Sedimentological and palynological analysis of sediment cores from the northeastern Vietnamese Mekong River Delta

Three radiocarbon-dated sediment cores from the northeastern Vietnamese Mekong River Delta have been analysed with a multiproxy approach (grain size, pollen and spores, macro-charcoal, carbon content) to unravel the palaeoenvironmental history of the region since the mid Holocene. During the mid-Holocene sea-level highstand a diverse, zoned and widespread mangrove belt (dominated by Rhizophora) covered the extended tidal flats. The subsequent regression and coeval delta progradation led to the rapid development of a back-mangrove community dominated by Ceriops and Bruguiera but also represented locally by e.g. Kandelia, Excoecaria and Phoenix. Along rivers this community seems to have endured even when the adjoining floodplain had already shifted to freshwater vegetation. Generally this freshwater vegetation has a strong swamp signature but locally Arecaceae, Fabaceae, Moraceae/Urticaceae and Myrsinaceae are important and mirror the geomorphological diversity of the delta plain. The macro-charcoal record implies that natural burning of vegetation occurred throughout the records, however, the occurrence of the highest amounts of macro-charcoal particles is linked with modern human activity.

Pollen analysis of modern mangrove systems

Three sediment cores from the Bragança Peninsula located in the coastal region in the north-eastern portion of Pará State have been studied by pollen analysis to reconstruct Holocene environmental changes and dynamics of the mangrove ecosystem. The cores were taken from an Avicennia forest (Bosque de Avicennia (BDA)), a salt marsh area (Campo Salgado (CS)) and a Rhizophora dominated area (Furo do Chato). Pollen traps were installed in five different areas of the peninsula to study modern pollen deposition. Nine accelerator mass spectrometry radiocarbon dates provide time control and show that sediment deposits accumulated relatively undisturbed. Mangrove vegetation started to develop at different times at the three sites: at 5120 14C yr BP at the CS site, at 2170 14C yr BP at the BDA site and at 1440 14C yr BP at the FDC site. Since mid Holocene times, the mangroves covered even the most elevated area on the peninsula, which is today a salt marsh, suggesting somewhat higher relative sea-levels. The pollen concentration in relatively undisturbed deposits seems to be an indicator for the frequency of inundation. The tidal inundation frequency decreased, probably related to lower sea-levels, during the late Holocene around 1770 14C yr BP at BDA, around 910 14C yr BP at FDC and around 750 14C yr BP at CS. The change from a mangrove ecosystem to a salt marsh on the higher elevation, around 420 14C yr BP is probably natural and not due to an anthropogenic impact. Modern pollen rain from different mangrove types show different ratios between Rhizophora and Avicennia pollen, which can be used to reconstruct past composition of the mangrove. In spite of bioturbation and especially tidal inundation, which change the local pollen deposition within the mangrove zone, past mangrove dynamics can be reconstructed. The pollen record for BDA indicates a mixed Rhizophora/Avicennia mangrove vegetation between 2170 and 1770 14C yr BP. Later Rhizophora trees became more frequent and since ca. 200 14C yr BP Avicennia dominated in the forest.

La competencia comunicativa intercultural en el aula de español de los negocios: análisis de materiales para su enseñanza

RESUMEN La adquisición de la competencia comunicativa intercultural en la enseñanza de Lenguas Extranjeras (LE) y/o Lenguas para Fines Específicos (LFE) debe ser un proceso de aprendizaje consciente y explícito cuyo fin es la transmisión de conocimientos teóricos, el desarrollo de habilidades comportamentales y de actitudes positivas a través del contacto con la/s cultura/s meta. Esta tesis tiene como objetivo general contribuir al desarrollo de la competencia comunicativa intercultural comercial del estudiante de español de los negocios (EN). Para ello se ha realizado un análisis de los manuales para su enseñanza. En concreto, hemos auditado los manuales de EN con el fin de conocer la metodología didáctica que emplean en la enseñanza de la competencia comunicativa intercultural comercial, tomando como marco de referencia el enfoque intercultural para la enseñanza de las Lenguas de los Negocios. Para alcanzar este fin se ha dividido la investigación en tres partes: 1) la revisión de los antecedentes sobre la enseñanza del componente intercultural y del análisis de materiales en los cursos de LFE; 2) la configuración de un constructo teórico que permitiera a la vez, seleccionar el objeto de estudio, diseñar el instrumento de análisis y disponer de un marco de referencia valorativo; 3) y la creación, pilotaje y aplicación del instrumento de análisis, y la auditoría de los datos. Los resultados muestran que, en líneas generales, predomina una visión tradicional de la cultura; un escaso tratamiento de la relación lengua-y-cultura; un seguimiento parcial de los principios pedagógicos para la adquisición de la competencia comunicativa intercultural; un tratamiento bajo de las habilidades interculturales específicas en las interacciones comerciales; y una cobertura parcial de las habilidades interculturales generales, las cuales se centran fundamentalmente en la adqusición de saberes teóricos. PALABRAS CLAVE: competencia comunicativa intercultural; comunicación intercultural comercial; español de los negocios; español para fines específicos; auditoria de manuales didácticos. ABSTRACT The acquisition of intercultural communicative competence in Foreign Language (FL) and / or Languages for Specific Purposes teaching (LSP) must be a conscious and explicit learning to develop knowledge, skills and positive attitudes through contact with the target culture/s. The overall objective of this thesis is to assist the development of the intercultural communicative competence of the student of Spanish for Business (SB) through the audit of the teaching textbooks published in the last decade through a multidisciplinary approach to teaching LSP. The audit was carried out in order to ascertain the underlying approach and course design for the development of the intercultural communicative competence; to state the methodological approach to culture, language-and-culture relationship, culture teaching, culture acquisition and course design. To achieve this objective, the work has been divided into four parts: 1) review of the background on teaching the intercultural component and the analysis of materials in a courses of LSP through a multidisciplinary approach, 2) configuration of a theoretical construct allowing to select the object of study, to design the analytical instrument and to have an evaluative framework, together with the selection of a corpus of Spanish for Business textbooks, 3) development of the analytical instrument and 4) application of the analytical instrument and audit of selected textbooks. The results show that, in the textbooks analyzed, dominated a traditional view of culture, a low ratio treatment of the language-and-culture relationship, a partial implementation of the pedagogical principles for the acquisition of intercultural communicative competence; poor treatment of specific intercultural skills in business interactions, and partial coverage of the general cultural skills, which focus primarily on the acquisition of theoretical knowledge. KEY WORDS: Intercultural communicative competence; Intercultural communicative competence; Spanish for Business; Spanish for Specific Purposes; Textbook audit