This paper reports on research that investigates the effectiveness of residential field courses in geography, earth science and environmental science courses at UK institutions of higher education. The research focuses on the effects of fieldwork in the affective domain, which is thought to be linked to the adoption of effective approaches to learning. Approximately 300 students were surveyed immediately before and after a field class, enabling analysis of changes in responses brought about as a result of the field experience. Potential differences were looked for between groups of students determined by gender, age, previous experience of fieldwork and place of residence. The research finds that fieldwork leads to significant effects in the affective domain. In general, student responses were very positive prior to fieldwork and became more positive as a result of the field experience. Some groups exhibited higher levels of anxiety about this learning method prior to the field class; however, such differences were mitigated by the field experience. This study concludes that fieldwork is good.

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The relationship between disposition of metamorphic isograds and early strain history is examined for the Sulitjelma Fold Nappe of the central Scandes. Evidence for stratigraphic inversion and the widespread inversion of the garnet isograd is reviewed, and new evidence for the nature of early Scandian deformation is presented. A two-stage model is presented which explains the inversions by (i) an initial phase of horizontal compression resulting in crustal thickening by vertical stretching during closure of a marginal basin, followed by (ii) continued horizontal compression and crustal thickening by eastward-directed nappe emplacement. The emplacement of the Sulitjelma Fold Nappe during the latter phase of progressive simple-shear-dominated deformation was accompanied by the development of sheath fold geometries and the overturning of isotherms to produce the widespread inversion of the garnet isograd.

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