Rainfall thresholds for landsliding in the Himalayas of Nepal

Landsliding of the hillslope regolith is an important source of sediment to the fluvial network in the unglaciated portions of the Himalayas of Nepal. These landslides can produce abrupt increases of up to three orders of magnitude in the fluvial sediment load in less than a day. An analysis of 3 years of daily sediment load and daily rainfall data defines a relationship between monsoonal rainfall and the triggering of landslides in the Annapurna region of Nepal. Two distinct rainfall thresholds, a seasonal accumulation and a daily total, must be overcome before landslides are initiated. To explore the geomorphological controls on these thresholds, we develop a slope stability model, driven by daily rainfall data, which accounts for changes in regolith moisture. The pattern of rainfall thresholds predicted by the model is similar to the field data, including the decrease in the daily rainfall threshold as the seasonal rainfall accumulation increases. Results from the model suggest that, for a given hillslope, regolith thickness determines the seasonal rainfall necessary for failure, whereas slope angle controls the daily rainfall required for failure.     

Apparent and real bias in numerical transfer functions in palaeolimnology

We present an evaluation of the procedure by which model prediction bias is examined in palaeolimnological transfer function inference models. We argue that most of the prediction biases commonly reported in the literature are, in fact, fallacious, and are the artificial consequence of the inappropriate manner in which residuals are traditionally examined. We show that the extent of the specious model bias is entirely predictable from first principles and is essentially determined by the strength of the predictive model. We suggest that the analysis of residuals should always be examined as a function of the model's predictions and we discuss the implications of the old and new approaches.     

Geography Education: The Glass Is Half Full and It's Getting Fuller

This article examines the recent progress of geography education as an academic subfield of geography and as an area of activity in K–12 education. Challenges to both endeavors are described. A restructuring of geography education's research program that focuses on spatial thinking and reasoning and merges applied and theoretical research is proposed.     

GARDENS AND DWELLING: PEOPLE IN VERNACULAR GARDENS*

ABSTRACT. Investigations of dooryard gardens, kitchen gardens, home gardens, and houselot gardens fall unequally into one of three groupings. The first are those that treat the plants in the gardens as biological entities and define a space considered a culturally controlled biological community or habitat. The second are those that consider plants cultural traits and the space defined by their positions a setting for household activities. The third conceives of plants as design elements within a garden or a landscape that frames a house or provides a setting for formal human performances. Recent decades have witnessed a broadening focus in the study of gardens, from spatial characteristics and biological content to social and cultural concerns such as reciprocity networks, contested spaces, and the concept of “dwelling.”