Quantitative methods in geography: making the connections between schools, universities and employers

A report into the nature of and attitudes towards quantitative methods teaching in geography, with recommendations for how the benchmark statement might be changed

Poplar GTL1 Is a Ca2+/Calmodulin-Binding Transcription Factor that Functions in Plant Water Use Efficiency and Drought Tolerance

Diminishing global fresh water availability has focused research to elucidate mechanisms of water use in poplar, an economically important species. A GT-2 family trihelix transcription factor that is a determinant of water use efficiency (WUE), PtaGTL1 (GT-2 like 1), was identified in Populus tremula × P. alba (clone 717-IB4). Like other GT-2 family members, PtaGTL1 contains both N- and C-terminal trihelix DNA binding domains. PtaGTL1 expression, driven by the Arabidopsis thaliana AtGTL1 promoter, suppressed the higher WUE and drought tolerance phenotypes of an Arabidopsis GTL1 loss-of-function mutation (gtl1-4). Genetic suppression of gtl1-4 was associated with increased stomatal density due to repression of Arabidopsis STOMATAL DENSITY AND DISTRIBUTION1 (AtSDD1), a negative regulator of stomatal development. Electrophoretic mobility shift assays (EMSA) indicated that a PtaGTL1 C-terminal DNA trihelix binding fragment (PtaGTL1-C) interacted with an AtSDD1 promoter fragment containing the GT3 box (GGTAAA), and this GT3 box was necessary for binding. PtaGTL1-C also interacted with a PtaSDD1 promoter fragment via the GT2 box (GGTAAT). PtaSDD1 encodes a protein with 60% primary sequence identity with AtSDD1. In vitro molecular interaction assays were used to determine that Ca2+-loaded calmodulin (CaM) binds to PtaGTL1-C, which was predicted to have a CaM-interaction domain in the first helix of the C-terminal trihelix DNA binding domain. These results indicate that, in Arabidopsis and poplar, GTL1 and SDD1 are fundamental components of stomatal lineage. In addition, PtaGTL1 is a Ca2+-CaM binding protein, which infers a mechanism by which environmental stimuli can induce Ca2+ signatures that would modulate stomatal development and regulate plant water use

Effects of soil compaction and mechanical damage at harvest on growth and biomass production of short rotation coppice willow

The effects of soil compaction and mechanical damage to stools at harvesting on the growth and biomass production of short rotation coppice (SRC) of willow (Salix viminalis L.) were monitored on clay loam (CL) and sandy loam (SL) soils. Moderate compaction, more typical of current harvesting situations did not reduce biomass yields significantly. Even heavy compaction only reduced stem biomass production by about 12% overall; effects were statistically significant only in the first year of the experiment on sandy loam. Heavy compaction increased soil strength and bulk density down to 0.4 m depth and reduced soil available water and root growth locally. Soil loosening treatments designed to alleviate the effects of heavy compaction did not markedly improve the growth of willow on compacted plots. Hence the focus fell on harvesting. Extensive mechanical damage to stools caused a 9% and 21% reduction in stem dry mass on the clay loam and sandy loam soils as a result of fewer stems being produced. The particularly severe effect on the sandy loam soil probably resulted from a combination of dry conditions in the year of treatment, root damage and soil compaction under stools and might have been aggravated by the young age of the plants (1 year) at the time of treatment

Strategies for making geoscience PhD recruitment more equitable

Admission to doctoral study is a crucial step in the academic pipeline, but discriminatory procedures can disproportionately impact students from ethnic minority backgrounds. We show how these policies contribute to inequity in the geosciences and propose strategies for change

The Future of Geography Field Course Pedagogy in UK Higher Education

This is the author accepted manuscript.Data availability: The data that support the findings of this study are available from the corresponding author upon reasonable request.Field courses are widely regarded as integral to geography degree programmes, providing students with opportunities for experiential learning, often in unfamiliar international environments. Yet, this key area of pedagogy appears increasingly unsustainable and complex for Higher Education Institutions (HEIs) within the context of the urgent need for decarbonisation, increasing financial costs, and the institutional challenges of comprehensively embedding necessary Equality, Diversity and Inclusion (EDI) considerations into these activities. Here, we report on a national-level workshop (April 2024) that brought together a wide range of HE practitioners to discuss the future of UK field course pedagogy, using the fieldwork principles adopted by the Royal Geographical Society (with the Institute of British Geographers) (RGS-IBG) in 2020 as a basis for framing future discourse. Using a Three Horizons approach to guide our conversations, we critically explored the (un)sustainability of current academic and institutional practices, alongside future directions and ‘disrupting’ (innovative) practices for promoting transformative change in this area of education. Here, we argue for two sector-wide discussions that require collaborative engagement with practitioners, institutions, and students. Firstly, we highlight the urgent need for transparent and critical reflection on the challenges and hypocrisy of aeromobility in academia and the need for more widespread adoption of low carbon (‘slower’) modes of travel. Secondly, we call for the immediate reconceptualization of field course pedagogy to place EDI considerations at the core of field course design and practice, aiding a transition towards Universal Design for Learning (UDL). As such, we call on the geography community in higher education to engage in critical reflection on how we take meaningful and urgent action to address the disconnect between our stated educational values around environmental sustainability and EDI, and our actual educational practices.University of Exete

The Future of Geography Field Course Pedagogy in UK Higher Education

Field courses are widely regarded as integral to geography degree programmes, providing students with opportunities for experiential learning, often in unfamiliar international environments. Yet, this key area of pedagogy appears increasingly unsustainable and complex for Higher Education Institutions (HEIs) within the context of the urgent need for decarbonisation, increasing financial costs, and the institutional challenges of comprehensively embedding necessary Equality, Diversity and Inclusion (EDI) considerations into these activities. Here, we report on a national-level workshop (April 2024) that brought together a wide range of HE practitioners to discuss the future of UK field course pedagogy, using the fieldwork principles adopted by the Royal Geographical Society (with the Institute of British Geographers) (RGS-IBG) in 2020 as a basis for framing future discourse. Using a Three Horizons approach to guide our conversations, we critically explored the (un)sustainability of current academic and institutional practices, alongside future directions and ‘disrupting’ (innovative) practices for promoting transformative change in this area of education. Here, we argue for two sector-wide discussions that require collaborative engagement with practitioners, institutions, and students. Firstly, we highlight the urgent need for transparent and critical reflection on the challenges and hypocrisy of aeromobility in academia and the need for more widespread adoption of low carbon (‘slower’) modes of travel. Secondly, we call for the immediate reconceptualization of field course pedagogy to place EDI considerations at the core of field course design and practice, aiding a transition towards Universal Design for Learning (UDL). As such, we call on the geography community in higher education to engage in critical reflection on how we take meaningful and urgent action to address the disconnect between our stated educational values around environmental sustainability and EDI, and our actual educational practices