Multimedia journalist and presenter Katie Arnold left for Kyrgyzstan this week to explore water related conflict in the Naryn River basin as part of her Neville Shulman Challenge Award.
The main source of flow for the 800km long river is meltwater from glaciers in the Tian Shan Mountains on the border with China, which makes the communities that rely on the river particularly vulnerable to climate change. Travelling on foot, horseback and bike, Katie will document the social, political and economic impact that climate change is having on those living in this region and the challenges they may face in the future. Ending her journey in the Fergana Valley, the largest irrigated area on earth, Katie will report on a region on the brink of an ethnically charged water war. She will return to the UK in September.
The Neville Shulman Challenge Award grants £5,000 each year to a challenging research project which aims to further the understanding and exploration of the planet, its peoples, cultures and environments. Previous recipients have travelled to Israel to meet the world’s smallest and oldest ethno-religious group, explored Mozambique’s remote Njesi Plateau, and retraced Roald Amundsen’s 800 mile sledging journey across Arctic Canada and Alaska.
Are you excited about the prospect of undertaking a challenging expedition? The deadline for the next Neville Shulman Challenge Award is 30 November.
Find out more and how to apply.
Not quite what you’re looking for? Find a grant.
Join our panel as we discuss the ethics of wildlife encounters.
23 February 2021
In her last lecture as Director, Rita draws on her physical geography background and experience of leading the Society to explore the place of the discipline in a rapidly changing world at home and abroad.
26 March 2018
We support the aims of TEF but express concern that its metrics (including student satisfaction and employment outcomes) do not capture teaching excellence and do not explore nuances in localised provision.
Our response, to proposed changes to qualifications for students from 14-16, agreed that most students should study an "academic core", and that issues of equivalence between academic and vocation qualifications should be addressed.
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