The 23rd October 2002 dust storm in eastern Australia: characteristics and meteorological conditions

The dust storm of 23 October 2002 covered most of eastern Australia and carried one of the largest recorded dust loads in Australia. In the 6 months leading up to the event, severe drought conditions in eastern Australia, plus above average maximum temperatures resulted in high potential evapo-transpiration rates, producing severe soil moisture deficits and reduced vegetation cover. Although increased wind speeds associated with a fast moving cold front were the meteorological driving force, these winds speeds were lower than those for the previously documented large dust storms. The dust storm was 2400 km long, up to 400 km across and 1.5-2.5 km in height. The plume area was estimated at 840,860 km 2 and the dust load at 0900 h was 3.35-4.85 million tones (Mt). These dust load estimates are highly sensitive to assumptions, regarding visibility-dust concentration relationships, vertical dust concentration profiles and dust ceilings. The event is examined using meteorological records, remote sensing and air quality monitoring. (C) 2004 Elsevier Ltd. All rights reserved.

Globalizing policy sociology in education: Working with Bourdieu

This paper uses Bourdieu to develop theorizing about policy processes in education and to extend the policy cycle approach in a time of globalization. Use is made of Bourdieu's concept of social field and the argument is sustained that in the context of globalization the field of educational policy has reduced autonomy, with enhanced cross-field effects in educational policy production, particularly from the fields of the economy and journalism. Given the social rather than geographical character of Bourdieu's concept of social fields, it is also argued that the concept can be, and indeed has to be, stretched beyond the nation to take account of the emergent global policy field in education. Utilizing Bourdieu's late work on the globalization of the economy through neo-liberal politics, we argue that a non-reified account of the emergent global educational policy field can be provided.