title: Summer meltwater and spring sea ice primary production, light climate and nutrients in an Arctic estuary, Kangedussuaq, west Greenland

authors: Lund-Hansen, Lars Chresten

subjects: Science & Technology

abstract: The estuary is dominated by sea ice and snow cover from winter to spring, and a highly turbid meltwater plume during summer. The aims were to quantify the variability in optical conditions, inorganic nutrients, and primary production between these two extremes, and identify the drivers of variability. Data were obtained during a summer cruise along a transect in the estuary in August 2007, and a spring campaign on the ice in March 2011. The study comprises conductivity, temperature, and depth (CTD), K𝒹(PAR), K𝒹(λ), PAR transmittance, photic depth, chl-a, nutrients (NO₃, NO₂, NH₃, PO₄, and SiO₂), primary production, and sediment concentrations. PAR transmittance varied between 5% below snow and ice and 85% in clear water with 44% in turbid meltwater. Primary production rates were similar below the ice in March (76.8 mg C m⁻² d⁻¹) and in the highly turbid meltwater in August (94.8 mg C m⁻² d⁻¹), but higher (246.6 mg C m⁻² d⁻¹) at the mouth of the fjord. Meltwater inflow was the main driver of variability during summer and the snow and sea ice during spring. Under-ice primary production will increase three-fold with less snow on the sea ice, and the higher meltwater turbidity with increased melting of glacial ice and runoff will only reduce primary production slightly.

text: Summer meltwater and spring sea ice primary production, light climate and nutrients in an Arctic estuary, Kangedussuaq, west Greenland The estuary is dominated by sea ice and snow cover from winter to spring, and a highly turbid meltwater plume during summer. The aims were to quantify the variability in optical conditions, inorganic nutrients, and primary production between these two extremes, and identify the drivers of variability. Data were obtained during a summer cruise along a transect in the estuary in August 2007, and a spring campaign on the ice in March 2011. The study comprises conductivity, temperature, and depth (CTD), K𝒹(PAR), K𝒹(λ), PAR transmittance, photic depth, chl-a, nutrients (NO₃, NO₂, NH₃, PO₄, and SiO₂), primary production, and sediment concentrations. PAR transmittance varied between 5% below snow and ice and 85% in clear water with 44% in turbid meltwater. Primary production rates were similar below the ice in March (76.8 mg C m⁻² d⁻¹) and in the highly turbid meltwater in August (94.8 mg C m⁻² d⁻¹), but higher (246.6 mg C m⁻² d⁻¹) at the mouth of the fjord. Meltwater inflow was the main driver of variability during summer and the snow and sea ice during spring. Under-ice primary production will increase three-fold with less snow on the sea ice, and the higher meltwater turbidity with increased melting of glacial ice and runoff will only reduce primary production slightly.

year: 2018

title: Corporate reports on sustainability and sustainable development: ‘We Have Arrived’

authors: Ihlen, Øyvind

subjects: communication

abstract: This paper analyses how the world's largest corporations communicate about sustainability and sustainable development in their non-financial reports. It investigates the concept use, definitions and attempts at operationalization, and the rationales that corporations give to engage with them. It is concluded that the corporations typically opt to treat sustainability and sustainable development as given and unproblematic instead of addressing the fundamental problems of today's practice or the dilemmas of the concepts. The most striking finding, however, is that so many of the corporations no longer argue that they are on a ‘journey’ towards sustainability, but that they have already integrated sustainability principles and that they have worked like this for years. Such arguments arguably inhibit the change in business models that many commentators call for.

text: Corporate reports on sustainability and sustainable development: ‘We Have Arrived’ This paper analyses how the world's largest corporations communicate about sustainability and sustainable development in their non-financial reports. It investigates the concept use, definitions and attempts at operationalization, and the rationales that corporations give to engage with them. It is concluded that the corporations typically opt to treat sustainability and sustainable development as given and unproblematic instead of addressing the fundamental problems of today's practice or the dilemmas of the concepts. The most striking finding, however, is that so many of the corporations no longer argue that they are on a ‘journey’ towards sustainability, but that they have already integrated sustainability principles and that they have worked like this for years. Such arguments arguably inhibit the change in business models that many commentators call for.

year: 2011

title: “She didn’t ask me about my grandma”. Using process drama to explore issues of cultural exclusion and educational leadership.

authors: Kana, Pare

subjects: dramatization

abstract: Purpose – This purpose of this paper is to describe a collaborative project from the University of Waikato, Hamilton New Zealand, in which the authors used process drama to engage final year teaching students with complex issues of cultural diversity, enabling them to “grow into” different kinds of leadership positions in an imagined educational setting. The paper describes the project and makes a case for process drama as a means of providing opportunities for leadership and as a potent tool for learning about issues of social justice. Design/methodology/approach – The drama was based on a fictional scenario described by Hall and Bishop, where a beginner teacher (of European descent) unwittingly diminishes the experiences of Maori and other non-European children in her class. Using a three-phase process planning model and with facilitators in role alongside the students, the drama explored the scenario from all points of view. Students were encouraged to build empathy for the beginner teacher and for the children and also to explore the dilemma faced by the teacher's tutor in deciding whether, and how, to confront the teacher on the issue. Findings – Through the drama, students built a sense of empathy for all sides of the issue and engaged in deep thinking about the experience of cultural exclusion. The safety and distance provided by the drama “frame” spurred students to take leadership roles and “stand up” for issues of social justice. The authors suggest that through such dramas students gain skills and perspectives that they may carry into their professional lives. Research limitations/implications – The paper describes a small project, over one lesson with a specific group of students. More research is needed into the effectiveness of process drama as a sustained strategy for teacher education. Originality/value – This scenario explored in the drama has currency in Aotearoa New Zealand, where the population is increasingly culturally diverse, where underachievement of Maori students continues to be of concern, and where research has shown the centrality of teacher-student relations in raising educational achievement for Maori. The authors believe this paper makes a compelling case for the value of drama as a tool for student teachers to encounter social justice issues in a meaningful way, and suggest that the paper is a valuable contribution to more than one discipline, as it straddles the fields of professional practice and drama as pedagogy.

text: “She didn’t ask me about my grandma”. Using process drama to explore issues of cultural exclusion and educational leadership. Purpose – This purpose of this paper is to describe a collaborative project from the University of Waikato, Hamilton New Zealand, in which the authors used process drama to engage final year teaching students with complex issues of cultural diversity, enabling them to “grow into” different kinds of leadership positions in an imagined educational setting. The paper describes the project and makes a case for process drama as a means of providing opportunities for leadership and as a potent tool for learning about issues of social justice. Design/methodology/approach – The drama was based on a fictional scenario described by Hall and Bishop, where a beginner teacher (of European descent) unwittingly diminishes the experiences of Maori and other non-European children in her class. Using a three-phase process planning model and with facilitators in role alongside the students, the drama explored the scenario from all points of view. Students were encouraged to build empathy for the beginner teacher and for the children and also to explore the dilemma faced by the teacher's tutor in deciding whether, and how, to confront the teacher on the issue. Findings – Through the drama, students built a sense of empathy for all sides of the issue and engaged in deep thinking about the experience of cultural exclusion. The safety and distance provided by the drama “frame” spurred students to take leadership roles and “stand up” for issues of social justice. The authors suggest that through such dramas students gain skills and perspectives that they may carry into their professional lives. Research limitations/implications – The paper describes a small project, over one lesson with a specific group of students. More research is needed into the effectiveness of process drama as a sustained strategy for teacher education. Originality/value – This scenario explored in the drama has currency in Aotearoa New Zealand, where the population is increasingly culturally diverse, where underachievement of Maori students continues to be of concern, and where research has shown the centrality of teacher-student relations in raising educational achievement for Maori. The authors believe this paper makes a compelling case for the value of drama as a tool for student teachers to encounter social justice issues in a meaningful way, and suggest that the paper is a valuable contribution to more than one discipline, as it straddles the fields of professional practice and drama as pedagogy.

year: 2007