Pedogenesis in Western Washington and Northern Alaska: A Comparison of the Primary Factors
Introduction:
Pedology is partially based on the established principle that soil changes are directly correlated to specific biotic communities and regional climatic patterns. From this principle questions have arisen as to why the Arctic tundra that lies above the treeline in Alaska displays similar chemical characteristics to that of the well-developed Podzols and Spodosols found in the coniferous forests of Washington. The Podzols and Spodsols of these coniferous forests are defined by their cool and humid regional climates and by the acidic parent material from which they formed. Recent studies indicate that the E and Bs horizons that define the temperate forest soils are also found above the treeline in Alaska, Canada, Greenland, and Siberia (Ugolini, Stoner, & Marret, 1987). What role does biota play in the current soil formation for each of the sites? Why do the similarities exist between the sites despite differences in climate and vegetation? What other factors consistently influence the soil properties?
The purpose of my paper is to address the question of which soil forming factors have the greatest effect on the similar and distinct characteristics of the two geographic locations.
Podzolization: Pedogenic Change in Alaska and Washington
Chemical analyses of temperate forest soils in the Pacific Northwest have been collected to examine soil forming trends (Ugolini, Stoner, & Marret, 1987). Such data allows us to compare various ecosystems and their characteristic pedological processes. Ugolini et al 1987 show how the soil solution analysis allows us to see ". . . a simple two-compartment system" (p.91). The first ...
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...d processes, principles, and knowledge necessary to further our understanding of modern pedogenesis as an important part of soil science.
References Cited:
Birkland, Peter, 1984, Soils and Geomorphology: New York, Oxford University Press, 372 p.
Marret D.J., Stoner M.G., & F.C. Ugolini, August 1987, "Arctic Pedogenesis: 1. Evidence for Contemporary Podzolization." Soil Science, 144, p.90-100.
Schlichte, A.K., & F.C. Ugolini, May 4, 1973, "The Effect of Holocene Environmental Changes on Selected Western Washington Soils," Soil Science, 116, p.218-227.
Sletten, Ronald, & F.C. Ugolini, January 1991, "The Role of Proton Donors in Pedogenesis as Revealed by Soil Solution Studies." Soil Science,151, p.59-72.
Stoner, M.G., & F.C. Ugolini, January 1968, "Arctic Pedogenesis: 2. Threshold-Controlled Subsurface Leaching Episodes." Soil Science, 145, p.46-50.
This is a report based on three days of observations and testing in the region known as the Peterborough drumlin field. It will address a variety of regional elements, such as climate, soil, vegetation, hydrology, geomorphology, and geology. A variety of sites located on the Canadian Shield, the zone of thick glacial deposits to the south, and the transition between them will be the focus of the report. It is supplemented with previous research on the region. September 8, 1999, day one of the field study involved an area of largely granite bedrock that is part of the Canadian Shield and is the most northern point of study (see Map 2). September 9, 1999, day two, involved three main areas of study: the Bridgenorth esker (Map 3), Mark S. Burnham Park (Map 4), and the Rice Lake drumlin (Map 6). These sites are in areas of thick glacial deposits. September 10, 1999, day three, involved studying the Warsaw Caves (see Map 5) as a transition zone between Precambrian Shield rock to the north and Paleozoic rock to the south. A general map of the entire study region is provided by Map 1.
...Clague, John J., Luckman, Brian H., Wiles, Gregory C. “Tree-Ring Dating of the Nineteenth-Century Advance of Brady Glacier and the Evolution of Two Ice- Marginal Lakes, Alaska.” The Holocene 21.4 (2001): 641-649. Sage Journals. Web. 9. Feb. 2014.
The name of the article by Nicolussi and Patzelt is called Discovery of early- Holocene wood and peat on the forefield of the Pasterze Glacier, Eastern Alps, Austria.
Furthermore, Chapter 15 begins to explain educational inequality. In the United States, education is available but not to every child in the same way. Different social-classes means different schools, instructions, criteria, rates, and times. In addition to class differences, races and ethnics unfortunately play a role in educational achievement. For example, in general, African Americans, Latino/a’s, and Native Americans usually do worse in school than white or Asian American students
The article was shown to the readers how society classifies children's gender. Base on Eckert and Ginet mention that the people classify the colors the pink is for girls and the blue for boys and here is the evidence “ Colors are so integral to our way of thinking about gender that attributions have bled into our view of the colors so that people tend to believe that pink is more “delicate” color than blue (and not just any blue, but baby blue).( Eckert and Ginet738) In this case, the authors are using this information to make people think about color are representing the girls and boys gender. Also when the babies grow up, they know how to differentiate who is a girl and who is a boy by means of colors that are pink or blue. This affecting that the authors because think many parents teach their children to identify the colors and is a man teaches him the masculine colors that are gree, yellow and blue, and the women teach them colors of women who are pink and purple. However many people do not agree with the authors because the colors are unisex and any gender can use whatever color they
Mississippi has a variety of different soils .The three general soils are 1) the river flood plain, known as the Delta, 2) a loess region, or bands of soils formed in windblown material that adjoins the Delta, and 3) Coastal Plain. The Mississippi Delta is better for growing row crop, while the loess and Coastal Plain region are better for animal production and forestry. The loess and Coastal Plain regions are divided based on similar soils, geology, climate, water resources, and land use called Major Land Resource Areas. The Mississippi Delta’s soil comes from sediments left by flooding various rivers in the region, rather than being a typical Delta formed by the mouth of a river. In the Delta most of the land is farmed, with three-fourths of the cropland to the north. Controlling surface water and drainage are major soil management issues. In the Delta soils are naturally diverse because of their alluvial origin. Particle sizes within the sediment decrease as distance from the originating stream increase. Another factor in Delta soil formation us surface water movement over time, because soils that formed under standing water have different properties than soils formed under moving water. Soils with large amounts of clay particles have unique features. When the soil is dry, small round aggregates form at the surface that look like shotgun buckshot, which is where the popular name for Delta clay soils “buckshot” came from. Soils with large clay content have very slow water filtration rates; this has led to significant aquaculture and rice production in the region. When floodwaters receded in the Delta, strong winds blew some of the dry sediment left by flooded river to the adjacent uplands to form the loess areas. Because of eas...
This artic tundra is mainly formed by permafrost, “a layer of permanently frozen subsoil in the ground. Putting frozen ground and flat landscape stops the drainage of water. As the water is being held up on the surface it makes ponds and bogs that give moisture for the plants, or countering the low precipitation. “The periodic freezing and thawing of the soil forms cracks in the ground in regularly patterned polygons”. Some areas are not drained very well causing irregular landforms. Some of these landforms like the following hummocks, or knolls, frost boils, and earth stripes. Another common area to the alpine tundra is a “bare rock covered ground” also known as fell fields, in which not alone support but helps the growth of lichens. The many “microhabitats” given by these landforms provide a variety to the tundra’s landscape.
We live our entire life in two states, sleep and awake1. These two states are characterized by two distinct behaviors. For instance, the brain demonstrates a well-defined activity during non-REM sleep (nREM) that is different when we are awake. In the study of sleep by Huber et. al., the authors stated that sleep is in fact a global state2. It is unclear whether this statement means that sleep is a state of global behavioural inactivity or the state of the global nervous system. The notion that sleep is a global state of the nervous system served as basis for sleep researchers to search for a sleep switch. The discovery of the sleep switch, in return, provided evidence and enhanced the notion that sleep is a global state of the nervous system. The switch hypothesis developed from the fact that sleep can be initiated without fatigue and it is reversible1. It was hypothesized that there is something in the brain that has the ability to control the whole brain and initiate sleep. Studies have found a good candidate that demonstrated this ability3. They found a group of neurons in the Ventrolateral Preoptic (VLPO) nucleus. It was a good candidate because it was active during sleep, has neuronal output that can influence the wakefulness pathway, and lesion in the area followed reduce sleep3. The idea that there is something that can control the whole brain and result sleep state supports the idea that sleep is a global state of the nervous system.
studying the subject, the origins in the brain responsible for sleep are still not fully understood and thus, facilitate continual probes
[1] “Mixedwood Plains.” Canadian Ecozones. Toronto: n.p., n.d. N. pag. TDSB Online Library School Sites. Web. 13 Dec. 2013. .
must also look to authors like Orenstein, Fordham, and Ogbu because they also explain how other
The means of justifying these inequalities are important for the entire world. Education played and will always play a big role in everyone’s lives. Equality in education will eventually guarantee every person a better position in society. Educational inequality is the difference in learning effectiveness and results as faced by students with varying backgrounds. The effects of educational inequality are not only left within the circles of education, but also remain further to have an impact on other life aspects. All over the world, there have been unending calls to reform education at each level. With various causes that are very much connected to society, history and culture, the educational inequality has apparently been one of the most difficult challenges to address. Regardless of the challenges faced in removing educational inequality, education has continued to be a very important part of society with a big expectation of moving it forward. In the current-day America, very many disadvantaged children have continued to grow up missing key skills. Discrimination has continued to persevere in educational achievement between racial issues. Above all, low performance levels among these disadvantaged children have over the years been responsible for the long-term issues, especially in such an society with higher levels of skills and a failing incomes offered to those people that are less-skilled.
Many phases and function of sleep are still under intense research, however judging from a simple fact - all animals do sleep, it is obvious that its role is indubitable. Nonetheless, many people are still having the mind set of sleep is merely a time-wasting-activity. Even among professionals who perform crucial roles such as doctors, teachers, engineers are willing to compromise their sleep, with a simple excuse, busy. In short, they are experiencing either acute total sleep deprivation or more common, chronic partial sleep restriction[2]. Many effects of both types of sleep deprivation were investigated, in particular health, attention, decision making.
Our education system allegedly provides an equal opportunity to all members of society to reach their potential. The research by Richer, particularly in elementary school, leads us to believe that this is not essentially the case. Our school system has a “hidden curriculum” that produces an inequality between the middle and lower class as well as men and woman. When a child enters a school environment they are required to adhere to a set of values proposed by the teacher and classroom environment. This school environment is competitive, teachers r...
Many people don’t want to believe that we are living in a social injustice environment in this country. They choose to ignore the fact that rich are getting richer while the poor are just getting poorer. The rich public schools are giving their students the necessary opportunities to live a decent life while the poor students are left out and have to struggle for those opportunities. The social injustice is visible to every citizen in this country and it continuing to grown; however, there is a few solutions to minimize and possibly to solve the social injustice problem we have in American. One of them is give equal education in all public schools so everyone can have an equal opportunities in getting the jobs and careers they choose. Second