An integrated assessment of China's South—North Water Transfer Project

China's South–North Water Transfer Project (SNWTP) is a vast and still expanding network of infrastructure and institutions that moves water from the Yangtze River and its tributaries to cities in North China. This article aims to assess the SNWTP's impacts by beginning to answer seven questions about the project: How is the management of the SNWTP evolving? What are the problems to be resolved when managing SNWTP water within jurisdictions? What are the status and management of water quality in the SNWTP? What are the consequences of resettlements caused by the SNWTP? How is increased water supply affecting regional development? Is the SNWTP achieving its stated environmental goals? What are the sustainability credentials of the SNWTP? Drawing on primary and secondary data, the article demonstrates both that the opportunities and burdens characterising the project are highly uneven and that management systems are evolving rapidly in an attempt to enforce strict water quality targets. Furthermore, while the SNWTP may be helping to resolve groundwater overexploitation in Beijing, it is highly energy intensive, raising questions about its sustainability. Our analysis highlights the need to continue to interrogate the socio‐economic, environmental, and political implications of such schemes long after they are officially completed.     

Does digital video enhance student learning in field-based experiments and develop graduate attributes beyond the classroom?

The connection between fieldwork and development of graduate attributes is explored in this paper. Digital technologies present opportunities to potentially enhance the learning experience of students undertaking fieldwork, and develop core digital attributes and competencies required by Higher Education Institutions (HEIs) and employers. This paper reports the success of adopting digital video capture in technology-rich field experiments that form part of final year undergraduate courses in Physical Geography at an HEI in New Zealand. Student perceptions were obtained via a range of approaches. Results suggest that deployment of digital video reinforces student learning and connects with core graduate attributes.