U33A-0793
An interdisciplinary network for young scholars in Earth System Science: building bridges between developing and developed countries
The goal of the International Geosphere-Biosphere Programmes' Analysis, Integration and Modeling of the Earth System (IGBP/AIMES) project Young Scholar's Network (YSN) ist o promote communication and collaboration across disparate geography and disciplines to best meet the emerging challenges in global change science. A primary goal of the YSN is to foster cross-disciplinary collaborations between the natural sciences and scholars studying the human dimensions and discuss ways to provide relevant research findings for decision-makers. We emphasize including scientists from a diverse set of countries, as many countries are impacting and will impact climate change. We focus on young scientists as the integrators. Our most recent workshop focused on modeling land use decision making and included scientists from X (need to fine) countries. The goal of the workshop was to synthesize existing literature, propose a framework for discussing urban interactions to the global biogeochemical cycles, discuss gaps in our scientific understanding and literature and propose solutions to bridge those gaps.
U33A-0794 [WITHDRAWN]
Earth Sciences' Capacity Building In Developing Countries through International Programmes
Within the framework of "traditional" programmes, like the joint UNESCO-IUGS "International Geoscience Programme" (IGCP), the "International Continental Scientific Drilling Program" (ICDP), the "Integrated Ocean Drilling Program" (IODP) or the "International Lithosphere Programme" (ILP) numerous opportunities are provided to strengthen postgraduate geo-scientific education of representatives from developing countries. Recently established new initiatives, such as the "International Year of Planet Earth" (IYPE) or UNESCO's Global Network of Geoparks complement these in addition as important components to UNESCO's ‘Education for All' programme, notably the youth, as well as to the United Nations Decade of Education for Sustainable Development (2005 – 2014). The "International Year of Planet Earth" is a joint initiative of the International Union of Geological Sciences (IUGS) and UNESCO. The central aims and ambitions of the Year, proclaimed for 2008 by the UN General Assembly, are to demonstrate the great potential of the Earth sciences in building a safer, healthier and wealthier society, and to encourage more widespread and effective application of this potential by targeting politicians and other decision-makers, educational systems, and the general public. Promotion of international collaboration, as well as capacity building and training of students of developing countries in all fields of Earth Sciences seem to be the most appropriate way to meet also the challenges of the IYPE. Another opportunity to improve the international recognition of Earth Scinces, also in developing countries, is the use of Geoparks as a promotional tool for education and popularization of Earth Sciences. Geoparks, notably those included in the European and/or Global Geoparks Networks, provide an international platform of cooperation and exchange between experts and practitioners in geological heritage matters, and are as such excellent instruments in highlighting Earth sciences. The general goal of Geoparks to integrate the preservation of geological heritage into a strategy for regional sustainable socio-economic and cultural development serves ideally the overall objective of the "International Year of Planet Earth" with its subtitle "Earth Sciences for Society". International geo-related cooperation projects, run under the umbrella of international NGOs (like IUGS, IUGG, IGU, IUSS and others) are often supported financially by international and national funding agencies. Out of the broad international spectrum, some German projects devoted to developing countries - summer schools, training and capacity building courses in Earth Sciences, funded by the DFG (German Research Foundation), DAAD (German Academic Exchange Service), InWent (Capacity Building International, Germany) and others - are selected as examples in improving the geo-research capacity and education of developing countries.
U33A-0795 INVITED
Evaluating and Communicating Seismo-Volcanic Hazards Within and Between Countries in East Africa
The 2005 seismo-volcanic crisis in a remote area of Ethiopia graphically illustrated the problems faced by research scientists in East Africa, as well as the need for regional hazard mitigation programs. Over a 3-week period in 2005, 163 mb > 3.9 earthquakes and a silicic eruption occurred as a 60 km-long dike was intruded along a previously identified rift segment ; the spatial scale is larger, and the deformation more intense, than historical seafloor spreading episodes in Iceland. A similar, but smaller dike intrusion episode with volcanic eruption began in July, 2007 in northern Tanzania. In both situations, geoscientists had communicated the potential seismic and volcanic hazards to politicians and planners, but they had little success obtaining funds for permanent seismic and geodetic monitoring networks. Ethiopian scientists seized the opportunity to both communicate science to the general public, and to increase pressure to develop national and regional hazard mitigation programs. The scientific aspects are equally daunting: how to coordinate international teams, each of whom has a national funding agency expecting output; how to incorporate geophysical training opportunities into field data acquisition programs; how to share seismic and geodetic data across sometimes tense political boundaries; how to allow E African scientists to be equal partners in the data analysis and interpretation? We use the response to these two volcano-seismic rifting events to illustrate ways to use short-term blue skies research projects to improve national and regional geophysical infrastructure in developing countries, and we discuss ongoing programs to communicate science to pastoralists and planners.
U33A-0796
ICSU ROA Science Plan for Hazards and Disasters in Africa
African communities are very vulnerable to various types of hazards and disasters, the most devastating of which are floods, droughts, earthquakes, landslides and volcanic eruptions. Major challenges faced by the continent in the face of these events include poor knowledge and understanding of how and why hazards develop to disasters; lack of monitoring targeted towards hazard prediction, early warning and disaster prevention; limited availability of scientific data for efficient risk analysis and management; limited number of trained personnel to interpret available data; and poor application of available knowledge in decision-making. To address these challenges, the International Council for Science - Regional Office for Africa (ICSU ROA) has prepared a science plan which aims at enhancing human and institutional capacity for disaster monitoring, prediction and early warning; raising awareness among vulnerable communities; investigating and validating indigenous knowledge systems for improved resilience; and facilitating evidence-based disaster management policies. The paper highlights the major hazards and disasters plaguing Africa (with emphasis on geo-hazards), describes the research priorities identified, and explains the strategy for implementation of the science plan. The implementation strategy includes, among others, the formation of multi- and trans-disciplinary international research teams and networks. http://www.icsu-africa.org
U33A-0797
GEOSCIENCE IN DEVELOPING COUNTRIES OF SOUTH ASIA AND INTERNATIONAL COOPERATION
Earth Science community in developing countries of South Asia is actively engaged in interdisciplinary investigations of the Earth and its envelopes through geological, geophysical and geochemical processes, for these processes are interconnected. Interdisciplinary interaction will continue to grow since problems pertaining to the solid earth, with its core-mantle-crust, and fluid envelops can be solved only with contributions from different Science disciplines. The expanding population and revolution in data handling-and-computing have now become a necessity to tackle the geoscientific problems with modern techniques and methodologies to meet these new challenges. As a future strategy, geo-data generation and handling need to be speedier and easier and hence demands a well- knit coordiantion and understanding amongst Governments, Industries and Academic organizations. Such coordination will prove valuable for better understanding of the Earth's processes, especially mitigating natural hazards with more accurate and speedy prdictions, besides sustaining Earth's resources. South Asian geoscience must, therefore, seek new directions by way of strategies, policies, and actions to move forward in this century. Environmental and resource problems affecting the world population have become international issues, since global environmental changes demand international cooperation and planning. The Earth is continually modified by the interplay of internal and external processes. Hence we need to apply modern geophysical techniques and interpret the results with the help of available geological, geochronological and gechemical informations It is through such integrated approach that we could greatly refine our understanding of the deep structure and evolution of the Indian shield. However, the inputs into multi-disciplinary studies necessary to know the crustal structure and tectonics in the adjoining regions (Nepal, Bangladesh, Myanmar, Sri Lanka etc.) still remain subcritical. With this realization, it is suggested that there is a need for joint collaboration to undertake integrated geoscientific studies in the contiguous regions/ countries to understand the evolutionary and dynamical aspects, especially of Himalayan orogenic belt, monsoon variability and geodynamics of the Indian shield & adjoining regions. The focus of our future cooperation in geosciences education and research in developing countries of South Asia must have substantial inputs in the area of sound environmental management, climate change, natural hazards, risk evaluation, water resources, and interfacing of geological and agricultural sciences, etc. At the same time our long term activities around geological resources, particularly energy and mineral resources, need to be pursued in a synergetic mode. It is necessary to have a viable mechanism to identify areas of mutual collaboration in geosciences ( including manpower development, use of analytical instrumental facilities, IT & communication technologies ) to explore the possibility of inter-institutional linkages in Earth System Science in developing countries of South Asia. The issues related to effective international cooperation in geosciences in South Asian countries and the role of individuals, academic institutions, funding agencies, and scientific societies in consolidating and improving research and education have been discussed .
U33A-0798 INVITED
An Integrated Strategy for Promoting Geoscience Education and Research in Developing Countries through International Cooperation
Geoscience education and research in Developing countries should aim at achieving food, water and environmental security, and disaster preparedness, based on the synergetic application of earth (including atmospheric and oceanic realms), space and information sciences through economically-viable, ecologically- sustainable and people-participatory management of natural resources. The proposed strategy involves the integration of the following three principal elements: (i) What needs to be taught: Geoscience needs to be taught as earth system science incorporating geophysical, geochemical and geobiological approaches, with focus (say, 80 % of time) on surficial processes (e.g. dynamics of water, wind and waves, surface and groundwater, soil moisture, geomorphology, landuse, crops), and surficial materials (e.g. soils, water, industrial minerals, sediments, biota). Subjects such as the origin, structure and evolution of the earth, and deep-seated processes (e.g. dynamics of the crust-mantle interaction, plate tectonics) could be taught by way of background knowledge (say, 20 % of the time), (ii) How jobs are to be created: Jobs are to be created by merging geoscience knowledge with economic instruments (say, micro enterprises), and management structures at different levels (Policy level, Technology Transfer level and Implementation level), customized to the local biophysical and socioeconomic situations, and (iii) International cooperation: Web-based instruction (e.g. education portals, virtual laboratories) through South – South and North – South cooperation, customized to the local biophysical and socioeconomic situations, with the help of (say) UNDP, UNESCO, World Bank, etc.
U33A-0799
International Cooperation for the Training of Water Managers from Developing Countries
Water is the key to the well being of a community. On one hand, water security is linked to food security, as food cannot be grown without water. On the other hand, water security is linked to environmental security, as water is needed to maintain the health of a community. International cooperation is proposed for the training in Hyderabad, India, with international faculty, of ~ 300 water managers from the developing countries at an estimated cost of ~USD 3300/- per candidate (including ~ USD 1800/- for international travel), through ten interactive and customized training programmes during the period of five years, to enable them to address two crucial issues affecting the poor in the developing countries, namely, access to affordable water and coping with water scarcity. Ways of Good governance and geographical targeting of poverty alleviation programmes are built into each training programme. Each training programme will be for about three weeks (inclusive of field work). Each course will have a component common to all, plus a component customized to the biophysical and socioeconomic situation in a candidate's country. Ten course manuals will be produced. which can later be published commercially as low-cost volumes, for the benefit of the readership in the Developing countries . Each candidate will be provided his own computer, and software, and individual faculty adviser. On the basis of the training received, a candidate should be able to carry with him at the end of the course a draft outline of techno-socio-economic action plan for his country/area in respect of the theme of the course, prepared by himself/herself. A copy of this outline would be provided to the World Bank, and relevant organizations for follow- up activity
U33A-0800 INVITED
Geophysics Education and Research in India and Role of International Collaboration
Some possible avenues for strengthening Geophysics education in India will be examined and possible ways of making the system more dynamic and responsive to the needs will be suggested. Out of the few hundred Universities in India under the University Grants Commission, only around a dozen offer post-graduate degree courses in Geophysics. Over the last decade the demand for Geophysicists has increased tremendously, with the country having opened its gates to foreign companies to invest in India; as a consequence, Geophysics is soon becoming the favored subject for the best students undertaking Post Graduate Courses in Science. Geophysics as a subject is independent of national and international borders and it would prove very useful for students to have international exposure. We have in India, the example of the internationally renowned, Indian Institute of Technology. These Institutes were started with foreign collaboration that included Professors from the collaborating countries taking up selected under-graduate courses. For Geophysics courses it would prove very helpful if students could spend several months at a participating foreign Institution and undertake a project there, as a part of the Geophysics curriculum. India provides the unique settings of having rock types from the Archean to the Present and should attract Geophysicists globally. On an exchange basis foreign students could visit India for their project work. National Science Departments / Universities / Scientific Societies could help provide financial assistance to facilitate this exchange; existing bilateral cooperation could also be used to finance geophysics education. Also oil companies could sponsor geophysics students. Further, due to the high costs of Geophysics Journal, very few Indian Universities are able to subscribe to them. On the Research Arena, there are several areas that by their very nature invoke global interest; for example Research on Antarctica. Currently several countries including India are undertaking Research in Antarctica. International Geophysical Year was a critical point in the development of Antarctic research and expeditions, and through participation by 80,000 international scientists, led to a major expansion in scientific activity focused on Antarctica. Antarctica plays a key role in the Gondwana break up and a Chapman Conference could bring together not only Scientists from the countries that were part of Gondwanaland but all countries that have a stake in Antarctica so as to exchange information using available data and compliment studies by collaborations. The paper will discuss possible avenues of International collaboration to increase productivity in Research and active involvement of students at the grass root levels.
U33A-0801
The UCAR Africa Initiative: Enabling African Solutions to African Needs
The University Corporation for Atmospheric Research (UCAR) Africa Initiative (AI) is a coordinated effort aimed at building sustainable partnerships between UCAR and African institutions in order to pursue research and applications for the benefit of the African people. The initiative is based on four fundamental operating principles, concisely summarized by the overall philosophy of enabling African solutions to African needs. The four principles are: • Collaborate with African institutions • Focus on institutional capacity building and research support • Explore science research themes critical to Africa and important for the world • Leverage the research infrastructure in UCAR to add value These principles are realized in a set of pilot activities, chosen for their high probability of short-term results and ability to set the stage for longer-term collaboration. The three pilot activities are listed below. 1. A modest radar network and data-distribution system in Mali and Burkina Faso, including a data-sharing MOU between the Mail and Burkina Faso Weather Services. 2. A partnership among UCAR, the Ghana Meteorological Agency, and the Ghana university community to develop an operational Weather Research and Forecasting (WRF) model for West Africa. The output is used by researchers and operational forecasters in Africa. Model output is also part of a demonstration project that aims to allow humanitarian agencies to share geo-referenced information in Africa via a web portal. 3. A workshop in Ouagadougou, Burkina Faso from April 2-6, 2007, with the theme Improving Lives by Understanding Weather. The workshop, co-organized with Programme SAAGA and the Commité Permanent Inter-Etats de Lutte Contre la Sécheresse dans le Sahel (CILSS), included over 80 participants from 18 countries, and produced a set of recommendations for continued collaboration. Our presentation will provide an update of these pilot activities and point to future directions. Recognizing that there are already a number of universities and government agencies leading efforts to contribute to atmospheric- science capacity building in Africa, we want to begin a discussion regarding how UCAR projects can align with such pre-existing efforts. http://www.africa.ucar.edu
U33A-0802
PS3 CELL Development for Scientific Computation and Research
The Cell processor is one of the most powerful processors on the market, and researchers in the earth sciences may find its parallel architecture to be very useful. A cell processor, with 7 cores, can easily be obtained for experimentation by purchasing a PlayStation 3 (PS3) and installing linux and the IBM SDK. Each core of the PS3 is capable of 25 GFLOPS giving a potential limit of 150 GFLOPS when using all 6 SPUs (synergistic processing units) by using vectorized algorithms. We have used the Cell's computational power to create a program which takes simulated tsunami datasets, parses them, and returns a colorized height field image using ray casting techniques. As expected, the time required to create an image is inversely proportional to the number of SPUs used. We believe that this trend will continue when multiple PS3s are chained using OpenMP functionality and are in the process of researching this. By using the Cell to visualize tsunami data, we have found that its greatest feature is its power. This fact entwines well with the needs of the scientific community where the limiting factor is time. Any algorithm, such as the heat equation, that can be subdivided into multiple parts can take advantage of the PS3 Cell's ability to split the computations across the 6 SPUs reducing required run time by one sixth. Further vectorization of the code can allow for 4 simultanious floating point operations by using the SIMD (single instruction multiple data) capabilities of the SPU increasing efficiency 24 times. http://webis.msi.umn.edu/wiki/index.php/Dave_Yuen%27s_Group:PS3
U33A-0803 INVITED
US-Africa collaborative research on incipient continental rift zones
Since 1999, we have been conducting research in Botswana in collaboration with colleagues at the University of Botswana (UB). Recently, we have expanded our research activities to include the University of Zambia (UNZA). The goal of the collaborative efforts center on investigating geologic processes operating during the initial stages of continental extension. During student training, US students partner with peers from UB and UNZA to conduct field-based research within a multi-disciplinary framework focused on investigating the interplay between neotectonics and surficial processes due to rifting. The student projects are designed to: 1) assess the role of pre-existing structures on rift basin development; 2) determine fault kinematics and direction of rift extension; 3) characterize the geometry of the basins; 4) assess current models for fault growth and propagation and linkage to form border faults; 5) investigate environmental change information preserved in rift basin sediments; 6) determine how magma below the rift basin affects surface water chemical properties; and 7) develop tectonic and geologic models for the evolution of rift basins during the incipient stages of continental extension. Our goal is to provide is to improve research and education in developing countries while providing talented and motivated US students with hands-on field research experience in near surface geophysical surveying, field geologic mapping, GPS mapping, and geochemical and hydrogeologic techniques necessary for addressing basic research questions in the geosciences, as well as resources exploration (e.g., hydrocarbon, water resources, mineral, geothermal, etc.). Our US students acquire an enriching cultural experience, make personal contacts, and build relationships that will form the core of future international research collaborations. At the same time, project activities introduce the African students to state-of the art geophysical equipment and research methodologies that will result in capacity building in the African nations involved. In this presentation, we will provide our perspective on both the opportunities provided and challenges faced while conducting basic research in sub-Saharan Africa.
U33A-0804 INVITED
International Collaborations in Large Geophysical Experiments: A Win-Win Situation
It has been my privilege to be involved in a significant number of large international cooperative geophysical experiments. These logistically challenging efforts all took place in developing or under-developed countries and were co-driven at least to some extent by scientists in the host country. A team of scientists from developed countries were involved in each case but were not always the leaders of the effort. The host countries were all supportive and played roles ranging from simply facilitating the effort to providing most of the funding. Some lessons learned from these efforts were the following: 1) permissions for large efforts must come from very high levels in the host government; 2) the host scientists should never be overlooked or underestimated; 3) involving students from both the host country and developed countries produces big educational and cultural dividends for all involved (it is a life experience for the visitors and a chance to widen perspectives and even acquire advanced degrees for the students from the host countries); 4) providing funds for scientists and students from the host country to visit their international partners to participate in the data processing and analysis and to attend scientific meetings is extremely important; 5) return trips to the host country to collaborate on data processing and analysis and to consolidate partnerships are also important; 6) the partnership with the host country should be viewed as a long term commitment to scientific cooperation and education that benefits all involved. Our experiences have encountered only a few roadblocks and have been ultimately universally positive. Lifelong relationships have been forged, students have been educated and enriched, and excellent scientific results have been produced.
U33A-0805
LATINMAG: A Latin-American Collaborative Network in Paleo, Geo, Rock and Environmental Magnetism
In recent years research in paleo, geo, rock and environmental magnetism has experienced significant development in Latin-America with new research groups being settled in several countries including Argentina, Brasil, Chile, Colombia, Cuba, Mexico, Venezuela and Uruguay (among others). The LATINMAG network, established in May 2007, follows previous attempts to congregate ancient and newborn Latin-American research groups. It was conceived as a forum for scientific discussion and regional collaboration of these groups, including scientific meetings and interchange programs for students and researchers. Its first bi-annual meeting is going to be held in November 2008 in Caracas, Venezuela. More information is available at http://www.geofisica.unam.mx/LIMNO/LATINMAG.
U33A-0806 INVITED
Why AGU is important in Eastern Europe and should increase its role even more?
After the fall of the ex-communist system about twenty years ago, the East European countries faced a significant, multilateral challenge in all aspects of their economical, financial, military, scientific and especially educational and professional life. They had a pretty robust tradition in classic education and research, but had to prepare their young generation and specialists for a hard competition for grad-, post grad- and professional level competing with colleagues from other parts of the world. They had to restructure their systems and re-discovered the professional societies. AGU represented a certain model of efficiency on handling various aspects of geoscientific activities: integration of geophysics with other related disciplines like atmospheric sciences, hydrology and hydrogeology, volcanism, geochemistry etc., from deep Earth to the intergalactic space. Close cooperation with other boundary sciences, regular and very well organized meetings dedicated more to Solid earth (AGU Fall Meeting) or Near-Surface Geophysics (AGU Spring Meetings), its very close cooperation with the sister societies from Europe, other North, Central and South American countries as well as the Far East and Australia, permanent opening towards a strong international cooperation with all countries and societies world- wide, very active interest in education and career orientation, strong publication policy represented a certain attraction and a very tempting model for the East European countries. Their very quick development has to be joined by transformation of their higher education and research system in such a way that they become more and more competitive with other countries worldwide. They have to develop their own system so that it attracts more and more youngsters to remain/return home and contribute to the advance of their home countries and, in close partnerships with other developed and developing countries, with the guidance of the professional societies like AGU, to push the frontiers of science. This is why AGU is a certain model to follow and we expect even closer relationships with its sister societies from East Europe.
U33A-0807
Role of Scientific Societies in International Collaboration
Geophysical research increasingly requires global multidisciplinary approaches. Understanding how deeply interrelated are Earth components and processes, population growth, increased needs of mineral and energy resources, global impact of human activities, and view of our planet as an interconnected system emphasizes the need of international cooperation. International research collaboration has an immense potential and is needed for further development of Earth science research and education. The Union Session is planned to provide a forum for analysis and discussion of the status of research and education of geosciences in developing countries, international collaboration programs and new initiatives for promoting and strengthening scientific cooperation. A theme of particular relevance in the analyses and discussions is the role of scientific societies in international collaboration. Societies organize meetings, publish journals and books and promote cooperation through academic exchange activities. They may further assist communities in developing countries in providing and facilitating access to scientific literature, attendance to international meetings, short and long-term stays and student and young researcher mobility. What else can be done? This is a complex subject and scientific societies may not be seen independently from the many factors involved in research and education. Developing countries present additional challenges resulting from limited economic resources and social and political problems, while urgently requiring improved educational and research programs. Needed are in-depth analyses of infrastructure and human resources, and identification of major problems and needs. What are the major limitations and needs in research and postgraduate education in developing countries? What and how should international collaboration do? What are the roles of individuals, academic institutions, funding agencies, scientific societies? Here we attempt to examine some of these questions from analyses and examples in Latin America. We concentrate on current situation, size and characteristics of research community, education programs, facilities, economic support, and bilateral and multinational collaborations, and then move to perspectives for future development in an international context.