Stable carbon isotopes as potential sea-level indicators in salt marshes, North Carolina, USA

We compared the use of δ13C values and C:N ratios from salt-marsh sediments to reconstruct relative sea level (RSL) with an established approach using foraminifera. Analysis of bulk-organic sediment and plant samples collected along transects at two sites in North Carolina, USA demonstrates that sediment δ13C values can be used to distinguish between Spartina alterniflora-dominated low marsh (C photosynthetic pathway, δ13C values from —17.6‰ to 16.1‰) and Juncus roemerianus-dominated high marsh (C 3 photosynthetic pathway, δ13C values from —28.2‰ to —21.8‰) environments. Juncus roemerianus plants undergo little decompositional change in δ13C (average 0.8‰), although there is a clear difference between Spartina alterniflora tissue and bulk-organic sediments (approximately 4‰). C:N ratios on bulk-organic sediment from freshwater upland and salt-marsh environments converge during early diagenesis, rendering them of little use in reconstructing RSL. The utility of δ13C values as a sea-level indicator is limited by the elevational range of C4 plants, making it difficult to recognize salt-marsh subenvironments and improve the precision of RSL reconstructions. Furthermore, Juncus roemerianus-dominated high marsh and freshwater upland sediments cannot be adequately distinguished with δ13C values

Educating for anti-racism: producing and reproducing race and power in a university classroom

In this paper I explore some of the issues associated with teaching about race, culture and ethnicity in a psychology program. These curriculum initiatives are part of a broader agenda of raising awareness about racialised oppression and exclusion and contributing to the development of ways of researching and practising psychology that are transformative and culturally sensitive. I overview the broader context and describe our subject and the guiding principles. This is followed by a description and analysis of two events in the classroom that illustrate the ways in which students differentially respond to the challenges posed by writings that challenge taken for granted understandings of race. Part of the analysis shows that students can often engage in the reproduction of oppressive practices and invest in whiteness. It is suggested that more than single semester subjects are required to promote and support the development of critical capacities for anti-racism practice