Geography fieldwork in a 'risk society'

The recent decline in fieldwork provision in UK schools has partly been attributed to false perceptions of risk among teachers. This paper examines a case study based on geography teachers' perceptions from six state secondary schools in a northern English city. The research shows that owing to the inherent subjectivity of risk perception, these teachers' perceptions of fieldwork risk cannot be dismissed as false. Furthermore, it is argued that owing to the implicit, but powerful, spatialities of teachers' imaginations of fieldwork, these teachers will first need to re-evaluate the role and value of fieldwork before they are willing to re-enter the field.     

‘It’s more than just what it is’: Defetishising commodities, expanding fields, mobilising change…

Commodity geographies are politically weak. Geographical pedagogy isn’t particularly engaging. Radical geography should make connections. But it rarely leaves room for interpretation. Too much seems to be too didactic. And to preach to the converted. That’s a problem that needs attention. So, is it possible to develop a radical, less didactic, geography? With research funding, publication and teaching the way they are? To engage more students, more heartily, in the issues studied? To promote social justice, critical citizenship, and participatory democracy? But not by setting out the right ways to think, be, or act. Some film-makers, artists and writers have been able to do this. It seems. Subtly and cleverly. Through projects attempting to de-fetishise commodities. But their politics have been placed largely in the background, between the lines of, or separated out from, the presentation of scenes, things, relations, bodies, lives and voices. Seen and unseen elements of their audiences’ lives. Re-connected. Perhaps. Through communication strategies giving audiences something to think about and to think with, to argue about and to argue with. Putting themselves in the picture, in the process. These less didactic materials may be difficult to master for an exam or an essay. They may not make it clear who or what’s right or wrong or what audiences are supposed to do. But they could engage them in less direct ways. When they’re shopping for petrol or fish, or when they’re doing or thinking about completely different things. Things that may not even come under the heading of ‘production’ or ‘consumption’. This approach might be labelled as ‘weak’, ‘relativist’, a bit too ‘cultural’ ‘post-modern’, or ‘defunct’. But it’s an approach that may be radical in effect because its ‘politics’ aren’t so straightforward or ‘up front’. This paper is about changing relationships between research, writing, teaching, learning and assessment; expanding fields of commodity geographies to include classrooms as sites not only of ‘instruction’, but also of learning, for researchers and their students¹; showing how such learning might usefully shape research and writing elsewhere in these fields for those engaged in this defetishising project.     

Internal motions and the figures of planets

Summary. The problem discussed in this paper is the effect of specified internal motions upon the external figure of a rotating planet.
An equation for the perturbation of a surface of constant density is derived. The properties of motions which can be maintained in a gravitational field are established.     

The moment of inertia of Mars and the existence of a core

Summary. A relation is obtained between the true value of the moment of inertia of a planet and the value calculated from the dynamical form factor, J ₂, on the assumption of hydrostatic equilibrium. The result is applied to Mars and it is shown that the difference between the true and calculated moments of inertia is probably insignificant in considering models of the interior of Mars and in particular does not affect an argument for a core based on models calculated by Lyttleton.     

First identification and characterization of Borrobol‐type tephra in the Greenland ice cores: new deposits and improved age estimates

Contiguous sampling of ice spanning key intervals of the deglaciation from the Greenland ice cores of NGRIP, GRIP and NEEM has revealed three new silicic cryptotephra deposits that are geochemically similar to the well‐known Borrobol Tephra (BT). The BT is complex and confounded by the younger closely timed and compositionally similar Penifiler Tephra (PT). Two of the deposits found in the ice are in Greenland Interstadial 1e (GI‐1e) and an older deposit is found in Greenland Stadial 2.1 (GS‐2.1). Until now, the BT was confined to GI‐1‐equivalent lacustrine sequences in the British Isles, Sweden and Germany, and our discovery in Greenland ice extends its distribution and geochemical composition. However, the two cryptotephras that fall within GI‐1e ice cannot be separated on the basis of geochemistry and are dated to 14358 ± 177 a b2k and 14252 ± 173 a b2k, just 106 ± 3 years apart. The older deposit is consistent with BT age estimates derived from Scottish sites, while the younger deposit overlaps with both BT and PT age estimates. We suggest that either the BT in Northern European terrestrial sequences represents an amalgamation of tephra from both of the GI‐1e events identified in the ice‐cores or that it relates to just one of the ice‐core events. A firm correlation cannot be established at present due to their strong geochemical similarities. The older tephra horizon, found within all three ice‐cores and dated to 17326 ± 319 a b2k, can be correlated to a known layer within marine sediment cores from the North Iceland Shelf (ca. 17179‐16754 cal a BP). Despite showing similarities to the BT, this deposit can be distinguished on the basis of lower CaO and TiO₂ and is a valuable new tie‐point that could eventually be used in high‐resolution marine records to compare the climate signals from the ocean and atmosphere.     

Treating risk as relational on shore platforms and implications for public safety on microtidal rocky coasts

Natural Hazards - Drowning on rocky coasts is a problem with global significance, but it is a particularly acute issue in Australia where rocky coasts account for 19% of coastal drownings. The risk...     

Projected changes in Malawi’s growing season

Climate Dynamics - Regional climate model projections at 30-km resolution are used to predict future mid-century and late-century growing season changes over Malawi due to global warming under the...     

It's good to talk: performing and recording the telephone interview

This paper explores the transition of talk to text in the process of performing and recording semi-structured interviews over the telephone. In particular, it considers the ways respondents and the materials enjoined in the process of interviewing exceed their role in the research process. Drawing on my experience of conducting telephone interviews in the UK, I position the interview as an uncertain encounter: one framed by earlier narrations as much as the aims and objectives of the research project; and an orientation towards 'talk' as much as the reduction of performance to text. Far from losing track of these uncertainties I argue that tape-recorders are well equipped to document these in/audible realms.