Radiocarbon dates of peatland initiation across the northern high latitudes

A compilation of basal dates of peatland initiation across the northern high latitudes, associated metadata including location, age, raw and calibrated radiocarbon ages, and associated references. Includes previously published datasets from sources below as well as 365 new data points.

Physical oceanography during cruise SUBPOLAR with RV THALASSA in the subpolar North Atlantic in June-July 2005

In 2003 and in 2005, hydrographic data provided sufficient spatial coverage in the Labrador Sea to infer basin wide changes in the water mass characteristic of the Upper Labrador Sea Water (ULSW). The ULSW was considerably saltier and warmer in 2005 than in 2003. Although convection in the Labrador Sea leads to mixing with salinity-poor surface water and is opposed to the observed salinity trend, the increased vertical homogeneity of the CTD profiles, the increase in the ULSW thickness and the intensification of the potential vorticity minimum for the isopycnals sigma-theta = 27.700-27.734 kg/m**3 in 2005 point to convection in winter 2005 which ventilated at least about 20% of the Labrador Sea region.

Paleomagnetic and age determinations on rocks from Nares Strait

The Nares Strait controversy concerns the debate about whether or not a major sinistral transcurrent fault (the Wegener Fault) separates northern Greenland and Canada. To date no firm evidence has been found for the proposed 200 km sinistral offset, and to the contrary, geological correlations, mainly involving Paleozoic rocks across the Nares Strait, suggest that total left-lateral motion is no more than 70 km. The E-W trending Thule (Greenland) and Devon Island (Canada) dyke swarms lie on opposite sides of Baffin Bay and are offset sinistrally about 200 km, suggesting that if their correlation is established a convincing case for the Wegener Fault can be made. Paleomagnetic, geochemical and petrographic data allow, but do not yet establish, the correlation. Paleomagnetic results for Canadian sites (VGP = 6.9°N, 181.8 °E, A95 = 12.7°, N = 5) and Greenland sites (VGP = 11.5 °N, 178.3 °E, A95 = 13.8°, N = 4) are not significantly different at the 95 % confidence level. These levels are too large to resolve whether or not the Thule and Devon Island swarms have been offset. Geochemical data reveal a distinct and identical pattern in incompatible elements, while petrographically, the dykes are indistinguishable. U-Pb geochronological results for a Canadian dyke (720.2 ±2.0 Ma) and a Thule dyke (720.4 ±2.7 Ma) are identical within error and clearly identify the two sets of dykes as being parts of the same magmatic episode.

Torres Strait Islander parents’ involvement in their children’s mathematics learning : a discussion paper

This paper is a beginning point for discussing what the literature states about parents’ involvement in their children’s mathematics education. Where possible it will focus on Torres Strait Islander Peoples. Little is known about how Torres Strait Islander parents approach their children’s learning of mathematics and how important early mathematics is to mothers. What is known is that is they are keen for their children to receive an education that provides them with opportunities for their present and future lives. However, gaining access to education is challenging given that the language of instruction in schools is written to English conventions, decontextualised and disconnected from the students’ culture, community and home language. This paper discusses some of the issues raised in the literature about what parents are confronted with when making decisions about their children’s education.

Recognising and respecting Torres Strait Islander mathematics knowledges and home languages through mainstream mathematics education [Abstract]

This abstract provides a preliminary discussion of the importance of recognising Torres Strait Islander knowledges and home languages of mathematics education. It stems from a project involving Torres Strait Islander Teachers and Teacher Aides and university based researchers who are working together to enhance the mathematics learning of students from Years 4-9. A key focus of the project is that mathematics is relevant and provides students with opportunities for further education, training and employment. Veronica Arbon (2008) questions the assumptions underpinning Western mainstream education as beneficial for Aboriginal and Torres Strait Islander people which assumes that it enables them to better participate in Australian society. She asks “how de we best achieve outcomes for and with Indigenous people conducive to our cultural, physical and economic sustainability as defined by us from Indigenous knowledge positions?” (p. 118). How does a mainstream education written to English conventions provide students with the knowledge and skills to participate in daily life, if it does not recognise the cultural identity of Indigenous students as it should (Priest, 2005; cf. Schnukal, 2003)? Arbon (2008) states that this view is now brought into question with calls for both ways education where mainstream knowledge and practices is blended with Indigenous cultural knowledges of learning. This project considers as crucial that cultural knowledges and experiences of Indigenous people to be valued and respected and given the currency in the same way that non Indigenous knowledge is (Taylor, 2003) for both ways education to work.

Torres Strait Island parents' involvement in their children's mathematics learning : a discussion paper

This paper is a beginning point for discussing what the literature states about parents’ involvement in their children’s mathematics education. Where possible it will focus on Torres Strait Islander Peoples. Little is known about how Torres Strait Islander parents approach their children’s learning of mathematics and how important early mathematics is to mothers. What is known is that is they are keen for their children to receive an education that provides them with opportunities for their present and future lives. However, gaining access to education is challenging given that the language of instruction in schools is written to English conventions, decontextualised and disconnected from the students’ culture, community and home language. This paper discusses some of the issues raised in the literature about what parents are confronted with when making decisions about their children’s education.

Advance Australia Fair : social democratic and conservative politicians’ discourses concerning Aboriginal and Torres Strait Islander Peoples and their health 1972–2001

This paper reports research undertaken as part of a larger project in which we examined whether and how values and beliefs communicated by Australian politicians have shaped decades of health policy and influenced health outcomes for Aboriginal and Torres Strait Islander Peoples of Australia. To first characterise those values and beliefs we analysed the public statements of the politicians responsible nationally for the health of Aboriginal and Torres Strait Islander Peoples 1972–2001, using critical discourse analysis. We found that four discourses, communicated through words, phrases, sentences and grammatical structures, dominated public statements over the study period. These four discourses focused on the competence and capacity of Aboriginal and Torres Strait Islander Peoples to “manage”; matters of control of and responsibility for the health of Aboriginal and Torres Strait Islander Peoples; Aboriginal and Torres Strait Islander Peoples as “Other”; and the nature of the “problem” concerning the health of Aboriginal and Torres Strait Islander Peoples. Analysis of the discursive elements contributing to shaping these four discourses is reported in this paper.