title: Soils of western Wright Valley, Antarctica

authors: McLeod, Malcolm

subjects: Dais

abstract: Western Wright Valley, from Wright Upper Glacier to the western end of the Dais, can be divided into three broad geomorphic regions: the elevated Labyrinth, the narrow Dais which is connected to the Labyrinth, and the North and South forks which are bifurcated by the Dais. Soil associations of Typic Haplorthels/Haploturbels with ice-cemented permafrost at < 70cm are most common in each of these geomorphic regions. Amongst the Haplo Great Groups are patches of Salic and Typic Anhyorthels with ice-cemented permafrost at > 70 cm. They are developed in situ in strongly weathered drift with very low surface boulder frequency and occur on the upper erosion surface of the Labyrinth and on the Dais. Typic Anhyorthels also occur at lower elevation on sinuous and patchy Wright Upper III drift within the forks. Salic Aquorthels exist only in the South Fork marginal to Don Juan Pond, whereas Salic Haplorthels occur in low areas of both South and North forks where any water table is> 50 cm. Most soils within the study area have an alkaline pH dominated by Na+ and Cl- ions. The low salt accumulation within Haplorthels/Haploturbels may be due to limited depth of soil development and possibly leaching.

text: Soils of western Wright Valley, Antarctica Western Wright Valley, from Wright Upper Glacier to the western end of the Dais, can be divided into three broad geomorphic regions: the elevated Labyrinth, the narrow Dais which is connected to the Labyrinth, and the North and South forks which are bifurcated by the Dais. Soil associations of Typic Haplorthels/Haploturbels with ice-cemented permafrost at < 70cm are most common in each of these geomorphic regions. Amongst the Haplo Great Groups are patches of Salic and Typic Anhyorthels with ice-cemented permafrost at > 70 cm. They are developed in situ in strongly weathered drift with very low surface boulder frequency and occur on the upper erosion surface of the Labyrinth and on the Dais. Typic Anhyorthels also occur at lower elevation on sinuous and patchy Wright Upper III drift within the forks. Salic Aquorthels exist only in the South Fork marginal to Don Juan Pond, whereas Salic Haplorthels occur in low areas of both South and North forks where any water table is> 50 cm. Most soils within the study area have an alkaline pH dominated by Na+ and Cl- ions. The low salt accumulation within Haplorthels/Haploturbels may be due to limited depth of soil development and possibly leaching.

year: 2009

title: Citizenship, democracy and social justice: A conversation with Maria Olson

authors: Peters, Michael A.

abstract: Maria Olson is a researcher and lecturer in Education at Stockholm University and the University of Skövde, Sweden. Her areas of interest include democracy and citizenship in relation to education. Her major fields are educational theory and educational philosophy. Her current publications include most recently a series of papers that develop themes of citizenship, democracy and social justice, including: “Citizenship Education without Citizenship? The Migrant in EU Policy on Participatory Citizenship – Toward the Margin through ‘Strangification,’” in R. Hedke and T. Zimenkova (eds.), Education for Civic and Political Participation: A Critical Approach (pp. 155–170). London: Routledge, 2012; “Citizenship ‘in Between’: The Local and the Global Scope of European Citizenship in Swedish Educational Policy,” in S. Goncales and M. A. Carpenter (eds.), Intercultural Policies and Education (pp. 193–203). New York: Peter Lang, 2012; “The European ‘We’: From Citizenship Policy to the Role of Education,” Studies in Philosophy and Education 31(1), 77–89, 2012; “Opening Discourses of Citizenship Education: Theorizing with Foucault” (with Nicoll, K., Fejes, A., Dahlstedt, M. & Biesta, G. J. J.), Journal of Education Policy, 2013 (forthcoming); “Democracy Lessons in Market-oriented Schools: The Case of Swedish Upper Secondary Education,” Education, Citizenship and Social Justice, online first, Doi: 10.1177/17461979134836842013 (with Lundahl, Lisbeth), 2013; “What Counts as Young People’s Civic Engagement in Times of Accountability? On the Importance of Maintaining Openness about Young People’s Civic Engagement in Education,” in M. Olson (ed.), Theme: Citizenship Education under Liberal Democracy. Utbildning & Demokrati [Education & Democracy] 21(1), 29–55, 2012.

text: Citizenship, democracy and social justice: A conversation with Maria Olson Maria Olson is a researcher and lecturer in Education at Stockholm University and the University of Skövde, Sweden. Her areas of interest include democracy and citizenship in relation to education. Her major fields are educational theory and educational philosophy. Her current publications include most recently a series of papers that develop themes of citizenship, democracy and social justice, including: “Citizenship Education without Citizenship? The Migrant in EU Policy on Participatory Citizenship – Toward the Margin through ‘Strangification,’” in R. Hedke and T. Zimenkova (eds.), Education for Civic and Political Participation: A Critical Approach (pp. 155–170). London: Routledge, 2012; “Citizenship ‘in Between’: The Local and the Global Scope of European Citizenship in Swedish Educational Policy,” in S. Goncales and M. A. Carpenter (eds.), Intercultural Policies and Education (pp. 193–203). New York: Peter Lang, 2012; “The European ‘We’: From Citizenship Policy to the Role of Education,” Studies in Philosophy and Education 31(1), 77–89, 2012; “Opening Discourses of Citizenship Education: Theorizing with Foucault” (with Nicoll, K., Fejes, A., Dahlstedt, M. & Biesta, G. J. J.), Journal of Education Policy, 2013 (forthcoming); “Democracy Lessons in Market-oriented Schools: The Case of Swedish Upper Secondary Education,” Education, Citizenship and Social Justice, online first, Doi: 10.1177/17461979134836842013 (with Lundahl, Lisbeth), 2013; “What Counts as Young People’s Civic Engagement in Times of Accountability? On the Importance of Maintaining Openness about Young People’s Civic Engagement in Education,” in M. Olson (ed.), Theme: Citizenship Education under Liberal Democracy. Utbildning & Demokrati [Education & Democracy] 21(1), 29–55, 2012.

year: 2013

title: Outdoor learning in Aotearoa New Zealand: voices past, present, and future

authors: Cosgriff, Marg

subjects: culture

abstract: Many of the principles and practices that have influenced outdoor education in Aotearoa New Zealand find their genesis in the United Kingdom and North America. In recent times, many of these foundational assumptions have been called into question. This paper highlights how emerging 'local' voices are questioning and reframing how outdoor education is conceptualised and practiced. In large part this is due to a sense of distinctiveness borne from the bicultural foundations that underpin governance and policy-making. This paper explores how outdoor educators are developing pedagogies that acknowledge the particularities of our context, particularly the bicultural foundation of Aotearoa New Zealand. The paper highlights how social and cultural influences shape educational policy and how outdoor educators are responding, both theoretically and practically, to meet the needs of learners in an increasingly diverse society.

text: Outdoor learning in Aotearoa New Zealand: voices past, present, and future Many of the principles and practices that have influenced outdoor education in Aotearoa New Zealand find their genesis in the United Kingdom and North America. In recent times, many of these foundational assumptions have been called into question. This paper highlights how emerging 'local' voices are questioning and reframing how outdoor education is conceptualised and practiced. In large part this is due to a sense of distinctiveness borne from the bicultural foundations that underpin governance and policy-making. This paper explores how outdoor educators are developing pedagogies that acknowledge the particularities of our context, particularly the bicultural foundation of Aotearoa New Zealand. The paper highlights how social and cultural influences shape educational policy and how outdoor educators are responding, both theoretically and practically, to meet the needs of learners in an increasingly diverse society.

year: 2012