 Hello, and a very warm welcome to everyone who has joined us for our webinar today, Making GL Science Societies More Inclusive. My name is Fei Luo, and I'm currently a PhD researcher at Institute for Environmental Studies, FEM, Five Universities, Amsterdam. Today's webinar is hosted by AGU, Atmospheric Science Division, and its early career scientists representative team. We also have the division president's panels and ECS representative members on board. And we are delighted to have four wonderful speakers with us today, and they will be introduced later. Let's give a warm welcome to the first speaker today, Dr. Aqueya Azawuku. Dr. Aqueya Azawuku is an associate professor at the University of Maryland College Park. Dr. Azawuku's primary research interests is understanding and predicting aerosol sources and interactions with water. Her research explores the water Arctic of complex particles as it pertains to aerosol hegroscopcity, cloud condensation, nuclear activation, and droplet growth. She received her master's and PhD from Georgia Tech and received her bachelor of science from the MIT. In her spare time, Dr. Azawuku is a mother, mother, yes, twice, and of it, Zumba aflateschi nado. Thank you. Hello, thank you, Faye, for that introduction. And I want to thank all the organizers for the opportunity to speak today. So as the first speaker, I'm going to give a general overview and also talk about my own experiences in the geosciences. So I know there are a lot of scientists in the room, in the virtual room, and so I know scientists, we love data. So I wanted to start off with a story about my personal data. And so what you're looking at here is data that is provided by the University of California system, which is 10 campuses in the progressive state of California, where they provide free data on the demographic data of their students and faculty. And so when I started my career in 2008, I contributed to this data set. And so six years into the road of my career, I took a little deeper dive into the demographic data. And so what you're seeing here is the demographic data, particularly for engineering and computer science, you notice that geoscience is not listed here. And it turns out that all my degrees are in engineering, even though my research is mainly in atmospheric science. And so I looked into the engineering data. It's for faculty of ladder rank or tenure track rank. And so what you see is the majority of faculty in the UC system, which is 10 campuses and some other affiliates is male and only 15.6% of the tenure track faculty are female. When it comes to demographics, we have listed other unknown, white, Asian Pacific, Hispanic, Latino, American Indian and black African American. And you can see that the people of color make quite a small percentage of the faculty. So I started my career in 2008. And if you zoom in really look closely, you can see the bump in the percentage of black faculty from when I joined from 2007 to 2008. And so I found it really miraculous that I could see myself in the data. What you don't see here is the intersectionality of gender and race. And so what I soon came to find is that actually I was the only black female in engineering in all 10 campuses who was a faculty member. And of course that's engineering. And so when it comes to geoscience, we know that geoscience is the least diverse discipline in science, technology, engineering and math. What we know is that when it comes to women faculty or I should say women in the geoscience STEM force, we only comprise 30% of the STEM workforce and 24% of the geoscience workforce. So when it comes specifically to women faculty in the geosciences, we know about women is that we are predominantly represented in non-tenure track instructor and lecturer positions. And those are typically the most insecure and lowest salary levels. A survey of new principal investigators in the UK actually found gender disparities and starting salaries, start-up funding and teaching and administrative loads. And so that it's published work. Analysis of the allotment of telescope use at a European observatory also found that the ratings of use proposals differed by gender. And so we have a lot of work to do as a geoscience field. So when it comes to degrees in geoscience, some more information, what we know is that 90% of doctoral degrees in geoscience are awarded to white people. And so when it comes to faculty, specifically faculty of color, we only hold about 3.8% of the tenured or tenure track positions in the top 100 geoscience departments. What we know about persons from sexual and gender minorities and black and Hispanic people, we actually leave the field at higher student attrition rates. And so we know there's an issue in geosciences that needs to be addressed. And there's tons, I would say there's hundreds of literature in the field of geoscience education and diversity that we can access for this information that has been peer reviewed and scientifically ratified. So typically after learning about such information, I'm often asked, what should we do next? Well, my response is always, well, who sits at your table? And so I'm discussing a proverbial table, a lunchroom table, something that I think many of you have experienced going into a cafeteria and figure out where to sit. Well, I will say many of us eat at a scientific table where we are very comfortable. We go every day and we know who sits at our table, we're friends with them. But there's also the table, there's also people who'd like to sit at our table. So I like to do periodically an assessment of who sits at my table. And so if I look at 52 researchers who have come through my research group, I know that roughly 50% at the graduate level are higher have been female, less than the undergraduate and overall I'm about that 50% mark in terms of male to female ratio. When it comes to demographics, I know that I have a diverse group of international which is non-US domestic students and domestic students that are Asian, Hispanic, black and also Native American and also white who have come in through my group. And I'm proud of the diversity that my group represents in that. When it comes to students who just identify as women, I see that we're demographically dispersed through the graduate undergraduate levels. And it turns out where they go is also diverse as well that we are graduating students who then enter government industry in academia with geoscience positions. So once doing that assessment, the question is where do we go from there? My answer is to invest. And so here I'll do a little lesson in entomology. And so invest is actually a 14th century word and it's Latin word to clothe somebody. It also has a roots in it, old Italian investere. And the common definition is to commit money in order to earn a financial return. I believe we do need to invest. We do need to financially support our students but we also need to involve and engage especially emotionally for the next generation of geoscientists, diverse geoscientists. So that in turn we can furnish them with the authority to lead and engage in geoscience. And so some of my work in addition to the research that I do is to engage in this investment of students. And so I wanna talk briefly about a recent grant where we're looking at the geoscience ecosystem model. We don't talk about a leaky pipeline anymore. Who wants to talk about pipelines and oil spills in geoscience? So we talk about an ecosystem model of developing the next generation. And in this ecosystem learning model, we think about that we're proposing, we're looking at training, introductory geoscience courses for not necessarily traditional geoscience students and providing these technical foundations so they can actually have the knowledge and the expertise in addition to a vertical mentoring structure to grow their self-efficacy and also to support them through the process. We're also trying to engage these students with workforce opportunities and exposure to laboratory visits. So real world exposure and things like that. And of course this is an ecosystem. So it all feeds back into the technical foundations that will grow. And so this is a recent award that we received. It's led by myself and two other black female colleagues at the University of Maryland to really start to build this culture and geosystem in the geosciences. So in addition to the research I do in geoscience, I'm also invested in the growth of geosciences. I firmly believe in this quote that you want to be the change you see in the world. And in order for others to do this as well, I always say who will you invite to the table? And so in the subsequent talks, I think we will hear about who is at these different tables, whether they're in field work, in terms of gender, in terms of sexuality, and how to support the different types of researchers coming through to the next level. Thank you, Dr. Atta Awuku. That was a great introduction and lead the outline for our webinar today. And our next speaker and Dr. Mike Puraya-Drums is an electronic engineer and glaciologist working for Cardiff University, primarily on wireless instruments for making measurements within and below glaciers. He has had a very varied career in both industry and academia as an engineer and project manager. He is a member of Pride in polar research, which is a network for LGBTQ plus people working in polar science. So thank you very much for the introduction. Thank you for inviting me to speak. And I'm here to give an LGBTQ plus perspective. And what I've done is I've made my slide so you can put the speaker video in the top right hand corner. And so if you do that now, then it'll be out of the way and you'll be able to see the rest of the material on my slide. I thought I'd start by answering the question I quite often get when I talk about LGBTQ plus events in science. And that is, why can't we just talk about the science? Why is it important to know about your personal life? Why does it matter? And it's this concept of what we call representation, which is really, really important. If you are looking at an organization or looking at a whole field of study from the outside, perhaps if you're a young person choosing a career or you're looking at an institution that you might like to join, then you look at that organization and you think, are there people like me in that organization? If you don't see or hear people who look and sound like you or people who identify like you do, then it's very easy to assume that organization is not for you. And this is really exacerbated if you experience some kind of discrimination because if you don't see people like you in that organization, you will naturally jump to the conclusion that people who are already in that organization are in some way discriminatory. So it's really important that people are represented. If we want to have a greater diversity of voices and perspectives within science, which is important and leads to better scientific outcomes, then it's important that people feel that they are represented. So I take part in LGBTQ plus science events and also if I give a science talk, I actually put a mention of a networking organization on my title slide, private polar research in my case, which just sort of flags it up and says, look, I am part of this particular minority and that's important to me. So I thought I'd start by talking about this book, which is by Jeanette Winterson who's Professor of Creative Writing at the University of Manchester. She's a British literary writer and she came out as a lesbian and teens and this quote, this is her autobiography, the title is a quote from her adoptive mother who said to her, why be happy when you could be normal? It's really powerful sentiment. This idea that society compels you to be normal where that's defined in a particular way. And so I wanted to kind of point out how much that can really hurt and to look at these kinds of questions and some of these sort of statements of advice that basically boiled down to why aren't you normal and where that's defined as why aren't you like me? And the advice can be well meant, you know, you should be more professional but actually often it can boil down to you should be more normal, you should be more like me. So try and avoid making those kinds of statements. It really can hurt. I wanted to talk about gender briefly. It's a whole field of study in its own right. So there is lots more complexity but the word gender is used to refer to the identity and social aspects of sex. So gender identity is about how you perceive yourself as a man, as a woman, as non-binary. Gender presentation is about how you present yourself to others. So you seeing me now, you make the reasonable assumption that I am a man because of the way I present myself, the way I look, the way I sound, the way I dress, the way I behave. That's my presentation. But gender isn't just man or woman and many cultures have more than two genders. Non-binary people, we're seeing increasing visibility of now. These are people whose gender does not fit to the binary of man or woman. You may hear the related term gender queer. Gender isn't necessarily static. Some people's gender changes with time and they may like to use the word gender fluid. That's a term that you hear used sometimes. This long-winded acronym LGBTQ plus is used to encompass a whole range of different identities. The reason I put this up here is these are the words the community likes to use about themselves. So these are the words you should use when you're writing and try and avoid falling into the trap that scientists fall into of using scientific language and thinking that that is somehow neutral. Actually, it's quite offensive to be talked about like you're a lab experiment. So yeah, please stick to the words that the communities use themselves. A style guide is really helpful. I recommend the BBC one, which is free to use online. I will just mention briefly where I've talked about culturally specific genders at the bottom here. If you do any work with American universities in the diversity space, you may come across Two-Spirit, which is a culturally specific gender for people who are indigenous or the Americans for the Native Americans and First Nations people. So that's specific to them and describes them. So it's not something that somebody from outside of those communities can personally identify with. Other countries and cultures have their own culturally specific genders. Names are really important. And this is basic politeness really. The name someone uses very personal, don't mess with it. If you don't get someone's name, you don't understand it, you don't recognize it, just ask them to say it again, make sure you get the pronunciation right. People will extend you some patience while you do that. For LGBTQ plus people, it's relatively common for preferred name not to be the same as your legal name. And so if you put a statement on a form like we want somebody's full name or somebody's full legal name, you probably don't really need that unless you're booking them an air ticket. So preferred name is really helpful, that indicates that's the name I want to be called by. Pronouns, it's become common for people to put pronouns on email signatures, Twitter bios and things like that. And that helps to normalize things for non-binary genderqueer and trans people who may be using other pronouns. They is the most commonly used pronoun by non-binary people. Bear in mind that at the moment there's a very nasty little culture war going on, particularly in the UK, around the rights of trans people. If you put your preferred pronouns on things, then you are labeling yourself as being on the side of trans people, which is a good thing, but you may get some backlash from people on the other side. So just be careful. And something that EGU could do or think about doing is helping trans people with this issue around old publications. So to explain, trans people find being dead named, which used to be called by the name that they were given at birth or the name that they had before they transitioned. And they find that very offensive and hurtful. But if you have transitioned in adulthood and you have published under your dead name and then transitioned in human academia to publish under your new name, then you have this issue that you have your publications under two different names. And trans researchers very much would like the option of changing the name on their old publications. It's quite complicated. There are a lot of legal and technical issues around it, but ACM, which represents computer scientists, has brought out a new policy to allow that in their journals. And I think EGU should look at that and try and adopt some of the same approach. It is a complex issue, but I think it's worth it. Scientific societies, I wanted to talk about what we can do within an organization like EGU. Just to make the obvious point that we're all volunteers, people need to feel welcomed and appreciated or they just leave. So the most important thing is that people who are in a leadership position either a senior position or even just within a local group or a small committee, the leader creates the culture around them. If you are warm and friendly and helpful and inclusive, then other people around you will be warm and friendly and helpful and inclusive. If you are critical or cynical or difficult or competitive or unpleasant, then other people around you will feel that that's the way that you behave in order to get on and will also behave in that way. So try and foster an inclusive atmosphere. Try and ensure that everyone gets heard and meeting chairing is really important. I think EGU should offer training on how to do it. It's a useful skill. It makes meetings loads more efficient if you have a good chair and it also ensures that everyone, it feels that they are listened to and that their point is put across fairly. If you recruit volunteers for a committee or for an event or something like that, make an extra effort to ensure you reach out beyond your usual network and you can use organizations which particularly represent minorities to help you with that. I want to say very briefly on the subject of meetings. The world of conferences is a whole other world to talk about like every other time, but meeting venues, even within Europe but certainly around the world, the legal and social environment for LGBTQ pass people varies considerably. There aren't places I would not be comfortable going because the political and legal environment makes it difficult for me even as a relatively straight presenting gay man. So it's much more difficult for people who are not particularly gender conforming or whatever. So think about your meeting venue. There are a couple of guides here which show you what the legal environment is like in different countries. Offering remote participation is a kind of partial mitigation, but it would be better to avoid going to places that are particularly unpleasant for LGBTQ pass people. Okay, that's all. Thank you very much. Thanks for listening. Okay, thanks Mike. That was a very nice talk. And our next speaker is Dr. Malina Keshma. She had her PhD in climate physics at the Post-Arm Institute. For climate impact research. And now she is a post-doc at the Meteorology Department in Reading. And her research interests are large scale climate dynamics, extreme weather events and possibilities of applying machine learning to climate science. Now let's welcome Malina. Hi, I hope you can hear me. Good, okay. Hi, thank you for the kind introduction. So I was asked to talk about parenthood in academia and share my perspective as an early career climate scientist. And I will also start with some, well, not particularly data but actually like a nature news article which was published recently which asked are women publishing last year in the pandemic? And well, basically the data from different pre-printing service shows that were maybe not so surprising that since March basically, publications and submissions from women went down compared to different to other years. And this is both for first author, fewer first authors than also for co-authorships. And the likely explanation is of course that women have more care responsibilities than their male colleagues. Well, obviously we don't know all the implications yet for Corona but I think I probably speak for our parents with young children that the last month have been of course very hard, web-wise. And of course, like everybody, we are of course also very much concerned that kindergartens will be closed again or there's like another lockdown. And this is where the whole pandemic is of course an extreme situation but I do think that it reflects a systematic problem that it's still quite hard for women, for women in particular with children in academia. And because of course this is now on the pandemic level, I do think that the same mechanisms which are preventing women from working at the moment will also be at play in the small scale. For example, when a family member is sick. Okay, this was just a teaser. So what makes it hard in academia as a parent and I would first like to stress that the things I'm presenting is well, first of all a personal perspective and also I'm also lucky enough to have a healthy child and also a partner who raises it with me. For single parents also with parents of children with special needs things are of course much more difficult. To start with pregnancy, I experienced this as a very uncertain time with respect to my career. So the reactions from my work environment and also privately were very positive but still I didn't really know what to expect and then you often get questions like how will you manage or how will you do it and obviously you don't have any answer. So I found this a bit like an uncertain time. Plus it was also the first time I basically experienced in my work environment at least that people questioned my personal judgment and regarding what I should do or what I cannot do during pregnancy. Okay, then maternity leave. I think this is, of course it's also depends really on from country to country, how long people are maternity leave and basically what is possible for them to do. I think one maybe fear like work-wise is that you will miss out on things. I actually didn't find this to be the case. I was on maternity leave for eight months. I didn't, I don't think that I missed that much except for publication. So I definitely can still not catch up with the publication from that time but personally I didn't hear that I missed out much but I also have to say that this was in my case this was between jobs like after finishing my PhD. So this kind of course also be very different and much harder in other work situations. And then phase three maybe is the returning to work and I think this is when the hard part really starts because you have let it sleep in the beginning but you basically have two full-time jobs and these two jobs, well having a child and working in academia also means that you have two times the expectations and this is expectation on yourself but also from your family, from your colleagues and also maybe society depending again can be culturally very different but there are always expectations on mothers and scientists, on women in general. So I think at this point you can be sure that you will definitely fail some of them. And then finally and I think this is probably the most important part which makes it so hard is time that just for having another job as a parent you just have way less time and you are just less flexible. And this is an issue again in the context of Korean academia because basically the CV or your CV is always judged on based on what you accomplished. So the absolute amount and it does not really take really as they take into account how much time you had spent on achieving this. So yeah, this is of course where you can either unfair or the problem that it's basically your efficiency is it does not depend how efficient you were in achieving those things. What matters in the end, often for grants or for many for future jobs is like how much you achieved. Another thing is of course, well this also changed recently but many work relations are built on conferences and for parents with young children this is of course much more difficult to do. So they also asked me to give some advice. I don't know for earlier for parents and career scientists. I'm not sure if I'm the expert yet on this given that my child is also still small but I think a few things which helped me or which I think would have helped me. One point is that you just have to accept that you just won't sustain the same workload and that you will miss out opportunities. So and what follows immediately from that is that you have to prioritize. So you just have to learn to say no to certain projects. I don't think this is just a bad thing. I think this is something we have to learn anyways in academia. So also let's say after struggling with this for a while I do think that is also can help you to be to actually be more efficient and focus on what's really matters and on the projects which are really important to you. Another point is that I think, and this is basically also what Mike just said, that role models are really important. And personally I didn't have, I think, any kind of female professors with children around from which I could profit from their experience. But I think this is really important talking to others and yeah, asking them how they did it, how they managed which type of advice they have. And then maybe also I think also see to see the positive side of things apart from the child and that of course academia does give you some relatively flexible working hours and also when you're at home and also on the weekends you're really forced to detach from work. So when you're home, you have no time to work. I think this is also actually something which is good because I think other like many people also struggle with this separating work and yeah, work-life balance. Well, maybe on the more general sides or what could help parents. And I also want to mention this list might not apply to everybody but also actually reach out to different colleagues and friends with children and also ask them for their opinions. And so this is maybe a little list yeah, which we think could make a difference. So first of all, I think career-wise is helpful especially for example during pregnancy and I mean this in a very broad sense that could also be some kind of mentoring but again, since you don't know anything like you don't know what it means to have a child. So I think it will help you to focus on the politics. Yeah, this can be useful. I think it really needs like adjusting criteria for grants, jobs and awards. So I know that some grand schemes already have them. So for example, I've heard that people with children more time to apply for certain early career fellowships. But I think it could also be kind of a review criteria to consider the care and responsibilities of parents. Then of course, awareness and empathy this always helps. So but I think the same could also apply for line managers for example, that they get dedicated training to mothers who just return from parental leave given that it's really like a stressful time. I think also generally, this does not apply in my case but I mean less academic duties like teaching responsibilities or other things could also help. Actually, no talks in the afternoon is also helpful. So for me it was actually not that easy to join because the afternoons I'm usually not working. And then finally maybe this is also relevant for each of you some CARES fund which could help parents to attend conferences so that they can pay a babysitter or a relative to travel with them. Because this is usually not covered and this also of course excludes people with less income or less financial possibilities to attend conferences. So thank you and happy to discuss these questions. Thanks very much, Melina. Our next speaker is professor Dr. Henrietta Ali and in June she led a petition called for a robust anti-racism plan for the geosciences and that got more than 25,000 signatures. And recently she also successfully co-organized the Black in Geoscience Week. And she's currently leading two international field based geoscience projects and she also received many awards including ICG Outstanding Educator Award. Now let's welcome Dr. Ali. All right, thank you. Man's need for the introduction. Can everybody see my screen okay? All right, so I'm happy to be here. I wish I were not here to talk about this. It's not what I would say I would be excited looking forward to talking about. But let's talk about junior field work by Black and women. So geoscience and field work have a very intimate relationship. We know that geosciences consider field work for the most part as a right of passage for most undergraduate programs. It creates, if you are able to do field work you definitely have more opportunities for funding. It is viewed primarily as a manly endeavor just about everywhere in the world. So if you are not a man to begin with if you are not a white man field work can be really unsafe and very inaccessible. So while I was trying to prepare for this presentation I kind of went and slotted on the EGU webpage and I found these really beautiful pictures. I just want everybody to take a moment and look at these pictures and see what you think about them. And I would ask a few questions to see if you can discuss it a little bit more. So when you looked at these questions if I were to ask you and I have I don't know the answers but if you were to guess or speculate on who captured these pictures who was the person who was out in the field who comes to your mind? Is it a woman? Is it a man? Is it a woman of color? Is it a man of color? Is it a white man? Is it the white woman? Who really comes to your mind? Feel free to share your opinion in the chat box if you want to but I just want you to think about it on a personal basis. These are really some beautiful pictures and I believe that because we primarily express our Geoscience love or interest with beautiful field pictures field work continues to be very, very essential and central to what we do even though we have to acknowledge that science and good Geoscience now happens in other species that are not filled. So there are people who sit behind the computers and do amazing things there are people who do work in the lab there are people who do work in the classroom but still we express our love for Geoscience with field work. So I want to put this quote here that I found captured a lot of the essence of what it is like doing field work as a black woman. I am often fearful about doing certain things alone and I take as many precautions as I can however as a black woman I have yet another set of circumstances to consider. I have to reconcile that as much as I love being in nature and seeing the world there are those who wholeheartedly believe someone like me has no right to be there simply because I'm black. Think this captures about anything I could really want to say in terms of my experience as a black woman doing field work. So we do do field work despite all these challenges as black women and from my personal experience again I have to disclaim here that I have not conducted extensive studies of all black women who do field work but from my own experiences and observations as a black woman you also do field work as an ethnic or racial minority. You do field work in a patriarchal community so even if you are in an all black community you're still a black woman and you have to deal with some realities. As a black woman you can also be on the LGBTQ spectrum or you can be disabled. You can have other underrepresented identities you can be black and Latinx you can be black and indigenous no matter your other identities doing field work as a black woman remains something that is very dangerous. I've had the opportunity to share my thoughts about field work experiences in your podcast with SEG Science McSound off but I will just share some experiences that I have had doing field work here in the U.S. as a black woman and doing field work in Cameroon as a black woman and in both of these environments I have had to face some challenges not because I was not a good scientist a competent scientist or a capable scientist but because I was a black woman as an ethnic racial minority and I go out to the field I think I would say that my luck has been in being at mostly white institution where say 80-90% of my students are white male and if I go out to the field with them often they are given more courtesy and more respect if you will or more consideration than I am so they often find themselves having to step in and basically vouch for me because I'm in a community where people don't just expect me to either lead or manage or I just come across as suspicious when I go to Cameroon as a black woman in a community that is 99% black people then I have to face the challenge of doing field work as a woman again if I'm accompanied by any men black or white the courtesy is given to them and not to me and sometimes this means that I have to deal with harassment microaggression, sexual harassment, intimidation, bullying you name it, it happens so the question then is what can we do as individuals as societies, as institutions, organizations to make field work more inclusive I want to say it's going to require significant work but we have to start by talking more communicating more and educating more we have to name things so that people understand that they do exist and that they happen then we train because we are in education we have to provide education and training it is very important to assess the racial gender and identity base to risk that your team and your community can be exposed to when you are going out to the field with that information you can provide training you have to know the host community different communities have norms they have rules, they have policies, they have practices some are written, some are not written but as a team leader as a society if we are going to go somewhere and organize a field trip or field camp or a conference you have leverage you can engage that community with your first power if we don't come to an agreement about how we treat our members maybe we will not consider this or that opportunity but those of us who have the privilege we need to be able to use it to make it inclusive and safe for everybody we also need to be able to think and plan to encourage and empower our team members to be allies like I said my students have often been allies to me either intentionally or unintentionally they have been because they had that privilege of keen tone that I don't have so if they are not aware of it then maybe you need to do some training you also have to acknowledge and I think this is the hardest part that that best mate, that best friend that fun person that you love to be out in the field with might be somebody's fieldwork nightmare because guess what? we all know these people who are harassing who are bullying, who are intimidating and sometimes they are yes, our best mates be present as a leader make sure that your team knows that you are available to watch their back that is our responsibilities if we are leading a team and maybe we should also think about planning with the same diligence that we plan for our team other field aspects we really take a lot of care when we are going out into the unknown to plan for personal protective equipment health resources we should maybe put a little bit more effort in planning for the racial, gender and identity risk in the same manner all of this would not work if we do not train I think there are other things that I could add to this but in the interest of time I want to say that for references and resources please check some of these websites so the advanced geopartnership has a lot of resources and references, readings, tips, guidance to fieldwork and part of the advanced geotraining team so we definitely do do training on this the international association for IEGD I think that's kind of skipping my mind a little bit but they also do a lot of training especially for disabilities in the geosciences so they have a lot of resources for people who need to plan for field safety and field accessibility for disabled folks that is very important I know that I think based in the UK there's Tiger and Stem that also have a lot of resources these are the websites that I have referenced and looked at and that I go to when I need to get information about how to organize fieldwork because one of the most important things about doing fieldwork that we always have to remember is that we have different needs as field participants as men, as women, as LGBTQ people, as disabled people we have different needs and we cannot always without educating ourselves predict the needs of the other person so it is very very important that we should think about these things with that I think I would hand over to our hosts and looking forward to your questions thank you okay so thank you very much to all our speakers today the recording of this webinar will be added to EGU's YouTube channel in approximately one week's time thank you for participating and we look forward to seeing you all again soon thank you for having me thank you thank you thank you to all the speakers