Recent  

The study aims to address a proposed disconnect between science and the public. In this case, marine meteorological information and the users of these data. Here, the focus is not only on the perceptions, usability and uptake of extreme event forecasts but rather focused on general, everyday situations. A survey was conducted in two southern hemisphere countries, South Africa and New Zealand and subgroups within the communities (recreational and commercial users) were identified and elucidated.

Our study is concerned with how the uncertainty in spatial information about environmental variables can be communicated to stakeholders who must use this information to make decisions. We tested five methods to communicate the uncertainty in spatial predictions by eliciting opinions of end-users about the usefulness of the methods. End-users preferred methods based on the probability that concentrations are below or above a nutritionally-significant threshold.

Virtual outcrop models are increasingly used in geoscience teaching, but their efficacy as a training tool for 3d thinking has not been tested. We find that use of a virtual outcrop increases participants ability to choose the correct geological block model. That virtual outcrops are viewed positively, but only in a blended learning environment not as a replacement for fieldwork, and that virtual outcrop use could improve equality, diversity and inclusivity in geoscience.

GAIA 5.0 presents based on concepts from Plato to Poincaré, the Earth as hypersphere, and as complex living system embedded into a multi-dimensional dynamic space model based on 5-dimensional hyper-Euclidean geometry. It visualizes a coupled atmosphere-ocean dynamics model by using ECMWF reanalysis data sets of the very severe cyclonic storms (Luban & Titli) over the Arabian Sea and the Bay of Bengal (2016). Finally a discrete model for the formation of aerosol is suggested.

Lack of access to science-based natural hazards information impedes the effectiveness of school-based disaster risk reduction education. To address this challenge, we created and classroom tested a series of earthquake education videos that were co-taught by school teachers and Earth scientists in the UK and Tajikistan. Comparison of results reveal significant differences between students' views on the Earth's interior and why and where earthquakes occur.

We investigate the potential use of Thinglink, an interactive imagery-based web platform, for the study of rocks, minerals, and fossils under the microscope. We disseminated a prototype which allowed users to view rock samples through a 'virtual' microscope, and gathered feedback from staff and students. Results were overwhelmingly positive and imply real interest in this style of resource. Such resources could help to enhance accessibility, inclusivity, and could complement existing teaching.