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Technology-facilitated abuse (TFA), a consequence of structured gendered disadvantage, poses increasing harm to women survivors of intimate partner violence (IPV) and their children. This paper presents a small explorative transdisciplinary (social work and geography) study which aims to assess the knowledge of women professionals from four European countries (Estonia, Finland, Greece, and Northern Ireland) working in the area of IPV about TFA in general and in particular safety planning. The focus on safety planning is what distinguishes this research. The research findings indicate that the risk assessment of TFA is not always included in safety planning. Barriers, such as lack of professional knowledge, are reported. The paper ends with feminist insights about the risks of engaging in a reductionist approach when the focus becomes just the lack of knowledge per se, without accounting for the wider structural inequalities that exist within the context of patriarchal surveillance capitalism and which are primarily responsible for TFA. [ABSTRACT FROM AUTHOR]

This article explores some of the synergetic relationships between research and teaching which can help shape geography undergraduate students' understandings of research. Through the experience of investigating students' attitudes towards, and engagement with, satellite navigation technologies, it considers ways in which learning can be achieved through dialogic processes in teaching and research. It presents an example of active student engagement with academic research praxis in a co-learning setting in which research is encountered and experienced as exploration of the new, processes of enquiry and ultimately, tangible research products.

The Bologna Declaration focuses on skill acquisition as a means of improving student employability and fieldwork is considered to be a pivotal teaching method for geography students to obtain such skills. This paper presents results from a major substantive survey of European geography academics and students which investigated their perspectives with regard to the role of geography fieldwork in the gaining of transferable employability skills. Results are compared with past research in the wake of the European Commission's geography "TUNING" project, which provided a set of subject-specific and generic skills attained through fieldwork. (Contains 7 tables.)

Fieldwork is widely reported to be an effective learning and teaching tool. The authors report here how international fieldwork has enabled successful cross-phase collaboration to the benefit of both school and university geography departments. Eleven years' experience of joint A-level and university geography fieldwork in the French Alps and Romania is evaluated and the benefits and challenges for both school and universities are explored. Overwhelmingly evaluations have been positive from all perspectives, and collaborative school-university fieldwork is seen as important in demystifying the university experience for school students. The outcomes of this collaboration are discussed here in the context of transition from school to university studies. (Contains 4 tables and 1 note.)

Framed within the context of contemporary place making and the urban tourism destination, a novel trans-disciplinary approach to mapping and interpreting gentrification and cityscape change is presented. A combination of multi-scalar cartographic and visual techniques, including Google Street View (GSV) and geo-tagged images (Photo Sphere), is applied within the setting of Valletta, Malta, to convey cartographically the dynamism of urban transformations and detect tourism-led gentrification in a rapid way through the identification of the visual and aesthetic markers of gentrification. Utilising a critical approach, such map-making can inform and transform the understanding of the processes underpinning urban change and their cartographic and visual representation. It identifies and highlights issues of image and street-level 'realities' for both (re)imagining and marketing place. Individual tourists are able to access and utilise GSV and other mobile digital imaging and cartographic tools, as well as social media, to create their own, potentially counter, place-imaginaries and interpretations of urban change, thereby encouraging and/or discouraging visiting the city. [ABSTRACT FROM AUTHOR]

Provides information on the geography program at Liverpool Hope University College (England). Discusses geography research at Liverpool Hope and outlines the Geography for the New Undergraduate program, considering its impact on teaching and learning. Addresses the evolving research agenda for teaching and learning. (CMK)

At the nexi between urban aesthetics, power of the affluent elite, property and tourism destinations are complex intersections. These are explored utilising a critical theory approach within the context of neoliberalism and the concept of 'aesthetic common sense' is introduced. New conceptualisations of the ways in which tourists and others are influenced, demonstrate how they, through the processes of commodification and mediatisation, adopt the preferred aesthetics of the affluent elite. Cityscape aesthetics, incorporating both structural, top-down aspects (placemaking) and human agency (place-making) as co-performers in place making, impact on and influence, tourism destinations. An outcome is styled-for-status built environments and streetscapes. This is illustrated through the lens of Malta and its capital city Valletta, which presents a contemporary and dynamic exemplar. [ABSTRACT FROM AUTHOR]

The critical current of urban regeneration scholarly research focusses on neoliberal urbanism. In concentrating on the neoliberal economic, business and financial dimensions as driving forces behind urban change and regeneration, the human dimension of city centres and city centre living is frequently overshadowed. This paper explores the human dimension through the example of Engage Liverpool, a citizen and neighbourhood organisation. This paper investigates citizen engagement with urban development in the setting of the city centre and central waterfront in Liverpool. The paper argues that despite the dominance of global neoliberal forces within regeneration, citizen and neighbourhood organisations such as Liverpool Engage may have the potential to facilitate citizens' participation as change makers in urban (re)development. [ABSTRACT FROM AUTHOR]

The rapid rise in the use of mobile (cell) phones, combined with their shortening lifespan, due to a high replacement frequency, are posing disposal management challenges at a time when mobile phones are the fastest growing component of Waste Electrical and Electronic Equipment (WEEE). In this study, 250 people in Liverpool, UK, were surveyed using mixed methods quantitative and qualitative approach to investigate their attitudes and perspectives towards their use and disposal of mobile phones. Most people change their phones every one to two years. However, despite asserting that mobile phones should be recycled, repaired or reused, and demonstrating awareness of the hazards and toxicity of mobile phones, 86% of people store their 'retired' phones, with almost half, having three to four phones stockpiled. The small size and light weight of mobile phones make stockpiling an easy option and create obstacles for 'take-back' and other more formal ways of reuse or recycling. [ABSTRACT FROM AUTHOR]

Green spaces are an integral part of many university campuses. Universities with attractive green space areas often highlight these as attributes which contribute positively to the student experience and the image of the university. This study's survey of students at Liverpool Hope University reveals insights about students' perceptions and use of campus green spaces. The vast majority of students both use and appreciate green spaces, and consider them important for the image of the university and as an essential component of the campus environment. The aesthetic qualities of the campus and its design and management style, influence perceptions and use of its green spaces with formal, manicured gardens and lawns being much preferred over more naturalistic areas. We show that a university campus needs multiple forms of green spaces to satisfy the needs of a diversity of student users, and consider the implications for a university's green space development. [ABSTRACT FROM AUTHOR]