MIST

Magnetosphere, Ionosphere and Solar-Terrestrial

Latest news

Charter amendment and MIST Council elections open

Nominations for MIST Council open today and run through to 8 August 2021! Please feel free to put yourself forward for election – the voting will open shortly after the deadline and run through to the end of August. The positions available are:

  • 2 members of MIST Council
  • 1 student representative (pending the amendment below passing)

Please email nominations to This email address is being protected from spambots. You need JavaScript enabled to view it. by 8 August 2021. Thank you!

Charter amendment

We also move to amend the following articles of the MIST Charter as demonstrated below. Bold type indicates additions and struck text indicates deletions. Please respond to the email on the MIST mailing list before 8 August 2021 if you would like to object to the amendment; MIST Charter provides that it will pass if less than 10% of the mailing list opposes its passing. 

4.1  MIST council is the collective term for the officers of MIST and consists of six individuals and one student representative from the MIST community.

5.1 Members of MIST council serve terms of three years, except for the student representative who serves a term of one year.

5.2 Elections will be announced at the Spring MIST meeting and voting must begin within two months of the Spring MIST meeting. Two slots on MIST council will be open in a given normal election year, alongside the student representative.

5.10 Candidates for student representative must not have submitted their PhD thesis at the time that nominations close.

SSAP roadmap update

The STFC Solar System Advisory Panel (SSAP) is undertaking a review of the "Roadmap for Solar System Research", to be presented to STFC Science Board later this year. This is expected to be a substantial update of the Roadmap, as the last full review was carried out in 2012, with a light-touch update in 2015.

The current version of the SSAP Roadmap can be found here.

In carrying out this review, we will take into account changes in the international landscape, and advances in instrumentation, technology, theory, and modelling work. 

As such, we solicit your input and comments on the existing roadmap and any material we should consider in this revision. This consultation will close on Wednesday 14 July 2021 and SSAP will try to give a preliminary assessment of findings at NAM.

This consultation is seeking the view of all members of our community and we particularly encourage early career researchers to respond. Specifically, we invite:

Comments and input on the current "Roadmap for Solar System Research" via the survey by clicking here.

Short "white papers" on science investigations (including space missions, ground-based experimental facilities, or computing infrastructure) and impact and knowledge exchange (e.g. societal and community impact, technology development). Please use the pro-forma sent to the MIST mailing list and send your response to This email address is being protected from spambots. You need JavaScript enabled to view it..

Quo vadis interim board

 

A white paper called "Quo vadis, European space weather community" has been published in J. Space Weather Space Clim. which outlines plans for the creation of an organisation to represent the European space weather community.
Since it was published, an online event of the same name was organised on 17 March 2021. A “Quo Vadis Interim Board” was then set up, to establish a mechanism for this discussion, which will go on until June 21st.

The Interim Board is composed of volunteers from the community in Europe. Its role is to coordinate the efforts so that the space weather (and including space climate) European community can:

  1. Organise itself
  2. Elect people to represent them

To reach this goal, the Interim Board is inviting anyone interested in and outside Europe to join the “Quo Vadis European Space Weather Community ” discussion forum.

Eligible European Space Weather Community members should register to the “Electoral Census” to be able to vote in June for the final choice of organisation.

This effort will be achieved through different actions indicated on the Quo Vadis webpage and special Slack workspace.

Call for applications for STFC Public Engagement Early-Career Researcher Forum

 

The STFC Public Engagement Early-Career Researcher Forum (the ‘PEER Forum’) will support talented scientists and engineers in the early stages of their career to develop their public engagement and outreach goals, to ensure the next generation of STFC scientists and engineers continue to deliver the highest quality of purposeful, audience-driven public engagement.

Applications are being taken until 4pm on 3 June 2021. If you would like to apply, visit the PEER Forum website, and if you have queries This email address is being protected from spambots. You need JavaScript enabled to view it..

The PEER Forum aims:

  • To foster peer learning and support between early career scientists and engineers with similar passion for public engagement and outreach, thus developing a peer support network that goes beyond an individual’s term in the forum 
  • To foster a better knowledge and understanding of the support mechanisms available from STFC and other organisations, including funding mechanisms, evaluation, and reporting. As well as how to successfully access and utilise this support 
  • To explore the realities of delivering and leading public engagement as an early career professional and build an evidence base to inform and influence STFC and by extension UKRI’s approaches to public engagement, giving an effective voice to early career researchers

What will participation in the Forum involve?

Participants in the PEER Forum will meet face-to-face at least twice per year to share learning and to participate in session that will strengthen the depth and breadth of their understanding of public engagement and outreach.

Who can apply to join the Forum?

The PEER Forum is for practising early-career scientists and engineers who have passion and ambition for carrying out excellent public engagement alongside, and complementary to, their career in science or engineering. We are seeking Forum members from across the breadth of STFC’s pure and applied science and technology remit.

The specific personal requirements of PEER Forum membership are that members:

  • Have completed (or currently studying for – including apprentices and PhD students) their highest level of academic qualification within the last ten years (not including any career breaks)
  • Are employed at a Higher Education Institute, or a research-intensive Public Sector Research Organisation or Research Laboratory (including STFC’s own national laboratories)
  • Work within a science and technology field in STFC’s remit, or with a strong inter-disciplinary connection to STFC’s remit, or use an STFC facility to enable their own research
  • Clearly describe their track record of experience in their field, corresponding to the length of their career to date
  • Clearly describe their track record of delivering and leading, or seeking the opportunity to lead, public engagement and/or outreach
  • Can provide insight into their experiences in public engagement and/or outreach and also evidence one or more of
  • Inspiring others
  • Delivering impact
  • Demonstrating creativity
  • Introducing transformative ideas and/or inventions
  • Building and sustaining collaborations/networks
  • Are keen communicators with a willingness to contribute to the success of a UK-wide network
  • https://stfc.ukri.org/public-engagement/training-and-support/peer-forum/  

    Astronet Science Vision & Infrastructure Roadmap

     

    Astronet is a consortium of European funding agencies, established for the purpose of providing advice on long-term planning and development of European Astronomy. Setup in 2005, its members include most of the major European astronomy nations, with associated links to the European Space Agency, the European Southern Observatory, SKA, and the European Astronomical Society, among others. The purpose of the Science Vision and Infrastructure Roadmap is to deliver a coordinated vision covering the entire breadth of astronomical research, from the origin and early development of the Universe to our own solar system.

    The first European Science Vision and Infrastructure Roadmap for Astronomy was created by Astronet, using EU funds, in 2008/09, and updated in 2014/15. Astronet is now developing a new Science Vision & Infrastructure Roadmap, in a single document with an outlook for the next 20 years. A delivery date to European funding agencies of mid-2021 is anticipated. 

    The Science Vision and Infrastructure Roadmap revolves around the research themes listed below:

    • Origin and evolution of the Universe
    • Formation and evolution of galaxies
    • Formation & evolution of stars
    • Formation & evolution of planetary systems
    • Understanding the solar system and conditions for life

    but will include cross-cutting aspects such as computing and training and sustainability.

     

    After some delays due to the global pandemic, the first drafts of the chapters for the document are now available from the Panels asked to draft them, for you to view and comment on. For the Science Vision & Roadmap to be truly representative it is essential we take account of the views of as much of the European astronomy and space science community as possible – so your input is really valued by the Panels and Astronet. Please leave any comments, feedback or questions on the site by 1 May 2021.

    It is intended that a virtual “town hall” style event will be held in late Spring 2021, where an update on the project and responses to the feedback will be provided.

    Shutdown STEM and Academia: Educating PGRs on Black Lives Matter

    By Harneet Sangha1, Rosanna Tilbrook1, Manika Sidhu1, Aneesah Kamran1 & Emily Baldwin1

    1University of Leicester

     

    The Shutdown STEM and Academia initiative was a world-wide event held on 10 June 2020 that was created to support the Black Lives Matter (BLM) movement. It was organised as a way to stop academic “business as usual” for one day; a day where our Black colleagues can prioritise their needs, and look after themselves amidst this emotional time, and a chance for everyone else to educate themselves, and others, about why the Black Lives Matter movement is so important.

    Black people have been working tirelessly - their whole lives - for change, and everyone else has a responsibility to do their part to help eradicate anti-Black racism.

    The key aims of the day were to:

    1. share and present resources on BLM and racism in our society/workplaces
    2. define a plan of action to carry forward and start to eradicate anti-Black racism in STEM and academia
    3. inspire others to actively and continually engage in the fight against racism, and initiate similar discussions in their respective social environments

    In this article we talk about how we used this initiative to educate ourselves on Black racism in our society and within the science community, and how we will combat these issues moving forward.

    What did we do?

    To honour the initiative, a group of us (5 Physics postgraduate research (PGR) students) from the University of Leicester, hosted an educational workshop day for the Physics PGR cohort. We are passionate about this cause and endeavoured to be proactive in raising awareness of the movement, educating ourselves and our fellow PGR students and avoiding the use of passive methods to present this information to our peers.

    We decided we wanted to initiate a discussion where we could collectively consider what the University of Leicester’s School of Physics and Astronomy could do to help the cause. To facilitate this, we decided that a presentation would be the most effective way of sharing some of the shocking facts and statistics that had surfaced in light of the movement. The presentation was a compilation of information that we had gathered on BLM, racism in our society, and actions we can take in order to strive to create a world where Black Lives Matter. 

    A large portion of our presentation focused on issues within academia and STEM and why there is a lack of diversity present. Did you know that there were only four UK-based Black students doing a PhD across RAS-related fields in 20161? In stark contrast, for the same year, there were 221 UK-based White students doing a PhD across RAS-related fields1. Did you know that to date, in the US, only 22 Black women have been awarded a PhD in Astronomy2? However, this issue doesn’t just stop with the number of students in academia. In the UK, 94% of professors in Physics, Chemistry and Maths are White, whereas 0.2% of professors are Black, despite making up 3.3% of the UK population3. These are just a handful of the facts that we showed, to demonstrate just how underrepresented the Black community is within Physics and Astronomy. These statistics are shocking, and yet the vast majority of people are not aware of them.

    As well as being underrepresented, Black scientists also experience greater amounts of harassment and discrimination in the field. BAME (Black, Asian and Minority Ethnic) staff have reported “isolation and marginalisation; challenges to their status, authority and scholarship; high levels of scrutiny and surveillance of their work; and difficulties gaining promotion” 4

    In addition to providing information on systemic racism and the inequality of Black people throughout academia and beyond, the presentation also included a number of topics which initiated and fed into the discussion, such as staff representation, training, and amplifying Black voices through talks and journal clubs. This was facilitated and chaired by ourselves and resulted in 2.5 hours of engaging dialogue with many people coming forward and getting involved. We were thrilled with the number of participants who engaged enthusiastically with the conversation. It helped that there were a number of ways for people to join in with this; questions could be asked anonymously, directly into the chat, or they could be voiced openly. A few key members of staff were also invited to this discussion – our Head of School, our School’s PGR Tutor and the PGR Director for the College of Science and Engineering – which was useful as questions and ideas could be directed or discussed immediately with them.

    We knew there was only so much that the 5 of us (non-Black students) could say, and that there was only so much material we could gather in the 3 days prior to this BLM Educational Workshop. Therefore, we decided to source some pre-existing material which would be able to provide context and history to the Black Lives Matter movement. We chose to show two films: a short documentary before the presentation called ‘Stay woke: The Black Lives Matter Movement5, and a film after the discussion called ‘13th6.We thought this would be another way to reinforce the message we wanted to convey, and the reasons why BLM and the responsibilities we have to end racism are so important.

    Due to the nature of the movement and the weight of the topic at hand, we could not and did not want to avoid the distressing reality of Black history and lived experience. We knew that the films we showed were graphic and sometimes violent, yet we hoped that by keeping these atrocities uncensored the viewers would respond more powerfully to the matter at hand. Many of us were unaware of the true extent of the issue, and we therefore felt it important not to minimise this by omitting the most difficult stories. Of course, we alerted participants to the upsetting nature of the films beforehand. 

    Running the event virtually

    Once we had decided what we wanted to do on the day, we had to decide how we were going to do it.

    Since the start of the lockdown, the UoL Physics PGR cohort has been using Discord to keep in contact and host socials, and so this was our preferred social media platform to stream the documentaries on.

    In order for us all to contribute to the creation of the presentation easily, we created a Google Slides document where we could all work on our own parts at the same time. We then decided that the best way to host the presentation and discussion would be to use Microsoft Teams; it has a number of discussion features, allowing participants the option of “raising their hand” as well as a chat function. The use of Google Slides when presenting allowed us to set up an area where questions, comments or discussion points could be brought up anonymously. We thought this was a great feature as this is a delicate topic and we understand that not everyone will feel comfortable with asking questions openly.

    To enable a seamless event, the five of us practiced streaming the presentation on Microsoft Teams, the day before. By doing this, we could fix any glitches that there may have been in the slides themselves. We also discussed what slides everyone would take, and created a Google doc where we each wrote a word-for-word script for our individual parts. This meant that if any one of us had technical difficulties on the day, then one of the other presenters could take over without any issues and would know what to say. It also meant that our slide presenter knew when the slides needed to be changed.

    The whole event ran smoothly, ensuring we got the most out of our discussion time. At its busiest, we had ~35 people in attendance, mainly PGR students, but also including the Head of Physics and Astronomy Emma Bunce, our Physics PGR Tutor Tom Stallard, and the College of Science and Engineering (CSE) PGR Tutor Mark Williams. These staff members were also present for the discussion portion of the day, and were all eager to help make changes at a School and College-level. 

    Our action points

    The discussion allowed us to identify several action points for our research groups and department:

    • Reporting racial incidents within the institution

    BAME members of the department may not feel comfortable reporting their issues as they may feel alienated as a minority. If this can be anonymised, this may help BAME students/members to feel safer and more reassured when reporting. One thing that we discussed was regular anonymised surveys to all the PGRs. This would resolve issues of incidents that “don’t feel major enough” to report and escalate to higher members. We also discussed creating an environment where it is not solely the responsibility of the target of racial incidents to report the issue, but other people present should also be encouraged to report any incidents they witness.

    • Including more Black history in physics education

    By focusing on the scientific achievements of Black physicists, we are normalising the discussion of “we need more Black members in the STEM fields”. Innovation and creative thinking prospers when people from different backgrounds and communities come together and discuss their ideas. Diversifying the field facilitates scientific progress. We need to ensure that we focus on the science that Black members of the community are doing, as opposed to tokenising their ethnicity.

    • Outreach

    Outreach is always a great way to reach out to the community, and is especially important for encouraging the younger generation to pursue science and physics. One issue that was raised is how overrepresented groups can assist with outreach to underrepresented groups. Young students like to envision themselves in a role; providing them with someone to relate to can help with confidence issues. How can we ensure that they are not only seeing White physicists, potentially making them feel unwelcome in the sector? This is an ongoing discussion, and we have to be very careful with what we do for this aspect. We do not want to tokenise our Black members and force minorities to participate in outreach if they can’t or don’t want to.

    A key point to consider is assessing the diversity of who our outreach activities engage with. We have to ensure that underrepresented groups are being engaged with in the first place. Then designing outreach activities to target the unique and key issues faced by those demographics would help too. For example, higher attrition rates of Black students is thought to be due to socio-economic disadvantages7, as well as career perceptions of Physics8.

    • Learning about racism

    One of the key themes in our discussion was that it is not the responsibility of marginalised people to educate others on racism. These groups already face additional challenges and we should not be adding further pressure. If they were compensated for their time this could help, but it is a point that has to be thought about very carefully.

    • Hiring processes

    We discussed studies which show that the initial stages of the job application process can often be the most discriminatory, with prejudices casting negative judgements solely on the name of the applicant. Anonymising the applications could help to minimise this issue.

    • Understanding why Black undergraduate students are leaving the field

    Black students are more likely to switch out of Physics. If we can understand why they are leaving, we could work towards creating an environment where they feel welcome and want to stay. Maybe a community-wide study on the experiences of Black undergraduate and PhD students would give us a better insight into this. Role models could have a big impact on this – currently the most senior figures in Physics are mainly older White males. 

    The day was a success, and we had a lot of positive and encouraging feedback. Thanks to our Head of School, we will be presenting this talk to the Physics Staff in the coming weeks, and our CSE PGR Tutor has also sent the presentation around to the other Schools within the College. This is all in an effort to encourage the initiation of these discussions within the other Schools.

    We highly encourage all other universities to take this seriously, and to start having these discussions. This issue doesn’t just affect a handful of universities; we all need to start coming up with ways to combat these injustices. These are not conversations that should be shied away from. Changes need to be made.

    “You have to shock people into paying attention.”

    Vann Jones, 13th

    While everything that has occurred recently in the world has focused our thoughts on racism and diversity, there shouldn’t need to be a tragedy for us to realise that Black Lives Matter. As well as recognising the issues that exist, we need to actively and continually engage in combating anti-Black racism. Even after the social media hype dies down, we need to continue to fight. Tackling racism is a marathon, not a sprint.

    We hope that this article has given you some ideas and action points for you to make in your own institution. Please consider hosting activities like these within your own research groups. If you would like to discuss anything further with us, you can This email address is being protected from spambots. You need JavaScript enabled to view it..

    Black Lives Matter, and together we can start the journey towards eliminating anti-Black racism. 

    What can you do?

    • Do some research

    There are so many resources out there (a few are below), use what is available to educate yourself. It is not the responsibility of your Black friends or colleagues to teach you.

    We would also encourage that everyone who can to read the stories of discrimination in academia that Black scientists are sharing on the ‘Black in the Ivory’ hashtag on Twitter. One of the most distressing parts of this hashtag is that these are not even the worst stories – these are only the ones that people feel safe and comfortable sharing. This is extremely important to consider.

    • Speak Up!

    Take part in discussions within your University and show that YOU care. If there aren’t any discussions going on, ask those in charge: why not? And, like us, why not organise them yourself? We’re happy to help you get started.

    • Take accountability for your actions

    Learning and apologising does not make you a worse ally!

    • Stand when you witness racist behaviour

    Use the links below to help with these conversations.

    • Support your words with actions

    Join protests, sign petitions, contact your MPs and donate if you can.

     

    Resources:

    References:

    1 https://ras.ac.uk/ras-policy/community-demographics/demographic-survey-2017

    2 http://aawip.com/aawip-members/

    3 http://www.sciencecampaign.org.uk/asset/7E74D16B-9412-4FA7-9CD361C8371DBD02/

    4 https://www.ecu.ac.uk/wp-content/uploads/external/experience-of-bme-staff-in-he.pdf

    5 https://www.youtube.com/watch?v=eIoYtKOqxeU

    6 https://www.youtube.com/watch?v=K6IXQbXPO3I

    7 https://www.iop.org/publications/iop/archive/file_38241.pdf

    8 https://www.iop.org/publications/iop/2008/file_38221.pdf