title: Regional Assessment of Soil Change in Antarctica

authors: Balks, Megan R.

abstract: Antarctica has a total area of 13.9 × 106 km², of which 44 890 km² (0.32 percent) is ice-free (Fox and Cooper, 1994; British Antarctic Survey, 2005) with potential for soil development. Ice free areas are mainly confined to the Antarctic Peninsula, a few places around the perimeter of the continent and along the Transantarctic Mountains. The largest ice-free area (approximately 5 000 km²) is the McMurdo Dry Valleys in the Ross Sea Region.

text: Regional Assessment of Soil Change in Antarctica Antarctica has a total area of 13.9 × 106 km², of which 44 890 km² (0.32 percent) is ice-free (Fox and Cooper, 1994; British Antarctic Survey, 2005) with potential for soil development. Ice free areas are mainly confined to the Antarctic Peninsula, a few places around the perimeter of the continent and along the Transantarctic Mountains. The largest ice-free area (approximately 5 000 km²) is the McMurdo Dry Valleys in the Ross Sea Region.

year: 2015

title: Nanosecond protein dynamics:  First detection of a neutron incoherent spin−echo signal

authors: Bellissent-Funel, Marie-Claire

subjects: biology

abstract: Motions in proteins occur over a wide range of time scales, from femtoseconds to seconds or longer.¹⁻³ Therefore, their characterization requires the application of a correspondingly wide range of experimental probes. Among these incoherent neutron scattering (INS) is a particularly direct source of information on time scales and forms of hydrogen motions.⁴⁻⁸ However, due to limited accuracy in the measurement of energy changes of scattered neutrons, INS work has been limited to the 10⁻¹⁵-10⁻¹⁰s time scales. The neutron spin-echo technique was developed to overcome this limitation.⁹ Neutron spin-echo allows precise measurement of velocity changes of neutrons via Larmor precession of the neutron’s spin. This has led to the possibility of extracting information on atomic motions on nanosecond and longer time scales.

text: Nanosecond protein dynamics:  First detection of a neutron incoherent spin−echo signal Motions in proteins occur over a wide range of time scales, from femtoseconds to seconds or longer.¹⁻³ Therefore, their characterization requires the application of a correspondingly wide range of experimental probes. Among these incoherent neutron scattering (INS) is a particularly direct source of information on time scales and forms of hydrogen motions.⁴⁻⁸ However, due to limited accuracy in the measurement of energy changes of scattered neutrons, INS work has been limited to the 10⁻¹⁵-10⁻¹⁰s time scales. The neutron spin-echo technique was developed to overcome this limitation.⁹ Neutron spin-echo allows precise measurement of velocity changes of neutrons via Larmor precession of the neutron’s spin. This has led to the possibility of extracting information on atomic motions on nanosecond and longer time scales.

year: 1998

title: Intersecting knowledge worlds: Describing the cultural interfaces within a socioscientific issue

authors: Wagner, Brent

subjects: cultural interface

abstract: Increasing numbers of science teachers in Aotearoa New Zealand are exploring ways to incorporate indigenous mātauranga Māori (Māori knowledge and ways of knowing) into their science programmes. This article presents findings from a study that examined how senior biology students in two English-medium secondary schools incorporated mātauranga Māori alongside biological science knowledge in their discussions about the use of 1080 poison to control mammalian predators. From a social constructivist ontology and interpretivist mode of inquiry using qualitative methodology, a triadic epistemic agency conceptual framework was developed inductively and used to analyse students’ written scripts for their national school leaving qualification (NCEA), and transcriptions of individual interviews. The study took place prior to the introduction of equal status to mātauranga Māori within the New Zealand Curriculum. Deductive analysis using the Triadic identified a group of ten students who drew from both knowledge systems, with varying degrees of knowledge integration. In addition to detailed representations of the theoretical space of the locale of the learner, the findings also identified three distinctive cultural interfaces occupied by the students: conflicted, parallel, and, connected. The findings underscore the importance of enabling diverse knowledge systems in biology classes to converge. Specifically, the incorporation of mātauranga Māori alongside biological science knowledge encourages a critical stance towards knowledge claims, supports pluralist knowledge use among culturally and linguistically diverse learners and promotes critical engagement with socioscientific issues (SSI) in senior secondary school biology.

text: Intersecting knowledge worlds: Describing the cultural interfaces within a socioscientific issue Increasing numbers of science teachers in Aotearoa New Zealand are exploring ways to incorporate indigenous mātauranga Māori (Māori knowledge and ways of knowing) into their science programmes. This article presents findings from a study that examined how senior biology students in two English-medium secondary schools incorporated mātauranga Māori alongside biological science knowledge in their discussions about the use of 1080 poison to control mammalian predators. From a social constructivist ontology and interpretivist mode of inquiry using qualitative methodology, a triadic epistemic agency conceptual framework was developed inductively and used to analyse students’ written scripts for their national school leaving qualification (NCEA), and transcriptions of individual interviews. The study took place prior to the introduction of equal status to mātauranga Māori within the New Zealand Curriculum. Deductive analysis using the Triadic identified a group of ten students who drew from both knowledge systems, with varying degrees of knowledge integration. In addition to detailed representations of the theoretical space of the locale of the learner, the findings also identified three distinctive cultural interfaces occupied by the students: conflicted, parallel, and, connected. The findings underscore the importance of enabling diverse knowledge systems in biology classes to converge. Specifically, the incorporation of mātauranga Māori alongside biological science knowledge encourages a critical stance towards knowledge claims, supports pluralist knowledge use among culturally and linguistically diverse learners and promotes critical engagement with socioscientific issues (SSI) in senior secondary school biology.

year: 2026