43 research outputs found
Testing the efficacy of mitigation measures for reducing fine sediment and associated pollutant delivery to and through rivers in agricultural catchments of England
No full textAgricultural intensification has contributed to the degradation of freshwaters in the UK, through enhanced delivery of fine sediment and associated contaminants, leading to sedimentation and eutrophication. European legislation (Water Framework Directive 2000/60/EC) and subsequent UK government initiatives such as Catchment Sensitive Farming (CSF) and Demonstration Test Catchments (DTC), aim to improve the quality of freshwaters. The DTC programme aims to find cost-effective ways to reduce agricultural diffuse water pollution.
This study aimed to monitor rivers in the Hampshire Avon DTC with existing and planned mitigation measures, to measure the effectiveness of the mitigation measures, and to develop an experimental design for wider application for pollution mitigation. The methods used and tested in this study were a combination of affordable, replicable and sustainable methods (in-stream sediment collection and water quality monitoring), more complicated, expensive, analytical laboratory methods (particle size, loss-on-ignition, geochemistry, mineral magnetism, environmental radionuclides), and sediment source fingerprinting. The mitigation measures were: improvement to farm infrastructure, a wooded and a grassed riparian buffer, and a constructed wetland and in-stream pond treatment train.
The improved farm infrastructure (resurfacing of a farm track, installation of a retention pond, improvements to a drainage ditch) effectively reduced inputs of sediment and associated contaminants to the river, however, this had little positive impact on the river due to greater importance of inputs from other sources. The riparian buffers were reducing fine sediment and associated contaminant inputs laterally and from upstream, however, the effectiveness of the riparian buffers was undermined by a lack of riparian buffers upstream and by sub-surface field drains. Combined analysis of the river from the farm infrastructure in the headwaters (farm scale) to the wooded riparian buffer downstream (sub-catchment scale) showed a change in the dominant source of sediment. This highlighted that an experimental design would require monitoring at varying spatial scales, as individual farm scale mitigation measures may have little impact on an entire sub-catchment due to the importance of other sources from a larger drainage area. The constructed wetland and instream pond were not effective at reducing longitudinal delivery of fine sediment and associated contaminants due to issues related to maintenance and design, emphasising the importance of appropriate targeting, design, and maintenance of mitigation measures.
The results from this study showed that the methods used would be suitable as part of an experimental design for wider application. Although complex and expensive, sediment source fingerprinting is essential for determining appropriate and cost-effective mitigation at farm and sub-catchment scales. Monitoring of the sediment and water quality using the affordable, replicable and sustainable methods could be managed by farmers and landowners across a dense spatial area, at a high temporal frequency, to ensure sustainable effectiveness of mitigation. There is a need for more co-working between policy makers and scientists to ensure appropriate funding and timescales for research are provided, and with farmers and landowners to improve understanding and vested interest in the contribution of agriculture to the degradation of water quality
Testing the efficacy of mitigation measures for reducing fine sediment and associated pollutant delivery to and through rivers in agricultural catchments of England
No full textIn-stream and hyporheic water quality of the River Esk, North Yorkshire: implications for Freshwater Pearl Mussel habitats
No full textRiver systems and their catchments are important for ecological, social and economic reasons. However, the increased and changing usage of these natural environments and resources for anthropogenic benefit have led to degradation in water quality, which has led to severe declines in aquatic species populations and their suitable habitats, as well as presenting health concerns with regards to drinking water standards. As a result of this, the Water Framework Directive (2000/60/EC) has been introduced, which is an EU legislation that requires “good ecological status” of freshwaters by 2015, providing a driver for management and conservation for UK river systems. One example of declines in species populations are freshwater pearl mussels (Margaritifera margaritifera), which are under extreme threat of extinction. Combining species revival with water quality improvements provides a method for testing effectiveness of implemented measures. This study analyses water quality, hydrological characteristics and hyporheic zone chemistry of the River Esk, North Yorkshire, through a variety of spatial and temporal scales. Changing water quality through storm events showed that general water quality of the Esk is of little concern, however, higher flows bring acidification to the upper part of the network, which presents a serious threat to freshwater pearl mussel survival. The hyporheic zone displayed interesting results in that chemical concentrations were far higher, whilst dissolved oxygen levels and redox potential were lower. Nitrate values were also lower, suggesting that reducing conditions were supporting oxygen demanding chemical reactions such as denitrification, creating undesirable habitats for aquatic invertebrates. This study concludes that there is a lack of vertical connectivity between the channel and zones of interaction
Limits to mass tourism’s effects in rural peripheries
No full textAbstractEconomic linkages between mass tourism cores and rural peripheries are widely proposed as developmental. This article adopts a livelihoods approach to investigate the influence of a major Cambodian tourism destination on its rural hinterland. A quantitative pre-study of three rural villages indicated that links were mainly indirect, through labour migration. The qualitative main phase found villagers adapting skills and social networks to a range of employments in diverse locations. Poor households in the rural periphery were thus already connected to wider economies with tourism playing a distinctive low-risk, low-return role in their livelihood strategies. Policy on poverty and tourism should be informed by an understanding of rural households’ existing livelihood portfolios and the strategic contingent decisions which shape them
Essays on some select parts of the liturgy of the Church of England [electronic resource] : being the substance of a course of lectures delivered in the parish church of St. Werburgh, Bristol. By Thomas T. Biddulph, A.M. Late of Queen's College, Oxford.
No full textWith a list of subscribers.Electronic reproduction.English Short Title Catalog,Reproduction of original from British Library
James Bond: international man of gastronomy
No full textThis article is concerned with the representation of food and drink in Ian Fleming’s James Bond novels. In particular, it examines how the author uses Bond’s culinary knowledge and habits of consumption as an important constituent of his hero’s character. Similarly, the food choices of other characters, notably villains, are shown to be linked, by Fleming, to core aspects of their identity − principally their ethnicity. Bond’s impulse to observe and classify, very much in evidence in the novels’ food sequences, is examined in terms of the texts’ construction of Bond as a skilled identifier of signs
APRENDIZAJE CREATIVO INTERCULTURAL: NUEVOS ESPACIOS PARA UNA CIUDADANÍA GLOBAL, COMPASIVA Y ENRIQUECEDORA
No full textThe University of Cambridge Primary School is the first University Training School in the United Kingdom. Designed to be bold, innovative, ambitious and inclusive, the school’s practice is an example of research informed practice to build the capacity among teachers to become research generating. The article guides the reader through reflexive moments in the lived experience of the school, its Headteacher (the author) and teachers and children. The emphasis on space making opens up opportunities to discuss the necessity of enabling spaces that foster listening, uncertainties and possibilities-thinking. A new project is introduced to show the innovations that arise from a culture in which releasing the imagination is vital.La Escuela Primaria de la Universidad de Cambridge es la primera escuela de formación universitaria del Reino Unido. Diseñada para ser audaz, innovadora, ambiciosa e inclusiva, la práctica de la escuela es un ejemplo de práctica basada en la investigación para desarrollar la capacidad de los profesores para convertirse en generadores de investigación. El artículo guía al lector a través de momentos reflexivos en la experiencia vivida de la escuela, su director (el autor) y los maestros y los niños. El énfasis en la creación de espacios abre oportunidades para discutir la necesidad de habilitar espacios que fomenten la escucha, las incertidumbres y el pensamiento de posibilidades. Se presenta un nuevo proyecto para mostrar las innovaciones que surgen de una cultura en la que liberar la imaginación es vital
Reviewing the UK home zone initiatives
No full textThe home zone concept has been one of the UK's major contributions to applying liveable street concepts within the UK. This paper reviews the decade of work that has seen the development of the concept in the UK, and reviews the overall lessons resulting from a range of interrelated initiatives. The paper draws on a number of sources and the experiences of the author during this time, tying together the results of formal and informal research, including policy and research reviews, semi-structured interviews with key practitioners and residents, consultancy work for local authorities, campaigning for specific schemes on behalf of residents' groups, visits to and reflections on finished schemes, and informal discussions with resident
What is the difference? What factors contribute to the variation of achievement for Year 7 and 8 Māori students in high decile, full primary schools?
No full textThe educational disparity between indigenous Māori students and those of the majority continue to be a major issue in New Zealand. Attempting to bridge the gap for Māori students has generated focus on Māori student engagement in the classroom, the actions and understanding of the teacher and the relationship and interactions between the teacher and students in their learning environment. Elements of culturally responsive pedagogy have been identified as positive contributing factors to accelerating academic achievement for secondary Māori mainstream students.
This small-scale cross-cultural exploratory qualitative research project seeks to identify the factors that contribute to student achievement variation for Year 7 and 8 students in high decile full primary schools and the integration of teacher’s cultural competencies in high quality learning opportunities. Within a kaupapa Māori research process, this study uses empirical data collected from a purposive sample through a semi-structured individual interview and a for self-assessment. Voluntary research participants were twelve students and six teachers in three schools in the Bay of Plenty, Waikato and Wellington regions. This research examines the engagement of student and teacher in pedagogical practice, learning variables, cultural knowledge and practices attributable to positive academic achievement for Māori.
The findings reveal that when teachers place themselves in an agentic position; adopt a professional commitment and willingness to engage in effective relations, interactions and reciprocal practices to support Māori learners, high levels of relational trust and expectations prevail through mutual respect and interdependence to attain successful educational outcomes.
Further teacher professional learning is essential to enlighten and deepen teachers' understanding of culturally responsive pedagogy to enable Māori learners to reach their potential to participate and contribute in their world of choice
