New EGU General Assembly logo to promote the principles of equality, diversity, and inclusion in the Earth, planetary, and space sciences

2021 ◽  
Author(s):  
Peter van der Beek ◽  
Claudia Jesus-Rydin ◽  
Anouk Beniest ◽  
Terri Cook
Keyword(s):  
Career Stages ◽  
General Assembly ◽  
Career Stage ◽  
Diversity And Inclusion ◽  
Logo Design ◽  
The Earth ◽  
Science Community ◽  
Space Sciences ◽  
Scientific Questions ◽  
Design Challenges

<p>The European Geosciences Union (EGU) recognises the importance of the principles of equality, diversity, and inclusion as a crucial foundation for the collaborative scientific research needed to answer fundamental scientific questions and address key societal and environmental challenges. As such, EGU is committed to improving the equality, diversity, and inclusion of opportunities within and beyond the Earth, planetary, and space science community, including providing a safe, open, accessible, and respectful environment for participants at all Union events. As a means of fostering diversity, conveners who are organising sessions at the annual EGU General Assembly have been asked to consider their team’s diversity with respect to career stage, gender, geography, and scientific approaches.    </p> <p>To emphasise this guidance and further promote these principles, EGU piloted a new EDI logo in the EGU General Assembly 2021 programme. For a session to be awarded the new logo, it must have fulfilled all three of the following EDI criteria:</p> <p>1. Include conveners from <strong>multiple countries and institutes</strong>, preferably with a diverse representation of geoscientists from the wider European community or beyond;<br />2. Have conveners from <strong>different career stages</strong>, including at least one ECS (but not only ECS); and<br />3. Include conveners that represent <strong>more than one form of gender identity</strong>. </p> <p>This presentation will discuss the foundations and evolution of this member-led proposal; the logo design; challenges encountered during its implementation and how these were solved; and initial data resulting from this initiative. The authors, on behalf of EGU’s Equality, Diversity, and Inclusion Working Group, also welcome feedback regarding the implementation and effectiveness of the EDI logo initiative during this session and via email at [email protected].</p> <p><img src="data:image/png;base64, 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" alt="" /></p>

scholarly journals Editorial: Energy, Resources and the Environment – Interdisciplinary answers to approach the sustainable energy and resources conundrum

2018 ◽  
Vol 45 ◽  
pp. 163-166 ◽  
Author(s):  
Sonja Martens ◽  
Christopher Juhlin ◽  
Viktor J. Bruckman ◽  
Kristen Mitchell ◽  
Luke Griffiths ◽  
...  
Keyword(s):  
Sustainable Energy ◽  
Energy Resources ◽  
General Assembly ◽  
Special Issue ◽  
The Earth ◽  
The World ◽  
Space Sciences

Abstract. Every year, the European Geosciences Union (EGU) brings together experts from all over the world at its General Assembly, covering all disciplines of the Earth, planetary and space sciences. The EGU Division on Energy, Resources and the Environment (ERE) is concerned with one of the humankind's most challenging goals – providing affordable, reliable and sustainable energy and other georesources. A collection of contributions from the ERE Division at the EGU General Assembly 2018 is assembled within the present special issue in Advances in Geosciences.

scholarly journals Distributed sensing of earthquakes and ocean-solid Earth interactions on seafloor telecom cables

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
A. Sladen ◽  
D. Rivet ◽  
J. P Ampuero ◽  
L. De Barros ◽  
Y. Hello ◽  
...  
Keyword(s):  
Solid Earth ◽  
Earth Science ◽  
Seismic Station ◽  
Acoustic Sensors ◽  
Regional Seismicity ◽  
The Earth ◽  
Signal Characteristics ◽  
Science Community ◽  
Distributed Acoustic Sensing ◽  
Scientific Questions

AbstractTwo thirds of the surface of our planet are covered by water and are still poorly instrumented, which has prevented the earth science community from addressing numerous key scientific questions. The potential to leverage the existing fiber optic seafloor telecom cables that criss-cross the oceans, by using them as dense arrays of seismo-acoustic sensors, remains to be evaluated. Here, we report Distributed Acoustic Sensing measurements on a 41.5 km-long telecom cable that is deployed offshore Toulon, France. Our observations demonstrate the capability to monitor with unprecedented details the ocean-solid earth interactions from the coast to the abyssal plain, in addition to regional seismicity (e.g., a magnitude 1.9 micro-earthquake located 100 km away) with signal characteristics comparable to those of a coastal seismic station.

More than 15 Years of Geoscience Information for Teachers (GIFT) Workshops of the European Geoscience Union General Assembly

2020 ◽  
Author(s):  
Eve Arnold ◽  
Friedrich Barnikel ◽  
Jean Luc Berenguer ◽  
Francesca Cifelli ◽  
Gordon Curry ◽  
...  
Keyword(s):  
Scientific Information ◽  
Mineral Resources ◽  
General Assembly ◽  
Science Content ◽  
Scientific Content ◽  
The Earth ◽  
The Gift ◽  
Scientific Principles ◽  
Current Program ◽  
Space Sciences

<p><span>GIFT workshops are a two-and-a-half-day teacher enhancement workshops<br />organized by the EGU Committee on Education and held in conjunction with<br />the EGU annual General Assembly. The program of each workshop focuses on<br />a different general theme each year. Past themes have included, for<br />example, “Major Events that Shaped the Earth”, “Mineral Resources”, “Our<br />changing Planet”, “Natural Hazards”, “Water”, and “Evolution and<br />Biodiversity”. These workshops combine scientific presentations on<br />current research in the Earth and Space Sciences, given by prominent<br />scientists attending EGU General Assemblies, with hands-on,<br />inquiry-based activities that can be used by the teachers in their<br />classrooms to explain related scientific principles or topics.<br />Participating teachers are also invited to present their own classroom<br />activities to their colleagues, even when not directly related to the<br />current program.<br /><br />The main objective of these workshops is to communicate first-hand<br />scientific information to teachers in primary and secondary schools,<br />significantly shortening the time between discovery and textbook. The<br />GIFT workshop provides the teachers with materials that can be directly<br />incorporated into their classroom, as well as those of their colleagues<br />at home institutions. In addition, the full immersion of science<br />teachers in a truly scientific context (EGU General Assemblies) and the<br />direct contact with leading geoscientists stimulates curiosity<br />towards research that the teachers can transmit to their pupils.<br /><br />In addition to their scientific content, the GIFT workshops are of high<br />societal value. The value of bringing teachers from many nations<br />together includes the potential for networking and collaborations, the<br />sharing of experiences and an awareness of science education as it is<br />presented in other countries.<br /><br />Since 2003, the EGU GIFT workshops have brought together more than 800<br />teachers from more than 25 nations. At all previous EGU GIFT workshops<br />teachers mingled with others from outside their own country and<br />informally interacted with the scientists, providing a venue for rich<br />dialogue for all participants. The dialogues often included ideas about<br />learning, presentation of science content and curriculum.<br /><br />Programs and presentations of past GIFT workshops, with some available<br />with Web streaming, are at: <a href="https://ebox.su.se/owa/redir.aspx?REF=wUmuy82JpKRPqgALv1dUsABIdd2VKoCsVErhzDSXsrgzBnvUbITXCAFodHRwczovL3d3dy5lZ3UuZXUvZWR1Y2F0aW9uL2dpZnQvd29ya3Nob3BzLw.." target="_blank" rel="noopener noreferrer">https://www.egu.eu/education/gift/workshops/</a></span></p>

scholarly journals Preface: Interdisciplinary contributions from the Division on Energy, Resources and the Environment at the EGU General Assembly 2019

2019 ◽  
Vol 49 ◽  
pp. 31-35
Author(s):  
Sonja Martens ◽  
Christopher Juhlin ◽  
Viktor J. Bruckman ◽  
Gregor Giebel ◽  
Thomas Nagel ◽  
...  
Keyword(s):  
Energy Resources ◽  
Annual General ◽  
General Assembly ◽  
Special Issue ◽  
The Earth ◽  
The World ◽  
Space Sciences

Abstract. Since 2004, the European Geosciences Union (EGU) brings together experts from all over the world at its annual General Assembly, covering all disciplines of the earth, planetary and space sciences. With this special issue in Advances in Geosciences, we are pleased to present a collection of contributions from the Division on Energy, Resources and the Environment (ERE) which were presented at the EGU General Assembly 2019 in Vienna.

scholarly journals Changing the Culture of Coastal, Ocean, and Marine Sciences: Strategies for Individual and Collective Actions

Oceanography ◽  
2021 ◽  
Vol 34 (3) ◽  
Author(s):  
Mona Behl ◽  
Sharon Cooper ◽  
Corey Garza ◽  
Sarah Kolesar ◽  
Sonya Legg ◽  
...  
Keyword(s):  
Culture Change ◽  
Positive Culture ◽  
Coastal Ocean ◽  
Collective Actions ◽  
Professional Societies ◽  
Diversity And Inclusion ◽  
Working Environments ◽  
Ocean Sciences ◽  
Administrative Leaders ◽  
Science Community

Geoscience is plagued with structural and systemic barriers that prevent people of historically excluded groups from fully participating in, contributing to, and accruing the benefits of geosciences. A change in the culture of our learning and working environments is required to dismantle barriers and promote belonging, accessibility, justice, equity, diversity, and inclusion in our field. Inspired by a session organized at the 2020 Ocean Sciences Meeting, the goal of this paper is to provide a consolidated summary of a few innovative and broadening participation initiatives that are being led by various stakeholders in academia (e.g., students, faculty, administrative leaders) at different institutional levels (e.g., universities, professional societies). The authors hope that the strategies outlined in this paper will inspire the coastal, ocean, and marine science community to take individual and collective actions that lead to a positive culture change.

scholarly journals Komparasi model pembelajaran earth science community dan grup investigasi pada scientific approach

2019 ◽  
Vol 6 (2) ◽  
pp. 117-125
Author(s):  
Jailani Husain Saleh ◽  
Muhsinatun Siasah Masruri
Keyword(s):  
Learning Outcomes ◽  
Learning Style ◽  
Earth Science ◽  
Visual Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Cognitive Aspect ◽  
The Earth ◽  
Science Community ◽  
The Difference

Tujuan penelitian ini untuk (1) menguji perbedaan hasil belajar model earth science community dan group investigation (GI); (2) menguji perbedaan hasil belajar model earth science community dan GI pada siswa dengan gaya belajar visual; (3) menguji perbedaan hasil belajar model earth science community dan GI pada siswa dengan gaya belajar auditorial;  dan (4) menguji interaksi pengaruh antara model pembelajaran dan gaya belajar siswa terhadap hasil belajar geografi. Penelitian ini menggunakan metode kuasi eksperimen dengan desain faktorial 2x2. Populasi dalam penelitian ini adalah seluruh siswa SMA Negeri di Kota Kupang yang tersebar pada 12 sekolah. Teknik sampling yang digunakan adalah Simple Random Sampling dan terpilih 2 sekolah sebagai subjek penelitian. Hasil penelitian menunjukkan: (1) tidak terdapat perbedaan hasil belajar model earth science community dan GI pada aspek kognitif  dengan p = 0,374 > 0,05; pada aspek afektif dengan p = 0,645 > 0,05, dan pada aspek psikomotor dengan p = 0,969 > 0,05; (2) terdapat perbedaan hasil belajar model earth science community dan GI pada siswa dengan gaya belajar visual, pada aspek kognitif dengan p = 0,009 < 0,05; pada aspek afektif dengan p = 0,014 < 0,05 dan pada aspek psikomotor dengan p = 0,024 < 0,05;  (3) terdapat perbedaan hasil belajar model earth science community dan GI pada siswa dengan gaya belajar auditorial, pada aspek kognitif dengan p = 0,042 < 0,05; pada aspek afektif dengan p = 0,026 < 0,05 dan pada aspek psikomotor dengan  p = 0,017 < 0,05; (4) terdapat interaksi pengaruh model pembelajaran dan gaya belajar siswa terhadap hasil belajar geografi, pada aspek kognitif dengan p = 0,008 < 0,05, pada aspek afektif  dengan p = 0,004 < 0,05 dan pada aspek psikomotor dengan p = 0,006 < 0,05. AbstractThis study aims to test: (1) the difference in the learning outcomes through the earth science community and group investigation (GI) models, (2) the difference in the learning outcomes through the earth science community and GI models among students with the visual learning style, (3) the difference in the learning outcomes through the earth science community and GI models among students with the auditory learning style, and (4) the interaction of the effects of the learning models and the students’ learning styles on the geography learning outcomes. The study employed the quasi-experimental method with a 2x2 factorial design. The research population comprised all students of state senior high schools (SHSs) in Kupang city in 12 schools. The sampling technique was the simple random sampling technique and 2 schools were selected as the research subjects. The results of the study are as follows. (1) There is no difference in the learning outcomes between the students learning through the earth science community and GI models in the cognitive aspect with p = 0.374 > 0.05, in the affective aspect with p = 0.645 > 0.05, and in the psychomotor aspect with p = 0.969 > 0.05.(2) There is difference in the learning outcome through the earth science community and GI models among the students with the visual learning style in the cognitive aspect with p = 0.009  < 0.05, in the affective aspect with p = 0.014 < 0.05, and in the psychomotor aspect with p = 0.024 < 0.05. (3) There is difference in the learning outcome through the earth science community and GI models among the students with the visual learning style in the cognitive aspect with p = 0.042 < 0.05, in the affective aspect with p = 0.026 < 0.05, and in the psychomotor aspect with p = 0.017 < 0.05.(4) There is  interaction of the effects of the learning models and the students’ learning styles on the geography learning outcomes in the cognitive aspect with p = 0.008 < 0.05, in the affective aspect with p = 0.004  < 0.05, and in the psychomotor aspect with p = 0.006 < 0.05.

Web-Based Virtual Models for the Earth Science Community

2001 ◽  
Author(s):  
Sabine Grunwald ◽  
Phillip Barak ◽  
Dan Rooney
Keyword(s):  
Earth Science ◽  
Web Based ◽  
The Earth ◽  
Virtual Models ◽  
Science Community

CEO career concerns and expectations management

2019 ◽  
Vol 20 (3) ◽  
pp. 267-289
Author(s):  
Elio Alfonso ◽  
Li-Zheng Brooks ◽  
Andrey Simonov ◽  
Joseph H. Zhang
Keyword(s):  
Earnings Forecasts ◽  
Early Career ◽  
Career Concerns ◽  
Career Stages ◽  
Career Stage ◽  
Content Type ◽  
Expectations Management ◽  
Reputational Capital ◽  
The Impact ◽  
Practical Implications

Purpose The purpose of this paper is to examine the impact of career concerns on CEOs’ use of expectations management to meet or beat analysts’ quarterly earnings forecasts. The authors posit that early career-stage CEOs are less (more) likely to use expectations management than are late career-stage CEOs if the market views expectations management as an opportunistic strategy (efficient process) due to reputational capital concerns. Design/methodology/approach The authors obtain data for CEO career stages and CEO compensation from ExecuComp, analyst earnings forecasts from the detailed I/B/E/S database, financial statement data from quarterly Compustat and stock returns from the daily CRSP database over the period 1992–2013. Findings The results are consistent with the opportunistic hypothesis and early-stage CEOs seeking to build reputational capital by avoiding the perception of engaging in an inefficient managerial strategy. The authors find robust evidence that late career-stage CEOs are more likely to engage in expectations management than early career-stage CEOs. Furthermore, the authors show that late career-stage CEOs tend to employ expectations management to boost the value of their equity-based compensation. Research limitations/implications The findings have important implications because the authors document a different implication of the “horizon problem” related to CEOs’ opportunistic forecasting behavior and the manipulation of analysts’ forecasts for CEOs who are approaching retirement. Practical implications The results have practical implications for analysts who provide earnings forecasts for firms whose CEOs are in early or late career stages and for investors who use such analysts’ forecasts in firm valuation models. Originality/value The authors contribute to the literature on expectations management by documenting how reputational incentives of CEOs affect the likelihood that managers engage in expectations management. The authors show that an important managerial incentive to engage in expectations management is CEO career concerns. Furthermore, the authors show that CEOs who are in early stages of their careers choose not to engage in expectations management due to the market’s perceived degree of opportunism pertaining to this strategy.

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