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Geomorphological fieldwork /
Geomorphological Fieldwork addresses a topic that always remains popular within the geosciences and environmental science. More specifically, the volume conveys a growing legacy of field-based learning for young geomorphologists that can be used as a student book for field-based university courses a...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam :
Elsevier,
2014.
|
| Colección: | Developments in earth surface processes ;
18. |
| Temas: | |
| Acceso en línea: | Texto completo Texto completo |
Tabla de Contenidos:
- Cover; Title Page; Copyright Page; Contents; List of contributors; Foreword; References; Preface; Chapter 1
- Introduction; References; Chapter 2
- Why Fieldwork?; 2.1
- Introduction; 2.2
- Wither fieldwork? the necessity of "ground truthing" and the importance of place; 2.3
- Teaching and learning through fieldwork; 2.4
- Fieldwork enhances subfield and interdisciplinary relationships; 2.5
- Fieldwork challenges established paradigms; 2.5.1
- Global-Scale: Continental Drift; 2.5.2
- Regional-Scale: The Channeled Scablands; 2.5.3
- Local-Scale: Yosemite Valley, CA (USA).
- 2.5.4
- Hand Sample-Scale: Rock Decay Science2.6
- Why not fieldwork?; References; Chapter 3
- Getting into the Field; Chapter 3.1
- Preparing for Fieldwork; 3.1.1
- Introduction; 3.1.2
- Consulting the existing information; 3.1.3
- Time; 3.1.4
- Reconciling academic and logistic considerations; 3.1.5
- Institutional and personal support; 3.1.6
- Field techniques and equipment; 3.1.7
- Preparing for problems; 3.1.8
- Personnel considerations; 3.1.9
- Budgets, expenses, funding, and authorization; 3.1.10
- Reconciling academic and logistic preparation; 3.1.11
- Transportation.
- 3.1.12
- Accommodation3.1.13
- Provisions; 3.1.14
- Considering the physical environment; 3.1.15
- Considering the human environment; 3.1.16
- Conclusion; Acknowledgements; References; Chapter 3.2
- Field Safety: Principles, Practice, and Culture; 3.2.1
- Introduction; 3.2.2
- Principles; 3.2.2.1
- Preservation of Life, Health, Property, and the Environment; 3.2.2.2
- Culture and Conscience; 3.2.2.3
- Approach; 3.2.3
- Practice; 3.2.3.1
- Standards; 3.2.3.1.1
- Organizational; 3.2.3.1.2
- Regulatory; 3.2.3.1.3
- Benchmarking; 3.2.3.1.4
- Training; 3.2.3.2
- Processes.
- 3.2.3.2.1
- Risk Management and Task Hazard Analysis3.2.3.2.2
- Emergency Planning; 3.2.3.2.3
- Reporting; 3.2.3.2.4
- Controls; 3.2.3.2.5
- Interpretation; 3.2.3.2.6
- Delegation; 3.2.3.3
- Training; 3.2.3.3.1
- Training Needs Analysis; 3.2.3.3.2
- Training Standards; 3.2.3.3.3
- Training Coordination; 3.2.3.3.4
- Training Delivery and Expertise Recognition; 3.2.3.3.5
- Training Evaluation; 3.2.3.3.6
- Examples of Training; 3.2.3.4
- Field Parties; 3.2.3.4.1
- Medical Health Evaluations and Fitness for Fieldwork; 3.2.3.4.2
- Threats to Health and Safety Within Field Parties.
- 3.2.3.4.3
- Balance of Expertise and Compatibility3.2.3.4.4
- Joint Fieldwork; 3.2.3.4.5
- Working Alone; 3.2.3.5
- Communications; 3.2.3.5.1
- Emergency; 3.2.3.5.2
- Field Safety; 3.2.3.6
- Equipment; 3.2.4
- Leadership of safety culture; 3.2.5
- Conclusions; Acknowledgments; References; Chapter 4
- Teaching Geomorphology in the Field; Chapter 4.1
- Student Learning Styles; 4.1.1
- Introduction; 4.1.2
- Methodology; 4.1.3
- Discussion of results; 4.1.3.1
- Student perceptions of "novelty spaces"; 4.1.4
- Educational implications; 4.1.5
- Conclusions and Recommendations; Acknowledgements.