Crossing forest thresholds: inertia and collapse in a Holocene sequence from south-central Spain

A Holocene palaeoecological sequence from Villaverde, south-central Spain, is presented. The pollen stratigraphy is used to infer past vegetation changes within a catchment area that represents the boundary between semi-arid, plateau and mountain vegetation. From c. 9700–7530 cal. yr BP, Pinus is dominant, probably as a result of a combination of a relatively dry climate and natural fire disturbance. From c. 7530–5900 cal. yr BP, moderate invasion by Quercus appears to be a migrational response following increased moisture and temperature, but in part shaped by competitive adjustments. From c. 5900–5000 cal. yr BP, the pine forests are replaced by deciduous-Quercus forests with an important contribution from Corylus, Betula, Fraxinus and Alnus. Mediterranean-type forests spread from c. 5000 to 1920 cal. yr BP coincident with expansions of Artemisia, Juniperus and other xerophytes. From c. 1920–1160 cal. yr BP, Pinus becomes dominant after a disturbance- mediated invasion of the oak forests. Human impact upon the regional landscape was negligible during the Neolithic, and limited in the Bronze and Iron Ages. Local deforestation and the expansion of agro-pastoral activities occur after c. 1600 cal. yr BP.

Track displacement and energy loss in a railway embankment

The mainline railway track between Dublin and Belfast was constructed during the 1850s, with substantial lengths of railway embankment constructed over soft, peaty soils. In recent years Northern Ireland Railways (NIR) has noticed that the sections of the railway track constructed on these peaty soils have been deteriorating at an increasing rate. Train speeds have been reduced in response to concerns that cyclic track displacements appear to be increasing over time in response to train loading. Track maintenance has also increased significantly. The research described in this paper was undertaken to quantify the response to cyclic train loading of two portions of this track founded on peaty soils. Track displacements were recorded using a sensor system specifically created for this project. The sensor consisted of a photosensitive array, mounted on the sleepers, and a laser, which was targeted onto the photosensitive array from a location outside the area of influence of train loading. Track deflections from 5 to 20 mm were measured under train speeds from near zero to over 120 km/h. The temporal variation in track displacement was used to calibrate an analytical (Winkler) model. This analysis suggests that the deformation of the embankment under train loading was not due to dynamic excitation but rather to static deformation of the poor-quality fill and soft foundation materials. As a consequence, the analytical model highlighted that train speed has limited effect on the magnitude of the deflection of the embankment within NIR operating speeds, but has the potential to significantly reduce the power lost to the damping within the embankment and subgrade.

Themed Issue: ‘Crossing Borders’

Edited special issue

Crossing Thresholds and Expanding Conceptual Spaces: Using Arts-Based Methods to Extend Teachers’ Perceptions of Literacy

The context for this paper is a teacher education program for adult literacy practitioners at Queen’s University Belfast in Northern Ireland. This paper describes and reflects on the use of arts-based approaches to enhance these practitioners’ conceptualizations of literacy, presenting their arts-based responses and their evaluations of the methods and their contrasting definitions of literacy at the start and the end of the course. The discussion raises questions about the inclusion of visual literacy in adult literacy teacher education programmes.

Crossing borders through cyberspace: a discussion of a social work education electronic exchange pilot project across the Atlantic

This article discusses a trial electronic exchange project developed between social work education departments in the Republic of Ireland and the USA. It outlines the contemporary significance and challenges of integrating global content into national social work curricula, which are often strongly tied to statutory or accreditation requirements. The mechanics of the exchange are explained and critiqued in detail. An illustrative example of how the transnational students discussed two questions is analyzed. The article finds that an international electronic exchange has great potential to make global social work real to students by allowing them to cross borders through cyberspace, however it requires careful planning and attention to cultural and educational system differences.