Towards inclusive collaboration in volcanology: guidelines for best-engagement protocols in international collaboration

The International Network for Volcanology Collaboration (INVOLC) is a network formalised by the International Association of Volcanology and Chemistry of the Earth’s Interior (IAVCEI) with the specific ambition to enhance volcanology globally through improved international collaboration. IAVCEI-INVOLC was created with a focus on volcano scientists working in resource-constrained contexts, including those based in low- or middle-income countries. After a community-wide online survey and inaugural workshop during which INVOLC’s ambitions were discussed, a series of challenges, as commonly experienced by those working in resource-constrained settings, were identified. These challenges may present barriers to participation in volcano science in an international context and are related to both organisational resources (financial, human, technical) and inclusion in research collaborations. In this perspectives paper, we present a series of 15 guidelines for best-engagement protocols in international collaboration in volcanology that may be adopted during times of quiescence, volcanic unrest and/or an eruption and its aftermath. Our aspiration is that these guidelines will help build more respectful, equitable and sustainable partnerships that will ultimately advance the science of volcanology

Using role-play to improve students’ confidence and perceptions of communication in a simulated volcanic crisis

Traditional teaching of volcanic science typically emphasises scientific principles and tends to omit the key roles, responsibilities, protocols, and communication needs that accompany volcanic crises. This chapter provides a foundation in instructional communication, education, and risk and crisis communication research that identifies the need for authentic challenges in higher education to challenge learners and provide opportunities to practice crisis communication in real-time. We present an authentic, immersive role-play called the Volcanic Hazards Simulation that is an example of a teaching resource designed to match professional competencies. The role-play engages students in volcanic crisis concepts while simultaneously improving their confidence and perceptions of communicating science. During the role-play, students assume authentic roles and responsibilities of professionals and communicate through interdisciplinary team discussions, media releases, and press conferences. We characterised and measured the students’ confidence and perceptions of volcanic crisis communication using a mixed methods research design to determine if the role-play was effective at improving these qualities. Results showed that there was a statistically significant improvement in both communication confidence and perceptions of science communication. The exercise was most effective in transforming low-confidence and low-perception students, with some negative changes measured for our higher-learners. Additionally, students reported a comprehensive and diverse set of best practices but focussed primarily on the mechanics of science communication delivery. This curriculum is a successful example of how to improve students’ communication confidence and perceptions

Training in crisis communication and volcanic eruption forecasting:Design and evaluation of an authentic role-play simulation

We present an interactive, immersive, authentic role-play simulation designed to teach tertiary geoscience students in New Zealand to forecast and mitigate a volcanic crisis. Half of the participating group (i.e., the Geoscience Team) focuses on interpreting real volcano monitoring data (e.g., seismographs, gas output etc.) while the other half of the group (i.e., the Emergency Management Team) forecasts and manages likely impacts, and communicates emergency response decisions and advice to local communities. These authentic learning experiences were aimed at enhancing upper-year undergraduate students’ transferable and geologic reasoning skills. An important goal of the simulation was specifically to improve students’ science communication through interdisciplinary team discussions, jointly prepared, and delivered media releases, and real-time, high-pressure, press conferences. By playing roles, students experienced the specific responsibilities of a professional within authentic organisational structures. A qualitative, design-based educational research study was carried out to assess the overall student experience and self-reported learning of skills. A pilot and four subsequent iterations were investigated. Results from this study indicate that students found these role-plays to be a highly challenging and engaging learning experience and reported improved skills. Data from classroom observations and interviews indicate that the students valued the authenticity and challenging nature of the role-play although personal experiences and team dynamics (within, and between the teams) varied depending on the students’ background, preparedness, and personality. During early iterations, observation and interviews from students and instructors indicate that some of the goals of the simulation were not fully achieved due to: A) lack of preparedness, B) insufficient time to respond appropriately, C) appropriateness of roles and team structure, and D) poor communication skills. Small modifications to the design of Iterations 3 and 4 showed an overall improvement in the students’ skills and goals being reached. A communication skills instrument (SPCC) was used to measure self-reported pre- and post- communication competence in the last two iterations. Results showed that this instrument recorded positive shifts in all categories of self-perceived abilities, the largest shifts seen in students who participated in press conferences. Future research will be aimed at adapting this curricula to new volcanic and earthquake scenarios

Mapping Hazard Zones, Rapid Warning Communication and Understanding Communities: Primary Ways to Mitigate Pyroclastic Flow Hazard

Co-auteur étrangerInternational audienc

The 1928 eruption of Mount Etna (Italy): Reconstructing lava flow evolution and the destruction and recovery of the town of Mascali

Abstract Mount Etna in Sicily (Italy) shows more than 2,500 years of interactions between volcanic eruptions and human activity, and these are well documented in historical sources. During the last 400 years, flank eruptions have had major impacts on the urban fabric of the Etna region, especially in 1651, 1669, 1923 and 1928, and it is the last of these which is the focus of this paper. In this paper a detailed field and historical reconstruction of the 1928 eruption is presented which allows three themes to be discussed: the evolution of the flow field, lava volume and average magma discharge rate trend; the eruption's human impact, particularly the destruction of the town of Mascali; and the recovery of the region with re-construction of Mascali in a new location. Detailed mapping of lava flows allowed the following dimensions to be calculated: total area, 4.38 x 106 m2; maximum length, 9.4 km; volume, 52.91 ± 5.21 × 106m3 and an average effusion rate of 38.5 m3 s-1. Time-averaged discharged rates are calculated allowing the reconstruction of their temporal variations during the course of the eruption evidencing a high maximum effusion rate of 374 m3 s-1. These trends, in particular with regard to the Lower Fissure main phase of the eruption, are in accordance with the ‘idealized discharge model’ of Wadge (1981), proposed for basaltic eruptions driven by de-pressurization of magma sources, mainly through reservoir relaxation (i.e. elastic contraction of a magma body). The eruption took place when Italy was governed by Mussolini and the fascist party. The State response both, during and in the immediate aftermath of the eruption and in the years that followed during which Mascali was reconstructed, was impressive. This masked a less benign legacy, however, that can be traced for several subsequent decades of using responses to natural catastrophes to manufacture State prestige by reacting to, rather than planning for, disasters

Bulletin of volcanology

Centro de Informacion y Documentacion Cientifica (CINDOC). C/Joaquin Costa, 22. 28002 Madrid. SPAIN / CINDOC - Centro de Informaciòn y Documentaciòn CientìficaSIGLEESSpai