Detailed hydraulic head profiles as essential data for defining hydrogeologic units in layered fractured sedimentary rock

This paper describes a study in southern Wisconsin where vertical hydraulic head profiles measured in exceptional detail provided the key data for defining hydrogeologic units (HGUs) in a layered sequence of sandstone, siltstone, shale, and dolostone. The most important data were obtained from corehole MP-6 which was cored 131 m into bedrock and instrumented using a Westbay^® multilevel system with 36 depth discrete monitoring intervals. The resulting head profile is consistant over time and shows eight distinct inflections in hydraulic head. Several of the inflections occur between adjacent permeable units and are likely due to poor vertical connectivity of fracture sets rather than distinct lower permeability layers or aquitards in the conventional sense. No other type of data was capable of identifying the position of such distinct hydrogeologic features. These zones of abrupt head loss provide the primary dataset for delineation of eleven HGUs at MP-6 and are supported by less detailed head profiles at other locations. Although the detailed head profiles are essential, core logs and geophysical logs from other boreholes are nessessary to fully establish the lateral continuity of the HGUs.     

Nutrient availability in support of Karenia brevis blooms on the central West Florida Shelf: What keeps Karenia blooming?

Identifying nutrient sources, primarily nitrogen (N) and phosphorus (P), sufficient to support high biomass blooms of the red tide dinoflagellate, Karenia brevis, has remained problematic. The West Florida Shelf is oligotrophic, yet populations >10⁶ cells L⁻¹ frequently occur and blooms can persist for months. Here we examine the magnitude and variety of sources for N and P that are available to support blooms. Annual average in situ or background concentrations of inorganic N in the region where blooms occur range 0.02–0.2 μM while inorganic P ranges 0.025–0.24 μM. Such concentrations would be sufficient to support the growth of populations up to ∼3×10⁴ cells L⁻¹ with at least a 1 d turnover rate. Organic N concentrations average 1–2 orders of magnitude greater than inorganic N, 8–14 μM while organic P concentrations average 0.2–0.5 μM. Concentrations of organic N are sufficient to support blooms >10⁵ cells L⁻¹ but the extent to which this complex mixture of N species is utilizable is unknown. Other sources of nutrients included in our analysis are aerial deposition, estuarine flux, benthic flux, zooplankton excretion, N₂-fixation, and subsequent release of organic and inorganic N by Trichodesmium spp., and release of N and P from dead and decaying fish killed by the blooms. Inputs based on atmospheric deposition, benthic flux, and N₂-fixation, were minor contributors to the flux required to support growth of populations >2.6×10⁴ cells L⁻¹. N and P from decaying fish could theoretically maintain populations at moderate concentrations but insufficient data on the flux and subsequent mixing rates does not allow us to calculate average values. Zooplankton excretion rates, based on measured zooplankton population estimates and excretion rates could also supply all of the N and P required to support populations of 10⁵ and 10⁶ cells L⁻¹, respectively, but excretion is considered as “regenerated” nutrient input and can only maintain biomass rather than contribute to “new” biomass. The combined estuarine flux from Tampa Bay, Charlotte Harbor, and the Caloosahatchee River can supply a varying, but at times significant level of N and P to meet growth and photosynthesis requirements for populations of approximately 10⁵ cells L⁻¹ or below. Estimates of remineralization of dead fish could supply a significant proportion of bloom maintenance requirements but the rate of supply must still be determined. Overall, a combination of sources is required to maintain populations >10⁶ cells L⁻¹.     

Teaching Spatial Thinking and Geospatial Technologies Through Citizen Mapping and Problem-Based Inquiry in Grades 7-12

Our project introduced students in grades 7 through 12 to spatial thinking and geospatial technologies in the context of challenges in their community. We used a mix of levels of inquiry to advance learning from teacher- to student-guided through a citizen mapping group activity. Student-suggested problem-based topics included parks and community gardens, crime, housing, and youth employment opportunities. Qualitative methods were used to evaluate students’ knowledge of spatial thinking and geospatial technologies, including map interpretation, a case study, daily exit slips, and interviews. Overall, the students’ awareness of their community, spatial thinking, and geospatial technologies increased as a result of participation.     

A Review of “Appalachian Aspirations: The Geography of Urbanization and Development in the Upper Tennessee River Valley, 1865–1900”

This article tests the explanatory power and interactions among five alternative explanations of environmental knowledge: (1) local information availability, (2) neighborhood characteristics, (3) environmental attitudes, (4) personal empowerment, and (5) information seeking. Using random forest and conditional inference trees, the article analyzes survey responses and finds that attitudes about personal empowerment and frequent information seeking are the strongest predictors of knowledge. The study offers random forest and conditional inference trees as statistical tools for complex data sets and studies that test hypotheses generated from multiple theories. We discuss the influence of knowledge differences over inclusive sustainability discussions.     

Preliminary evidence of a link between surface soil properties and the arsenic content of shallow groundwater in Bangladesh

The extremely heterogeneous distribution of As in Bangladesh groundwater has hampered efforts to identify with certainty the mechanisms that lead to extensive mobilization of this metalloid in reducing aquifers. We show here on the basis of a high-resolution transect of soil and aquifer properties collected in Araihazar, Bangladesh, that revealing tractable associations between As concentrations in shallow (< 20 m) groundwater with other geological, hydrological, and geochemical features requires a lateral sampling resolution of 10–100 m. Variations in the electromagnetic conductivity of surface soils (5–40 mS/m) within a 500 m × 200 m area are documented with 560 EM31 measurements. The results are compared with a detailed section of groundwater As concentrations (5–150 μg/L) and other aquifer properties obtained with a simple sampling device, “the needle-sampler”, that builds on the local drilling technology. By invoking complementary observations obtained in the same area and in other regions of Bangladesh, we postulate that local groundwater recharge throughout permeable sandy soils plays a major role in regulating the As content of shallow aquifers by diluting the flux of As released from reducing sediments.     

Geographers in Business,Government, and Nonprofit Organizations: Skills,Challenges, and Professional Identities

This study examines the experiences of geography graduates who work in business, government, and nonprofit organizations. We analyzed 352 logs from eighty-two professionals detailing professional activities, challenges, and opportunities during one work week each month, over a period of six months. Our analysis explores interpersonal relationships and working conditions affecting participants’ progress toward work goals, workplace climate, and professional identity. Geographic information systems and technology accounted for more than half of the geographic skills respondents reported using on the job, and administrative and leadership factors were the most commonly cited types of transferable skills. Professional geographers value collaborative workplaces as well as opportunities to work independently with the confidence of their supervisors, and their sense of a professional identity is enhanced when they feel valued and are recognized for their work. Professional development activities are important because they reinforce geographers’ sense of positively contributing to their organizations, enhance interpersonal interactions, facilitate work on specific projects, and expand individuals’ knowledge and skills. Moreover, our findings suggest that nearly half of the reported workplace difficulties could potentially be reduced or eliminated as a result of more and better professional development. Nonetheless, many employers do not consistently provide opportunities for professional development to their employees. Based on our analysis, we contend that professional development is a beneficial investment for lifelong learning, from undergraduate and graduate education throughout the entire course of a professional career.