Gaining a “sense of place”: students’ affective\ud experiences of place leading to transformative\ud learning on international fieldwork

This paper reveals the extent to which undergraduate students demonstrate transformative learning whilst on international fieldwork in Barcelona, Spain. Groups of students create a series of discrete active learning situations that allow them and their peers to engage more fully with their locale and in turn experience a deeper understanding of “place”. Reflective field trip notebooks are used to capture the experiences of students. Results show that through the use of the affective domain (Krathwohl’s taxonomy) and applying cyclic experiential learning (Kolb) combined with critical reflection (Mezirow), students demonstrate progression and, in some cases, regression along Krathwohl’s taxonomy

Gaining a “sense of place”: students’ affective experiences of place leading to transformative learning on international fieldwork

This paper reveals the extent to which undergraduate students demonstrate transformative learning whilst on international fieldwork in Barcelona, Spain. Groups of students create a series of discrete active learning situations that allow them and their peers to engage more fully with their locale and in turn experience a deeper understanding of “place”. Reflective field trip notebooks are used to capture the experiences of students. Results show that through the use of the affective domain (Krathwohl’s taxonomy) and applying cyclic experiential learning (Kolb) combined with critical reflection (Mezirow), students demonstrate progression and, in some cases, regression along Krathwohl’s taxonomy

Unravelling the geographical palimpsest through fieldwork: discovering a sense of place

Fieldwork enables students to gain a greater understanding of the people and places that they encounter. Urban areas are popular destinations for fieldwork because they present a landscape that is in a continual state of change. Yet, as this article indicates, the past is ever present in the urban landscape as each place can be regarded as a palimpsest, where layers of history, geography, culture and politics co-exist. Through active participation in fieldwork, students have the potential to unravel this palimpsest and discover a deeper sense of that place. The example used here reflects upon urban fieldwork in Barcelona as experienced by a group of undergraduate students who, as they carry out and reflect upon their field work, benefit from gaining a sense of place informed by a range of geographical processes and meanings. The article concludes with a series of suggestions for those embarking on fieldwork and wishing to unravel the geographical palimpsest

SPIDERS: Selection of spectroscopic targets using AGN candidates detected in all-sky X-ray surveys

SPIDERS (SPectroscopic IDentification of eROSITA Sources) is an SDSS-IV survey running in parallel to the eBOSS cosmology project. SPIDERS will obtain optical spectroscopy for large numbers of X-ray-selected AGN and galaxy cluster members detected in wide area eROSITA, XMM-Newton and ROSAT surveys. We describe the methods used to choose spectroscopic targets for two sub-programmes of SPIDERS: X-ray selected AGN candidates detected in the ROSAT All Sky and the XMM-Newton Slew surveys. We have exploited a Bayesian cross-matching algorithm, guided by priors based on mid-IR colour-magnitude information from the WISE survey, to select the most probable optical counterpart to each X-ray detection. We empirically demonstrate the high fidelity of our counterpart selection method using a reference sample of bright well-localised X-ray sources collated from XMM-Newton, Chandra and Swift-XRT serendipitous catalogues, and also by examining blank-sky locations. We describe the down-selection steps which resulted in the final set of SPIDERS-AGN targets put forward for spectroscopy within the eBOSS/TDSS/SPIDERS survey, and present catalogues of these targets. We also present catalogues of ~12000 ROSAT and ~1500 XMM-Newton Slew survey sources which have existing optical spectroscopy from SDSS-DR12, including the results of our visual inspections. On completion of the SPIDERS program, we expect to have collected homogeneous spectroscopic redshift information over a footprint of ~7500 deg$^2$ for >85 percent of the ROSAT and XMM-Newton Slew survey sources having optical counterparts in the magnitude range 17<r<22.5, producing a large and highly complete sample of bright X-ray-selected AGN suitable for statistical studies of AGN evolution and clustering.Comment: MNRAS, accepte

A Halomethane thermochemical network from iPEPICO experiments and quantum chemical calculations

Internal energy selected halomethane cations CH3Cl+, CH2Cl2+, CHCl3+, CH3F+, CH2F2+, CHClF2+ and CBrClF2+ were prepared by vacuum ultraviolet photoionization, and their lowest energy dissociation channel studied using imaging photoelectron photoion coincidence spectroscopy (iPEPICO). This channel involves hydrogen atom loss for CH3F+, CH2F2+ and CH3Cl+, chlorine atom loss for CH2Cl2+, CHCl3+ and CHClF2+, and bromine atom loss for CBrClF2+. Accurate 0 K appearance energies, in conjunction with ab initio isodesmic and halogen exchange reaction energies, establish a thermochemical network, which is optimized to update and confirm the enthalpies of formation of the sample molecules and their dissociative photoionization products. The ground electronic states of CHCl3+, CHClF2+ and CBrClF2+ do not confirm to the deep well assumption, and the experimental breakdown curve deviates from the deep well model at low energies. Breakdown curve analysis of such shallow well systems supplies a satisfactorily succinct route to the adiabatic ionization energy of the parent molecule, particularly if the threshold photoelectron spectrum is not resolved and a purely computational route is unfeasible. The ionization energies have been found to be 11.47 ± 0.01 eV, 12.30 ± 0.02 eV and 11.23 ± 0.03 eV for CHCl3, CHClF2 and CBrClF2, respectively. The updated 0 K enthalpies of formation, ∆fHo0K(g) for the ions CH2F+, CHF2+, CHCl2+, CCl3+, CCl2F+ and CClF2+ have been derived to be 844.4 ± 2.1, 601.6 ± 2.7, 890.3 ± 2.2, 849.8 ± 3.2, 701.2 ± 3.3 and 552.2 ± 3.4 kJ mol–1, respectively. The ∆fHo0K(g) values for the neutrals CCl4, CBrClF2, CClF3, CCl2F2 and CCl3F and have been determined to be –94.0 ± 3.2, –446.6 ± 2.7, –702.1 ± 3.5, –487.8 ± 3.4 and –285.2 ± 3.2 kJ mol–1, respectively

Insights into microstructural interfaces in aerospace alloys characterised by atom probe tomography

Atom probe tomography (APT) is becoming increasingly applied to understand the relationship between the structure and composition of new alloys at the micro- And nanoscale and their physical properties. Here, we use APT datasets from two modern aerospace alloys to highlight the detailed information available from APT analysis, along with potential pitfalls that can affect data interpretation. The interface between two phases in a Ti-6Al-4V alloy is used to illustrate the importance of parameter choice when using proximity histograms or concentration profiles to characterise interfacial chemistry. The higher number density of precipitates and large number of constituent elements in a maraging steel (F1E) present additional challenges such as peak overlaps that vary across the dataset, along with inhomogeneous interface chemistries.</p

Subcritical multiplicative chaos for regularized counting statistics from random matrix theory

For an N×N random unitary matrix U_N, we consider the random field defined by counting the number of eigenvalues of U_N in a mesoscopic arc of the unit circle, regularized at an N-dependent scale Ɛ_N>0. We prove that the renormalized exponential of this field converges as N → ∞ to a Gaussian multiplicative chaos measure in the whole subcritical phase. In addition, we show that the moments of the total mass converge to a Selberg-like integral and by taking a further limit as the size of the arc diverges, we establish part of the conjectures in [55]. By an analogous construction, we prove that the multiplicative chaos measure coming from the sine process has the same distribution, which strongly suggests that this limiting object should be universal. The proofs are based on the asymptotic analysis of certain Toeplitz or Fredholm determinants using the Borodin-Okounkov formula or a Riemann-Hilbert problem for integrable operators. Our approach to the L¹-phase is based on a generalization of the construction in Berestycki [5] to random fields which are only asymptotically Gaussian. In particular, our method could have applications to other random fields coming from either random matrix theory or a different context

The emotional geographies of place: developing innovative learning and teaching strategies for international fieldwork

Students experience a wide range of experiences and emotions when doing short international field courses. Based on a study of a Geography field trip to Barcelona, Spain, this paper examines the influences on the affective domain and the consequent impacts on students’ engagement with learning, as well as performance. Innovative learning and teaching strategies, such as co-production of the field trip, teaching of student peers and self-reflection, can be utilised to help students to make sense of their field encounters and positionality as well as developing a richer sense of place. Finally, the application of these approaches to affiliated subjects will be discussed

Communities of/for learning: enhancing student engagement in changing HE environments

The shifting environment of HE has undoubtedly led to changes in the relationships between students and their learning. The neoliberal agenda, full-fee student fees in the UK, performance league tables, and changes in the (part-time) work-study balance are some of the influences on students’ perceptions of study and expectations of educational experience. The idea of Communities of Learning involves encouraging better student engagement through creating a sense of community and identity, with the result that students are more willing to share and co-operate with their studies, contribute more readily to university life, and which could include co-partnership in course design or staff research. This introduction will briefly review the opportunities and challenges of creating Communities of/for Learning to enhance student engagement. The paper will review the forms and characteristics of such communities and their relationships to infrastructure of learning spaces. It will also start to examine the efforts to create Communities of Learning which involve the creation of learning and support environments, and adopting appropriate learning and teaching strategies, in order to stimulate Communities for Learning, whereby students take possession and responsibility of their own (and others’) learning. Which teaching and learning strategies encourage a sense of community, and what opportunities and challenges exist? As tutors, can we create learning environments that foster Communities for Learning, and find ways to better support Communities of Learning that evolve, with student partnership, into Communities with Learning