Song of the Day

Reminded myself of this earlier... classic...

"For there's some who use their dreams to tear themselves apart
And some who never find a dream at all
But how many find the courage to look deepest in their hearts
To find a dream they can follow till they fall"

Image of the Day

How can you use geo-media to capture a sense of place ?

A group challenge for today's geo-media event....
This is linked to the idea of 'PLACE'

Add 5 words to the linoit canvas which sum up Salzburg for you.

How can we visualise these words ?
How representative will the views be ?
Which 'voices' are missing from the list...

Have a look at Tagxedo which allows the creation of word clouds in particular shapes, for example...

Explore the tools in Triptico - particularly Word Magnets as an alternative....

One of the benefits of technology is the way that it can enable experiences to be shared with others who were unable to go along on the visit...

Google World Wonders as a model for exploring places....

How can we share Salzburg with others ?

Create a resource which can be shared with the group at 4pm
This should link to the idea of place...

How could we use geo-media to introduce students to Salzburg ?
What fieldwork projects could you carry out in the city ?
Plan an activity which could be used back in your own school / institution on the theme of exploring the city.
How could students use mobile devices while they were in the city ?

And finally, take a look at Mission Explore

There is also the FACEBOOK FRIENDS STORIES map 

Here's a link to the FLICK GROUP for the image competition entries...

The hills are alive...

Packing and preparing for a trip to Salzburg to run the first three days of a week long geo-media course.
I ran the course in September and it was well received by the delegates.
There are sessions on a range of themes which include an introduction to geo-media itself, and opportunities to explore the city. There'll be plenty of geo-media being explored, and other web tools, and I hope to learn a lot too.

I'll be tweeting on #eugeosalz13

British Family - Updated

Could you survive for a year on items that are made in Britain.... and nowhere else ?

The BRITISH FAMILY website will follow the progress of the BRADSHAW family, who started the year aiming to do just that. There are a few posts on the blog so far describing some of the problems they've had sourcing particular products.
The project is potentially problematic due to the interconnected nature of all things. There are probably few things that are fully produced without any connections with countries other than the UK. Also, labelling means that there may be certain stages in the production of a product which are carried out outside the UK, but the final

Follow the Things is a project which encourages you to think about the sourcing of the products that you use and encounter.

For example, the family are presumably sourcing products on the internet using a laptop which will not have been made in Britain...
Good luck to the Bradshaws with their journey...
A lot more of us will perhaps be sourcing British meat for example after the recent horsemeat stories...
Should more of us be backing Britain in this way ?


It seems the family are having some problems sourcing British products...

WWF Together for iPad

A nice looking iPad app to explore conservation issues around a number of key species...

The app is free in the iTunes store.
It's a chunky 550Mb so you'll need lots of space...

What does the word 'local' mean to you...

Here's Dan Raven Ellison looking moody and magnificent, and buying some bread, in a short film made in association with TED Conversations. Dan will be speaking at a TEDX event in Lausanne in March.
He asks a question about the impact of globalisation on our lives, and what the future of LOCAL is...


What do you think local means ?

For example, how local is the meat in this ad ?
70 miles ! That's not local for me....
What about your local regional TV news at 6pm in the evening ? I get news about Northampton and Southend... not really interested in that to be honest...

There are some  interesting responses already on the TED page

Why not check out the INTERDEPENDENCE mapper on National Geographic...
Or order your MESHU, which is an interesting idea.

Thought for the Day

"Geography is our science. GIS as a technology makes it come alive." 
Jack Dangermond, ESRI

Feeling a little hoarse...

There's been no shortage of horse-related hijinx for the last few weeks....
Plenty of local butchers have chalk boards outside their premises with information for customers about the provenance of their supplies...

It's a reminder that students need to be clearer about what they are eating, and their relationships with food. The food supply chain is complicated and countries and companies are interdependent.
If you want to know more about food, check out Mission:Explore Food.
Free Kindle version or order the full monty !

The city is your Oyster...

One of the most useful pieces of plastic in my wallet is my OYSTER CARD.

This allows me to travel at the cheapest rates through London - also, you can tell the locals and regulars as they tap in and out with their wallet rather than getting the card out every time. Earlier today, there was a useful video showing one of the results of mining that data - although it is not without caveats of course.
Watch the short video here to see the flow of people into and out of the city....

A Day in the Life of 3 million Londoners

Comic Life

I've been renewing my attachment to Comic Life after installing the latest version...

It allows the creation of comic-strip style resources with a range of flexible templates, and a drag-and-drop interface complete with amusing sound effects.

The finished products can then be exported in different formats, including PDF for printing, or others for web publishing.

My daughter also used it for an art homework. It was a Pop Art homework on Roy Lichtenstein, so she did a Pop Art style piece of work. Also created some GCSE revision materials, and started work on a teacher manual for ArcGIS Online. Coming soon to a CPD session / conference near you....
POW !!!
BOOM !!!!


Quick jaunt to Southwold. Important to have a break from work now and again, not that I could afford the time really. This is where I plan to retire to, if I can ever afford to...

Order your Geography all the Way clothing now

Richard Allaway is doing another order of Geography all the Way clothing.
The clothing has a logo designed by Tom Morgan Jones, who illustrates Mission:Explore. There are t-shirts, hoodies and junior T-shirts in various sizes and colours.
Ordering details are available by following the link...

Order by March the 15th...

Special Geographical Conference Prices:

Adult t-shirts: £8
Adult hoodies: £17
Junior t-shirts: £5

Job at International School of Geneva

My current avatar picture was taken at the Aiguille du Midi in the Alps above Chamonix. I was there because I had been invited to take part in an event organised by the International School of Geneva. Now you have a chance to work there, in a department which currently includes Richard Allaway.

The job details are here. If you fancy trying working in an overseas school this could be the one to start at. I really enjoyed my short time there....

A chance to work on the Global Learning Project

I blogged earlier about the signing of a Global Learning Project involving DfID, Pearson and a number of organisations, including the Geographical Association. Had this gone ahead when it was originally planned, around 2010, I would still have a job, but sadly it was delayed and then its scale was altered slightly. The project as it now stands is described HERE on the GA website.

Some job opportunities were announced at the weekend for people to work on the project for a fixed period of time.
These range from national project leader to more regional and school based project co-ordinators. Worth a look if you fancy a change in role, and a few years focussed on global learning.

The vacancies will also appear on the Guardian jobs site soon and will be linked back to the Pearson’s website so that all applicants will be able to view them in one place. The jobs will be on the sites for two weeks.

While we're at it, there's also a job going working with Richard Allaway at the International School of Geneva. Worth a look if you fancy some time abroad...

If anyone else has a teaching vacancy they want me to advertise my rates are very reasonable... :)

Hello to Finland

hyvää iltapäivää

About to Skype into a CPD session in Finland, following a contact made at a geo-media course in Salzburg last year. I am preparing to head out there next week for another course.
For the benefit of delegates in Kauhajoki.

Please feel free to check out a few recent projects that I've been involved in:
- resources relating to SUSTAINABLE FISHING (this will start a PDF download)
- some new work for MISSION EXPLORE (ideas for working with students outdoors...)

And also a few recent discoveries:
- a nice alternative to MAPCRUNCH which has been made by a windows company - not Microsoft, they actually fit windows... called THE SECRET DOOR
- BLUE MARBLE NAVIGATOR - can you see the lights of Kauhajoki ?

Have a good day !

Spatial Worlds

Curriculum change is well underway in Australia, as I have blogged about previously.
Check out the Spatial Worlds blog for some details on this.

Also watch out in March when a special website for teachers across Australia is launched. More information is available on Geog Action, where there are some useful additional links.

You've read the book.... ( I hope... ) now get the app...

Just before Christmas, I had a book published by Collins which told the story of Otzi the Ice Man. He was found high in the Italian Alps in 1991, and scientists have been piecing together his story, and his DNA for over twenty years.
You can buy the book from various stockists.

There's now an app where you can explore more about The Ice Man.
This costs £1.49 and is available for the iPhone and iPad.

The original soundtrack completes your full immersion into the atmosphere of Ötzi’s world. The fun continues when you, the young explorer, enter the Neolithic Age and dress Ötzi with warm fur clothes, examine his tattoos with a magnifying glass, and even transform yourself into the Iceman. Take a photograph of yourself, choose a background and in two easy steps, you can share your personalized image with friends... and the adventure continues!

In collaboration with the South Tyrol Museum of Archaeology, who kindly provided a range of images for the book.

Thought for the Day

"Teachers need to feel they are trusted. They must be allowed some leeway to use their imagination; otherwise, teaching loses all sense of wonder and excitement."
Alan Bennett

Got a Posterous blog ?

I've got a few, and have also recommended this solution to quite a few colleagues over the last few years as being a simple and quick way to get an online space.
Posterous were bought up by Twitter a year or so ago, and now it appears that the site is to be closed down.

Users have until April the 30th to request their data and posts.

Head over to the site, and login then request BACKUP. Complete the captcha and you'll be sent a link to download your data by e-mail.

You will be sent a zipped file, which can then be uploaded to sites such as Wordpress or a new option called POSTHAVEN. This has a $5 per month cost but promises to be around forever.

It's another reminder of the impermanence of the web.
There's a trade-off between the functionality and ease of blogging, and the advantages of writing in a paper diary. I still have the diaries I've kept over the years... Will I still have my blogs in 30 years time ?
At least Blogger was bought by Google, who I would imagine will still be around then....

New draft Geography curriculum for KS1-3

I left the country for a few days over the weekend and Michael Gove announced the new draft programmes of study for KS1-3 in all subjects as I was heading for my flight from Gatwick...
The documents can be downloaded from the DfE website using this link. (PDF download)

If you're going to be teaching this for the next period of your career, you might want to take a look, and see if you agree with it all, or more usefully how you might teach what is there should it go through the consultation essentially unchanged. Remember that teachers are the curriculum makers....
See the Geographical Association for more detail.

I haven't had a good look at the KS1 and 2 curriculum yet, although I'm sure that my colleague Paula Owens will have. Some annotations are in red.


Purpose of Study
Replaced the previous importance statement

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. 

Seems fine to me... That’s what I would hope for...
How do you define ‘high quality’ ?
What does a poor quality geography education do to pupils ? 
In schools where there are teachers with other specialisms teaching geography, are they always confident that they know what this means, or how to achieve it ? How is good practice shared ?

Teaching should equip pupils with knowledge about diverse places, people, resources and environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world helps them to deepen their understanding of the interaction between physical and human processes, and of the formation of landscapes and environments. 

Fine once again... Equipping with knowledge is easily done: pass them a smartphone...
The word progress is there, and this needs a little investigation too.

Geographical knowledge provides the tools and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.


The National Curriculum for geography aims to ensure that all pupils:
- develop knowledge of the location of places of global significance, their defining physical and human characteristics and how they relate to one another; this place knowledge should provide a sound context for understanding geographical processes

What determines a place of global significance ?
World cities ?
World heritage sites ?

-  understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time 
- are competent in the geographical skills needed to: 
a) collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes

Good to see fieldwork mentioned - hopefully there will be some statutory requirement for fieldwork at KS3 with some guidance perhaps - this is where the FSC and similar organisations are probably geared and ready for the new document - also connects nicely with the book that John Widdowson and I have written for the GA

b) interpret a range of sources of geographical information, including maps, globes, aerial photographs and Geographical Information Systems (GIS) 
c) communicate geographical information in a variety of ways, including through maps and writing at length.

Good to see that GIS is mentioned here, and there is a more explicit mention later on too. Interesting also to see writing at length... this should be an opportunity for creative writing work and extended projects exploring local issues, or perhaps where the students have more opportunity to choose the focus for their studies...
GIS has been mentioned in documents before and still not been fully embedded in most schools. Previously the technology was a barrier, but some of the new tools are easier to use than before and being cloud-based they need no complicated installation.

Key Stage 3

Pupils should consolidate and extend their knowledge of the world’s major countries and their physical and human features. They should understand how geographical processes interact to create distinctive human and physical landscapes that change over time. 

Which are the world’s major countries ?

In doing so, they should become aware of increasingly complex geographical systems in the world around them. They should develop greater competence in using geographical tools and skills, including analysing and interpreting different data sources, and so continue to enrich their locational knowledge and spatial awareness. 

Which systems are becoming increasingly complex, and how is that manifested ?
Good to see the link to spatial awareness. This could involve more local fieldwork as well as further work on global geography.

Pupils should be taught to:

- extend their locational knowledge and deepen their spatial awareness of the world’s countries using maps of the world to focus on Africa, South and East Asia (including China and India), the Middle East and Russia, focusing on their environmental regions, including polar and hot deserts, key physical and human characteristics, countries and major cities

For some this may be one of the more ‘controversial’ sections of the document. This could come from the use of the word region, which brings back thoughts of regional geography. I remember at the start of my teaching career that I taught about regional geography: a term on ‘Benelux and Denmark’ and one on ‘The United States’.
So what do we think about the choices ?
I like the idea of the polar deserts coming back again - can hopefully re-use my OCR Pilot materials from Svalbard.
I will also have to think about ideas for the Middle East and Russia...

One notable absence is a mention of the EU....

- understand geographical similarities and differences through the study of human and physical geography of a region or area within Africa and a region or area within Asia

OK, so which do you choose ? - ‘a region within Africa’ - could be the rift valley with its tectonic activity, tourism and ecosystems, and for Asia ??

- understand, through the use of detailed place-based exemplars at a variety of scales, the key processes in:
- physical geography relating to: glaciation, plate tectonics, rocks, soils, weathering, geological timescales, weather and climate, rivers and coasts

Geological timescales come in here... interesting connections with some of the key UK landscapes perhaps - if you’ve got an iPad with plenty of room on it, head over to the App store and install ‘Earth Viewer’ for this

There's no real mention of climate change here, although that can be included and connected with lots of other areas for example...

- human geography relating to: population, international development, economic activity in the primary, secondary, tertiary and quaternary sectors, urbanisation, and the use of natural resources
- understand how human and physical processes interact to have an impact on and form distinctive landscapes

Looking forward to this one... plenty of landscapes....

- build on their knowledge of globes, maps and atlases and use these geographical tools routinely in the classroom and in the field

Good for globe sellers... I had a few in my department, but there may be a lot that don’t...

- interpret Ordnance Survey maps in the classroom and the field, including using six-figure coordinates and scale, topographical and other thematic mapping, and aerial and satellite photographs 

Good to see that Ordnance Survey maps remain in there with an explicit mention - any geographer worth their salt should have a good selection of these, and any department needs them too... of course the maps can be digital these days... I know of a few opportunities there of course.... six figure co-ordinates are mentioned. Will we still need sat navs ?

- use Geographical Information Systems (GIS) to view, analyse and interpret places and data

GIS, as mentioned before is important...

- use fieldwork to collect, analyse and draw conclusions from geographical data, using multiple sources of increasingly complex information.

So, there we have it.
A few initial thoughts on the new curriculum document, which was published last week.
A bit lightweight in its analysis perhaps, but then that’s me. I would (and will) focus on exploring interesting new contexts that grow from this document, and remember that there are still no certainties about the document and what will make it through to the final version. The GA are still involved in the consultation, and there is also a chance for you to have your say.

A key thing to remember, as always, is that the document is just a piece of paper (or a PDF) and that the real curriculum is what happens when students and teachers interact with the subject discipline. It's partly my 'job' at the moment to help with that process. Teachers are the curriculum makers.

If you want a bit more on this, check out David Rogers' thoughts as a contrast / counterpoint....

Also been interested in discussions between Simon Renshaw and Phil Wood, which focus on some of the concepts that can be linked together...


The Splatter Project is an opportunity to be included in a crowd-sourced data collection project relating to roadkill.

The project involves recording a range of sightings of dead animals which have been hit by vehicles. These will then be mapped.
There are connections here with Barry Lopez's classic 'Apologia' which features a range of short pieces and woodcuts on the theme of how man impacts on nature. Every year, millions of animals are killed on the roads.

I've contributed to this toll in my time with a small toll of pheasants, rabbits and a Muntjac deer over the years. Living in a rural area can mean a bit of a slalom most mornings, particularly early on when some animals use the warmth of the road. Check the Facebook page too.

You can take part by tweeting with the hashtag #splatterproject, and adding the species, place seen / road name and date. The more accurate the better...

Tina Richardson

If you'd like to be challenged, and explore your local area in a new way, you should check out the work of Tina Richardson. I've met Tina a few times, and she was also kind enough to ask me to do a lecture for the Leeds Psychogeography Group, at Leeds University, and buy me a pint afterwards...

Tina has produced a new book, which is available on demand from Lulu. It describes her approach to exploring cities...
I'll be ordering a copy...

'App'ening Geography

On Saturday last week, there was a meeting of the GA's Secondary Committee at the October Gallery in London. The meetings are always a pleasure - we have some great colleagues on the committee.
One of the items on the agenda was the preparation of workshops for the GA Conference in April. I am involved in a number of things at conference, but my specific SPC workshop is on the use of APPS for Smartphone / Tablet in the classroom, along with Katy Shipman.

I showed the use of Reflection to show the apps that I was using on the big screen, and we also planned the session.
I referred to a report on Tablets and Apps, and how to ensure that they support teaching and learning...

Click here to download (PDF download)

You will doubtless hear of some of the other items that we discussed in due time.
Thanks to all my colleagues for an enjoyable meeting.
See you in April...

Digimap for Schools

I mentioned in a recent post that I had just finished writing a fresh resource for use with Edina's OS MapStream service.
There was also a previous project writing resources for the Digimap for Schools service.

This article has a good description of the mapping service, some of which is shown below...

What amazes me as a ‘time-served GIS professional’ is that without using the terms, Digimap for Schools is introducing children as young as five to what grown up GIS professionals might like to call address gazetteers, scale-dependent mapping, map navigation, database searching, digitising, feature recognition, red-lining, and PDF creation. It is simply that they call it something else. Fast, easy, and fun. That has to be good news for the teaching of geography. 

Would you live here ?

In my flooding lecture last night, I repeated a meme that I've used before: the naming of new housing estates which are potentially prone to flooding as they are built close to a floodplain... I mentioned names like 'The Water Meadows' or 'Miller's Mead' or 'Riverside View'....
Coincidentally, the following morning, as I was heading from Stone back to the railway station in Stoke-on-Trent, I saw this sign for a new development...
Have you come across any similar names ? Please let me know... I'd like to add to my collection.

This may, of course, be completely 100% safe from any future flood risk...

Still High and Dry

In Stoke on Trent at the moment. Speaking at GA North Staffs branch in about an hour's time...

Hope to see a few old friends there... and young friends too...
Staffordshire University campus - scroll down to see the details in an earlier post...

My presentation will be on SLIDESHARE too after the event.

The Environment Agency has made available a range of resources, including a large FLICKR set of images which would make a good starting point for discussion.
Also check out last night's programme on Channel 4, although it has some sweary Mary language...

EDINA.... and Aldeburgh

One of the projects I've spent a lot of time on over the last few months is some writing for EDINA
It's aimed at linking a new product called OS Mapstream
There is information about the service HERE.
I've JUST FINISHED this new set of materials.

While I was creating them, a story with relevance to the use of this tool, and mapping emerged which is worth mentioning here.
The first stage was that Tesco wanted to open a store in Aldeburgh, and this is dividing the community apparently.
They were poised to turn down the store, due to flood issues....
However, there is a final twist to the Aldeburgh tale....

The store did get planning permission....

Still High and Dry - more stuff...

Over the last few years, I have created a lecture on flooding and the messages learned from flooding. 2012 saw major flooding in many parts of the UK. I'm about to take the updated lecture out to a few venues in the next few months.

The Dartmouth Flood Observatory, which has now moved to Colorado, has a nice animated GIF of recent global flood events, which I will use.

The original lecture had an introductory set of slides which were kindly provided by Mark Ollis.
Mark recently updated his slides and they are available here... They show how the town of Cockermouth has changed as a result of changes.

I've also created a simple set of delegates notes which can be accessed via Slideshare, or are seen here.

Also another useful related Slideshare presentation:

Water Cycle Animation

Thanks to Moira Jenkins for tip-off to this nice little pop-up book style animation of the journey of a water droplet...

Revolution ( Life Cycle of a Drop of Water). from chris turner on Vimeo.

Our friends in the North

Too busy to write up my trip for a few days, so here's a slideshow of images from my trip to Scandinavia at the weekend...

HS2 and 'the North'

A big announcement a few weeks ago with the 2nd phase routes announced of the new HS2 line which will move beyond Birmingham, and carry high speed trains.
There was an earlier announcement of the route as far as Birmingham.

The news were full of the way that this would connect London with 'the North', except their idea of the North seemed to stop at Manchester and Sheffield, which would perhaps be classed as the Midlands by someone living in Durham or Carlisle.
An interesting post by Citizen Joe Smith is worth reading, as it provides some useful thinking. There is also an article in the Guardian which is worth reading.

A nice INTERACTIVE MAP on the BBC news website.

Back from the North

Just back from here... and Stockholm, Copenhagen and (technically) Estonia... More to come on that soon... a spot of catching up to do...

Floodlines App

Thanks to John Sayers for this tipoff...

The floods in Queensland and Brisbane in 2011 are a distant memory now, with images of catastrophic wildfires in Tasmania, and temperatures so hot that they literally went off the scale in the news, followed by tornados and more flooding this week.

There is an excellent app which was produced last year to enable people to see the effects of the Brisbane Floods.
I was reminded to complete this post by something that John Sayers added to his blog about a worksheet that he had developed including a QR code.

It relates to an exhibition which was originally held in Brisbane.
The exhibition made use of Augmented Reality. A series of cards are provided on the website which can be printed out. The camera on the phone then transfers the pattern into a 3D rendering of the city and the floodwaters. Try it out !

The Floodlines website has a range of information about the designs....

New Hans Rosling Video

Thanks to Richard Allaway for the tipoff to a new Hans Rosling video...

Seminar at the IoE

I've got a place pencilled in at this seminar in May, which is a while away.
It's being organised by the Institute of Education and David Lambert is the contact if you'd like a place.
It's always a pleasure to hear Margaret Roberts talk - she's just finished the manuscript of a new book on enquiry, and I'm looking forward to that...

Thought for the Day

"Teachers are necessary to convert boring pieces of curriculum into big interesting questions"
Sugata Mitra

Driving us crazy

If you own a car you'll know that you sometimes have to wait a while to see a roadside petrol station, and you'll probably pass quite a few which have closed down. Sometimes these will have been re-colonised by a second hand car dealership, or perhaps a 'hand car wash' where for a fiver a group of people will give your car an instant valet.

There's an interesting article here via the Daily Mail on the way that this is forcing us to drive further than we would otherwise do.

Something to discuss, in terms of the changes that happen in our local areas that we don't always appreciate.

I remember the hose that ran along the forecourt that made a 'ding' when a car drove over it... You don't see many of those these days either...

Image: Alan Parkinson

Virtual Water...

Spending today working on a range of projects, one of which has taken me into the realm of Virtual Water, something which I had read about before...
Just installed the VIRTUAL WATER APP as part of the process of research and thinking through incorporating this into the project....

Renaming Iceland

I've spent a lot of time over the last few months working on the pupil and teacher resources for our ICELAND packs that the Geography Collective are creating for Discover the World.
This has involved John Sayers, who was able to spend a week in Iceland exploring the locations which are part of the tours, Helen Steer who has been designing and laying out the pages, and Tom Morgan Jones, who has been contributing the illustrations as always.

Watch out for the latest Discover the World newsletter which provides more information as well as some teaser missions....

Something else that I learned from my research.
A kilowatt hour of electricity costs around 2p in Iceland.
Compare that with what you are paying...

There has been a recent campaign run by Inspired by Iceland to come up with a new name for Iceland, based on your views or experiences of the country.

You can make your own poster with an image of your own chosen name.
Go to the website here to make your own...

Here's one that I made:

If you have an Android phone you can also install the Inspired by Iceland app...

Bear in mind that this is only a competition - Iceland isn't actually changing its name...

You can count on Geography

The title of a VITAL Teachshare which I ran last Thursday.

Thanks to Rob and John for attending, and adding some suggestions on the Chat window.
I also started a whiteboard, which I will add to and do a separate blog post on the various links with Numeracy
I referred to an EU project that I am involved in, and have blogged about here previously, called I USE STATS in Education.

I also mentioned an opportunity related to the Millennium Development Goals which can be seen here.

You can also CATCH THE REPLAY of the session.

Fast forward ten minutes as I forget to press RECORD.... Technology eh ?

GA Lecture on Flooding

If you're in or around Stoke on Trent on February the 13th, head over to Staffordshire University to catch my 'Still High and Dry' lecture for the GA Norths Staffs branch.