title: Distinguishing between the concepts of steady state and dynamic equilibrium in geomorphology

authors: Abrahams, Athol D.

abstract: The development of the concept of equilibrium in geomorphology over the past 15 years has been marked by linguistic difficulties due, in part, to the interchangeable use of the terms, dynamic equilibrium and steady state. It is here proposed that the range of steady state conditions constitute a sub-set of the range of conditions of dynamic equilibrium.
The application of General Systems Theory is responsible for the introduction to geomorphology of the term steady state which in the strictest sense refers to the tendency for constant forms to develop. Gilbert understood dynamic equilibrium to mean an adjustment between the processes of erosion and the resistance of the bedrock. More recently, Leopold and Langbein described dynamic or quasi-equilibrium as a state of energy distribution which does not necessarily involve any regularity of form. However, dynamic equilibrium finds expression over space and time, in the evolving regularity and mutual adjustment of form elements. The development of regular erosional landforms reflects the tendency of the energy conditions of a system to make the final adjustment to the most probable state. If the manner of landform evolution is the point in question, the concepts of dynamic equilibrium and steady state become clearly distinguishable and system boundaries must be precisely defined. In field studies the theoretical approach is often superseded by the pragmatic approach. However, unless the logical distinction between the two concepts is made in the first place confusion will continue to persist in geomorphic analysis.

text: Distinguishing between the concepts of steady state and dynamic equilibrium in geomorphology The development of the concept of equilibrium in geomorphology over the past 15 years has been marked by linguistic difficulties due, in part, to the interchangeable use of the terms, dynamic equilibrium and steady state. It is here proposed that the range of steady state conditions constitute a sub-set of the range of conditions of dynamic equilibrium.
The application of General Systems Theory is responsible for the introduction to geomorphology of the term steady state which in the strictest sense refers to the tendency for constant forms to develop. Gilbert understood dynamic equilibrium to mean an adjustment between the processes of erosion and the resistance of the bedrock. More recently, Leopold and Langbein described dynamic or quasi-equilibrium as a state of energy distribution which does not necessarily involve any regularity of form. However, dynamic equilibrium finds expression over space and time, in the evolving regularity and mutual adjustment of form elements. The development of regular erosional landforms reflects the tendency of the energy conditions of a system to make the final adjustment to the most probable state. If the manner of landform evolution is the point in question, the concepts of dynamic equilibrium and steady state become clearly distinguishable and system boundaries must be precisely defined. In field studies the theoretical approach is often superseded by the pragmatic approach. However, unless the logical distinction between the two concepts is made in the first place confusion will continue to persist in geomorphic analysis.

year: 1968

title: The Carmichael vision and training reform: Some insights from across the Tasman

authors: Law, Michael

subjects: New Zealand

abstract: This paper provides insights into aspects of trans--Tasman union influences in the 1980s and early 1990s. In particular, it examines Laurie Carmichael’s influence on New Zealand unions, especially with respect to education and training reforms. The paper traces how his influence grew as the relationship between the AMWU and the NZEU warmed through the 1980s. It also highlights the very major impact Australia Reconstructed had on thinking in New Zealand as unions struggled to respond to neoliberal policies and practices of the Fourth labour Government. The paper finds that the New Zealand reception of Australian ideas reflected, at least in part, the limitations o he left intellectual tradition in New Zealand.

text: The Carmichael vision and training reform: Some insights from across the Tasman This paper provides insights into aspects of trans--Tasman union influences in the 1980s and early 1990s. In particular, it examines Laurie Carmichael’s influence on New Zealand unions, especially with respect to education and training reforms. The paper traces how his influence grew as the relationship between the AMWU and the NZEU warmed through the 1980s. It also highlights the very major impact Australia Reconstructed had on thinking in New Zealand as unions struggled to respond to neoliberal policies and practices of the Fourth labour Government. The paper finds that the New Zealand reception of Australian ideas reflected, at least in part, the limitations o he left intellectual tradition in New Zealand.

year: 2000

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