• Wave-emplaced boulders: implications for development of "prime real estate" seafront, North Coast Jamaica

      Miller, Servel; Rowe, Deborah-Ann; Brown, Lyndon; Mandal, Arpita; University of Chester; University of the West Indies (Springer, 2013-11-17)
      Jamaica has a long history of damage to the built environment in coastal areas due to storm surge and tsunami. However, there is limited scientific data to aid the establishment of minimal setback distances and to inform mitigation strategies. Developers of coastal area require cost-effective methods to guide their decisions and to develop mitigation strategies to reduce the potential risk posed to development. This paper explores the use of wave-emplaced boulders to determine the wave heights from historical storm surge/tsunami on the North Coast of Jamaica. As most of the study area was undeveloped priory to 1960, there are limited historical written records of storm surges and/or tsunami impact for this specific site. This research undertook geomorphic mapping of the proposed study area to determine the presence, location, spatial distribution, size, density and volume of wave emplaced boulders along a 2-km stretch of coastline earmarked for development. Based on the wave-emplaced boulders mapped, it was possible to determine the approximate wave heights associated with storms and/or tsunami required to deposit them. The implications for development are discussed. The study of wave-emplaced boulders has provided a rapid and cost-effective method to determine minimal setback distance and the approximate height of waves associated with storms and/or tsunami. The technique developed may be transferable to other areas of coastline earmarked for development along the Jamaican coastline
    • Wetlands in southern Africa

      Ellery, William N.; Grenfell, Suzanne E.; Grenfell, Michael C.; Powell, Rebecca; Kotze, Donovan C.; Marren, Philip M.; Knight, Jasper; Rhodes University (Ellery, Powell); University of the Western Cape (Grenfell, S; Grenfell, M); University of Natal (Kotze); University of Melbourne (Marren); University of the Witwatersrand (Knight) (Cambridge University Press, 2016-06-23)
      In southern Africa, wetlands of different types are an integral part of the drainage network, yet evolve and are sensitive to different combinations of geologic, climatic, geomorphic, edaphic and hydrologic controls. Understanding of these controls can help in the interpretation of environmental and climatic records from different wetland types, given that wetland sensitivity to environmental and climatic changes may vary throughout their ‘life cycle’. The chapter discusses inland wetland records from dated sites in South Africa in order to consider their significance for reconstructing late glacial and Holocene climates; and the relationship of wetlands to preservation of the Pleistocene archaeological record. Wetlands are sensitive to degradation under contemporary environmental and climatic changes, which may impact on their hydrological and ecological function as well as the integrity of associated archaeological sites.
    • Would Bring Your Own Device (BYOD) be welcomed by undergraduate students to support their learning during fieldwork?

      Welsh, Katharine E.; Mauchline, Alice; France, Derek; Powell, Victoria; Whalley, W. Brian; Park, Julian R.; University of Chester; University of Reading; University of Sheffield (Taylor & Francis, 2018-02-15)
      This paper reports student perceptions of the benefits and challenges of Bring Your Own Device (BYOD) in a fieldwork context. Student perceptions from six field courses across two institutions have been gathered using questionnaires and focus groups. Whilst a number of studies have focused on BYOD in a classroom context, little research has been undertaken about BYOD in a fieldwork context. The key findings suggest that around one fifth of students were not willing to use their own device during fieldwork citing loss or damage as the main reason. This key challenge is different to that which are found in a classroom which generally focus on network security, connectivity etc. The findings also suggest that some students believe that BYOD can have a negative impact on group work. There is a misalignment here between student and practitioner thinking with previous literature which suggests that practitioners believe BYOD and smart devices can enhance group work. The one key challenge which is found regardless of learning environment is inequality between those who have a device and those who do not.
    • Youth transitions as ‘wiki-transitions’ in youth policies platforms

      Cuzzocrea, Valentina; Collins, Rebecca; Universita degli Studi di Cagliari; University of Chester (Taylor & Francis, 2019-11-21)
      In recent years, a number of youth-focused online platforms have emerged which, in different ways, seek to support young people across Europe in building pathways to independent adulthood. In this article, we draw on data from Edgeryders, a recent youth policy research project, to reflect on the extent to which online discussion platforms are useful instruments for understanding the challenges youth face in their transitions to independent adulthood across Europe. Noting the collaborative emphasis articulated by both the project designers and participants, we ask how we might make sense of the data – and the meanings conveyed by that data – produced by online projects. We propose the notion of ‘wiki-transitions’ as a means of theorising young people’s use of online space to support their transitions to adulthood.