Note: Cover -- Title Page -- Copyright Page -- Contents -- List of contributors -- Foreword -- References -- Preface -- Chapter 1 - Introduction -- References -- Chapter 2 - Why Fieldwork? -- 2.1 - Introduction -- 2.2 - Wither fieldwork? the necessity of "ground truthing" and the importance of place -- 2.3 - Teaching and learning through fieldwork -- 2.4 - Fieldwork enhances subfield and interdisciplinary relationships -- 2.5 - Fieldwork challenges established paradigms -- 2.5.1 - Global-Scale: Continental Drift -- 2.5.2 - Regional-Scale: The Channeled Scablands -- 2.5.3 - Local-Scale: Yosemite Valley, CA (USA) -- 2.5.4 - Hand Sample-Scale: Rock Decay Science -- 2.6 - Why not fieldwork? -- References -- Chapter 3 - Getting into the Field -- Chapter 3.1 - Preparing for Fieldwork -- 3.1.1 - Introduction -- 3.1.2 - Consulting the existing information -- 3.1.3 - Time -- 3.1.4 - Reconciling academic and logistic considerations -- 3.1.5 - Institutional and personal support -- 3.1.6 - Field techniques and equipment -- 3.1.7 - Preparing for problems -- 3.1.8 - Personnel considerations -- 3.1.9 - Budgets, expenses, funding, and authorization -- 3.1.10 - Reconciling academic and logistic preparation -- 3.1.11 - Transportation -- 3.1.12 - Accommodation -- 3.1.13 - Provisions -- 3.1.14 - Considering the physical environment -- 3.1.15 - Considering the human environment -- 3.1.16 - Conclusion -- Acknowledgements -- References -- Chapter 3.2 - Field Safety: Principles, Practice, and Culture -- 3.2.1 - Introduction -- 3.2.2 - Principles -- 3.2.2.1 - Preservation of Life, Health, Property, and the Environment -- 3.2.2.2 - Culture and Conscience -- 3.2.2.3 - Approach -- 3.2.3 - Practice -- 3.2.3.1 - Standards -- 3.2.3.1.1 - Organizational -- 3.2.3.1.2 - Regulatory -- 3.2.3.1.3 - Benchmarking -- 3.2.3.1.4 - Training -- 3.2.3.2 - Processes. , 3.2.3.2.1 - Risk Management and Task Hazard Analysis -- 3.2.3.2.2 - Emergency Planning -- 3.2.3.2.3 - Reporting -- 3.2.3.2.4 - Controls -- 3.2.3.2.5 - Interpretation -- 3.2.3.2.6 - Delegation -- 3.2.3.3 - Training -- 3.2.3.3.1 - Training Needs Analysis -- 3.2.3.3.2 - Training Standards -- 3.2.3.3.3 - Training Coordination -- 3.2.3.3.4 - Training Delivery and Expertise Recognition -- 3.2.3.3.5 - Training Evaluation -- 3.2.3.3.6 - Examples of Training -- 3.2.3.4 - Field Parties -- 3.2.3.4.1 - Medical Health Evaluations and Fitness for Fieldwork -- 3.2.3.4.2 - Threats to Health and Safety Within Field Parties -- 3.2.3.4.3 - Balance of Expertise and Compatibility -- 3.2.3.4.4 - Joint Fieldwork -- 3.2.3.4.5 - Working Alone -- 3.2.3.5 - Communications -- 3.2.3.5.1 - Emergency -- 3.2.3.5.2 - Field Safety -- 3.2.3.6 - Equipment -- 3.2.4 - Leadership of safety culture -- 3.2.5 - Conclusions -- Acknowledgments -- References -- Chapter 4 - Teaching Geomorphology in the Field -- Chapter 4.1 - Student Learning Styles -- 4.1.1 - Introduction -- 4.1.2 - Methodology -- 4.1.3 - Discussion of results -- 4.1.3.1 - Student perceptions of "novelty spaces" -- 4.1.4 - Educational implications -- 4.1.5 - Conclusions and Recommendations -- Acknowledgements -- References -- Chapter 4.2 - Fieldwork Going Digital -- 4.2.1 - Introduction -- 4.2.2 - A cook's tour of geomorphology: North Island, New Zealand -- 4.2.2.1 - The Fieldtrip -- 4.2.2.2 - Learning Evaluation and Discussion -- 4.2.3 - Field experiments in process geomorphology -- 4.2.3.1 - Approach to Teaching and Assessment -- 4.2.3.2 - Learning Evaluation and Discussion -- 4.2.4 - Web 3.0 technology -- 4.2.4.1 - Mobile Technologies and Fieldwork -- 4.2.4.2 - Case Study: Application of Mobile Devices to Residential Fieldwork -- 4.2.5 - Recommendations -- 4.2.5.1 - Transferable Skills Development for Geomorphologists. , 4.2.5.2 - Limitations and Cautions -- 4.2.6 - Conclusions -- Acknowledgements -- References -- Chapter 4.3 - Field-Based Learning in Undergraduate Geomorphology Courses -- 4.3.1 - Introduction -- 4.3.2 - Methods -- 4.3.2.1 - Introductory Geomorphology -- 4.3.2.2 - Environmental Geomorphology -- 4.3.2.3 - Field School -- 4.3.3 - Results -- 4.3.3.1 - Introductory Geomorphology -- 4.3.3.2 - Environmental Geomorphology -- 4.3.3.3 - Field School -- 4.3.4 - Discussion -- 4.3.4.1 - Introductory Geomorphology -- 4.3.4.2 - Environmental Geomorphology -- 4.3.4.3 - Field School -- 4.3.5 - Conclusions -- Acknowledgments -- References -- Chapter 5 - Field Methodologies -- Chapter 5.1 - Use of Field Experiments in Soil Erosion Research -- 5.1.1 - Experiments in geomorphology -- 5.1.2 - Advantages and disadvantages of field experiments in soil-erosion research -- 5.1.2.1 - Field Experiments versus Field Monitoring -- 5.1.2.2 - Field versus Laboratory Experiments -- 5.1.3 - General considerations for the preparation of field experiments -- 5.1.4 - Case studies: testing new and measuring known processes -- 5.1.5 - Case study 1: Does the influence of wind on rainfall alter erosion rates on arable land? -- 5.1.5.1 - Background and Research Question -- 5.1.5.2 - Wind-Driven Rain Simulation -- 5.1.5.3 - Study Site and Date of Experiments -- 5.1.5.4 - Plot Dimensions and Scale Considerations -- 5.1.5.5 - Test Sequence and of Sediment Collection -- 5.1.5.6 - Supplemental Parameters -- 5.1.5.7 - Overview of Results -- 5.1.5.8 - Discussion and Conclusions -- 5.1.6 - Case study 2: runoff and infiltration experiments on terracettes using simulated rainfall -- 5.1.6.1 - Introduction -- 5.1.6.2 - Expectations of a Field Experiment -- 5.1.6.3 - Key Resources and Logistical Constraints -- 5.1.6.4 - Study Site -- 5.1.6.5 - Rainfall Simulation Experiments. , 5.1.6.6 - Antecedent Soil Moisture Conditions -- 5.1.6.7 - Surface Hydrology and Volumetric Moisture Content Related to Runoff Generation -- 5.1.6.8 - Potential Relevance of Observed Infiltration on Terracettes for Hillslope Hydrology -- 5.1.6.9 - Field Experiments: Dealing with Unexpected Findings, or a Case of Serendipity? -- 5.1.7 - Conclusions: field experiments as a tool to explore surface processes -- References -- Chapter 5.2 - A Geologic Approach to Field Methods in Fluvial Geomorphology -- 5.2.1 - Introduction -- 5.2.2 - Prefield activities -- 5.2.3 - Reconnaissance trip -- 5.2.4 - Geologic approach to fluvial geomorphology field methods -- 5.2.4.1 - Topographic Mapping and Surveying -- 5.2.4.2 - Characterizing Fluvial Sedimentary Sequences -- 5.2.4.3 - Describing Cores and Exposures in the Field or Laboratory -- 5.2.4.4 - Age Determinations of Field Sediment Samples -- 5.2.5 - Calculations and Interpreting Field Data -- 5.2.5.1 - Interpreting River Behavior and Floodplain Dynamics -- 5.2.5.2 - Historical Floodplain Sedimentation Depths and Volumes and Rates -- 5.2.6 - Conclusion -- References -- Chapter 5.3 - Reading the Landscape in Field-Based Fluvial Geomorphology -- 5.3.1 - Introduction -- 5.3.2 - An approach to "reading the landscape" -- 5.3.2.1 - Step One: Identify Individual Landforms (Geomorphic Units) and the Process-Form Relationships That Determine Thei... -- 5.3.2.2 - Step Two: Analyze and Interpret the Package and Assemblage of Landforms at the Reach-Scale and How They Adjust Ov... -- 5.3.2.3 - Step Three: Explain Controls on the Package and Assemblage of Landforms at the Reach-Scale and How They Adjust Ov... -- 5.3.2.4 - Step Four: Integrate Understandings of Geomorphic Relationships at the Catchment Scale -- 5.3.3 - Three fieldwork exercises to interpret river forms, processes, patterns, and evolution. , 5.3.3.1 - Exercise 1: River Reach Analysis -- 5.3.3.2 - Exercise 2: Using Longitudinal Profiles as a Teaching and Interpretation Tool: Assessing Downstream Patterns of R... -- 5.3.3.3 - Exercise 3: Scenario Building to Interpret River Evolution and Future Trajectory of Change -- 5.3.4 - Discussion and concluding comments -- Acknowledgements -- References -- Chapter 6 - Conclusion -- Index.