Shorelines beneath the sea: Geomorphology and characterization of the postglacial sea-level lowstand, Cumberland Peninsula, Baffin Island, Nunavut

This thesis presents the discovery of eight submerged deltas (-19 to -45m), the first documented submerged boulder barricade, a submerged sill platform and spits off the coast of Cumberland Peninsula, eastern Baffin Island, NU. The geomorphic characteristics of these features in relation to contemporaneous sea-level are presented and compared with the modern shore-zone. The submerged boulder barricade at Qikiqtarjuaq in the west indicates a -16 m sea level that isolated Broughton Channel from Baffin Bay to the north, changing the coastal dynamics from those observed at present. A shoreline deeper than -50 m planed off the fiord-mouth sill in Akpait Fiord and formed spits at -50 m and -30 m present depth. These features define a submerged shoreline gradient of 0.35 m/km to the east across northeastern Cumberland Peninsula. The linear gradient sediment supply requirements for delta formation suggest a synchronous lowstand, bracketed by ice margins and sourced from glacial outwash between 11.8-8.5 ka. This confirms the submergence trend hypothesized for eastern Cumberland Peninsula (Dyke, 1979).

Critical pegagogy in ELT: perspectives and praxis of western English teachers in Korean post-secondary education

Presently, there are numerous Native English Teacher (NETs) teaching in Korean post-secondary educational (PSE) institutions. The aim of this thesis is to explore the views held by NETs with regards to their self-perceived teaching perspectives while working in a Korean PSE setting. The thesis also aims to answer the assertion made in the literature that English as Foreign Language (EFL) teachers are "acritical and atheoretical". To this end, the thesis intends to identify the extent of the NETs’ preference for social reform as a teaching perspective, the NETs stated reasons for identifying with roles as social reformers, how these views are reflected in the NETs’ practice (praxis), what the barriers impeding the adoption and enactment of social reform are, and how the NETs’ perspectives relate to critical pedagogy. The results reveal that NETs in Korean PSE do not align themselves with social reform, yet categorizing NETS as "acritical and atheoretical" may be overly-simplistic. The results show that there are three kinds of obstacles that prevent NETs from engaging more with social reform and being less acritical and atheoretical: 1) NETs teaching in Korean EFL are conflicted and/or confused about their roles as English teachers; 2) there are significant cultural constraints to teaching in Korean EFL as a NET; 3) there are significant pedagogical constraints to teaching in Korean EFL as a NET.