Abstract:Depth profiles of solute chemistry and sulfate isotopic compositions are presented for groundwater and pore water in a sequence of Quaternary glacial outwash sediments. Sand units show evidence for hydraulic connection to the surface and thus modern sources of solutes. Finer-grained sediments show a general pattern of increasing solute concentrations with depth, with sulfate derived from ancient rainwater and pyrite oxidation in the soil/drift. In these sediments sulfate has undergone bacterial sulfate reduction (BSR) to produce biogenic sulfide. In clay sediments, with d 10 Ä 1Ð6 µm, high concentrations of sulfate and acetate now co-exist, implying that BSR is inhibited. The correlation with smaller sediment grain size indicates that this is due to pore size exclusion of the sulfate reducing bacteria. Mechanical restriction of microbial function thus provides a fundamental limitation on microbial respiration in buried clay-rich sediments, which acts as a control on the chemical evolution of their pore waters.

The concept of cultural competence is a multifaceted construct that requires careful consideration as it raises questions as to whose ‘truth’ is being advocated. This paper draws on findings from a qualitative study which used an indigenous methodology of yarning to investigate early childhood educators’ understandings and perspectives of cultural competence. Adopting a poststructuralist approach to grounded theory, data were analysed to identify themes that reflected educators’ understandings and perspectives. This paper presents a snapshot of these themes along with a framework of positioning self in relationship to ways of knowing, being and doing cultural competence. I conclude by suggesting that this framework can provide opportunity for educators to disrupt normalised discourses and re-conceptualise cultural competence.

Consideration should be given to routine screening for the presence of drug misuse among patients. Introduction of a specialist drug misuse liaison worker and guidelines for the management of this patient group would help to reduce the significant problems experienced by staff.

Discourses on cultural competence are fraught with complications and there are concerns about the hidden assumptions behind the constructof cultural competence. This article draws on poststructuralist theories to demonstrate how educators can confront and challenge prevailing discourses of cultural competence by enacting an ethics of resistance. Enacting an ethics of resistance and working in harmony with Aboriginal families and communities challenges and disrupts dominant “regimes of truth” and constructions of cultural competence that sometimes work to disadvantage groups of people. This paper is a provocation for educators to construct counter-discourses to current conceptualizations of cultural competence.

Driven by increasing inequities in health, education and social outcomes for Aboriginal people, cultural competence professional development has become more commonplace in many organizations. There are hundreds, possibly thousands, of cultural awareness, cultural sensitivity, or cultural competence professional development workshops held throughout Australia each year. However, there is an uncertainty about whether some professional development approaches improve one’s knowledge, skills and attitudes towards diverse cultures. This article presents one of the key findings of a doctoral study which explored early years educators’ understandings of cultural competence and presents several viewpoints towards professional development. This article calls for approaches to professional development that move beyond passive transmission modes of learning towards localized, participatory models that encourage engagement with local community to privilege a diversity of voices and that also inspires critical self-reflection.