TECHNOLOGICAL ADVANCEMENT IN REMOTE SENSING AND INNOVATIVE APPLICATION TO VOLCANOLOGY

The integration of remote monitoring techniques at different scales is of crucial importance for monitoring of volcanoes and assessment of the associated hazard. In this optic, technological advancement and collaboration between research groups also play a key role. Vhub is a community cyberinfrastructure platform designed for collaboration in volcanology research. Within the Vhub framework, this dissertation focuses on two research themes, both representing novel applications of remotely sensed data in volcanology: advancement in the acquisition of topographic data via active techniques and application of passive multi-spectral satellite data to monitoring of vegetated volcanoes. Measuring surface deformation is a critical issue in analogue modelling of Earth science phenomena. I present a novel application of the Microsoft Kinect sensor to measurement of vertical and horizontal displacements in analogue models. Specifically, I quantified vertical displacement in a scaled analogue model of Nisyros volcano, Greece, simulating magmatic deflation and inflation and related surface deformation, and included the horizontal component to reconstruct 3D models of pit crater formation. The detection of active faults around volcanoes is of importance for seismic and volcanic hazard assessment, but not a simple task to be achieved using analogue models. I present new evidence of neotectonic deformation along a north-south trending fault from the Mt Shasta debris avalanche deposit (DAD), northern California. The fault was identified on an airborne LiDAR campaign of part of the region interested by the DAD and then confirmed in the field. High resolution LiDAR can be utilized also for geomorphological assessment of DADs, and I describe a size-distance analysis to document geomorphological aspects of hummock in the Shasta DAD. Relating the remote observations of volcanic passive degassing to conditions and impacts on the ground provides an increased understanding of volcanic degassing and how satellite-based monitoring can be used to inform hazard management strategies in nearreal time. Combining a variety of satellite-based spectral time series I aim to perform the first space-based assessment of the impacts of sulfur dioxide emissions from Turrialba volcano, Costa Rica, on vegetation in the surrounding environment, and establish whether vegetation indices could be used more broadly to detect volcanic unrest.

A PHENOMENOLOGY OF MIMETIC LEARNING AND MULTIMODAL COGNITION: INTEGRATING EXPERIENTIAL KNOWLEDGE INTO PROGRAMS IN RHETORIC, COMPOSITION, AND TECHNICAL COMMUNICATION

My dissertation emphasizes a cognitive account of multimodality that explicitly integrates experiential knowledge work into the rhetorical pedagogy that informs so many composition and technical communication programs. In these disciplines, multimodality is widely conceived in terms of what Gunther Kress calls “socialsemiotic” modes of communication shaped primarily by culture. In the cognitive and neurolinguistic theories of Vittorio Gallese and George Lakoff, however, multimodality is described as a key characteristic of our bodies’ sensory-motor systems which link perception to action and action to meaning, grounding all communicative acts in knowledge shaped through body-engaged experience. I argue that this “situated” account of cognition – which closely approximates Maurice Merleau-Ponty’s phenomenology of perception, a major framework for my study – has pedagogical precedence in the mimetic pedagogy that informed ancient Sophistic rhetorical training, and I reveal that training’s multimodal dimensions through a phenomenological exegesis of the concept mimesis. Plato’s denigration of the mimetic tradition and his elevation of conceptual contemplation through reason, out of which developed the classic Cartesian separation of mind from body, resulted in a general degradation of experiential knowledge in Western education. But with the recent introduction into college classrooms of digital technologies and multimedia communication tools, renewed emphasis is being placed on the “hands-on” nature of inventive and productive praxis, necessitating a revision of methods of instruction and assessment that have traditionally privileged the acquisition of conceptual over experiential knowledge. The model of multimodality I construct from Merleau-Ponty’s phenomenology, ancient Sophistic rhetorical pedagogy, and current neuroscientific accounts of situated cognition insists on recognizing the significant role knowledges we acquire experientially play in our reading and writing, speaking and listening, discerning and designing practices.