Are you unsure about how to bring order in the extensive program of the General Assembly? Are you wondering how to tackle this week of science? Are you curious about what EGU and the General Assembly have to offer? Then this is the short course for you!

During this coursee, we will provide you with tips and tricks on how to handle this large conference and how to make the most out of your week at this year's General Assembly. We'll explain the EGU structure, the difference between EGU and the General Assembly, we will dive into the program groups and we will introduce some key persons that help the Union function.

The European Geosciences Union (EGU) is the largest Geosciences Union in Europe, largely run by volunteers. Conferences, journals, policy making and scientific communication are all important parts of EGU.

Whatever your closest link with EGU, would you like to get more involved?

Perhaps you are interested in running events, being a representative or being part of a committee. This short course is aimed at Early Career Scientists (ECS) and will provide an overview of all the activities of EGU, which are much more than just the General Assembly. We will give practical tips on how to get involved, who to contact and where to find specific information if you want to organise events.

ECS make up over 50% of the EGU members, so let’s get active!

An increasing number of publications report that many people working in academia experience mental health issues. Factors like job insecurity, limited amount of time, expectations, poor management and dealing with papers or proposal rejections often cause high stress levels and can lead to mental health problems, such as depression, anxiety or emotional exhaustion. Following the EGU blog series and short course ‘Mind your Head’ in 2019-2021, and the successful ECS Great Debate at the General Assembly in 2019, we aim to continue the dialogue and reduce the stigma surrounding mental illness.
In this short course, we would like to focus on the causes, consequences and provide some coping tools. We invite panelists to share their professional or personal experience. Afterwards we aim to actively engage the audience to discuss how to take control of their mental wellbeing and prioritise it in the current academic environment. We invite people from all career stages and disciplines to come and join us for this short course.

After the PhD, a new challenge begins: finding a position where you can continue your research or a
job outside academia where you can apply your advanced skills. This task is not
always easy, and frequently a general overview of the available positions is missing. Furthermore,
in some divisions, up to 70% of PhD graduates will go into work outside of academia. There are many
different careers which require or benefit from a research background. But often, students and
early career scientists struggle to make the transition due to reduced support and networking.
In this panel discussion, scientists with a range of backgrounds give their advice on where to find
jobs, how to transition between academia and industry and what are the pros and cons of a career
inside and outside of academia.
In the final section of the short course, a Q+A will provide the audience with a chance to ask
their questions to the panel. This panel discussion is aimed at early career scientists but anyone
with an interest in a change of career will find it useful. An extension of this short course will
run in the networking and early career scientist lounge, for further in-depth or
one-on-one questions with panel members.

Finding funds can be challenging in academia, be it during PhD, or after that. A great proposal or just a great idea does not guarantee success, instead, it involves developing skills and exploring the paths which can lead to securing funds. It involves meticulous steps of evolving idea, proposal development, budget generation, and finally finding funding opportunities. In this course, early-career scientists, and faculty members with a wide range of backgrounds will provide guidance both in the research, and financial aspects of the proposal writing. The course is integrated with open Q&A which will provide participants to ask and seek advice from the experts. This course targets a wide range of audience ranging from graduate students to early-career scientists, but anyone with an interest in finding funds could participate

The European Research Council (ERC) is a leading European funding body supporting excellent investigator-driven frontier research across all fields of science. ERC calls are open to researchers around the world. The ERC offers various different outstanding funding opportunities with grants budgets of €1.5 to €3.5 million for individual scientists. All nationalities of applicants are welcome for projects carried out at a host institution in Europe (European Union member states and associated countries). At this session, the main features of ERC funding individual grants will be presented.

Sexual and racial harassment and other hostile behaviors, including bullying and other forms of discrimination and incivilities, have wide-ranging detrimental effects on mental and physical wellbeing, including anxiety, depression, and physiological responses akin to trauma, and can result in decreased motivation and work productivity. The tolerance of hostile behaviors can affect the community beyond the individual or individuals being targeted, and create negative work environments in entire research groups and departments. Traditional hierarchical structures within academia that create strong power imbalances allow for the potential for abuse in research and educational environments. Despite this, scientists often do not receive mentoring or training in how to address, respond to, and prevent these types of behaviors. Questions including “What behaviors are appropriate at work?”, “How do we create a work environment where people of different age, gender and sexual identity, culture, religion, ethnic origin and social class feel respected and included?” and “What can I do personally against bullying and sexual harassment at work?” are important topics that are not discussed enough in academia. Promoting conversations about these topics and identifying ways to prevent unwanted behavior are important steps towards building respectful and productive work environments.
This interactive short course explores academic practices and institutional structures that allow for harassment and other hostile behaviors to persist, discusses initiatives to address harassment as scientific misconduct, and provides training in personal intervention strategies to protect and support targets of harassment through real world scenarios. As a result of this session, participants will be able to identify:
(1) Different ways in which harassment can manifest in research environments;
(2) Strategies for bystander intervention, and
(3) Resources for cultural change in the office, laboratory, at conferences and in field settings.
This workshop was developed by ADVANCEGeo (serc.carleton.edu/advancegeo) with a U.S. National Science Foundation ADVANCE Partnership award in collaboration with the Earth Science Women's Network, the Association for Women Geoscientists and the American Geophysical Union. We welcome participants from a diverse background of Geosciences, career stages and countries.

Networking is crucial for scientists of all career stages for collaborations as well as for their personal growth and career pathways. Your scientific network can support you when struggling with everyday academic life, help with making career choices and give feedback on job applications/proposals/papers. Further, having a scientific network can provide new perspectives for your research while leading to interdisciplinary collaborations and new projects.
Building up an initial network can be challenging, especially outside of your research institution. As scientific conferences and social media platforms are evolving, the possibilities of academic networking are also changing. In this short course we will share tips and tricks on how to build, grow and maintain your scientific network. Additionally, panelist will talk about their own personal experiences. In a second part of the short course we will do a networking exercise. This short course is relevant to scientist who are starting to build/grow their network or want to learn more about networking in today’s scientific settings.

Careers in academia exist beyond research and publications. There are always aspects more than what meets the eye. Often, we tend to learn about what is made available and evident, leaving behind many questions. It is only natural for aspiring scientists to have questions that shape their minds and impact their research. Some questions pertain to professional realms, others may relate to more broader perspectives on ambitions, inspirations, and what one deems as meaningful. Not every day do we get the opportunity to present these floating concerns at a forum and have experts address and pay heed to the same. In this session, a successful scientist with many years of experience will provide a look back to give a personal perspective of her/his career.

This year, we have the absolute pleasure of having with us Professor Ellen Wohl, who is a fluvial geomorphologist and a professor of geology with the Warner College of Natural Resources at Colorado State University. Ellen’s research work focuses primarily on physical processes acting along river corridors, including physical-biotic interactions. Besides her research expertise, we shall engage in conversations regarding the challenges that came her way, and the manner in which she overcame those, and how her research shaped her life and in turn, how her life is impacted by the research she does. The discussions shall offer a unique opportunity to learn and empathise with a scholar’s work and life that has inspired many. The session shall conclude with the prospect of questions that Ellen shall be happy to answer.

The modern scientist has to operate in the Research-Services-Policy nexus to create real-world impact. The challenge is daunting and the opportunities are endless. What is truly the role of a scientist? What is your current position in this nexus? Where would you like to be in the future?

By sharing and discussing how our work is related to hydrological research, services and policy we can gain insight into how we, as a community, are positioned within this nexus. From there, we can identify opportunities and challenges associated with moving into new areas where we want to contribute, both personally and institutionally.

In this synergistic session, we will first use online interactive tools to explore where we, personally and as a group, fit within the Research-Services-Policy nexus. In the second part, we will have roundtable discussions on the visual outcomes of the first activity.

The objectives of this short course are to:
- create awareness of the several roles we can play as hydrologists,
connect over the challenges that come with balancing these different roles and sharing insights,
- identify topics / subjects / actors / issues and potential interlinks between hydrological research, services, and policy,
- and define a group perspective on the issues central in the proposed great debate “Hydrology and Earth System Science: research, services or policy?”

We embrace the “hybrid GA concept” by offering interactive activities using online platforms (survey, mind mapping and art tools) to promote engagement in the discussion regardless of participants’ locations and modes of attendance.
Anyone interested in the sciences, services and policy-making is encouraged to participate. A healthy mix and diversity of participants will greatly improve the experience for all involved.

This is a complementary event to the proposed Great Debate “Hydrology and Earth System Science: research, services or policy?”, and is organised in cooperation with the Young Hydrologic Society (http://younghs.com/).

One of the fundamental drivers of scientific progress is research integration and synthesis, which is essentially beneficial for developing research vision. Hence, literature reviews prove to be highly useful to many researchers at all academic stages. Analysing the literature and writing reviews for a thesis, article or project proposal can be sometimes challenging to fresh early career scientists. For a review paper even greater attention must be given to the methodological approach to conduct a reproducible and thorough review of the existing scientific literature.

In this short course participants will be given an overview of (literature) review types and learn about existing guidelines for conducting reviews. They will be introduced to available R packages for literature search and conducting systematic reviews. The course will also cover some insights from an editor’s perspective with helpful tips on how to write a review paper.

This session is organized in cooperation with the Young Hydrologic Society (http://younghs.com/).

Never has it been more important that geoscience research feeds into political decisions and policymaking. What is more, today many policymakers and institutions are increasingly receptive to scientific evidence. Yet, whilst researchers are increasingly keen to influence policy and policymaking, for many the mechanisms for engagement and impact seem unclear and inaccessible.

This course will demystify policymaking and give researchers the tools to be able to engage with policy through their research.

In this Short Course, participants will learn about how national and supranational parliaments use evidence in their policy shaping processes, including legislation, scrutiny and debating. They will learn about how legislative science advice or technology assessment mechanisms draw on research evidence to provide advice to parliaments – and how they can get involved. The course will be presented by experts working with the UK Parliamentary Office of Science and Technology (POST), the Austrian Institute of Technology Assessment (ITA) and the European Parliament’s Science and Technology Options Assessment panel (STOA).

Researchers will have the opportunity to ask questions and develop their skills in writing for a policy audience with the support of the course leaders.

Science is a key component of the policymaking process as it allows decision-makers to consider the evidence and potential consequences of any action or inaction. The growing complexity of societal challenges, and the policies needed to deal with them, also means that more frequent and consistent interactions between scientists and policymakers is needed.

While individual scientists can (and definitely should) engage in formal and informal policymaking processes, it’s often more effective and efficient for institutions to communicate scientific information and to be available for follow-up questions when needed. Furthermore, by engaging with the policymaking process, institutions are both supporting evidence-informed decision-making and promoting the research of their scientists and potentially increasing its impact.

Knowing exactly when or how to engage with policymaking as a scientific institution can, however, be extremely challenging. It can be daunting for a scientific organisation of any size to select a policy area to focus on, gather enough information to understand who the relevant stakeholders are, and know what information is most relevant and how to best communicate it!

This Short Course will feature the European Commission Joint Research Centre's recently launched Science for Policy Competence Framework for researchers. This Framework outlines the different competencies that research organisations need to effectively contribute to the science-policy interface. It unpacks the collective set of skills, knowledge, and attitudes desired at four different proficiency levels. It’s hoped that organisations can use this framework to see where their strengths and skill gaps are!

On 9 August 2021, the Intergovernmental Panel on Climate Change (IPCC) released the first volume of its 6th Assessment Report (AR6). The Working Group I contribution to the Report (Climate Change 2021: The Physical Science Basis) synthesises over 14,000 publications and represents the most comprehensive and up-to-date assessment of the climate system and climate change. Crucially, the Report highlights the unprecedented and potentially irreversible influence of anthropogenic climate forcing, and for the first time, explicitly states that human influence on the climate system is unequivocal.

This short course will be a panel discussion where authors and contributors of Working Group I unpack how the IPCC 6th Assessment Report (AR6) is produced, provide personal behind-the-scenes insight on its development, and discuss its global impact, including how it is used to inform policy. Authors of the report will share their experiences of working on the report before and through the COVID pandemic. Panelists will also emphasise various ways in which scientists of all career stages can contribute to the IPCC process. Ample time will be allocated for open discussion for the audience to ask related questions to the panelists.

For more information about the AR6 please visit the IPCC website: https://www.ipcc.ch/.

Communication of research has been of increasing importance during the last years. Within this necessity to presentation and outreach, the graphical representation of concepts, processes and outcomes gains more and more popularity. Scientific posters can therefore be a great opportunity to extract major findings and present them in a condensed and overviewing way. But not only the research presented follows sound theories and methods. For appealing and easily understandable presentation, the process of creating a scientific poster should consider concepts, rules and theories on how to present information as well.
In the short course of the EGU 2021, we approached the design of a scientific poster with defining the main problem, ideating to find a solution for this problem, identifying the target groups and only afterwards creating a prototype digitally. This year, we focus on the principles used in graphic design, including amongst others hierarchy, balance and white space. They represent the fundamental rules which must be considered to create an effective and attractive composition and will – especially in science - decide whether or not the message can be delivered to the audience. The aim of this course is to go through the design principles, to understand them and give suggestions on how to apply them consciously in the future.
As last year, all you need is curiosity when it comes to visual communication of your research and the willingness to discuss the topic with other participants of the course.

Visualisation of scientific data is an integral part of scientific understanding and communication. Scientists have to make decisions about the most effective way to communicate their results everyday. How do we best visualise the data to understand it ourselves? How do we best visualise our results to communicate with others? Common pitfalls can be overcrowding, overcomplicated plot types or inaccessible color schemes. Scientists may also get overwhelmed by the graphics requirements of different publishers, for presentations, posters etc. This short course is designed to help scientists improve their data visualization skills in a way that the research outputs would be more accessible within their own scientific community and reach a wider audience.
Topics discussed include:

- Choosing a plot type – keeping it simple
- Color schemes – which ones to use or not to use
- Creativity vs simplicity – finding the right balance
- Producing your figures – software and tools
- Figure files – publication ready resolutions

This course is organized by the Young Hydrologic Society (YHS), enabling networking and skill enhancement of early career researchers worldwide. Our goal is to help you make your figures more accessible by a wider audience, informative and beautiful. If you feel your graphs are complicated or not intuitive, we welcome you to join this short course.

This may be the first time you are presenting at a big international meeting. Or the 37th. You want to do a good job – to promote your work, to get that postdoc position, to secure an invited talk at the next conference. And the experts in the field will be there, those whose papers you read and whom you admire or want to impress. You do not want to waste their time. But you are nervous – heart pounding, knees shaking, red spots all over your face, hands sweaty and trembling – and to make things even worse, all the other people in your session give splendid talks. It is your turn next, you will have to get up and walk to the podium (will your legs carry you?), you will have to give your talk (will your voice be ok?), and you will have to answer questions (what if you cannot answer, or do not understand them?). Applause. You have no idea what the person just talked about. But considering the applause it must have been great. Your talk will be a mess. The convener is calling your name. Can you do it?
This course deals with what scientists normally do not talk about – giving presentations, often in a foreign language, is scary and stressful. We have all been there. We will share strategies how to deal with it. And we will provide a platform for the questions you did not dare ask your supervisor.

The work of scientists does not end with publishing their results in peer-reviewed journals and presenting them at specialized conferences. In fact, one could argue that the work of a scientist only starts at this point: outreach. What does outreach mean? Very simply, it means to engage with the wider (non-scientific) public about science. There are many ways to do outreach, including blogging and vlogging, using social media, writing for a science dissemination journal, participating as a speaker at local science festivals, organising open days in the laboratory, and so on.

With this short course, we aim to give practical examples of different outreach activities, how to start an outreach project and tips and suggestions from personal and peers’ experiences. Specific attention will be paid to science communication issues, including the proper ‘translation’ of the jargon of science into language the public understands, the selection of the content being conveyed, and the best format in which it is presented according to the different targets (policymakers, the general public, school-age children, etc.).
In the last part of the course, you will work singularly to come up with an outreach idea based on your research. You may use it on your next proposal; you never know!

Poetry can be a very effective tool in communicating science to a broader audience, and can even help to enhance the long-term retention of scientific content. During this session, we will discuss how poetry can be used to make your science more accessible to the world, including to your colleagues, your family, your friends, and other publics.

We aim to maximise empowerment and minimise intimidation, and in this fully interactive session, participants will have the opportunity to work on poems that help to communicate their research, and will be provided with feedback and advice on how to make them more effective, engaging and empathetic.

Publishing your research in a peer reviewed journal is essential for a career in research. All EGU-affiliated journals are fully open access which is great, but the unique open discussion and transparent peer review process can be daunting for first time submitters and early career scientists. This short course will cover all you need to know about the publication process from start to end for EGU journals, and give you a chance to ask the editors some questions. This includes: what the editor looks for in your submitted paper, how to deal with corrections or rejections, and how best to communicate with your reviewers and editors for a smooth transition from submission to publication. Ample time will be reserved for open discussion for the audience to ask questions to the editors, and for the editors to suggest ‘top tips’ for successful publication. This course is aimed at early-career researchers who are about to step into the publication process, and those who are yet to publish in EGU journals. Similarly, this course will be of interest to those looking to get involved in the peer-review process through reviewing and editing. This short course is part of the “Meet the EGU Journal Editors” webinar series that was held prior to the EGU General Assembly 2022.

Meet editors of internationally renowned journals in geo- and biogeoscience and gain exclusive insights into the publishing process. After a short introduction into some basics, we will start exploring various facets of academic publishing with short talks given by the editors on

- What are the duties and roles of editors, authors and reviewers?
- How to choose a suitable journal for your manuscript and what is important for early career authors?
- How can early career scientists get involved in successful peer-reviewing?
- What is important for appropriate peer-reviewing?
- What are ethical aspects and responsibilities of publishing?

Together with the audience and the editors, we will have an open discussion of the key steps and factors shaping the publication process of a manuscript. This short course aims to provide early career scientists across several EGU divisions (e.g. AS, BG, CL, GM, NH, SSP and SSS) the opportunity of using first hand answers of experienced editors of international journals to successfully publish their manuscripts and get aware of the potentials and pitfalls in academic publishing.

Knowledge sharing in academia has been considered indispensable and is becoming a priority in most European funding schemes. Although we are already quite familiar with the different possibilities to publish our results in open-access journals, open science means way more than that. Open science aims at opening up research processes and granting access to research outputs to researchers, professionals and amateur scientists. There are different ways to ensure the storage and reusability of our data, making it available to other scientists. Furthermore, most of the scientific disciplines migrate their analyses to open-source environments (e.g., R, Phyton). However, tons of code produced remain stored in our personal computers either because we do not know the appropriate tools to share them with our colleagues or because we believe that it is not well structured.
In this short course, you would learn how to establish links between publications, data, software and methods. Hence, we will discuss with our experts: i) the options to share our data and code with other peers, ii) obtain some tips to better organize our scripts, and iii) uncover potential barriers to sharing research and discuss possible solutions.

Can the methods for symbolic depictions and navigation of physical elements be adapted to subjective, intangible matters? In this session, we will discuss a relationship between the sense of direction and navigating through thoughts and memories. Wouldn't it be nice to have a navigation system to clarify "where are we" and "where are we going" within the existential framework? Attendees will have the opportunity to create their piece of an abstract landscape from paper. No previous art experience is needed, just a will for creativity.

Rationale
The proper and deep education on ethical issues in geosciences has been evolving in recent times, although not as quickly and deeply as necessary. Many of the professionals dedicated to Earth Sciences have been not in touch with such new concepts and tendencies. Geoethics is the research and reflection on the values that underpin appropriate behaviors and practices, wherever human activities interact with the Earth system. It provides a framework to define ethical professional behaviors in Earth sciences and engineering and to determine how these should be put into practice for the benefit of environment and society. The Short Course is directed towards introducing and training Earth scientists in those new concepts and ideas as well as exposing the perspectives of this field. Social-ecological Systems and the anthropic impact on land, ocean, and atmosphere are at the cores issues to be discussed under the umbrella of geoethics, as a tool to cope with Climate Changes and other earth-society related challenges.

Completing this course, participants
1. Will know the basic principles of ethics and how these lead to geoethics
2. Will be aware of the dilemmas involved in making geoethical decisions
3. Will have gained some experience in taking a geoethical approach to real world cases

Course Content: (provisional):
1. From Ethics to geoethics: definition, values, tools
2. Responsible conduct of research and professionalism
3. Tools for confronting (geo)ethical dilemmas
4. Geoethics for society: sustainable development and responsible mining
5. Geoethics in natural hazards
6. Education challenges in geoethics
7. Geoethics in geoscience communication
8. Recent developments in geoethical thinking
9. Perspectives of geoethics
10. Geoethics’ case studies: Water Management, Ocean Governance, etc.

Research, especially for early career scientists (ECS), starts with the spark of an idea and is then often challenged by empirical or methodological road bumps and seemingly dead ends. In Earth Science research, we face a diverse range of challenges, including (1) access difficulties, whether for field sites, equipment or data, (2) problems of temporal and spatial scaling and extrapolation and (3) a lack of methods, theory or knowledge or (4) every day live challenges as a scientist. As part of SC4 we want to address some of those 'problems'. In the discussion of these challenges we seek to find possible solutions, suggest new research approaches and methods, and encourage further networking amongst early career scientists at future international conferences.

We will start the session at this year's hybrid meeting with 2 minute ‘pop-up’ presentations outlining some challenges. These pop-ups are followed by chaired and structured outbreak group discussions. There will be the option to join these discussions both in-person and virtually. To wrap up the session, solutions and suggestions from each group are presented to the whole session in a final discussion. This short course lives by your input, so participants are expected to actively engage to crowd solve the presented challenges. To ensure that people are able to have a safe and open space to share their ideas, we ask you to join for the whole session. You can get an idea of past crowd-solving sessions, both in-person and online, from our 2019 (EGU blog) and 2021 (EGU blog) blog posts, see links below.

If you have a 'problem' you would like to discuss in the networking session with us, please send a short statement (3-4 sentences) of your idea or challenge and your motivation for solving it to us, by March 1st, 2022. We expect a non-hierarchic, respectful and constructive environment for the discussions, which will hopefully encourage the participants to identify and approach problems faced by early-career scientists.

EGU 2019: https://blogs.egu.eu/geolog/2019/06/05/challenging-challenges-in-earth-science-research-at-the-egu-general-assembly/

vEGU 2021: https://blogs.egu.eu/geolog/2021/07/02/crowd-solutions-to-challenges-in-earth-sciences/

This 105-minute short course aims to introduce non-geologists to structural and petrological geological principles, which are used by geologists to understand system earth.

The data available to geologists is often minimal, incomplete and representative for only part of the geological history. Besides learning field techniques to acquire and measure data, geologists need to develop a logical way of thinking to close gaps in the data to understand the system. There is a difference in the reality observed from field observation and the final geological model that tells the story.

In this course we briefly introduce the following subjects:
1) Grounding rocks: Introduction to the principles of geology.
2) Collecting rocks: The how, what, and pitfalls of field data acquisition.
3) Failing rocks: From structural field data to (paleo-)stress analysis.
4) Dating rocks: Absolute and relative dating of rocks using petrology and geochronology methods.
5) Shaping rocks: The morphology of landscapes as tectonic constraints
6) Crossing rocks over: How geology benefits from seismology, geodynamic and geodesy research, and vice-versa.
7) Q&A!

Our aim is not to make you the next specialist in geology, but we would rather try and make you aware of the challenges a geologist faces when they go out into the field. Additionally, the quality of data and the methods used nowadays are addressed to give other earth scientists a feel for the capabilities and limits of geological research. This course is given by Early Career Scientist geologists and geoscientists and forms a quartet with the short courses on ‘Geodynamics 101 (A&B)’, ‘Seismology 101’, and ‘Geodesy 101’. For this reason, we will also explain what kind of information we expect from the fields of seismology, geodynamics and geodesy, and we hope to receive some feedback in what kind of information you could use from our side.

What is the “Potsdam Gravity Potato”? What is a reference frame and why is it necessary to know in which reference frame GNSS velocities are provided? Geodetic data, like GNSS data or gravity data, are used in many geoscientific disciplines, such as hydrology, glaciology, geodynamics, oceanography and seismology. This course aims to give an introduction into geodetic datasets and presents what is necessary to consider when using such data. This 105-minute short course is part of the quartet of introductory 101 courses on Geodynamics 101, Geology 101 and Seismology 101.

The short course Geodesy 101 will introduce basic geodetic concepts within the areas of GNSS and gravity data analysis. In particular, we will talk about:
- GNSS data analysis
- Reference frames
- Gravity data analysis
We will also show short examples of data handling and processing using open-source software tools. Participants are not required to bring a laptop or have any previous knowledge of geodetic data analysis.

Our aim is to give you more background information on what geodetic data can tell us and what not. You won’t be a Geodesist by the end of the short course, but we hope that you are able to have gained more knowledge about the limitations as well as advantages of geodetic data. The course is run by early career scientists from the Geodesy division, and is aimed for all attendees (ECS and non-ECS) from all divisions who are using geodetic data frequently or are just interested to know what geodesists work on on a daily basis. We hope to have a lively discussion during the short course and we are also looking forward to feedback by non-geodesists on what they need to know when they use geodetic data.

How do seismologists detect earthquakes? How do we locate them? Is seismology only about earthquakes? Seismology has been integrated into a wide variety of geo-disciplines to complement many fields such as tectonics, geology, geodynamics, volcanology, hydrology, glaciology and planetology. This 90-minute course is part of the Solid Earth 101 short course series together with ‘Geodynamics 101’ and ‘Geology 101’ to better illustrate the link between these fields.

In ‘Seismology 101’, we will introduce the basic concepts and methods in seismology. In previous years, this course was given as “Seismology for non-seismologists”, and it is still aimed at those not familiar with seismology -- particularly early-career scientists. An overview will be given on various methods and processing techniques applicable to investigate surface processes, near-surface geological structures, and the Earth’s interior. The course will highlight the role that advanced seismological techniques can play in the co-interpretation of results from other fields. The topics will include:

- the basics of seismology, including the detection and location of earthquakes
- understanding and interpreting those enigmatic “beachballs”
- an introduction to free seismo-live.org tutorials and other useful tools
- how seismic methods are used to learn about the Earth, such as imaging the Earth’s interior (on all scales), deciphering tectonics, monitoring volcanoes, landslides and glaciers, etc...

We likely won’t turn you in the next Charles Richter in 90 minutes but would like to make you aware of how seismology can help you with your research. The intention is to discuss each topic in a non-technical manner, emphasizing their strengths and potential shortcomings. This course will help non-seismologists better understand seismic results and facilitate more enriched discussion between different scientific disciplines. The short course is organised by early-career scientist seismologists and geoscientists who will present examples from their own research experience and high-impact reference studies for illustration. Questions from the audience on the topics covered will be highly encouraged.

The main goal of this short course is to provide an introduction into the basic concepts of numerical modelling of solid Earth processes in the Earth’s crust and mantle in a non-technical manner. We discuss the building blocks of a numerical code and how to set up a model to study geodynamic problems. Emphasis is put on best practices and their implementations including code verification, model validation, internal consistency checks, and software and data management. 

The short course introduces the following topics:
(1) The physical model, including the conservation and constitutive equations
(2) The numerical model, including numerical methods, discretisation, and kinematical descriptions
(3) Code verification, including benchmarking
(4) Model design, including modelling philosophies
(5) Model validation and subsequent analysis
(6) Communication of modelling results and effective software, data, and resource management

Armed with the knowledge of a typical numerical modelling workflow, participants will be better able to critically assess geodynamic numerical modelling papers and know how to start with numerical modelling.

This short course is run by early career geodynamicists. It is aimed at everyone who is interested in, but not necessarily experienced with, geodynamic numerical models; in particular early career scientists (BSc, MSc, PhD students and postdocs) and people who are new to the field of geodynamic modelling.

This short course aims to address potential problems in geoscientific studies and to reduce the number of non-reproducible studies.

A. Fundamental issues in design of experiments and statistical analyses
The following fundamental issues will be addressed
• Time spent for experimental designs. Advantages and disadvantages of selected experimental designs. Missing randomization. Observational study vs. controlled experiments
• Pseudo-replication vs. true replications and how to deal with it. Wrong model formulations
• “Obsession” with p values: Statistical significance and geoscientific relevance
• Statistical tests: conditions for the application of modelling and hypothesis testing
• Dealing with suspected outliers
• Logistic vs. linear regression
• Number of experimental treatments vs. power of tests. Number of replicates required for predictive modelling
• Use and misuse of correlation analyses
• Investigating and dealing with interactions between factors or predictors

B. Selected additional issues in geoscientific studies
In some studies, improvements may be possible and the following fields will be addressed.
• Dealing with variance heterogeneity
• Use of contrasts instead of multiple mean testing
• Use of mixed regression and anova models
• Including squared and cubic contributions in models instead of solely relying on linear contributions. Lack of fit
• Box Cox transformation
• Validation or cross-validation instead of a sole focus on calibration.
• Model types

Examples will be shown using the software R

Observations and measurements of geophysical systems and dynamical phenomena are obtained as time series or spatio-temporal data whose dynamics usually manifests a nonlinear multiscale (in terms of time and space) behavior. During the past decades, nonlinear approaches in geosciences have rapidly developed to gain novel insights on weather and climate dynamics, fluid dynamics, on turbulence and stochastic behaviors, on the development of chaos in dynamical systems, and on concepts of networks, nowadays frequently employed in geosciences.

In this short course, we will offer a broad overview of the development and application of nonlinear concepts across the geosciences in terms of recent successful applications from various fields, ranging from climate to near-Earth space physics. The focus will be on a comparison between different methods to investigate various aspects of both known and unknown physical processes, moving from past accomplishments to future challenges.

Age models are applied in paleoclimatological, paleogeographic and geomorphologic studies to understand the timing of climatic and environmental change. Multiple independent geochronological dating methods are available to generate robust age models. For example, different kinds of radio isotopic dating, magneto-, bio-, cyclostratigraphy and sedimentological relationships along stratigraphic successions or in different landscape contexts. The integration of these different kinds of geochronological information often poses challenges.
Age-depth or chronological landscape models are the ultimate result of the integration of different geochronological techniques and range from linear interpolation to more complex Bayesian techniques. Invited speakers will share their experience in several modelling concepts and their application in a range of Quaternary paleoenvironmental and geomorphologic records. The Short Course will provide an overview of age models and the problems one encounters in climate science and geomorphology. Case studies and practical examples are given to present solutions for these challenges. It will prepare the participants from CL, GM and other divisions for independent application of suitable age-depth models to their climate or geomorphologic data.

The climate is highly variable over wide ranges of scale in both space and time so that the amplitude of changes systematically depends on the scale of observations. As a consequence, climate variations recorded in time series or spatial distributions, which are produced through modelling or empirical analyses are inextricably linked to their space-time scales and is a significant part of the uncertainties in the proxy approaches. Rather than treating the variability as a limitation to our knowledge, as a distraction from mechanistic explanations and theories, in this course the variability is treated as an important, fundamental aspect of the climate dynamics that must be understood and modelled in its own right. Long considered as no more than an uninteresting spectral “background”, modern data shows that in fact it contains most of the variance.

We review techniques that make it possible to systematically analyse and model the variability of instrumental and proxy data, the inferred climate variables and the outputs of GCM’s. These analyses enable us to cover wide ranges of scale in both space and in time - and jointly in space-time - without trivializing the links between the measurements, proxies and the state variables (temperature, precipitation etc.). They promise to systematically allow us to compare model outputs with data, to understand the climate processes from small to large and from fast to slow. Specific tools that will be covered include spectral analysis, scaling fluctuation analysis, wavelets, fractals, multifractals, and stochastic modeling; we discuss corresponding software. We also include new developments in the Fractional Energy Balance Equation approach that combines energy and scale symmetries.

Over the last decades, research in the Solar–Terrestrial sciences has greatly advanced our understanding of this huge and complex system. For half a century, satellites and a continuously growing network of ground-based observatories have allowed us to make observations in more remote regions of the Sun–Earth system and with higher precision than ever before. Besides, high-performance computing has enabled the development of powerful numerical models, which give us an unprecedented insight into each level of solar-terrestrial couplings. As new space missions and breakthroughs in numerical simulations fill in today’s missing pieces of knowledge, new questions arise, that need to be tackled by new thoughts. Being an early-career scientist, it is often hard to identify which questions are new and what has been answered before. In this short course, we have invited a panel of renowned researchers. They will give their view on how far we have come in our understanding, and most importantly, on what open questions and challenges lie ahead for the young scientists to embark upon. This is an excellent opportunity to meet with the experts and discuss the future of our community. The target audience is students and early-career scientists who want to increase their awareness of current and future research challenges within solar–terrestrial sciences and to discuss their potential contributions.

The climate system as a whole can be viewed as a highly complex thermal/heat engine, in which numerous processes continuously interact to transform heat into work and vice-versa. As any physical system, the climate system obeys the basic laws of thermodynamics, and we may therefore expect the tools of non-equilibrium thermodynamics to be particularly useful in describing and synthesising its properties. The main aim of this short course will be twofold. Part 1 will provide an advanced introduction to the fundamentals of equilibrium and non-equilibrium thermodynamics, irreversible processes and energetics of multicomponent stratified fluids. Part 2 will illustrate the usefulness of this viewpoint to summarize the main features of the climate system in terms of thermodynamic cycles, as well as a diagnostic tool to constrain the behavior of climate models. Although the aim is for this to be a self-contained module, some basic knowledge of the subject would be beneficial to the participants.
- The first part, chaired by Remi Tailleux, will provide an advanced introduction on the fundamentals of equilibrium and non-equilibrium thermodynamics, irreversible processes and energetics.
- The second part, chaired by Valerio Lembo and Gabriele Messori, will illustrate some applications of thermodynamics to the study of the climate system and its general circulation.

Metallurgical slags are generated as a by-product of smelting during ironmaking, steelmaking, and the production of ferroalloys and non-ferrous metals. The formation conditions result in complex (geo)chemical and mineralogical characteristics unique to slags alone. Historically slags have been discarded as a waste product and, through release of potentially toxic trace elements, represent a hazard to the environment and human health. However, increasingly we are realizing the resource potential of what was previously thought of as waste, thus reducing the environmental impact and taking a step closer to a circular economy.

The aim of this short course is to is to give an overview on the environmental geochemistry and resource potential of metallurgical slags by summarizing processes for the generation of slags, describing their chemical and mineralogical characteristics, outlining the fundamental geochemistry that propels slag weathering, and illustrating the utilization of slags and resource recovery of valuable metals from slags. This short course is a follow up of a book entitled “Metallurgical Slags: Environmental geochemistry and Resource Potential” published in 2021 by the Royal Society of Chemistry and gives an overview useful for the environmental geochemists, geologists, mining and civil engineers, waste and resource managers, and all those interested and inspired by a circular economy and minimizing our environmental footprint on planet Earth.

List of presentations:
1. Presentation of the book: Metallurgical Slags: Environmental Geochemistry and Resource Potential (Vojtěch Ettler and Nadine Piatak)
2. Metallurgical overview and production of slags (Elias Matinde, MINTEK, South Africa)
3. Geochemistry and mineralogy of slags (Nadine Piatak, USGS, USA)
4. Weathering of slags (Jakub Kierczak, University of Wroclaw, Poland)
5. Leaching properties and environmental fate of slags (Vojtech Ettler, Charles University, Czech Republic)
6. Environmental applications of slag (Helena Gomes, University of Nottingham, UK)
7. Metal recovery from slags (Anna Potysz, University of Wroclaw, Poland)
8. Discussion and course closure

Within this course, the attendees are taught how to identify possible cyclicities in paleoclimate data (e.g., sediments, speleothems) or any other geological record. We will start from the basics of which data can be analysed, go over power spectra, and discuss the application of filters and Wavelet Analysis. We will discuss the advantages and disadvantages of different methods, and give some examples from Earth Sciences to highlight common pitfalls. The aim of this course is to give a brief overview of the most common techniques and give participants the insight to prepare and analyse their data themselves. A variety of computational platforms are available for time-series analysis. In this course, we will introduce different tools and techniques by making use of the programming language R.

Most geoscientific research takes place in a certain geographic place, and therefore we almost always need to create a study area map. This short course will be a practical hands-on session for making a beautifully stylized study area map from scratch using open-source software QGIS. We will show where to download global open data and create a map with all the necessary map elements (title, legend, scale bar, north arrow) and an inset map showing the location of the main map in the context of a larger area. In addition, we will present the state-of-the-art "do's and don'ts" of cartographic design based on cases from the published research papers.

In many scientific disciplines, accurate, intuitive, and aesthetically pleasing display of geospatial information is a critical tool. PyGMT (https://www.pygmt.org) - a Python interface to the Generic Mapping Tools (GMT) - is a mapping toolbox designed to produce publication-quality figures and maps for insertion into posters, reports, and manuscripts. This short course is geared towards geoscientists interested in creating beautiful maps using Python. Only basic Python knowledge is needed, and a background in cartography is not required to use PyGMT effectively! By the end of this tutorial, students will be able to:

- Craft basic maps with geographic map frames using different projections
- Add context to their figures, such as legends, colorbars, and inset overview maps
- Use PyGMT to process PyData data structures (xarray/pandas/geopandas) and plot them on maps
- Understand how PyGMT can be used for various applications in the Earth sciences and beyond!

The 1.5 hour long short course will be based on content adapted from https://github.com/GenericMappingTools/2021-unavco-course and https://github.com/GenericMappingTools/foss4g2019oceania. Each of the 30 minute sessions will involve a quick (~10 minute) walkthrough by the speaker, followed by a more hands-on session in breakout rooms where tutorial participants work on the topic (using interactive Jupyter notebooks) in a guided environment with one of four instructors on hand to answer questions.

We expressly welcome students and geoscientists working on any geo related fields (e.g. Earth Observation, Geophysical, Marine, Magnetic, Gravity, Planetary, etc) to join. Come and find out what PyGMT can do to level up your geoprocessing workflow!

Geotagged photographs provide unique insights into the plurality of geographic tasks - from land use/land cover classifications to biodiversity, hazardous events, and people's well-being monitoring. Millions of passively and actively crowdsourced geotagged photographs are available online in open access via social media platforms (Twitter, Flickr, VK.com) and citizen science initiatives. However, handling big photo datasets requires advanced data science skills. This short course presents the democratised digital tools for image analytics and classification: TensorFlow deep learning classification model, implemented in Microsoft's Lobe software, and image analytics tools in Orange data mining software. Participants will learn the basics of image analytics, the difference between supervised and unsupervised classification, quality assessment and optimisation techniques for deep learning image classification models.

During the recent years, it has become more and more obvious that soil structure plays a fundamental role in regulating processes in soils. As soil structures are hierarchical, complex and highly variable, studies involving soil structures require a relatively large number of replicate samples. Three-dimensional X-ray imaging provides an excellent tool to map out soil structure, but image analyses are still time intensive and require experience. This limits the number of X-ray images, and thus replicate samples that can be analyzed within reasonable time scales. SoilJ is an open-source and free plugin for the open-source image processing software ImageJ. It is tailor-made for the analyses X-ray images of soil and aims at automatizing the necessary image processing and analyses steps. This course gives a short introduction into X-ray image processing and analyses in general and specifically with SoilJ, provides an overview about SoilJ functionalities and offers guidance for researchers interested in participating in developing their own plugins.

We have developed an open source software package in python for ground-based GNSS reflections – gnssrefl (https://github.com/kristinemlarson/gnssrefl). This new software supports geoscientists wishing to measure in situ snow accumulation, permafrost melt, firn density, tides, and lake/river levels. We have developed videos (hosted on youtube) to help new users understand both the basic concepts of GNSS reflections and how to install and run the gnssrefl code. More than a dozen use cases are available online; Jupyter Notebooks have been developed as well. We envision the EGU tutorial session to be hands-on and interactive, with a focus on demonstrating the gnssrefl software and online tools (https://gnss-reflections.org), examining and discussing environmental results derived from GNSS data taken from public archives, and analyzing new datasets suggested by the students.

Database documentation and sharing is a crucial part of the scientific process, and more and more scientists are choosing to share their data on centralised data repositories. These repositories have the advantage of guaranteeing immutability (i.e., the data cannot change), which is advantageous in the context of preserving published data "as-is" but is not so amenable to developing living databases (e.g., in continuous citizen science initiatives).

Distributed databases offer an innovative approach to both data sharing and evolution. Since these databases exist entirely on peer-to-peer systems, the distinction between "server" and "client" is blurred and the data residing on each individual device that is accessing it (whether personal computer, mobile phone or server) are equally valid sources of truth that can share data with new peers. These systems therefore have the distinct advantage of becoming more resilient and available as more users access the same data, with significant potential to decrease server costs and entry barriers for citizen science initiatives. At the same time, behind-the-scenes cryptography automatically ensures that the data is valid and cannot be tampered with by intermediary peers.

Distributed databases can also be configured to mirror exising databases in other formats, so that scientists can keep working in their preferred Excel, OpenOffice, SQL or other software while automatically syncing database changes to the decentralised web in real time.

This workshop will present the general concepts behind distributed, peer-to-peer systems with a particular emphasis on the context of scientific data sharing. Attendees will then be guided through an interactive activity on Constellation, a new scientific software for distributed databases, learning how to both create their own databases as well as access and use others' data from the network.

MTEX (https://mtex-toolbox.github.io/) has become a standard tool for the quantification of crystallographic textures and microstructural-derived physical properties in geological materials. From the quantification of crystallographic preferred orientations (CPOs), intracrystalline deformation, grain sizes and shapes in geological materials, to determination of CPO-derived physical properties (e.g., elastic, piezoelectric), all is possible with MTEX.
In the first part of the short course, we will introduce basic concepts on how MTEX works. In the second part, we will run demonstrations of some application in geological materials.

The following topics will be covered:

1) Importing EBSD data, pre-processing;
2) Checking orientations, ODF quantification, plot of pole figures;
3) Grain segmentation, calculation of grain sizes and shapes;
4) Intracrystalline deformation analysis, subgrains, new grains;
5) Tensors and CPO-derived seismic properties

Demonstrations will be made using the MTEX toolbax in Matlab. Note, however, that familiarity with the toolbox is not required. - This is a short course, not a workshop.

Please email us if you want to participate (ruediger.kilian@geo.uni-halle.de or luiz.morales@scopem.ethz.ch)

The main objective this workshop is introducing the attendees to practical use cases for Discrete Global Grid Systems (DGGS) for spatial data aggregation and analysis. After a short background on current real-world software implementations with exemplary use cases, we walk through an interactive exploration of solving traditional GIS and spatial analysis challenges with a hexagonal DGGS on the example of Uber H3. H3 is a software library that, besides many other programming languages, can be used in Python. We demonstrate grid generation, data indexing and sampling in a unified Jupyter notebook. We apply spatial analysis methods that exploit the specific grid properties and discuss eventually DGGS for datacube applications.The main objective of this workshop is to introduce the attendees to practical use cases for Discrete Global Grid Systems (DGGS) for spatial data aggregation and analysis. While still in gridded form, DGGS have several topological advantages over classic raster, e.g. equal-area properties and reliable unique cell indexing. After a short background on current real-world software implementations with exemplary use cases, we walk through an interactive exploration of solving traditional GIS and spatial analysis challenges with a hexagonal DGGS on the example of Uber H3. H3 is a software library that, besides many other programming languages, can be used in Python. We demonstrate grid generation, data indexing and sampling in a unified Jupyter notebook. We apply spatial analysis methods that exploit the specific grid properties and discuss eventually DGGS for datacube applications.

This short course is an opportunity to learn about Copernicus data for Atmospheric Composition and to get examples on how to develop your own workflows based on atmospheric composition applications related to air quality or wildfires. Data from Copernicus, the European Commission’s Earth Observation programme, contain satellite- and model-based data and provide vital information on key atmospheric constituents at different spatial and temporal scales.

The session will be hands-on and leading experts in Earth Observation, Earth System Modelling and atmospheric composition will introduce you to the data and show you how you can discover, process and visualise them. You will make use of a series of freely available tools specifically developed for atmospheric composition applications. The course will be based on educational Jupyter Notebook modules, which allow for an easy and intuitive way to learn Python and Earth System data processing. No experience is necessary as various exercises will be provided for a wide range of skill levels and applications. We recommend bringing your laptop along.

In the recent years, several new open-source online and desktop applications to visualize and analyze your paleomagnetic and paleointensity data have been presented (Remasoft, paleomagnetism.org, paleointensity.org, PuffinPlot, DAIE, etc.). Among them, the PmagPy package includes a set of tools to visualize data, and conduct statistical tests that have associated visualizations (written in Python). PmagPy is accompanied by a large and growing set of Jupyter notebooks which can be used in an online jupyterhub website avoiding installation of software. There is also an openly available course on Python for Earth Scientists, illustrating the use various useful packages and creation of data product maps and figures. The PmagPy notebooks include a guide through the process of preparing the data in the laboratory and the final upload to the MagIC database. We invite you to this Short Course which is aimed for everyone, from a first-time user to an experienced paleomagnetist.

R is an open-source, versatile programming language that is suitable for multi-scale analyses from just a few observations to big data and high-performance computing. It has a growing, enthusiastic user-base (including hydrologists) that is responsible for a continuous stream of ever more efficient and useful packages and workflows.

Running for its fifth year, this EGU short course, co-organised by the Young Hydrologic Society (younghs.com), will introduce and showcase a selection of both core and recently developed R packages that can be applied to data analyses in hydrology, as well as other scientific disciplines.

The course will be delivered by hydrologists with wide experience in subjects including: hydrological modelling (including flood and drought analysis), forecasting, statistics, and eco-hydrology.

Topics covered in this years’ course include:
• Topic tbd (Claudia Brauer)
• Identification of hydrologic events (Conrad Wasko + Danlu Guo)
• Flood forecast verification in R (Andrea Ficchi)
• The (mis)use of colours in scientific visualizations (Michael Stoelzle)
• Machine learning for spatio-temporal modelling (Razi Sheikholeslami)

This course contributes new topics to those delivered in previous years, building upon the openly accessible Github repository for hydrologists using R in their work (https://github.com/hydrosoc).

This short course will prepare the engineer,water resource professionals and scientist to use the HEC-RAS computer program in real world situations.HEC-RAS is user friendly, computationally efficient, and runs within, and fully supports, the Microsoft Windows environment. It uses the latest graphical user interface (GUI) technology for data entry, graphics, and display of program results. Complete context-sensitive help screens are available for every program feature and option. Software includes the following functions: file management, data entry and editing, hydraulic analyses, tabulation and graphical displays of input and output data, reporting facilities, and on-line help.The participants of the course will learn how to compute water surface elevation for different river discharges for steady and unsteady flow conditions.The Geo scientist who knows River water level can compute the river discharge of that time may be thousand of years before. The unsteady flow analysis will help river engineers and participants of nay discipline to know how the flood waters may have passed a specific section. He can run the calibrated and validated model to predict water surface elevation for different scenarios of flow resulted from a river basin. This course will help to know water level of a stream passing through a small campus to large rivers with very high discharges.

This Short Course is aimed at researchers in climate-related domains, who have an interest in working with climate data. We will introduce the ESMValTool, a Python project developed to facilitate the analysis of climate data through so-called recipes. An ESMValTool recipe specifies which input data will be used, which preprocessor functions will be applied, and which analytics should be computed. As such, it enables readable and reproducible workflows. The tool takes care of finding, downloading, and preparing data for analysis. It includes a suite of preprocessing functions for commonly used operations on the input data, such as regridding or computation of various statistics, as well as a large collection of established analytics.

In this course, we will run some of the available example recipes using ESMValTool’s convenient Jupyter notebook interface. You will learn how to customize the examples, in order to get started with implementing your own analysis. A number of core developers of ESMValTool will be present to answer any and all questions you may have.

The ESMValTool has been designed to analyze the data produced by Earth System Models participating in the Coupled Model Intercomparison Project (CMIP), but it also supports commonly used observational and re-analysis climate datasets, such as ERA5. Version 2 of the ESMValTool has been specifically developed to target the increased data volume and complexity of CMIP Phase 6 (CMIP6) datasets. ESMValTool comes with a large number of well-established analytics, such as those in Chapter 9 of the Intergovernmental Panel on Climate Change (IPCC) Fifth Assessment Report (AR5) (Flato et al., 2013) and has been extensively used in preparing the figures of the Sixth Assessment Report (AR6). In this way, the evaluation of model results can be made more efficient, thereby enabling scientists to focus on developing more innovative methods of analysis rather than constantly having to "reinvent the wheel".

Soil moisture is a key variable needed for application in climatology and hydrology. Knowledge about soil moisture is important to understand the ecosystems feedback to global climate change. Remote sensing can assist with deriving spatial soil moisture data on a regular basis. Particularly, optical remote sensing can be used to estimate soil moisture with unprecedented satellite archives (>30 years of Landsat) at high spatial resolution (30 m) globally.
Optical Trapezoid Model (OPTRAM) has shown high accuracy in soil moisture estimation over mineral and organic soils. OPTRAM utilises NIR and SWIR spectral regions that are sensitive to the water content in soil and vegetation. In wetlands, OPTRAM can also be used to derive information about groundwater position. Deriving soil moisture information with OPTRAM is a complex task that requires skills in processing remote sensing images, coding and analysing spatiotemporal data.
In this workshop, we will present the workflow needed for OPTRAM calculation in open-source R software. We will guide the participants on several key points:
- sources to derive optical remote sensing data;
- spatial data wrangling;
- estimation of OPTRAM;
- plotting of spatial data;
- interpretation of results.

QuakeMigrate is a new, open-source software package for automatic earthquake detection and location (https://github.com/QuakeMigrate/QuakeMigrate). Our software provides a means for seismologists to extract highly complete catalogues of microseismicity from continuous seismic data, whether their network is installed at a volcano, plate-boundary fault zone, on an ice shelf, or even on another planet. Rather than traditional pick-based techniques, it uses a migration-based approach to combine the recordings from stations across a seismic network, promising increased robustness to noise, more accurate hypocentre locations, and improved detection capability. Cloud-hosted Jupyter Notebooks and tutorials (https://mybinder.org/v2/gh/QuakeMigrate/QuakeMigrate/master) provide an overview of the philosophy and capabilities of our algorithm, and in this session we intend to provide a more hands-on introduction, with a focus on providing a general understanding of the considerations when applying a waveform-based algorithm to detect and locate seismicity.

QuakeMigrate has been constructed with a modular architecture, to make it flexible to use in different settings. We will demonstrate its use in detecting and locating basal icequakes at the Rutford Ice Stream, Antarctica, volcano-tectonic seismicity during the 2014 Bárðarbunga-Holuhraun and 2021 Reykjanes/Fagradalsfjall dike intrusions, and aftershocks from a M5 tectonic earthquake in northern Borneo, which was recorded on a sparse regional seismic network. In each case we will discuss the reasoning behind parameter selections, and the key factors in maximising detection sensitivity while minimising computational cost. We will end the session by exploring sample datasets provided by attendees, with interactive involvement as we tune parameters and use the comprehensive array of automatically generated plots to take a preliminary look at unseen data.

Changes in temperature in landslide bodies can be the result of external forcing (climatic or geothermal) as well as the consequence of frictional heat dissipation. Understanding and quantifying the mechanical response of geomaterials under thermal forcing can be crucial for predicting the initiation and fate of landslides, and the associated risk. Depending on the scale of interest, different modelling strategies have been developed, spanning from physically-based fully-coupled models accounting for micro-scale behaviours to large-scale geostatistical approaches. This short course aims to offer an overview of these modelling strategies with particular attention to state-of-the-art advances. The session is organized in cooperation with NhET (Natural hazard Early career scientists Team).