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Title: The Field Guide to Mixing Social and Biophysical Methods in Environmental Research

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dc:title The Field Guide to Mixing Social and Biophysical Methods in Environmental Research
dc:creator Rebecca Lave;Stuart N. Lane
dc:rights ©2025 Rebecca Lave and Stuart N. Lane. Copyright of individual chapters is maintained by the chapter’s authors. CC BY-NC 4.0
dc:identifier calibre:165 | uuid:2dd886d6-e46d-407b-9946-64584ec83590 | urn:uuid:54642469-38be-4028-924d-eba4d307b9d4
dc:language en-US | fr-FR
dc:date 2025-02-21T16:49:42+00:00
dc:description Despite ongoing debates about its origins, the Anthropocene—a new epoch characterized by significant human impact on the Earth's geology and ecosystems—is widely acknowledged. Our environment is increasingly a product of interacting biophysical and social forces, shaped by climate change, colonial legacies, gender norms, hydrological processes, and more. Understanding these intricate interactions requires a mixed-methods approach that combines qualitative and quantitative, biophysical and social research. 
 
However, mixed-methods environmental research remains rare, hindered by academic boundaries, limited training, and the challenges of interdisciplinary collaboration. Time, funding, and the integration of diverse data further complicate this research, whilst the dynamics and ethics of interdisciplinary teams add another layer of complexity. 
 
Despite these challenges, mixed-methods research offers a more robust and ultimately transformative understanding of environmental questions. This Field Guide aims to inspire and equip researchers to undertake such studies. Organized like a recipe book, it assists researchers in the preparation of their field work, as well as offering entry points to key methods and providing examples of successful mixed-methods projects. 
 
This book will be of interest to scholars wishing to tackle environmental research in a more holistic manner, spanning ‘sister’ disciplines such as anthropology, statistics, political science, public health, archaeology, geography, history, ecology, and Earth science.
dc:subject Anthropocene;Mixed-Methods Research;Environmental research;Critical Physical Geography;Earth Systems Sciences;Field Guide
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Outlines

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TOC Outline

  1. Cover
  2. Title page
  3. Copyright
  4. Contents
  5. Acknowledgements
  6. List of Illustrations
  7. 1. Introduction to the Field Guide
  8. 2. Introduction to building the research ‘kitchen’
  9. 3. Frames, disciplines and mixing methods in environmental research
  10. 4. Mixed methods in tension: lessons for and from the research process
  11. 5. Expanding research ethics for inclusive and transdisciplinary research
  12. 6. Embracing and enacting critical and constructive approaches to teaching Critical Physical Geography
  13. 7. Integrating ethnographic and physical science methods in interdisciplinary research projects: Reflections on pedagogy and practice for ‘deep interdisciplinary’ engagement within the Sajag-Nepal Project
  14. 8. The environmental impacts of fieldwork: making an environmental impact statement
  15. 9. Inclusive practices in fieldwork
  16. 10. Fieldwork safety planning and risk management
  17. 11. Introduction to the research recipes
  18. 12. On the dialogue between ethnographic field work and statistical modelling
  19. 13. Revealing the social histories of ancient savannas and intact forests using a historical ecology approach in Central Africa
  20. 14. The interface between hydrological modelling and political ecology
  21. 15. ‘A hydrologist and a rhetorician walk into a workshop,’ or How we learned to collaborate on a decade of mixed-methods river research across the humanities and biophysical sciences
  22. 16. Using mixed methods to confront disparities in public health interventions in urban community gardens
  23. 17. Space and place in participatory arts-based research
  24. 18. Antarctic mosaic: Mixing methods and metaphors in the McMurdo Dry Valleys
  25. 19. Engaging remote sensing and ethnography to seed alternative landscape stories and scripts
  26. 20. Mixing geoarchaeology, geohistory and ethnology to reconstruct landscape changes on the longue durée
  27. 21. Introduction to the list of ingredients
  28. 22. Archival methods
  29. 23. Arts-based environmental research
  30. 24. Case studies
  31. 25. Descriptive statistics
  32. 26. Environmental modelling
  33. 27. Focus groups
  34. 28. Geochronological Methods
  35. 29. Historical ecology
  36. 30. Hydraulic modelling
  37. 31. Hydrological modelling
  38. 32. Interviews: Structured, semi-structured and open-ended
  39. 33. Oral history
  40. 34. Participant observation and ethnography
  41. 35. Participatory modelling
  42. 36. Participatory methods
  43. 37. Q method
  44. 38. Sampling
  45. 39. (Critical) Satellite Remote Sensing
  46. 40. Social network analysis
  47. 41. Soil toxicological analysis
  48. 42. Statistical inference
  49. 43. Survey and questionnaire methods
  50. 44. Textual analysis
  51. 45. Uncrewed airborne systems
  52. Contributing authors
  53. Index
  54. About the Team
  55. This book need not end here…
  56. You may also be interested in:
  57. Back cover

Headings Outline

  • Contents
  • Acknowledgements
  • List of Illustrations
  • 1. Introduction to the Field Guide
    • Listening when your field site “speaks back” to you
      • Field Guide structure
      • How to use the Field Guide
    • References cited
  • 2. Introduction to building the research ‘kitchen’
    • References cited
  • 3. Frames, disciplines and mixing methods in environmental research
    • Introduction
      • Kinds of frames
      • Characteristics of frames
      • Evolving frames
      • Researching frames
      • Frames, disciplines and dinosaurs
      • Beyond disciplinary frames and mixing methods
        • Cross-disciplinary research: borrowing the methods developed by others
        • Multidisciplinary research: a set of methods each making their own contribution
        • Interdisciplinary research: when the mix of methods is shaped by the problem being addressed
        • Transdisciplinary research: mixing methods in a truly scientific fashion
      • Conclusions
    • References cited
  • 4. Mixed methods in tension: lessons for and from the research process
    • Introduction
      • Mixed-methods approaches: triangulation and beyond
      • Tensions in resolution, scale, and areal or temporal extent of data
      • Tensions between different values, epistemologies, and histories build into methods
      • Tensions between methods that yield information about different research objects
      • Conclusion
    • References cited
  • 5. Expanding research ethics for inclusive and transdisciplinary research
    • Introduction
      • Representation
        • How do the people with whom you are working identify and represent themselves, their lands, and their environments?
        • Are all members of your research team prepared and committed to engagement with community or non-academic partners?
        • What are the risks to partners from participating in the research?
      • Self-determination
        • What role might communal knowledge (e.g., traditional and local knowledge) play in your project?
        • Who is consenting to the terms of your project?
        • How will data and information be managed?
      • Reciprocity
        • What do your partners say they would like to happen because of this research? Is your project scoped to address those expectations?
        • What will you, as the researcher, get from this research?
        • How are research funds being distributed in this project? Who is receiving those funds?
      • Deference
        • What assumptions about knowledge development and validation do you and the other members of your team hold?
        • How do you hope to bring different ways of knowing together in your work?
        • Is your team engaging with intellectual traditions across and beyond disciplines?
      • Beyond human dimensions
        • What aspects of ethical representation apply to beyond-human actors in our research and the associated human communities?
        • Considering the concepts of self-determination and reciprocity, how does the research interact with non-human communities?
        • How can deference to and respect for local relationships with the natural world and knowledge be genuinely incorporated into the project?
      • Skills as ethical practice
        • Does your team include specialists in social science research and community engagement?
        • What additional certifications and competencies are necessary for success within the project?
        • Where can the team develop and improve interpersonal, leadership, and management skills?
        • How will your project be managed?
      • Conclusion
    • References cited
  • 6. Embracing and enacting critical and constructive approaches to teaching Critical Physical Geography
    • Introduction
      • Situating eco-social teaching in the academy
      • Embracing approaches to teaching Critical Physical Geography
      • Pedagogical benefits of mixing methods in a CPG approach
        • 1. The importance of place and situated knowledge
        • 2. Importance and value of knowledge pluralism and acknowledging the context in which knowledge is constructed
        • 3. Doing not just thinking
        • 4. Benefits of re-inserting values, beliefs and context back into research (and teaching)
      • Operationalising integrative practices in teaching
      • Case study: Third- (final-) year course in Advanced Physical Geography
      • Course design
        • i. Rivers exercise
        • ii. Climate exercise
      • Challenges
      • Discussion and conclusions
      • Acknowledgements
    • References cited
  • 7. Integrating ethnographic and physical science methods in interdisciplinary research projects: Reflections on pedagogy and practice for ‘deep interdisciplinary’ engagement within the Sajag-Nepal Project
    • Introduction
      • Critical Physical Geography: a framework for deep interdisciplinary engagement
      • Recognising and valuing RAs as interdisciplinary team members
      • Knowledge: learning across disciplines
      • Sensibility: Ethnography as a steppingstone for interdisciplinary exploration
      • Practice: Sensing landslides
      • Reflections
    • References cited
  • 8. The environmental impacts of fieldwork: making an environmental impact statement
    • Introduction
      • Replace, reduce, refine as a framework for doing environmental research
      • Reflection, trade-offs and the wider setting
    • References cited
  • 9. Inclusive practices in fieldwork
    • Introduction
      • Making fieldwork more inclusive for all
        • 1. Physical fitness
          • Recommendations
        • 2. Managing privacy needs
          • Recommendations
        • 3. Accessible fieldwork environments
          • Recommendations
        • 4. Caregiving responsibilities
          • Recommendations
        • 5. Addressing prejudice
          • Recommendations
      • Working as a field team
        • 1. Communication
          • Recommendations
        • 2. Team morale and well-being
          • Recommendations
        • 3. Addressing conflict and aggression
          • Recommendations
      • Key tools for safe and inclusive field teams
    • References cited
  • 10. Fieldwork safety planning and risk management
    • Fieldwork safety challenges
      • Safety planning
        • Risk assessment
        • Bowtie model for risk management
        • Proactive and reactive safety barriers in fieldwork
      • Example: Bowtie Model for safety planning and risk management when sampling a turbulent mountain stream
      • Conclusion
    • References cited
  • 11. Introduction to the research recipes
    • References cited
  • 12. On the dialogue between ethnographic field work and statistical modelling
    • Case study of rainwater harvesting in rural KwaZulu-Natal, South Africa
      • South African General Household Survey and Kwazulu-Natal household survey
      • Ethnographic field work
      • Household survey and hypotheses
      • Statistical modelling and causal inference
      • Triangulation of relations and new hypotheses
      • Differences in rainwater harvesting mode in the context of household water insecurity and uneven power relations
      • Ethnographic field work and statistical modelling in a reflexive dialogue
      • Conclusions
    • References cited
  • 13. Revealing the social histories of ancient savannas and intact forests using a historical ecology approach in Central Africa
    • Ecosystem histories: from received wisdom to testing assumptions
      • Historical ecology methods: what and why
      • Case 1: The intact forest of the Upper Ikoy
      • The upper Ikoy study area and methods
      • Results
      • Colonisation and migration history
        • National context
        • Ikoy area context
        • Disease and “dead zones”
      • Akele migration history
      • Mitsogho migration history
      • Babongo migration history
      • Trade and Okoumé trees of the upper Ikoy
      • Case 2: Fire use in ancient savanna of the Plateaux Batéké
        • Methods and study area
        • Fire use in the pre-colonial and colonial eras
        • Post-colonial fire use in the ancient savannas
        • Direct-immediate benefits of burning: Grasshopper gathering
        • Direct-delayed burning: Caterpillar gathering
        • Indirect burning and ancient savanna indicator species
      • Discussion and conclusion
      • Research and writing process and credits
      • Acknowledgements
    • References cited
  • 14. The interface between hydrological modelling and political ecology
    • Introduction
      • Situating scientific knowledge production: power, history, and positionality
      • The politics of knowledge production in (socio)hydrological modelling
        • From hydrological to sociohydrolgical models
        • The limitations of (socio)hydrological modelling: a political ecology perspective
      • Democratising hydrological modelling: participatory approaches and the reconfiguration of knowledge
      • Integrating political ecological explanations in hydrological modelling
        • Example 1: Modelling flood risk and vulnerability in the uneven city
        • Example 2: Modelling uneven vulnerability to droughts in the city
      • Conclusions
    • References cited
  • 15. ‘A hydrologist and a rhetorician walk into a workshop,’ or How we learned to collaborate on a decade of mixed-methods river research across the humanities and biophysical sciences
    • Introduction
      • Working together in place
      • Methods in practice: How we are working to study this
      • Where do we go from here?
      • Acknowledgements
    • References cited
  • 16. Using mixed methods to confront disparities in public health interventions in urban community gardens
    • The project
      • Conventional risk assessment
      • The problems with conventional risk assessment
      • What is acceptable risk?
      • How mixing methods and transparency about methodology helps with risk assessment
      • Some reasons you should collect your own data: Values in physical research
      • Lessons learned and pathways forward
    • References cited
  • 17. Space and place in participatory arts-based research
    • Introduction
      • Background
        • Participatory arts-based research and its challenges
        • Thinking and writing about space and place
      • Engagement and co-mapping
      • Dissemination, participation, and pedagogy
      • Inviting participation
      • Discussion
      • Conclusion
    • References cited
  • 18. Antarctic mosaic: Mixing methods and metaphors in the McMurdo Dry Valleys
    • Mixing methods: Researching together
      • Mixing metaphors: Writing together
        • Differences in style
        • Developing a shared thought style and ‘creole’
        • Challenges in publishing
      • Conclusion and takeaways
      • Acknowledgements
    • References cited
  • 19. Engaging remote sensing and ethnography to seed alternative landscape stories and scripts
    • Introduction
      • Starting points
      • Staying with the conversation
      • 4. Staying with the contradictions
      • Embracing the continuities between RS and ethnography
      • Conclusion
    • References cited
  • 20. Mixing geoarchaeology, geohistory and ethnology to reconstruct landscape changes on the longue durée
    • Introduction
      • Theoretical and methodological framework
      • Case studies
        • Ethiopia: implementation of mixed methods and large-scale testing
        • Greece, adaptation of an iterative approach and complementary methodological elements
      • Discussion: Benefits and limitations of this approach
      • Conclusion
    • References cited
  • 21. Introduction to the list of ingredients
    • References cited
  • 22. Archival methods
    • Definition
      • The basics of archival methods
      • Archival methods in depth
      • Why are archival methods important?
      • Relationship of archival methods with other methods
      • Ethical issues and archival methods
      • Issues to be aware of in using archival methods
      • Commented further reading
    • References cited
  • 23. Arts-based environmental research
    • Definition of arts-based environmental research
      • The basics of arts-based methods and research
      • Arts-based research in depth
      • Why arts-based methods are important
      • Relationship of arts-based research with other methods
      • Ethical issues in using arts-based research
      • Issues to be aware of in using arts-based research
    • Suggested further reading
  • 24. Case studies
    • Definition
      • The basics of a case study
      • Case studies in depth
      • Why are case studies important?
      • Relationship of case studies to other methods
      • Ethical issues and case studies
      • Issues to be aware of in using case studies
    • Suggested further reading
    • References cited
  • 25. Descriptive statistics
    • Definition
      • The basics of descriptive statistics
      • Descriptive statistics in depth
      • Why are descriptive statistics important?
      • Relationship of descriptive statistics to other methods
      • Ethical issues and descriptive statistics
      • Issues to be aware of in using descriptive statistics
    • Suggested further reading
    • References cited
  • 26. Environmental modelling
    • Definition
      • The basics of environmental modelling
      • Environmental modelling in depth
      • Why is environmental modelling important?
      • Relationship of environmental modelling with other methods
      • Ethical issues and environmental modelling
      • Issues to be aware of in using environmental modelling
    • Suggested further reading
    • References cited
  • 27. Focus groups
    • Definition
      • The basics of focus groups
      • Focus groups in depth
      • Why are focus groups important?
      • Relationship of focus groups with other methods
      • Ethical issues and focus groups
      • Issues to be aware of in using focus groups
    • Suggested further reading
    • References cited
  • 28. Geochronological Methods
    • Definition
      • The basics of geochronology
      • Geochronology in depth
      • Why is geochronology important?
      • Relationship of geochronology with other methods
      • Ethical issues and geochronology
      • Issues to be aware of in using geochronology
      • Suggested further reading
  • 29. Historical ecology
    • Definition
      • The basics of historical ecology
      • Historical ecology in depth
      • Why is historical ecology important?
      • Relationship of historical ecology with other methods
      • Ethical and other issues to be aware of in using historical ecology
    • Suggested further reading
    • References cited
  • 30. Hydraulic modelling
    • Definition
      • The basics of hydraulic modelling
      • Hydraulic modelling in depth
      • Why is hydraulic modelling important?
      • Relationship of hydraulic modelling to other methods
      • Ethical issues and hydraulic modelling
      • Issues to be aware of in using hydraulic modelling
    • Suggested further reading
    • References cited
  • 31. Hydrological modelling
    • Definition of hydrological modelling
      • The basics of hydrological models
      • Hydrological modelling in depth
      • Why is hydrological modelling important?
      • Relationship of hydrological modelling with other methods
      • Ethical issues and hydrological modelling
      • Issues to be aware of in using hydrological modelling
    • Suggested further reading
    • References cited
  • 32. Interviews: Structured, semi-structured and open-ended
    • Definition
      • The basics of interviews
      • Interviews in depth
      • Why is interviewing important?
      • Relationship of interviews with other methods
      • Ethical issues and interviews
      • Issues to be aware of in using interviews
    • Suggested further reading
    • References cited
  • 33. Oral history
    • Definition
      • The basics of oral histories
      • Why are oral histories important?
      • Relationship of oral histories with other methods
      • Ethical issues and oral histories
      • Issues to be aware of in using oral histories
    • Suggested further reading
    • Related reading
  • 34. Participant observation and ethnography
    • Definition
      • The basics of participant observation and ethnography
      • Participant observation and ethnography in depth
      • Why is participant observation and ethnography important?
      • Relationship of participant observation and ethnography with other methods
      • Ethical issues with participant observation and ethnography
      • Issues to be aware of in using participant observation and ethnography
    • Suggested further reading
    • References cited
  • 35. Participatory modelling
    • Definition
      • The basics of participatory modelling
      • Participatory modelling in depth
      • Why is participatory modelling important?
      • Relationship of participatory modelling with other methods?
      • Ethical issues and participatory modelling
      • Issues to be aware of in using participatory modelling
    • Suggested further reading
    • References cited
  • 36. Participatory methods
    • Definition of participatory methods
      • The basics of participatory methods
      • Participatory methods in depth
      • Why are participatory methods important?
      • Relationship of participatory methods with other methods
      • Ethical issues and participatory methods
      • Issues to be aware of in using participatory methods
    • Suggested further reading
    • References cited
  • 37. Q method
    • Definition of Q method
      • The basics of Q method
      • Q method in depth
      • Why is Q method important?
      • Relationship of Q method with other methods
      • Ethical issues and Q method
      • Issues to be aware of in using Q method
    • Suggested further reading
    • References cited
  • 38. Sampling
    • Definition
      • The basics of sampling
      • Types of sampling strategies
      • Challenges, concerns, and ethical issues
    • Suggested further reading
    • References cited
  • 39. (Critical) Satellite Remote Sensing
    • Definition
      • The basics of remote sensing
      • Remote sensing in depth
      • Why is remote sensing important
      • Ethical issues and remote sensing
      • Issues to be aware of in using remote sensing
    • Suggested further reading
    • References Cited
  • 40. Social network analysis
    • Definition
      • The basics of social network analysis
      • Social network analysis in depth
      • Why is social network analysis important?
      • Relationship of social network analysis with other methods
      • Ethical issues and social network analysis
      • Issues to be aware of in using social network analysis
    • Suggested further reading
    • References cited
  • 41. Soil toxicological analysis
    • Definition
      • The basics of soil toxicological analysis
      • Soil toxicological analysis in depth
      • Why is soil toxicological analysis important?
      • Relationship of soil toxicological analysis with other methods
      • Ethical issues and soil toxicological analysis
      • Issues to be aware of in using soil toxicological analysis
    • Suggested further reading
    • References cited
  • 42. Statistical inference
    • Definition
      • The basics of statistical inference
      • Statistical inference in depth
      • Why is statistical inference important?
      • Relationship of statistical inference with other methods
      • Ethical issues and statistical inference
      • Issues to be aware of in using statistical inference
    • Suggested further reading
    • References cited
  • 43. Survey and questionnaire methods
    • Definition of survey research
      • The basics of survey research
      • Survey research in depth
        • Designing the survey
        • Administering the survey
      • Why is survey research important?
      • Relationship of survey research with other methods
      • Ethical issues in using survey research
      • Issues to be aware of in using survey research
    • References cited
  • 44. Textual analysis
    • Definition of textual analysis
      • The basics of textual analysis
      • Textual analysis in depth
      • Why is textual analysis important?
      • Relationship of textual analysis with other methods
      • Ethical issues and textual analysis
      • Issues to be aware of in using textual analysis
    • Suggested further reading
    • References cited
  • 45. Uncrewed airborne systems
    • Definition
      • The basics of UAS statistical inference
      • UAS in depth
      • Why are UAS important?
      • Relationship of UAS with other methods
      • Ethical issues concerning the use of UAS
      • Issues to be aware of in using UAS
    • Suggested further reading
    • References cited
  • Contributing authors
    • Editors
      • Other chapter authors
  • Index
  • About the Team
  • This book need not end here…
    • Share
    • Donate
    • We invite you to connect with us on our socials!
    • Read more at the Open Book Publishers Blog
  • You may also be interested in:
  • Contents
    • Landmarks

HTML Outline

    1. Untitled BODY
    1. Untitled BODY
    1. Untitled BODY
    1. Untitled BODY
      1. Untitled SECTION
    1. Contents
    1. Untitled BODY
      1. Acknowledgements
    1. Untitled BODY
      1. List of Illustrations
    1. Untitled BODY
      1. 1. Introduction to the Field Guide
        1. Listening when your field site “speaks back” to you
          1. Field Guide structure
          2. How to use the Field Guide
        2. References cited
        3. Untitled SECTION
    1. Untitled BODY
      1. Untitled SECTION
    1. Untitled BODY
      1. 2. Introduction to building the research ‘kitchen’
        1. References cited
    1. Untitled BODY
      1. 3. Frames, disciplines and mixing methods in environmental research
        1. Introduction
          1. Kinds of frames
          2. Characteristics of frames
          3. Evolving frames
          4. Researching frames
          5. Frames, disciplines and dinosaurs
          6. Beyond disciplinary frames and mixing methods
            1. Cross-disciplinary research: borrowing the methods developed by others
            2. Multidisciplinary research: a set of methods each making their own contribution
            3. Interdisciplinary research: when the mix of methods is shaped by the problem being addressed
            4. Transdisciplinary research: mixing methods in a truly scientific fashion
          7. Conclusions
        2. References cited
    1. Untitled BODY
      1. 4. Mixed methods in tension: lessons for and from the research process
        1. Introduction
          1. Mixed-methods approaches: triangulation and beyond
          2. Tensions in resolution, scale, and areal or temporal extent of data
          3. Tensions between different values, epistemologies, and histories build into methods
          4. Tensions between methods that yield information about different research objects
          5. Conclusion
        2. References cited
    1. Untitled BODY
      1. 5. Expanding research ethics for inclusive and transdisciplinary research
        1. Introduction
          1. Representation
            1. How do the people with whom you are working identify and represent themselves, their lands, and their environments?
            2. Are all members of your research team prepared and committed to engagement with community or non-academic partners?
            3. What are the risks to partners from participating in the research?
          2. Self-determination
            1. What role might communal knowledge (e.g., traditional and local knowledge) play in your project?
            2. Who is consenting to the terms of your project?
            3. How will data and information be managed?
          3. Reciprocity
            1. What do your partners say they would like to happen because of this research? Is your project scoped to address those expectations?
            2. What will you, as the researcher, get from this research?
            3. How are research funds being distributed in this project? Who is receiving those funds?
          4. Deference
            1. What assumptions about knowledge development and validation do you and the other members of your team hold?
            2. How do you hope to bring different ways of knowing together in your work?
            3. Is your team engaging with intellectual traditions across and beyond disciplines?
          5. Beyond human dimensions
            1. What aspects of ethical representation apply to beyond-human actors in our research and the associated human communities?
            2. Considering the concepts of self-determination and reciprocity, how does the research interact with non-human communities?
            3. How can deference to and respect for local relationships with the natural world and knowledge be genuinely incorporated into the project?
          6. Skills as ethical practice
            1. Does your team include specialists in social science research and community engagement?
            2. What additional certifications and competencies are necessary for success within the project?
            3. Where can the team develop and improve interpersonal, leadership, and management skills?
            4. How will your project be managed?
          7. Conclusion
        2. References cited
        3. Untitled SECTION
    1. Untitled BODY
      1. 6. Embracing and enacting critical and constructive approaches to teaching Critical Physical Geography
        1. Introduction
          1. Situating eco-social teaching in the academy
          2. Embracing approaches to teaching Critical Physical Geography
          3. Pedagogical benefits of mixing methods in a CPG approach
            1. 1. The importance of place and situated knowledge
            2. 2. Importance and value of knowledge pluralism and acknowledging the context in which knowledge is constructed
            3. 3. Doing not just thinking
            4. 4. Benefits of re-inserting values, beliefs and context back into research (and teaching)
          4. Operationalising integrative practices in teaching
          5. Case study: Third- (final-) year course in Advanced Physical Geography
          6. Course design
            1. i. Rivers exercise
            2. ii. Climate exercise
          7. Challenges
          8. Discussion and conclusions
          9. Acknowledgements
        2. References cited
    1. Untitled BODY
      1. 7. Integrating ethnographic and physical science methods in interdisciplinary research projects: Reflections on pedagogy and practice for ‘deep interdisciplinary’ engagement within the Sajag-Nepal Project
        1. Introduction
          1. Critical Physical Geography: a framework for deep interdisciplinary engagement
          2. Recognising and valuing RAs as interdisciplinary team members
          3. Knowledge: learning across disciplines
          4. Sensibility: Ethnography as a steppingstone for interdisciplinary exploration
          5. Practice: Sensing landslides
          6. Reflections
        2. References cited
        3. Untitled SECTION
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      1. 8. The environmental impacts of fieldwork: making an environmental impact statement
        1. Introduction
          1. Replace, reduce, refine as a framework for doing environmental research
          2. Reflection, trade-offs and the wider setting
        2. References cited
        3. Untitled SECTION
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      1. 9. Inclusive practices in fieldwork
        1. Introduction
          1. Making fieldwork more inclusive for all
            1. 1. Physical fitness
              1. Recommendations
            2. 2. Managing privacy needs
              1. Recommendations
            3. 3. Accessible fieldwork environments
              1. Recommendations
            4. 4. Caregiving responsibilities
              1. Recommendations
            5. 5. Addressing prejudice
              1. Recommendations
          2. Working as a field team
            1. 1. Communication
              1. Recommendations
            2. 2. Team morale and well-being
              1. Recommendations
            3. 3. Addressing conflict and aggression
              1. Recommendations
          3. Key tools for safe and inclusive field teams
        2. References cited
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      1. 10. Fieldwork safety planning and risk management
        1. Fieldwork safety challenges
          1. Safety planning
            1. Risk assessment
            2. Bowtie model for risk management
            3. Proactive and reactive safety barriers in fieldwork
          2. Example: Bowtie Model for safety planning and risk management when sampling a turbulent mountain stream
          3. Conclusion
        2. References cited
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      1. 11. Introduction to the research recipes
        1. References cited
        2. Untitled SECTION
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      1. 12. On the dialogue between ethnographic field work and statistical modelling
        1. Case study of rainwater harvesting in rural KwaZulu-Natal, South Africa
          1. South African General Household Survey and Kwazulu-Natal household survey
          2. Ethnographic field work
          3. Household survey and hypotheses
          4. Statistical modelling and causal inference
          5. Triangulation of relations and new hypotheses
          6. Differences in rainwater harvesting mode in the context of household water insecurity and uneven power relations
          7. Ethnographic field work and statistical modelling in a reflexive dialogue
          8. Conclusions
        2. References cited
        3. Untitled SECTION
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      1. 13. Revealing the social histories of ancient savannas and intact forests using a historical ecology approach in Central Africa
        1. Ecosystem histories: from received wisdom to testing assumptions
          1. Historical ecology methods: what and why
          2. Case 1: The intact forest of the Upper Ikoy
          3. The upper Ikoy study area and methods
          4. Results
          5. Colonisation and migration history
            1. National context
            2. Ikoy area context
            3. Disease and “dead zones”
          6. Akele migration history
          7. Mitsogho migration history
          8. Babongo migration history
          9. Trade and Okoumé trees of the upper Ikoy
          10. Case 2: Fire use in ancient savanna of the Plateaux Batéké
            1. Methods and study area
            2. Fire use in the pre-colonial and colonial eras
            3. Post-colonial fire use in the ancient savannas
            4. Direct-immediate benefits of burning: Grasshopper gathering
            5. Direct-delayed burning: Caterpillar gathering
            6. Indirect burning and ancient savanna indicator species
          11. Discussion and conclusion
          12. Research and writing process and credits
          13. Acknowledgements
        2. References cited
        3. Untitled SECTION
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      1. 14. The interface between hydrological modelling and political ecology
        1. Introduction
          1. Situating scientific knowledge production: power, history, and positionality
          2. The politics of knowledge production in (socio)hydrological modelling
            1. From hydrological to sociohydrolgical models
            2. The limitations of (socio)hydrological modelling: a political ecology perspective
          3. Democratising hydrological modelling: participatory approaches and the reconfiguration of knowledge
          4. Integrating political ecological explanations in hydrological modelling
            1. Example 1: Modelling flood risk and vulnerability in the uneven city
            2. Example 2: Modelling uneven vulnerability to droughts in the city
          5. Conclusions
        2. References cited
        3. Untitled SECTION
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      1. 15. ‘A hydrologist and a rhetorician walk into a workshop,’ or How we learned to collaborate on a decade of mixed-methods river research across the humanities and biophysical sciences
        1. Introduction
          1. Working together in place
          2. Methods in practice: How we are working to study this
          3. Where do we go from here?
          4. Acknowledgements
        2. References cited
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      1. 16. Using mixed methods to confront disparities in public health interventions in urban community gardens
        1. The project
          1. Conventional risk assessment
          2. The problems with conventional risk assessment
          3. What is acceptable risk?
          4. How mixing methods and transparency about methodology helps with risk assessment
          5. Some reasons you should collect your own data: Values in physical research
          6. Lessons learned and pathways forward
        2. References cited
        3. Untitled SECTION
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      1. 17. Space and place in participatory arts-based research
        1. Introduction
          1. Background
            1. Participatory arts-based research and its challenges
            2. Thinking and writing about space and place
          2. Engagement and co-mapping
          3. Dissemination, participation, and pedagogy
          4. Inviting participation
          5. Discussion
          6. Conclusion
        2. References cited
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      1. 18. Antarctic mosaic: Mixing methods and metaphors in the McMurdo Dry Valleys
        1. Mixing methods: Researching together
          1. Mixing metaphors: Writing together
            1. Differences in style
            2. Developing a shared thought style and ‘creole’
            3. Challenges in publishing
          2. Conclusion and takeaways
          3. Acknowledgements
        2. References cited
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      1. 19. Engaging remote sensing and ethnography to seed alternative landscape stories and scripts
        1. Introduction
          1. Starting points
          2. Staying with the conversation
          3. 4. Staying with the contradictions
          4. Embracing the continuities between RS and ethnography
          5. Conclusion
        2. References cited
        3. Untitled SECTION
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      1. 20. Mixing geoarchaeology, geohistory and ethnology to reconstruct landscape changes on the longue durée
        1. Introduction
          1. Theoretical and methodological framework
          2. Case studies
            1. Ethiopia: implementation of mixed methods and large-scale testing
            2. Greece, adaptation of an iterative approach and complementary methodological elements
          3. Discussion: Benefits and limitations of this approach
          4. Conclusion
        2. References cited
        3. Untitled SECTION
    1. Untitled BODY
      1. Untitled SECTION
    1. Untitled BODY
      1. 21. Introduction to the list of ingredients
        1. References cited
    1. Untitled BODY
      1. 22. Archival methods
        1. Definition
          1. The basics of archival methods
          2. Archival methods in depth
          3. Why are archival methods important?
          4. Relationship of archival methods with other methods
          5. Ethical issues and archival methods
          6. Issues to be aware of in using archival methods
          7. Commented further reading
        2. References cited
    1. Untitled BODY
      1. 23. Arts-based environmental research
        1. Definition of arts-based environmental research
          1. The basics of arts-based methods and research
          2. Arts-based research in depth
          3. Why arts-based methods are important
          4. Relationship of arts-based research with other methods
          5. Ethical issues in using arts-based research
          6. Issues to be aware of in using arts-based research
        2. Suggested further reading
    1. Untitled BODY
      1. 24. Case studies
        1. Definition
          1. The basics of a case study
          2. Case studies in depth
          3. Why are case studies important?
          4. Relationship of case studies to other methods
          5. Ethical issues and case studies
          6. Issues to be aware of in using case studies
        2. Suggested further reading
        3. References cited
        4. Untitled SECTION
    1. Untitled BODY
      1. 25. Descriptive statistics
        1. Definition
          1. The basics of descriptive statistics
          2. Descriptive statistics in depth
          3. Why are descriptive statistics important?
          4. Relationship of descriptive statistics to other methods
          5. Ethical issues and descriptive statistics
          6. Issues to be aware of in using descriptive statistics
        2. Suggested further reading
        3. References cited
        4. Untitled SECTION
    1. 26. Environmental modelling
      1. Definition
        1. The basics of environmental modelling
        2. Environmental modelling in depth
        3. Why is environmental modelling important?
        4. Relationship of environmental modelling with other methods
        5. Ethical issues and environmental modelling
        6. Issues to be aware of in using environmental modelling
      2. Suggested further reading
      3. References cited
    1. Untitled BODY
      1. 27. Focus groups
        1. Definition
          1. The basics of focus groups
          2. Focus groups in depth
          3. Why are focus groups important?
          4. Relationship of focus groups with other methods
          5. Ethical issues and focus groups
          6. Issues to be aware of in using focus groups
        2. Suggested further reading
        3. References cited
    1. Untitled BODY
      1. 28. Geochronological Methods
        1. Definition
          1. The basics of geochronology
          2. Geochronology in depth
          3. Why is geochronology important?
          4. Relationship of geochronology with other methods
          5. Ethical issues and geochronology
          6. Issues to be aware of in using geochronology
          7. Suggested further reading
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      1. 29. Historical ecology
        1. Definition
          1. The basics of historical ecology
          2. Historical ecology in depth
          3. Why is historical ecology important?
          4. Relationship of historical ecology with other methods
          5. Ethical and other issues to be aware of in using historical ecology
        2. Suggested further reading
        3. References cited
    1. Untitled BODY
      1. 30. Hydraulic modelling
        1. Definition
          1. The basics of hydraulic modelling
          2. Hydraulic modelling in depth
          3. Why is hydraulic modelling important?
          4. Relationship of hydraulic modelling to other methods
          5. Ethical issues and hydraulic modelling
          6. Issues to be aware of in using hydraulic modelling
        2. Suggested further reading
        3. References cited
    1. Untitled BODY
      1. 31. Hydrological modelling
        1. Definition of hydrological modelling
          1. The basics of hydrological models
          2. Hydrological modelling in depth
          3. Why is hydrological modelling important?
          4. Relationship of hydrological modelling with other methods
          5. Ethical issues and hydrological modelling
          6. Issues to be aware of in using hydrological modelling
        2. Suggested further reading
        3. References cited
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      1. 32. Interviews: Structured, semi-structured and open-ended
        1. Definition
          1. The basics of interviews
          2. Interviews in depth
          3. Why is interviewing important?
          4. Relationship of interviews with other methods
          5. Ethical issues and interviews
          6. Issues to be aware of in using interviews
        2. Suggested further reading
        3. References cited
    1. Untitled BODY
      1. 33. Oral history
        1. Definition
          1. The basics of oral histories
          2. Why are oral histories important?
          3. Relationship of oral histories with other methods
          4. Ethical issues and oral histories
          5. Issues to be aware of in using oral histories
        2. Suggested further reading
        3. Related reading
    1. Untitled BODY
      1. 34. Participant observation and ethnography
        1. Definition
          1. The basics of participant observation and ethnography
          2. Participant observation and ethnography in depth
          3. Why is participant observation and ethnography important?
          4. Relationship of participant observation and ethnography with other methods
          5. Ethical issues with participant observation and ethnography
          6. Issues to be aware of in using participant observation and ethnography
        2. Suggested further reading
        3. References cited
    1. Untitled BODY
      1. 35. Participatory modelling
        1. Definition
          1. The basics of participatory modelling
          2. Participatory modelling in depth
          3. Why is participatory modelling important?
          4. Relationship of participatory modelling with other methods?
          5. Ethical issues and participatory modelling
          6. Issues to be aware of in using participatory modelling
        2. Suggested further reading
        3. References cited
    1. Untitled BODY
      1. 36. Participatory methods
        1. Definition of participatory methods
          1. The basics of participatory methods
          2. Participatory methods in depth
          3. Why are participatory methods important?
          4. Relationship of participatory methods with other methods
          5. Ethical issues and participatory methods
          6. Issues to be aware of in using participatory methods
        2. Suggested further reading
        3. References cited
    1. Untitled BODY
      1. 37. Q method
        1. Definition of Q method
          1. The basics of Q method
          2. Q method in depth
          3. Why is Q method important?
          4. Relationship of Q method with other methods
          5. Ethical issues and Q method
          6. Issues to be aware of in using Q method
        2. Suggested further reading
        3. References cited
    1. 38. Sampling
      1. Definition
        1. The basics of sampling
        2. Types of sampling strategies
        3. Challenges, concerns, and ethical issues
      2. Suggested further reading
      3. References cited
    1. Untitled BODY
      1. 39. (Critical) Satellite Remote Sensing
        1. Definition
          1. The basics of remote sensing
          2. Remote sensing in depth
          3. Why is remote sensing important
          4. Ethical issues and remote sensing
          5. Issues to be aware of in using remote sensing
        2. Suggested further reading
        3. References Cited
    1. Untitled BODY
      1. 40. Social network analysis
        1. Definition
          1. The basics of social network analysis
          2. Social network analysis in depth
          3. Why is social network analysis important?
          4. Relationship of social network analysis with other methods
          5. Ethical issues and social network analysis
          6. Issues to be aware of in using social network analysis
        2. Suggested further reading
        3. References cited
    1. Untitled BODY
      1. 41. Soil toxicological analysis
        1. Definition
          1. The basics of soil toxicological analysis
          2. Soil toxicological analysis in depth
          3. Why is soil toxicological analysis important?
          4. Relationship of soil toxicological analysis with other methods
          5. Ethical issues and soil toxicological analysis
          6. Issues to be aware of in using soil toxicological analysis
        2. Suggested further reading
        3. References cited
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      1. 42. Statistical inference
        1. Definition
          1. The basics of statistical inference
          2. Statistical inference in depth
          3. Why is statistical inference important?
          4. Relationship of statistical inference with other methods
          5. Ethical issues and statistical inference
          6. Issues to be aware of in using statistical inference
        2. Suggested further reading
        3. References cited
    1. Untitled BODY
      1. 43. Survey and questionnaire methods
        1. Definition of survey research
          1. The basics of survey research
          2. Survey research in depth
            1. Designing the survey
            2. Administering the survey
          3. Why is survey research important?
          4. Relationship of survey research with other methods
          5. Ethical issues in using survey research
          6. Issues to be aware of in using survey research
        2. References cited
    1. Untitled BODY
      1. 44. Textual analysis
        1. Definition of textual analysis
          1. The basics of textual analysis
          2. Textual analysis in depth
          3. Why is textual analysis important?
          4. Relationship of textual analysis with other methods
          5. Ethical issues and textual analysis
          6. Issues to be aware of in using textual analysis
        2. Suggested further reading
        3. References cited
    1. Untitled BODY
      1. 45. Uncrewed airborne systems
        1. Definition
          1. The basics of UAS statistical inference
          2. UAS in depth
          3. Why are UAS important?
          4. Relationship of UAS with other methods
          5. Ethical issues concerning the use of UAS
          6. Issues to be aware of in using UAS
        2. Suggested further reading
        3. References cited
    1. Untitled BODY
      1. Contributing authors
        1. Editors
          1. Other chapter authors
    1. Untitled BODY
      1. Index
    1. Untitled BODY
    1. Untitled BODY
      1. About the Team
    1. Untitled BODY
      1. This book need not end here…
        1. Share
        2. Donate
        3. We invite you to connect with us on our socials!
        4. Read more at the Open Book Publishers Blog
    1. Untitled BODY
      1. You may also be interested in:
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      1. Contents
      2. Landmarks

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Cover of The Field Guide to Mixing Social and Biophysical Methods in Environmental Research N/A N/A cover.xhtml#epubcfi(/4/2/2) doc-cover
Open Book Publishers logo N/A N/A title.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container002]/6/2) N/A
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Two cows standing near a rope fence in a green field with two researchers crouched next to them. One cow, with a speech bubble, appears to 'comment' humorously about the researchers measuring the wrong thing. N/A N/A ch1.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container013]/20/2[Container012]/2) N/A
A map of New Zealand highlighting Auckland and its surrounding regions, with satellite imagery and overlays. Includes visualisations of the NZ Deprivation Index (2018) and flood risk in a specific catchment, marked by detailed colour-coded maps. N/A N/A ch6.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container026]/94/2[Container024]/2) N/A
Two images of field research equipment left in an outdoor setting, surrounded by rocks. The equipment is stored in blue and red boxes, covered with protective netting, showing environmental exposure. N/A N/A ch6.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container026]/106/2[Container025]/2) N/A
A Venn diagram illustrating intersections between environmental, operational, and social challenges, with 'the unexpected' highlighted in the centre. Examples include hazardous terrain, language barriers, and mental health stress. N/A N/A ch8.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container031]/12/2[Container030]/2) N/A
A risk assessment matrix with coloured boxes ranging from green (very low risk) to red (extreme risk), defining acceptable and unacceptable risk levels numerically and descriptively. N/A N/A ch10.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container039]/14/2[Container035]/2) N/A
A hazard diagram showing threats leading to a hazard at the centre, followed by preventive and mitigative measures for potential consequences. N/A N/A ch10.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container039]/24/2[Container036]/2) N/A
An infographic describing how hazards are connected to threats and consequences, split into prevention and mitigation strategies, illustrated with arrows and text boxes. N/A N/A ch10.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container039]/38/2[Container037]/2) N/A
A detailed prevention-mitigation diagram for falling while sampling in a turbulent mountain stream, addressing threats like strong currents, slippery rocks, and sudden water level rise, alongside solutions. N/A N/A ch10.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container039]/56/2[Container038]/2) N/A
Four-panel image showing different rural houses with rainwater harvesting systems, including tanks and barrels connected to rooftops. N/A N/A ch12.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container046]/26/2[Container044]/2) N/A
Conceptual model diagrams showing relationships between income, water services, storage tanks, and rainwater harvesting probabilities in rural settings. N/A N/A ch12.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container046]/42/2[Container045]/2) N/A
Venn diagram representing scientific disciplines such as anthropology, ecology, and demography converging at general principles of scientific methods. N/A N/A ch13.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container058]/22[table010]/4/2/2/2/2[Container048]/2) N/A
Simplified Venn diagram highlighting the overlap between scientific fields like spatial economics and history around general principles of scientific methods. N/A N/A ch13.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container058]/22[table010]/4/2/4/2/2[Container049]/2) N/A
Map of Gabon indicating study areas with red and blue outlines for Ikoy and BatÈkÈ regions, including an inset of Gabon's location in Africa. N/A N/A ch13.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container058]/32/2[Container050]/2) N/A
Diagram illustrating trade networks and disease spread during three historical periods: early Atlantic trade, colonial period, and post-colonial period. N/A N/A ch13.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container058]/44/2[Container051]/2) N/A
Timeline detailing historical events, their impacts on people and the environment, focusing on trade, resource exploitation, and migration in Gabon. N/A N/A ch13.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container058]/66/2[Container052]/2) N/A
Photo from circa 1910 showing a building infront of which is a European dressed in a white suite, surronded by ivory and Gabonese carrying ivory. N/A N/A ch13.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container058]/84/2[Container053]/2) N/A
Historical photograph of women from the Ashango community carrying large baskets in a caravan, taken in Samba, Gabon. N/A N/A ch13.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container058]/98/2[Container054]/2) N/A
Colonial photograph showing Ashango men and women in a caravan setup with traditional baskets in front of a thatched structure in Samba, Gabon. N/A N/A ch13.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container058]/102/2[Container055]/2) N/A
Black and white photograph of a colonial expedition showing a European carried on a Tipoy by African porters in a forested region. N/A N/A ch13.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container058]/124/2[Container056]/2) N/A
A map showing migration patterns of villages in Gabon. It includes arrows of different colours representing migration routes of Babongo Pongou, Babongo Ebondji, and Akele villages. Key features like rivers, roads, national parks, and towns are labelled, with a small inset map showing the location in Gabon. N/A N/A ch13.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container058]/130/2[Container057]/2) N/A
Two rows with 3 connected blocks per row. In each block there is a representation (as a vectore image) of the transition from convential to partipatory modelling. In the first block of the first row there is a vector image of a person workign at a computer. In the second block there is a computer and in the monitor is a network connecting dots. The third block of the first row schematize (also as a vector image) of a group of people on the left side and on the right side a city, a river, and trees. In the second row, the first block represent the vecotr image of a group of people of different type, such as farmers, politicians, people and others. The second block shows a computer with a network of dots connected in series forming an arch. The third block is similar to the third block of the first row but with more people of different types on the left and on the right more people in the urban areas. All the blocks in both rows are connected wit arrows going from left to right. N/A N/A ch14.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container063]/62/2[Container060]/2) N/A
Text and arrows interconnected between each other forming a causal loop. An arrow with a plus connects flood severity with flood impacts. Similarly, arrows with minus goes from flood impacts to socio-economic conditions. Arrowes with minus goes to economic inequalities. An arrows witl minus go to political alignment and then another with minus to government decision-making. An arrow with a plus foes there to adaptation actions. Here, two arrows goes from adaptation actions, one with minus to flood impacts and one with plus to socio-economi conditions. N/A N/A ch14.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container063]/104/2[Container061]/2) N/A
Similar figure that Figure2. In this case, we have more variable interconnected. In particular, an arrow with a minus goes from precipitation to water shortages. From here, an arrows goes to the left with a plus sign to government decision-making, which is then linked with two arrows with a plus to water supply and water tarif. An arrow with a plus goes from water supply to water use and from here another arrow with a plus goes to water shortages. Two arrows go from water supply (plus sign) and water tariff (minus sign) to socio-economic conditions. From here, one arrow with plus go to private water sources and from here an arrow with minus to aquifer vulnerability. From socio-economic conditions an arrow with plus goes to social inqualities and from here an arrow with minus goes to water security. From water shortage an arrow with minus goes to water security, and from here an arrow with plus goes to socio-economic conditions. N/A N/A ch14.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container063]/120/2[Container062]/2) N/A
A regional map showing the Driftless Area in the United States, highlighted with a red boundary. The map includes key watersheds such as the Coon, Kickapoo, and West Fork Kickapoo Rivers. Elevation is depicted with a grey-scale gradient ranging from 174 metres to 584 metres, and an inset map shows the Driftless Area's location within the United States. N/A N/A ch15.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container070]/30/2[Container065]/2) N/A
A conceptual diagram illustrating relationships between historic and current land use, climate change, flood frequency, and resilience planning. It uses arrows to connect elements like post-settlement alluvium, watershed hydrologic modelling, and geomorphic surveys, highlighting their interdependence in flood resilience and stream restoration efforts. N/A N/A ch15.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container070]/40/2[Container066]/2) N/A
Four photographs depicting flood-related events and community responses. Panel A: flooding in the Kickapoo River Watershed in 2018. Panel B: damage from a 2019 flash flood on a restored stream. N/A N/A ch15.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container070]/82/2[Container067]/2) N/A
Panel C: a community centre during a flood response. Panel D: volunteers collecting flood stories from local residents. N/A N/A ch15.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container070]/84/2[Container068]/2) N/A
A composite image showing geomorphic surveys of Conway Creek. Panel A: an aerial orthophoto with yellow dots marking the stream's path and red lines indicating cross-section surveys. Panel B: a researcher using equipment to measure the stream. Panel C: a graph comparing pre-restoration and post-restoration elevation profiles of the stream. N/A N/A ch15.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container070]/96/2[Container069]/2) N/A
An infographic titled 'Recommended soil lead level limits for growing food in gardens' by the U.S. Environmental Protection Agency, Region III. It features a colour gradient bar indicating safe and unsafe soil lead levels for gardening. The scale is marked from 0 to 1,000 ppm, transitioning from green (safe) to red (unsafe). Guidelines above the scale suggest actions based on soil lead levels. For 0-100 ppm (green), it's safe to grow food with children, all crops are safe. At 200-400 ppm (yellow-green to yellow), it advises keeping children out of the garden and avoiding root crops. Between 500-700 ppm (orange), it says to avoid certain leafy vegetables and fruiting crops. Above 800 ppm (red), it advises not gardening directly and instead using raised beds. The image credits Kansas State University Agricultural Experiment Station and Cooperative Extension Service, adopted by the Penn State Cooperative Extension Service. N/A N/A ch16.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container073]/52/2[Container072]/2) N/A
Panel A shows a group of people at a table reviewing a printed aerial map, with one person pointing out details. Panel B depicts a hand-drawn map overlaid on a satellite image, marking different zones with labels like 'Casa', 'Naranjas', and 'Guinea'. N/A N/A ch17.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container081]/54/2[Container075]/2) N/A
Two panels (A and B) displaying land use and vegetation maps of the Gal·pagos Islands. Panel A highlights silvopasture, guava presence, and cadastral boundaries. Panel B adds detail on vegetation types, distinguishing categories like evergreen forest, cultivated grass, and bare ground with vivid colours. N/A N/A ch17.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container081]/64/2[Container076]/2) N/A
A gallery wall featuring aerial and historical photographs of coastal areas. Visitors, including a woman in a pink hat and others, stand closely examining the images. The photographs showcase contrasting perspectives, from colour to monochrome, on urban and natural landscapes. N/A N/A ch17.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container081]/86/2[Container077]/2) N/A
An indoor art exhibition showing people observing framed photographs on the walls. Three individuals in the foreground are closely examining the floor, one crouching, and others standing, wearing casual clothing in a modern gallery with a tiled floor. N/A N/A ch17.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container081]/104/2[Container078]/2) N/A
Photograph of a table set up with a map and creative supplies, such as markers, scissors, and post-it notes, intended for educational or interactive activities. N/A N/A ch17.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container081]/116/2[Container079]/2) N/A
Image showing students engaging in collaborative activities around a map, contributing notes and learning in a classroom setting. N/A N/A ch17.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container081]/120/2[Container080]/2) N/A
Field photograph of an Antarctic lake, showcasing a rocky landscape, glacial ice, and scientific equipment used for environmental data collection. N/A N/A ch18.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container086]/18/2[Container083]/2) N/A
Visual representation of interdisciplinary connections in science, depicting a network graph with nodes for disciplines like geology, hydrology, biology, and cartography. N/A N/A ch18.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container086]/56/2[Container084]/2) N/A
Illustration showing environmental processes in a glacier-fed system, highlighting glacier meltwater, sediment transport, and nutrient movement through streams into lakes and moats covered by ice. N/A N/A ch18.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container086]/60/2[Container085]/2) N/A
A satellite map displaying dense vegetation in a mountainous region. Black dots indicate surveyed archaeological sites distributed along a forested corridor, with nearby urban areas visible on the right-hand side of the image. N/A N/A ch19.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container090]/50/2[Container088]/2) N/A
Photographs of a tropical forest landscape with scattered small clearings, human activity, and traditional structures. The images highlight the interplay between dense vegetation, managed land, and local subsistence activities, including a figure working in the bottom right image. N/A N/A ch19.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container090]/52/2[Container089]/2) N/A
A flowchart outlining various interdisciplinary approaches to geomorphological research. Four main categories include field geomorphology, sedimentology and chronostratigraphy, landscape history, and ethnogeomorphology and ethnoarchaeology. Each category lists methods, such as survey mapping or interviews, and their applications, such as studying detrital forms or water management techniques. N/A N/A ch20.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container096]/24/2[Container092]/2) N/A
A map showing the locations of sites studied, including Terpni in Greece, Hatnub and Kerma-Dukki Gel in Egypt, Wakarida in Ethiopia, and Al Arid in the Arabian Peninsula. The map uses elevation shading and administrative boundaries to contextualise these sites geographically. N/A N/A ch20.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container096]/44/2[Container093]/2) N/A
A series of cross-sectional diagrams depicting landscape changes from the 7th-6th millennia BCE to post-15th-17th centuries CE. The diagrams illustrate changes in vegetation, sediment deposition, and human modifications over time, with labelled stages such as '5-4th millennia BCE' and '2/4th-14/15th centuries CE'. N/A N/A ch20.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container096]/72/2[Container094]/2) N/A
A collage of images depicting fieldwork and research methods in a Mediterranean rural landscape. Top left shows an interview with a local farmer, top right illustrates a team conducting sediment core sampling. Bottom images show historical maps, aerial photographs, and satellite imagery of a study area marked as 'TER004'. N/A N/A ch20.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container096]/84/2[Container095]/2) N/A
A photo showing a skyline deforestation pattern. N/A N/A ch39.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container136]/26/2[Container135]/2) N/A
Bluesky logo N/A N/A donate.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container149]/16/4/4/2/2/2/2) N/A
Mastodon logo N/A N/A donate.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container149]/16/4/4/2/4/2/2) N/A
LinkedIn logo N/A N/A donate.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container149]/16/4/4/2/6/2/2) N/A
Featured book cover N/A N/A further-reading.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container150]/4/4/2[Container160]/2) N/A
Featured book cover N/A N/A further-reading.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container150]/6/4/2[Container162]/2) N/A
Featured book cover N/A N/A further-reading.xhtml#epubcfi(/4[Lane-Lave-0418]/2[Container150]/8/4/2[Container164]/2) N/A
Back cover of The Field Guide to Mixing Social and Biophysical Methods in Environmental Research N/A N/A back-cover.xhtml#epubcfi(/4/2/2) N/A