The Composition of Holocene Aeolianites; Western Eyre Peninsula, Great Australian Bight, South Australia

The Australian southern continental margin is the world’s largest site of cool-water carbonate deposition, and the Great Australian Bight is its largest sector. The Eyre Peninsula is fringed by coastal beaches with aeolianites and marks the eastern edge of the Great Australian Bight. Five shoreline transects of varying lengths spanned a 150km longitudinal distance and at each the intertidal, beach, dune and secondary dune environments were sampled, for a total of 18 samples. Sediments are a mixture of modern, relict, and Cenozoic carbonates, and quartz grains. Carbonate aeolianites on the western Eyre Peninsula are mostly composed of modern carbonate grains: predominantly molluscs (23-33%) and benthic foraminifera (10-26%), locally abundant coralline algae (3-28%), echinoids (2-22%), and bryozoans (2-14%). Cenozoic grain abundance ranges from 1-6% whereas relict grain abundance ranges from 0-17%. A southward increase in bryozoan particles correlates with a nutrient element abundance and decrease in temperature due to a large seasonal coastal upwelling system that drives 2-3 major upwelling events per year, bringing cold, nutrient rich, Sub-Antarctic Surface Water (<12°C) onto the shelf. In southern, mostly wind protected locations, the beach and dune sediment compositions are similar, indicating that wind energy has successfully carried all sediment components of the beach into the adjacent dunes. In northern, exposed locations, the composition is not the same everywhere, and trends indicate that relative wind energy has the ability to impact grain composition through preferential wind transport. Aeolianite composition is therefore a function of both upwelling and the degree of coastal exposure.

Provenance of Holocene Calcareous Aeolianites, Eastern South Australia

The southeastern coast of South Australia contains a spectacular and world-renown suite of Quaternary calcareous aeolianites. This study is focused on the provenance of components in the Holocene sector of this carbonate breach-dune succession. Research was carried out along seven transects from ~30 meters water depth offshore across the beach and into the dunes. Offshore sediments were acquired via grab sampling and SCUBA. Results indicate that dunes of the southern Lacepede and Otway coasts in particular are mostly composed of modern invertebrate and calcareous algal allochems. The most numerous grains are from molluscs, benthic foraminifera, coralline algae, echinoids, and bryozoans. These particles originate in carbonate factories such as macroalgal forests, rocky reefs, seagrass meadows, and low-relief seafloor rockgrounds. The incorporation of carbonate skeletons into coastal dunes, however, depends on a combination of; 1) the infauna within intertidal and nearshore environments, 2) the physical characteristics of different allochems and their ability to withstand fragmentation and abrasion, 3) the wave and swell climate, and 4) the nature of aeolian transport. Most aeolian dune sediment is derived from nearshore and intertidal carbonate factories. This is particularly well illustrated by the abundance of robust infaunal bivalves that inhabit the nearshore sands and virtual absence of bryozoans that are common as sediment particles in water depths > 10mwd. Thus, the calcareous aeolianites in this cool-water carbonate region are not a reflection of the offshore marine shelf factories, but more a product of shallow nearshore-intertidal biomes.

From Where Do We Teach? Potential Positions in Public Education

This thesis is a conceptual examination of the positions from which we teach in public education. As it is philosophical in nature, it takes no qualitative or quantitative data. It offers a review of selected relevant literature and an analysis of personal and professional experience, with the intent to pose critical questions about teaching and learning. The framework of this thesis represents the following contentions: First, from its inception, public schooling served capital by preparing skilled labour for emerging industrial markets. This history is the hegemonic shadow that hangs over public education today. Second, movements toward the standardization of funding, curriculum, and evaluation support the further commodification of public schooling. The “accountability” that standardization offers, the “back to basics” that it aims for, is counter to the potential that public education might critically inform citizens and seek social justice. Third, movements toward the privatization of public schooling under the guise of “choice” and “mobility”, brought on by manufactured crisis, serve only to widen socio-economic inequities as capitalist neoliberal interests seek profit in both the product of public schools and in schooling itself. If we recognize and understand the power of public education to inform vast numbers of citizens who will, in turn, either maintain or reform society, we must ask: What do we want public education to be? What are the effects of continuing down historically conventional and increasingly standardized paths? What do progressive pedagogies offer? How might teachers destandardize their pedagogy and pursue equitable opportunities for marginalized students? How might students name themselves and their world, that they might play a part in its reimagining? For whom do we teach, and under what conditions? From where do we teach, and why? For educators to ask these questions, and to employ what they discover, will necessitate taking substantial risks. It will necessitate taking a stand and cannot be done alone. Teachers must seek out the collaboration of their students. They must offer students the time and the space to find their own voices, to create their own selves, and to envision previously uncharted paths on which we might walk together.

Unrecognized Exodus, Unaccepted Accountability : The Looming Shortage of Principals and Vice Principals in Ontario Public School Boards (Working Paper 24)

To the apparent surprise of policy makers at the provincial and school board levels, Ontario’s public schools are about to experience a massive exodus of principals and vice principals. This report, funded by a grant from the Ontario Principals’ Council, details the scale of the retirement wave currently hitting Ontario’s public school boards. Data collected from 946 practicing school administrators suggest that the retirement rates will be almost 20 per cent higher than provincial estimates. Anecdotal evidence suggests that the pool of qualified candidates for these positions is also shrinking. Already, fewer individuals are applying for each available vacancy. The study examines the major dissatisfiers in the current role of school principal as experienced by incumbents. Interviews were also conducted with 92 individuals identified as exceptional candidates for the principalship who had opted not to follow that career path in order to determine what factors they found most important in their decision making. The report concludes with recommendations for the province, school boards and principals' organizations.