Grain size and mineralogical indicators of weathering in the Oberlaab loess-paleosol sequence, Upper Austria

Grain size analyses, bulk and clay mineralogical data were used to characterize weathering within the loess-paleosol-sequence of Oberlaab in Upper Austria. Soil horizons can be clearly identified by the calculation of weathering index Kd from granulometric parameters. The mineralogical composition of the bulk samples shows increasing weathering intensity from the top to the bottom. The weakest weathering stage 1 is not present in Oberlaab, because all samples are free of carbonate minerals. Weathering stage 2 can be found in the upper part of the profile, whereas stage 3 is mainly present in the lowermost horizons. The highest weathering stages 4 and 5 are not present in Oberlaab. The clay mineral distribution in the profile is dominated by the disappearance of primary chlorite in the upper part of the profile and the neoformation of vermiculites from illite by pedogenesis in the lower part. Two different types of mixed layer minerals were found in the pedocomplexes. An illite/chlorite mixed layer mineral occurs following the disappearance of chlorite and is present in the Eemian luvisol. The second mixed layer mineral consists of illite/vermiculite and is present in the whole profile. The weathering stages obtained from the clay mineral composition are slightly lower than that of bulk mineralogy, but reach as well stage 3 in the lower part of the profile.researc

A global perspective on soil science education at third educational level; knowledge, practice, skills and challenges

The pivotal role of soil as a resource is not fully appreciated by the general public. Improving education in soil science represents a challenge in a world where soil resources are under serious threat. Today’s high school students, the world’s future landowners, agriculturalists, and decision makers, have the potential to change society’s apathy towards soils issues. This research aimed to compare the level of soil education in high and/or secondary schools in forty-three countries worldwide, together comprising 62% of the world's population. Comparisons were made between soil science content discussed in educationally appropriate textbooks via a newly proposed soil information coefficient (SIC). Interviews with teachers were undertaken to better understand how soil science education is implemented in the classroom. Statistical analyses were investigated using clustering. Results showed that gaps in soil science education were most commonly observed in countries where soil science is a non-compulsory or optional subject. Soil science concepts are predominantly a part of geography or environmental science curricula. Consequently, considerable variability in soil science education systems among investigated countries exists. Soil information coefficient‘s outcomes demonstrated that a methodological approach combining textbooks and the use of modern digitally based strategies in the educational process significantly improved soil education performances. Overall, soil science education is under-represented in schools worldwide. Dynamic new approaches are needed to improve pivotal issues such as: i) promoting collaborations and agreements between high school and universities; ii) encouraging workshops and practical exercises such as field activities; and, iii) implementing technology tools. This, in turn, will prepare the next generation to contribute meaningfully towards solving present and future soil problems