Abstract A holistic understanding of the oceans as part of the Earth system is imperative for the future management and sustainable utilization of the ocean's natural resources. Increasing pressures on global resources have been accompanied by important advances in acoustic remote sensing technologies, allowing us to map the seabed in unprecedented detail. The MAREANO (Marine areal database for Norwegian waters) programme in Norway, one of the world's largest seabed mapping programmes, is designed to close the knowledge gaps with the use of the new technologies. To date, since the start in 2005, c. 1170 million NOK (Norwegian kroner), equivalent to c. US$115m have been allocated to this programme (2005–20). This paper outlines the development of MAREANO and other large marine mapping and science programme proposals in Norway, and considers which factors influenced whether they were realized or not. In conclusion, funding of MAREANO came as a result of the convergence of political needs, technical capacity and multi-institutional co-operation. We further give an overview of the new and improved seabed mapping technologies, and finally we discuss the Norwegian programmes in connection with similar major international ongoing programmes and new initiatives and take a look at possible advances in future seabed mapping.

Abstract Data-driven techniques including machine-learning (ML) algorithms with big data are re-activating and re-empowering research in traditional disciplines for solving new problems. For geoscientists, however, what matters is what we do with the data rather than the amount of it. While recent monitoring data will help risk and resource assessment, the long-earth record is fundamental for understanding processes. Thus, how big data technologies can facilitate geoscience research is a fundamental question for most organizations and geoscientists. A quick answer is that big data technology may fundamentally change the direction of geoscience research. In view of the challenges faced by governments and professional organizations in contributing to the transformation of Earth science in the big data era, the International Union of Geological Sciences has established a new initiative: the IUGS-recognized Big Science Program. This paper elaborates on the main opportunities and benefits of utilizing data-driven approaches in geosciences and the challenges in facilitating data-driven earth science transformation. The main benefits may include transformation from human learning alone to integration of human learning and AI, including ML, as well as from known questions seeking answers to formulating as-yet unknown questions with unknown answers. The key challenges may be associated with intelligent acquisition of massive, heterogeneous data and automated comprehensive data discovery for complex Earth problem solving.

Abstract The Coordinating Committee for Geoscience Programmes in East and SE Asia (CCOP) is an intergovernmental geoscience organization based in Bangkok, Thailand. CCOP currently comprises 15 member countries in East and SE Asia; it has provided venues for various geoscientific programmes and activities in the region for over 50 years. At its inception, CCOP conducted work in geological surveys, exploration and technological cooperation in the extraction of off-shore petroleum and mineral resources in the region. In response to the needs of member countries, CCOP projects have become increasingly diverse over time, especially in the areas of groundwater resources, geohazards, global climate change and urban geology. Facing the imminent fourth industrial revolution, CCOP compiles, manages and utilizes large amounts of data collected and accumulated by its member countries, and increasingly focusses on data sharing, education and capacity building. With the vision of becoming a premier intergovernmental Earth science organization in East and SE Asia, CCOP's mission is the application of Earth science to make significant contributions to the economic development and sustainable environmental management of its member countries, enhancing their quality of life. To fulfil this mission, CCOP has developed four strategic foci: (1) outreach; (2) cooperation and partnership; (3) knowledge enhancement and sharing; and (4) data and information. Organization and management of CCOP are governed by a steering committee formed of permanent representatives from the 15 member countries and guided by recommendations from an advisory group comprising representatives from cooperating countries and organizations. The steering committee considers and endorses projects and activities planned and proposed by the technical secretariat, which oversees the management of the organization, implementing all approved plans for the benefit of all member countries as well as cooperating countries and organizations. CCOP has played important roles in providing venues for activities and collaboration on various Earth science topics, including energy and mineral resources, groundwater, geohazards, global climate change, urban geology, geoscience big data, education and outreach. CCOP also publishes regular and special publications describing its activities. In the future, CCOP will encourage non-members in the region to join as official member countries, and will further strengthen its network by conducting joint Earth science research projects with cooperating countries and organizations. CCOP will also pursue sustainability in research by establishing a system to continually nurture new Earth scientists. Furthermore, CCOP will build a cooperative network with geoscience communities in other regions to promote a sustainable Earth.

ABSTRACT Today, women make up about one-third of all scientists who go to Antarctica for research. However, it was just under fifty years ago that the first woman principal investigator was funded by the then United States Antarctic Research Program, which today is known as the United States Antarctic Program (USAP). Colin Bull, Director of the Institute for Polar Studies (today called Byrd Polar and Climate Research Center or BPCRC), had advocated for women to be allowed in Antarctica since 1959. At the time, female graduate students worked on Antarctic research, but were not able to conduct their own fieldwork; thus they relied on men to collect samples and gather the data they needed up until the ban was lifted. One such woman was Lois Jones, whose Ph.D. adviser was The Ohio State University geochemist Dr. Gunter Faure. Once she completed her dissertation on the geochemistry of the McMurdo Dry Valleys, she submitted a proposal for fieldwork in Antarctica to be funded by the USAP. Her proposal was approved and she and her field party of three other women went to Antarctica during the austral summer of 1969–1970. In addition to fieldwork in the Dry Valleys, they gained the honor of being four of the first six women to make it to the South Pole. While the women faced many challenges and chauvinism, their field season was successful. This has led to a legacy of women in Antarctica. Faculty, alumna, and staff from The Ohio State University figure prominently in this story, due to the affiliation of the Byrd Polar and Climate Research Center with Ohio State.

ABSTRACT The Association for Women Geoscientists (AWG), founded in 1977, is a non-profit organization that encourages women to pursue a career in the geosciences; enhances their professional development and career opportunities; and exchanges educational, technical, and professional information among women scientists. This chapter chronicles the 40-year history of this organization, including its formation, successes, and struggles. In addition, it highlights (1) the evolution of the role of AWG to combat the barriers that women have faced since its formation, and (2) how this role must evolve in the future in hopes of finally achieving gender equality in the geosciences.

Abstract Radon ( 222 Rn) has been highlighted by a number of authors as a significant public health concern. For example, it is the second most significant cause of lung cancer after tobacco smoking ( c. 1000–2000 and 21 000 deaths per year in the UK and USA, respectively), yet a very high proportion of the general public appears to be unaware of the risk. This chapter deals with topical radon issues, such as: radon in the workplace; radon in homes; exposure to radon during leisure activities; radon and water; measurement and monitoring; seasonal correction; remediation; cancer risks; cost–benefit analysis and cost-effectiveness; mapping; future policies; and further research. This assessment of the state of radon research is focused on the UK as an example of a country where radon has been on the governmental agenda since the late 1970s, but also highlights radon issues throughout the world in, for example, the USA, Europe and Asia.

Over the past 50 years, geoscience education has evolved in a number of important ways in terms of what we teach, whom we teach, and how we teach. What we teach has changed focus from traditional geology to the geosciences more broadly defined, including the significant impact of Earth processes on a burgeoning world population and the impacts of that population on the Earth. The importance of the geosciences to decisions critical to our human future is incorporated into courses, textbooks, and curricula. Although preparation of a professional geologic workforce is still an important focus of geoscience education, geoscience literacy to enable all citizens to make informed decisions related to geoscience topics has become an important goal underpinned by national policy documents. What remains a challenge is that we still fail to reach the vast majority of future citizens with geoscience education at the high school and college levels. How we teach has also changed. Although great teaching and strategies for effective teaching are not new, what has developed over the past 50 years is the cognitive science and pedagogical research that validates best practice and supports broad reform in geoscience education. The past 15 years have seen a widespread rise at the undergraduate level in interest in effective teaching, along with increased use of active learning strategies, research-based best practices, real-world data, and authentic assessment. Changes in how undergraduate geoscience is taught have been critically catalyzed by development of a community of practice and supported by advances in technology.