Day 4

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Paper title Integration of the Geohazards Exploitation Platform services in the Corinth Rift Near Fault Observatory for routine monitoring and education
Authors
  1. Panagiotis Elias National Observatory of Athens Speaker
  2. Michaelis Foumelis BRGM, Bureau de Recherches Géologiques et Minières, Orléans, France
  3. George Kaviris National and Kopodistrian University of Athens
  4. Pierre Briole École Normale Supérieure / PSL research University / CNRS
  5. Antonios Mouratidis Aristotle University of Thessaloniki (AUTh)
  6. Emilie Klein École Normale Supérieure / PSL research University / CNRS
  7. Emmanuel Mathot Terradue Srl, Rome, Italy
  8. Issaak Parcharidis Department of Geography. Harokopio University of Athens
  9. Philippe Bally ESA - European Space Agency
Form of presentation Poster
Topics
  • D1. Managing Risks
    • D1.01 Satellite EO for Geohazard Risks
Abstract text In early 1990s, a European consortium led by French and Greek universities and geophysical observatories initiated an institution of long-term observation in the western Gulf of Corinth, Greece, named the Corinth Rift Laboratory (CR, http://crlab.eu). Its principal aim is to better understand the physics of the earthquakes, their impact and the connection to other related phenomena such as tsunamis or landslides.
The Corinth Rift, is one of the narrowest and fastest extending continental regions worldwide. Its western termination was selected as the study area with the criterion of its high seismicity and strain rate. The cities of Patras and Aigio, as well as other towns were destroyed several times since the antiquity by earthquakes and, in some cases, by earthquake-induced tsunamis. The historical earthquake catalogue of the area reports five to ten events of magnitude larger than 6 per century. Episodic seismic sequencies are often. Over the past two decades, a dense array of permanent sensors was established in the CRL, gathering 80+ instruments, the majority of them being acquired in real time.
The CRL is nowadays one of the Near Fault Observatory (NFO) of the European Plate Observing System (EPOS, https://www.epos-eu.org/tcs/near-fault-observatories) and the only one with international governance.
With the development of synthetic aperture radar interferometry (InSAR) and high-resolution optical imagery space missions, remote sensing occupies an increasingly important place in the observatory. Space observations, especially those from InSAR, contain unique, dense and global information that cannot be obtained through field observations. Although low Earth orbit satellites cannot provide continuous real-time observations, the time lag can be sufficiently short for the space products to be useful for monitoring needs.
For the observation of the CRL observatory, the European Space Agency’s Geohazards Exploitation Platform (GEP) gathers, in a well-organized manner, products routinely made by different services, with a double benefit for the observatory: (1) computational resources and algorithms hosted and maintained by the service provider and (2) capability to elaborate solutions with different services for greater confidence and robustness.
An additional advantage is the didactic and user friendly design of the GEP and secondary education teachers. This experiential summer school is tailored to teach in this natural laboratory and in the field the major components and theoretical background of the observations performed in the NFO. Space observations occupy an important role in the school, with the presence of experts from space agencies and the GEP consortium. The participants have the opportunity to analyze the space data directly in the field, in front of the in-situ instruments as well as in front of geological and other objects of interest. The CRL-School is particularly relevant to the activities of ESA’s European Space Education Resource Office (ESERO) network of currently twenty offices in the ESA member states, focusing on strengthening Science, Technology, Engineering, and Mathematics (STEM) and Space Education in primary and secondary education.