Using Mobile Technologies to Enhance Accessibility and Inclusion in Field-Based Learning

The relevance of field education in the geosciences has been subject to increasing scrutiny, in part due to the exclusionary nature of traditional field practices that require independent work and physical agility. As an alternative, this article presents strategies for increasing accessibility and inclusion in collaborative field-based education through the use of mobile technologies. We present a series of examples to show how the use of mobile technologies in the field can enable collaborative observation, data collection, data sharing, and interpretation. The strategies developed in these examples provide equitable access to instruction, peer engagement, and participation in every field exercise. We suggest that technological approaches to accessibility and inclusion in the field can facilitate opportunities for all students to gain field experiences that are an important component of geoscience education

Steady states of lattice population models with immigration

In a lattice population model where individuals evolve as subcritical branching random walks subject to external immigration, the cumulants are estimated and the existence of the steady state is proved. The resulting dynamics are Lyapunov stable in that their qualitative behavior does not change under suitable perturbations of the main parameters of the model. An explicit formula of the limit distribution is derived in the solvable case of no birth. Monte Carlo simulation shows the limit distribution in the solvable case

Exploring the Reasons for the Seasons Using Google Earth, 3D Models, and Plots

Public understanding of climate and climate change is of broad societal importance. However, misconceptions regarding reasons for the seasons abound amongst students, teachers, and the public, many of whom believe that seasonality is caused by large variations in Earth\u27s distance from the Sun. Misconceptions may be reinforced by textbook illustrations that exaggerate eccentricity or show an inclined view of Earth\u27s near-circular orbit. Textbook explanations that omit multiple factors influencing seasons, that do not mesh with students\u27 experiences, or that are erroneous, hinder scientifically valid reasoning. Studies show that many teachers share their students\u27 misconceptions, and even when they understand basic concepts, teachers may fail to appreciate the range of factors contributing to seasonal change, or their relative importance. We have therefore developed a learning resource using Google Earth, a virtual globe with other useful, weather- and climate-related visualizations. A classroom test of 27 undergraduates in a public research university showed that 15 improved their test scores after the Google Earth-based laboratory class, whereas 5 disimproved. Mean correct answers rose from 4.7/10 to 6/10, giving a paired t-test value of 0.21. After using Google Earth, students are helped to segue to a heliocentric view

The Paradox of Power in CSR: A Case Study on Implementation

Purpose Although current literature assumes positive outcomes for stakeholders resulting from an increase in power associated with CSR, this research suggests that this increase can lead to conflict within organizations, resulting in almost complete inactivity on CSR. Methods A single in-depth case study, focusing on power as an embedded concept. Results Empirical evidence is used to demonstrate how some actors use CSR to improve their own positions within an organization. Resource dependence theory is used to highlight why this may be a more significant concern for CSR. Conclusions Increasing power for CSR has the potential to offer actors associated with it increased personal power, and thus can attract opportunistic actors with little interest in realizing the benefits of CSR for the company and its stakeholders. Thus power can be an impediment to furthering CSR strategy and activities at the individual and organizational level

A critical incident analysis of inclusive fieldwork with students as co-researchers

This paper presents findings from a collaborative research project with students and lecturers that explored the integration of technology to enhance accessibility and inclusion in fieldwork education. The project set out to involve students as co-researchers to broaden the insights of the research team, and purposely included the diverse perspectives and experiences of students and lecturers with physical-mobility disabilities. Through analysing three critical incidents from two residential field trips, we developed a set of practical recommendations for using technology to facilitate the inclusion of students with disabilities in field courses. Reflecting on this study and the process of engaging with students as co-researchers, we offer recommendations for implementing equitable and inclusive fieldwork and working collaboratively with students to develop inclusive field experiences