title: Rational descriptive classification of duricrusts

authors: Dury, G.H.

abstract: The term duricrust appears to be extending itself to include calcareous, gypseous, and saline crusts, in addition to crusts composed dominantly of silica and/or of sesquioxides of iron and aluminium, with or without significant contents of dioxides of manganese or titanium. This latter group can be distinguished as duricrusts proper. Its nomenclature is highly confused, and its classification, in writings in the English language, defective. The relevant problems can be resolved, at least in considerable part, by the introduction, adaptation, and extension of modern terms current in tropical pedology, to give a descriptive classification free of genetic implications. When content of SiO₂, Al₂O₃, and Fe₂O₃ is used as a primary basis for the classification of duricrusts proper, plots on a ternary diagram justify the recognition of seven named types in the fersiallitic range.

text: Rational descriptive classification of duricrusts The term duricrust appears to be extending itself to include calcareous, gypseous, and saline crusts, in addition to crusts composed dominantly of silica and/or of sesquioxides of iron and aluminium, with or without significant contents of dioxides of manganese or titanium. This latter group can be distinguished as duricrusts proper. Its nomenclature is highly confused, and its classification, in writings in the English language, defective. The relevant problems can be resolved, at least in considerable part, by the introduction, adaptation, and extension of modern terms current in tropical pedology, to give a descriptive classification free of genetic implications. When content of SiO₂, Al₂O₃, and Fe₂O₃ is used as a primary basis for the classification of duricrusts proper, plots on a ternary diagram justify the recognition of seven named types in the fersiallitic range.

year: 1969

title: Finding certainty in determining whether a "De Facto Relationship" exists: An impossible task?

authors: Liao, Zhixiong (Leo)

subjects: De Facto Relationship

abstract: Section 2D(1) of the Property (Relationships) Act 1976 defines a “de facto relationship” as “a relationship between 2 persons … who live together as a couple”. Although the Act does not define “living together as a couple”, section 2D(2) & (3) provides that “[i]n determining whether 2 persons live together as a couple, all the circumstances of the relationship are to be taken into account, including … [a list of 9 matters]” and that none of these 9 matters is “to be regarded necessary” and “a court is entitled to have regard to such matters, and to attach such weight to any matter, as may seem appropriate … in the circumstances of the case” (emphases added). The seemingly unfettered discretion of the Court, delegated by section 2D, may be helpful in pursuing a fair and just outcome for each case, but it also raises a great concern as to uncertainty. This paper examines some relevant cases and argues that “mutual commitment to a shared life” should be at the core of section 2D and be the most important test, and by which certainty can be found to a large extent, in determining whether a de facto relationship exists. Accordingly, this paper recommends that amendments should be made to the legislation to aid the interpretation and application of section 2D.

text: Finding certainty in determining whether a "De Facto Relationship" exists: An impossible task? Section 2D(1) of the Property (Relationships) Act 1976 defines a “de facto relationship” as “a relationship between 2 persons … who live together as a couple”. Although the Act does not define “living together as a couple”, section 2D(2) & (3) provides that “[i]n determining whether 2 persons live together as a couple, all the circumstances of the relationship are to be taken into account, including … [a list of 9 matters]” and that none of these 9 matters is “to be regarded necessary” and “a court is entitled to have regard to such matters, and to attach such weight to any matter, as may seem appropriate … in the circumstances of the case” (emphases added). The seemingly unfettered discretion of the Court, delegated by section 2D, may be helpful in pursuing a fair and just outcome for each case, but it also raises a great concern as to uncertainty. This paper examines some relevant cases and argues that “mutual commitment to a shared life” should be at the core of section 2D and be the most important test, and by which certainty can be found to a large extent, in determining whether a de facto relationship exists. Accordingly, this paper recommends that amendments should be made to the legislation to aid the interpretation and application of section 2D.

year: 2015

title: Outdoor education: Opportunities provided by a place based approach

authors: Brown, Mike

subjects: place-based

abstract: This paper calls for educators to consider the role that ‘place’ has in outdoor education experiences. It is suggested that greater emphasis and acknowledgment be given to ‘place(s)’ and how they may help students make sense of both their personal and communal identity. The paper is interwoven with a narrative from the author’s experiences of working with Pākehā and Māori students on a course that consciously utilised a ‘place-based’ approach to teaching and learning. The paper challenges the conception that outdoor education requires ‘high-impact’ adventurous activities, instead suggesting that we seek to develop a modest pedagogy which acknowledges our relationships with place(s) as a way to understand who we are , how we connect to others and how we both give and take meanings from the places in which we live and learn. These issues have potential implications for educators and programme designers.

text: Outdoor education: Opportunities provided by a place based approach This paper calls for educators to consider the role that ‘place’ has in outdoor education experiences. It is suggested that greater emphasis and acknowledgment be given to ‘place(s)’ and how they may help students make sense of both their personal and communal identity. The paper is interwoven with a narrative from the author’s experiences of working with Pākehā and Māori students on a course that consciously utilised a ‘place-based’ approach to teaching and learning. The paper challenges the conception that outdoor education requires ‘high-impact’ adventurous activities, instead suggesting that we seek to develop a modest pedagogy which acknowledges our relationships with place(s) as a way to understand who we are , how we connect to others and how we both give and take meanings from the places in which we live and learn. These issues have potential implications for educators and programme designers.

year: 2008