcanic event unfolds, and what to do in case of an emergency. Interactive games provide a perfect alternative to engage communities and to impact their resilience. The Earth Girl Volcano game is about making strategic decisions that minimize risk in communities exposed to volcanic hazards. Conveying the complexities of volcano disaster preparedness to a general audience is a communication challenge in itself because of the multi-layered, interrelated, and technical nature of the information. We use interactive dramatizations of hazard scenarios with people for players to identify with the characters in the game and to empathize with communities impacted by volcanic hazards. We present our approach for characterizing multiple hazard scenarios and dynamics in precise but nimble ways and for designing engaging gameplay within the context of a casual strategy game. We seek to engage mainstream audiences and familiarize them with volcanic evacuations and disaster risk management by providing a high degree of playability, using storytelling to create empathy, making creative use of staging and visuals, and using plain language. We believe that the combination of all these techniques yields a whole that is greater than the sum of its parts, a perfect storm that is able to create an emotional connection between players and the hazard scenarios presented in the game.
{"title":"Earth Girl Volcano: characterizing and conveying volcanic hazard complexity in an interactive casual game of disaster preparedness and response","authors":"I. Kerlow, G. Pedreros, H. Albert","doi":"10.5194/gc-2020-16","DOIUrl":"https://doi.org/10.5194/gc-2020-16","url":null,"abstract":"Abstract. This paper focuses on the process of developing the Earth Girl Volcano game, and\u0000presents some of our best professional practices and lessons learned. The\u0000paper shares our experience of weaving storytelling in the\u0000not-so-straightforward process of interdisciplinary collaboration between\u0000artists and scientists. Our practice-based research approach to games is\u0000centered around a diligent and rigorous game development method that is\u0000story-centric and that uses storytelling to communicate scientific concepts.\u0000Our development methodology is presented in detail without the usual focus\u0000on quantitative evaluations: games are not scientific projects but\u0000audiovisual interactive catalysts of engagement. The survival of many\u0000communities during volcanic emergencies is tied to their knowledge of\u0000volcanic preparedness. Unfortunately, there is a gap between scientific\u0000terminology and the non-technical language used by the general population.\u0000For this reason it is necessary to develop and implement engaging outreach\u0000strategies that familiarize communities at risk with volcanic hazards, that\u0000show how a volcanic event unfolds, and what to do in case of an emergency.\u0000Interactive games provide a perfect alternative to engage communities and to\u0000impact their resilience. The Earth Girl Volcano game is about making strategic decisions that\u0000minimize risk in communities exposed to volcanic hazards. Conveying the\u0000complexities of volcano disaster preparedness to a general audience is a\u0000communication challenge in itself because of the multi-layered,\u0000interrelated, and technical nature of the information. We use interactive\u0000dramatizations of hazard scenarios with people for players to identify with\u0000the characters in the game and to empathize with communities impacted by\u0000volcanic hazards. We present our approach for characterizing multiple hazard\u0000scenarios and dynamics in precise but nimble ways and for designing\u0000engaging gameplay within the context of a casual strategy game. We seek to\u0000engage mainstream audiences and familiarize them with volcanic evacuations\u0000and disaster risk management by providing a high degree of playability,\u0000using storytelling to create empathy, making creative use of staging and\u0000visuals, and using plain language. We believe that the combination of all\u0000these techniques yields a whole that is greater than the sum of its parts, a\u0000perfect storm that is able to create an emotional connection between players\u0000and the hazard scenarios presented in the game.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"123 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80366028","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}
Jonathan P. Tennant, S. Illingworth, I. Stewart, Kirsten von Elverfeldt
{"title":"Editorial: Geoscience in a time of pandemics","authors":"Jonathan P. Tennant, S. Illingworth, I. Stewart, Kirsten von Elverfeldt","doi":"10.31223/osf.io/xnq3z","DOIUrl":"https://doi.org/10.31223/osf.io/xnq3z","url":null,"abstract":"<jats:p>\u0000 </jats:p>","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82461587","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. The Earth and atmosphere are in constant motion. Volcanoes, glaciers, earthquakes, thunderstorms, and even the aurora borealis produce powerful low-frequency sounds known as infrasound. Infrasound is constantly passing through our atmosphere at frequencies of less than 20 Hz, below the range of human hearing, which is effectively an inaudible symphony. Inspired by wanting to allow physical access to this natural phenomenon, a collaboration between the worlds of contemporary art and meteorology has been developed. This led to a project called hertz, named after the 19th century physicist Heinrich Hertz, whose surname provides the scientific unit (Hz) for frequency. Hertz explores the manifestation of the hidden vibrations of our own planet and the secret harmonies of our stars. The manifestation of the hidden vibrations of our own planet was principally achieved using a subwoofer and furniture adapted to vibrate to the amplitude of infrasonic waves from pre-recorded sources and in real time. The project's motivations are to explore new methods for experiencing and re-engaging with parts of our planet through this phenomenon. Hertz has had a UK national tour in which 7000 people interacted with the piece, of which approximately 85 % felt more reconnected to the environment after interacting with the installation. This paper describes the concepts, creative ideas, technology, and science behind the project. It addresses its development, including the steps to make it accessible for all, and examines its impact on those who created and interacted with the work.
{"title":"Developing the hertz art–science project to allow inaudible sounds of the Earth and cosmos to be experienced","authors":"G. Marlton, J. Robson","doi":"10.5194/gc-2020-9","DOIUrl":"https://doi.org/10.5194/gc-2020-9","url":null,"abstract":"Abstract. The Earth and atmosphere are in constant motion. Volcanoes,\u0000glaciers, earthquakes, thunderstorms, and even the aurora borealis produce powerful low-frequency sounds known as infrasound. Infrasound is constantly passing through our atmosphere at frequencies of less than 20 Hz, below the range of human hearing, which is effectively an inaudible symphony. Inspired by wanting to allow physical access to this natural phenomenon, a collaboration between the worlds of contemporary art and meteorology has been developed. This led to a project called hertz, named after the 19th century physicist Heinrich Hertz, whose surname provides the scientific unit (Hz) for frequency. Hertz explores the manifestation of the hidden vibrations of our own planet and the secret harmonies of our stars. The manifestation of the hidden vibrations of our own planet was principally achieved using a subwoofer and furniture adapted to vibrate to the amplitude of infrasonic waves from pre-recorded sources and in real time. The project's motivations are to explore new methods for experiencing and re-engaging with parts of our planet through this phenomenon. Hertz has had a UK national tour in which 7000 people interacted with the piece, of which approximately 85 % felt more reconnected to the environment after interacting with the installation. This paper describes the concepts, creative ideas, technology, and science behind the project. It addresses its development, including the steps to make it accessible for all, and examines its impact on those who created and interacted with the work.\u0000","PeriodicalId":52877,"journal":{"name":"Geoscience Communication","volume":"33 4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90735031","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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