• Displacement in Casamance, Senegal: Lessons (Hopefully) Learned, 2000–2019

      Evans, Martin; Coventry University (Taylor & Francis, 2021-09-05)
      The paper reflects on fieldwork conducted since 2000 with displaced communities in Lower and Middle Casamance, Senegal, amid arguably West Africa’s longest-running civil conflict. While this is a small conflict in a geographically confined space, Casamance presents a microcosm of dynamics common to other displacement situations in Africa. In this context the paper explores how the understandings, lived experiences and practices of the displaced transcend normative categories used by aid actors to define and manage such situations. Five thematic areas are examined: enumeration of the displaced; complex mobilities, both rural-urban and transnational; historiographic understandings of displacement; political manipulation of displacement situations; and the dynamics of return and reconstruction. The paper concludes by summarising failures of understanding in these areas among much of the aid community, and their consequences. It argues that well-grounded and socially nuanced understandings of displacement may inform more effective aid interventions and enhance the peace process.
    • Do educators realise the value of Bring Your Own Device (BYOD) in fieldwork learning?

      Clark, Katherine; Welsh, Katharine; Mauchline, Alice; France, Derek; Whalley, Brian; Park, Julian; University of Chester, University of Reading, University of Sheffield
      This paper explores the benefits, barriers and challenges of BYOD (Bring Your Own [mobile] Device) in fieldwork teaching through the views of Higher Education practitioners who have and have not used BYOD in fieldwork. While the use of BYOD has been explored within classroom settings, there are few studies on the use and impact on BYOD in fieldwork., This study investigated the educational benefits of BYOD and the barriers and challenges associated with BYOD in the field. Students were willing to use their own devices in the field and were engaged through the use of BYOD. Practitioners noted various benefits to using BYOD, including student engagement and familiarity with their own devices, potentially increasing time available in the field. Practitioners also highlighted a number of challenges and potential challenges with BYOD including supporting a range of devices, incompatibility and the potential for inequality. This paper also explores the use of mobile technology in fieldwork through the SAMR (Substitution, Augmentation, Modification, Redefinition) model and discusses the potential for BYOD to change practice.
    • Does digital video enhance student learning in field-based experiments and develop graduate attributes beyond the classroom?

      Fuller, Ian C.; France, Derek; Massey University; University of Chester (Taylor & Francis, 2016-02-09)
      The connection between fieldwork and development of graduate attributes is explored in this paper. Digital technologies present opportunities to potentially enhance the learning experience of students undertaking fieldwork, and develop core digital attributes and competencies required by Higher Education Institutions (HEIs) and employers. This paper reports the success of adopting digital video capture in technology-rich field experiments that form part of final year undergraduate courses in Physical Geography at an HEI in New Zealand. Student perceptions were obtained via a range of approaches. Results suggest that deployment of digital video reinforces student learning and connects with core graduate attributes.
    • E-learning for geography's teaching and learning spaces

      Lynch, Kenneth; Bednarz, Robert S.; Boxall, James; Chalmers, Lex; France, Derek; Kesby, Julie; University of Gloucestershire ; Texas A&M University ; Dalhousie University ; University of Waikato ; University of Chester ; University of New South Wales (Routledge, 2008-01)
      This article discusses e-learning from a wide range of teaching and learning contexts. The authors promote the idea that considering best practice with reference to educational technology will increase the versatility of teaching geography in higher education.
    • Earthquake vulnerability in the Middle East

      Degg, Martin; Himan, Jacqueline; University College Chester ; University of Wolverhampton (Geographical Association, 2005)
      This article discusses 'information vulnerability' in relation to the public's lack of engagement with hazard mitigation and the need to reduce this through culturally-sensitive approaches to risk education and management. Earthquakes disasters in Turkey and Egypt are used as specific examples.
    • Editorial: Geoscience communication - Planning to make it publishable

      Hillier, John; Welsh, Katharine; Stiller-Reever, Mathew; Priestley, Rebecca; Roop, Heidi; Lanza, Tiziana; Illingworth, Sam; Loughborough University; University of Chester; Konsulent Stiller-Reeve & University of Bergen; Victoria University of Wellington; University of Minnesota; Istituto Nazionale di Geofisica e Vulcanologia; Edinburgh Napier University (Copernicus Publications, 2021-10-27)
      If you are a geoscientist doing work to achieve impact outside academia or engaging different audiences with the geosciences, are you planning to make this publishable? If so, then plan. Such investigations into how people (academics, practitioners, other publics) respond to geoscience can use pragmatic, simple research methodologies accessible to the non-specialist or be more complex. To employ a medical analogy, first aid is useful and the best option in some scenarios, but calling a medic (i.e. a collaborator with experience of geoscience communication or relevant research methods) provides the contextual knowledge to identify a condition and opens up a diverse, more powerful range of treatment options. Here, we expand upon the brief advice in the first editorial of Geoscience Communication (Illingworth et al., 2018), illustrating what constitutes robust and publishable work in this context, elucidating its key elements. Our aim is to help geoscience communicators plan a route to publication and to illustrate how good engagement work that is already being done might be developed into publishable research.
    • The efficacy of appropriate paper-based technology for Kenyan children with cerebral palsy

      Barton, Catherine; Buckley, John; Samia, Pauline; Williams, Fiona; Taylor, Suzan; Rachel, Lindoewood; Powys Teaching Health Board; University of Chester; Aga Khan University, Kenya
      Purpose: Appropriate paper-based technology (APT) is used to provide postural support for children with cerebral palsy (CP) in low-resourced settings. This pilot study aimed to evaluate the impact of APT on the children’s and families’ lives. Materials and methods: A convenience sample of children with CP and their families participated. Inclusion was based on the Gross Motor Function Classification System levels IV and V. APT seating or standing frames were provided for six months. A mixed methods impact of APT devices on the children and families included the Family Impact Assistive Technology Scale for Adaptive Seating (FIATS-AS); the Child Engagement in Daily Life (CEDL) questionnaire; and a qualitative assessment from diary/log and semi-structured interviews. Results: Ten children (median 3 years, range 9 months to 7 years). Baseline to follow-up median (IQR) FIATS-AS were: 22.7 (9.3) and 30.3 (10.2), respectively (p=.002). Similarly mean (SD) CEDL scores for “frequency” changed from 30.5 (13.2) to 42.08 (5.96) (p=.021) and children’s enjoyment scores from 2.23 (0.93) to 2.91 (0.79) (p=.019). CEDL questionnaire for self-care was not discriminatory; seven families scored zero at both baseline and 6 months. Qualitative interviews revealed three key findings; that APT improved functional ability, involvement/interaction in daily-life situations, and a reduced family burden of care. Conclusions: APT devices used in Kenyan children with non-ambulant CP had a meaningful positive effect on both the children’s and their families’ lives.
    • Embedding research-based learning early in the undergraduate geography curriculum

      Walkington, Helen; Griffin, Amy L.; Keys-Mathews, Lisa; Metoyer, Sandra K.; Miller, Wendy E.; Baker, Richard; France, Derek; Oxford Brookes University ; University of New South Wales ; University of North Alabama ; Texas A&M University ; State University of New York College at Cortland ; The Australian National University ; University of Chester (Routledge, 2011-05-16)
      This article discusses the rationale for embedding research and enquiry skills early in the undergraduate geography curriculum and for making these skills explicit to students. A survey of 52 international geography faculty identified critical thinking, framing research questions, reflectivity and creativity as the most challenging research skills to teach early in the undergraduate curriculum.
    • Engaging in radical work: Students as partners in academic publishing

      Healey, Ruth L.; Healey, Mick; Cliffe, Anthony D.; University of Chester; University of Gloucestershire; Liverpool John Moores University (Efficiency Exchange, 2018-05-31)
      Students as partners is the radical antithesis of the consumerist mind-set in higher education. Yet students have traditionally been absent from one key arena of academia: publishing. The International Journal for Students as Partners seeks to address this absence through pairing academic and student co-editors for all its sections.
    • Enhancing Fieldwork Learning Using Mobile Technologies

      France, Derek; Whalley, W. Brian; Mauchline, Alice; Powell, Victoria; Welsh, Katharine E.; Lerczak, Alex; Park, Julian R.; Bednarz, Robert S.; University of Chester; University of Reading and Texas A&M University (Springer, 2015-10-26)
      This book aims to share and develop pedagogic fieldwork practice of practitioners through the applications of new digital technologies. The book showcases 29 case studies. Fieldwork is a core element of many Bioscience, Geography, Geology, Earth & Environmental Science degree courses. Fieldwork can provide opportunities for experiential learning and research-led teaching in a ‘real-world’ setting. Teaching and learning on fieldwork can be enhanced through the use of digital technologies; tablets provide opportunities to develop novel approaches to fieldwork pedagogy that neither students nor tutors envisaged possible through traditional means.
    • Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: Implications for academic development

      Matthews, Kelly E.; Mercer-Mapstone, Lucy; Dvorakova, Sam L.; Acia, Anita; Cook-Sather, Alison; Felten, Peter; Healey, Mick; Healey, Ruth L.; Marquis, Elizabeth; University of Queensland; University of Edinburgh; McMaster University; Bryn Mawr College; Elon University; University of Gloucestershire; University of Chester; Healey HE Consultants (Taylor & Francis, 2018-11-20)
      A growing body of literature on students as partners in learning and teaching offers evidence on which academic developers can draw when supporting, advocating for, or engaging in partnerships. We extend a previous systematic review of the partnership literature by presenting an analysis and discussion of the positive and negative outcomes of partnership, and the inhibitors to partnership. Implications include the importance of academic developers supporting: the relational processes of partnership; institutional or structural change to address resistance; and the potential of partnership to make institutions more equitable and empowering spaces.
    • Ethical thinking in a disciplinary context: The ethical development of undergraduates and expectations of tutors in the arts, social and pure sciences

      Healey, Ruth L. (2015-02-23)
      Barnett (2000: 257) argues that universities need to prepare students for ‘supercomplexity’, where “the very frameworks by which we orientate ourselves to the world are themselves contested”. Learning to think through ethical issues develops critical thinking skills for dealing with supercomplexity, since the frameworks students use to consider ethical issues are contested and likely to change. This research explores disciplinary variations in the development of undergraduates’ ethical thinking during their programmes and compares how this aligns with the expectations of their tutors. Interviews were conducted with tutors teaching on the English, Geography and Animal Behaviour and Welfare programmes at an English University and a questionnaire was completed by 335 students studying on these programmes. It was found that across the disciplines tutors have similar expectations in terms of the nature of ethical thinking desired but that most of the students exhibit lower levels of ethical development than their tutors expected.
    • Evaluation of the use high resolution satellite imagery to map slope instability in a tropical environment: St. Thomas, Jamaica

      Miller, Servel; Leszczyńska, Małgorzata; University of Chester ; University of Warmia and Mazury in Olsztyn (Vilnius Gediminas Technical University Press Technika, 2014-05-31)
      Landslides are a major natural hazard in Jamaica, and have resulted in loss of life, major economic losses, social disruption and damage to public and private properties. There is a need to delineate areas that are prone to slope instability in order to mitigate their effects. The first and most important stage for the creation of a landslide risk maps is the collection of accurate landslide data in a timely manner. However the type of terrain makes landslide mapping particularly difficult. Aerial Photographs have proven to be an effective way of mapping landslides but acquiring new photographs to map recent landslides is very expensive. High resolution satellite imagery were evaluated for their effectiveness in delineating landslides. The landslides on a whole had no distinctive spectral property; hence no one classification technique could be used to identify them. This research developed integrative methods utilising a combination of: edge enhancement to delineate the scarps area; Wetness Index to identify back titling blocks and debris flow lobes where moisture is higher; shape classification (to distinguish from e.g. ground cleared for agriculture); and slope curvature to map scarps. The information from the image classification was combined in a GIS and automated to determine the probability of the presence and or absence of a landslides. Data derived was validated against detailed field mapping at a scale of 1:5000. For more recent landslides, the modelling proved to be effective, accurately identifying 91% of the landslide both in terms of the location and extent. For the older landslides Pre 2000) the mapping was less effective, with misclassification as high as 24% particularly for smaller landslides. However, the use of these imagery does have great potential as they prove useful for mapping new landslides quickly and efficiently after landslide disaster and are much cheaper and quicker to acquire.
    • Evaluation of the use high resolution satellite Imagery to map slope instability in a tropical environment: St. Thomas, Jamaica

      Miller, Servel; Leszczyńska, Małgorzata; University of Chester (VGTU Press, 2014-12-31)
      Landslides are a major natural hazard in Jamaica, and have resulted in loss of life, major economic losses, social disruption and damage to public and private properties. There is a need to delineate areas that are prone to slope instability in order to mitigate their effects. The first and most important stage for the creation of a landslide risk maps is the collection of accurate landslide data in a timely manner. However the type of terrain makes landslide mapping particularly difficult. Aerial Photographs have proven to be an effective way of mapping landslides but acquiring new photographs to map recent landslides is very expensive. High resolution satellite imagery were evaluated for their effectiveness in delineating landslides. The landslides on a whole had no distinctive spectral property; hence no one classification technique could be used to identify them. This research developed integrative methods utilising a combination of: edge enhancement to delineate the scarps area; Wetness Index to identify back titling blocks and debris flow lobes where moisture is higher; shape classification (to distinguish from e.g. ground cleared for agriculture); and slope curvature to map scarps. The information from the image classification was combined in a GIS and automated to determine the probability of the presence and or absence of a landslides. Data derived was validated against detailed field mapping at a scale of 1:5000. For more recent landslides, the modelling proved to be effective, accurately identifying 91% of the landslide both in terms of the location and extent. For the older landslides Pre 2000) the mapping was less effective, with misclassification as high as 24% particularly for smaller landslides. However, the use of these imagery does have great potential as they prove useful for mapping new landslides quickly and efficiently after landslide disaster and are much cheaper and quicker to acquire.
    • ‘Every partnership [… is] an emotional experience’: Towards a model of partnership support for addressing the emotional challenges of student-staff partnerships

      Healey, Ruth L; France, Derek; University of Chester
      The practice of student-staff partnerships is fundamentally about relationships. As new partnerships are formed, and existing power relations challenged, people experience a range of emotions. Despite their importance, there are few studies that have systematically researched the emotional challenges of student-staff partnership. Through a humanistic approach focused on analysing participants experiences of partnership we found that varying degrees of hope, pride, anxiety, and frustration, were experienced by both students and staff in a curriculum development partnership project. We argue that effective partnership practices should recognise and support the emotional wellbeing of student and staff partners. Drawing upon the effective characteristics of partnership support found in this research and the broader literature, we propose a flexible support model drawing on: 1) peer support, 2) mentoring, and 3) independent reflective writing. Partnership practice that actively supports the emotions involved in working in partnership may encourage more partnerships in the future.
    • Every Student use of iPads: A Vade Mecum for Students' Active Learning

      Whalley, W. Brian; France, Derek; Mauchline, Alice; Welsh, Katharine E.; Park, Julian R.; University of Sheffield, University of Chester, University of Reading (Cambridge Scholars, 2017-01-01)
      The iPad has evolved into a very capable computer with high processor power, enhanced screen resolution, and good battery life. However, this capability is still largely untapped in higher education by students or staff where there is still reliance on a Victorian higher educational system; that is, content delivery by lectures and assessment by examination. Massive Open Online Courses (MOOCs) are, mostly, a modernisation of such content delivery. However, active learning , coupled with increased availability of cloud services and iPads/smartphones, provides opportunities for students to use practical mobile devices anywhere. Such ubiquity allows tutors to promote active learning in any location, even in the lecture theatre. We examine some of the practicalities and pedagogy behind this trend and suggest ways in which students’ educational experiences are enhanced via active learning with iPads, whether cloud linked or not. Involved, active learning promotes digital information and literacy skills into the curriculum as well as integrates knowledge bases via an Internet of Everything. Moreover, employability skills can be incorporated into the learning experiences and the personalisation of iPads can accommodate the needs of students with mobility and specific difficulties. Tutors seem reluctant to use iPads in educational environments. We expect this to diminish as students become empowered to use smart-cloud technologies to promote their educational needs. The iPad and its kin can be thought of as a vade mecum, enhancing everyone’s learning in a fourth dimension and can fit into modern pedagogies.
    • The Evolution of Corryong/Nariel Creek since European Settlement: Implications for On-going Management Prioritisation

      Teo, Elisha A.; Marren, Philip M.; University of Melbourne (7th Australian Stream Management Conference / asn events, 2014)
      Geomorphological stability is a useful starting point to inform river management priorities, as it is critical to other river health parameters such as ecology and water quality. A key debate in channel stability is the relationship between climate and human activity. Corryong Creek is an ideal setting to study the interaction between climate and anthropogenic changes on channel evolution as it has experienced significant levels of both. Catastrophic floods have been induced by high rainfall, the floodplain has been completely cleared, the riparian zone is almost entirely invaded by willows, and every reach of the channel has experienced some form of channel modification. The impacts of both climatic and anthropogenic factors are visible in our channel change data, although at different spatiotemporal scales. Higher flows during La Niña resulted in channel widening while lower flows during El Niño resulted in channel narrowing. In addition, land clearing had caused the river to evolve into a higher-energy, straighter channel, while spatially variable and temporally irregular factors such as river engineering, willow density and stock trampling tended to intensify erosion on a reach scale. As our analysis shows that periodic increases in erosion during La Niña are expected, the local community needs to first accept and adapt to some level of channel erosion in order to avoid catastrophic damage during floods. As the second priority, since the reversibility of these factors are limited, erosion risk can be mitigated through strengthening willow management, limiting river engineering, practicing bushfire management, and fencing the riparian zone.
    • Excessive but not wasteful? Youth cultures of everyday waste (avoidance)

      Collins, Rebecca; University of Chester (SAGE, 2019-08-26)
      This article contributes to ongoing debates around the cultural production of waste by arguing for a clearer distinction between concepts of ‘waste’ and ‘excess’, and by suggesting the benefits of this distinction for tackling the perceived consumer-cultural waste ‘problem’. Drawing on recent qualitative research with UK adolescents I consider how a range of (youth/consumer) cultural drivers, social norms and moral imperatives shape young people’s everyday material consumption practices in ways that reflect (and produce) varied ways of (de/re-)valuing no-longer-wanted possessions. By exploring the cultural projects within which the young participants and their material possessions were engaged, and by identifying their aims in employing specific keeping and ridding practices, noteworthy differences between ‘waste’ and ‘excess’ materialise. I suggest that the drivers of the ‘excesses’ identified – characterised here in terms of ‘outgrowings’ and ‘hedging’ – highlight a set of distinctly cultural challenges to be met if the slippage of materials from ‘excess’ into ‘waste’ is to be averted. I contend that acknowledging these challenges, and these conceptual distinctions, may prove beneficial in attempts to address some of the societal challenges (e.g. material novelty as a driver of social status) related to the production of waste.
    • Extra-curricular education for sustainable development (ESD) interventions in UK universities

      Lipscombe, Bryan P.; Burek, Cynthia V.; Potter, Jacqueline; Ribchester, Chris; Degg, Martin; University of Chester (Environmental Education Association of South Africa, 2007)
    • Fashion acolytes or environmental saviours? When will young people have had ‘enough’?

      Collins, Rebecca; University of Chester (Palgrave Macmillan, 2018-10-01)
      In the global north, high rates of material consumption show few signs of abating, despite oft-repeated warnings of dire social and environmental consequences. Environmental educators have identified young people as a potentially effective group of change agents, capable of driving a transformative shift in how we consume. Yet this picture of the young environmental ‘saviour’ is at odds with many Western young people’s thirst for the ‘latest’ fashions and trends. This chapter explores how young people themselves make sense of this apparent contradiction. Exploring under-researched questions around young people’s conceptualisations of, and affective and embodied responses to, the notion of ‘enough’, it highlights the cultural and contextual factors which could prove decisive in positioning the notion of ‘enough’ centrally in a sustainability-compatible youth material culture.