A conceptual model of valley incision, planation and terrace formation during cold and arid permafrost conditions of Pleistocene southern England

2011 ◽  
Vol 75 (2) ◽  
pp. 385-394 ◽  
Author(s):  
Julian B. Murton ◽  
Roger K. Belshaw

AbstractStaircases of gravelly river terrace deposits in southern England occupy valleys typically underlain by frost-susceptible and brecciated bedrocks. The valleys developed during the Quaternary by alternating episodes of (1) brecciation, incision and planation through the bedrock, forming wide low-relief erosion surfaces; and (2) aggradation in braidplains of gravel a few meters thick that bury the erosion surfaces. A conceptual model to account for some of the terraces proposes that brecciation resulted from ice segregation in the ice-rich layer in the upper meters of Pleistocene permafrost, making them vulnerable to fluvial thermal erosion and therefore predisposing the bedrock to planation. The low gradients of the valleys were adjusted such that rivers transferred fine materials out of the basins but lacked the competence to remove gravel, which therefore accumulated within floodplains. The model challenges the prevailing view of incision during climate transitions. It attributes incision and planation to very cold and arid permafrost conditions, when rivers had limited discharges and hillslopes supplied limited volumes of stony debris into valley bottoms.

2015 ◽  
Vol 19 (3) ◽  
pp. 254-269 ◽  
Author(s):  
Vincent Tinto

For years, our prevailing view of student retention has been shaped by theories that view student retention through the lens of institutional action and ask what institutions can do to retain their students. Students, however, do not seek to be retained. They seek to persist. The two perspectives, though necessarily related, are not the same. Their interests are different. While the institution’s interest is to increase the proportion of their students who graduate from the institution, the student’s interest is to complete a degree often without regard to the institution in which it is earned. Although there has been much written from the former point of view, much less has been written from the latter. This article seeks to address this imbalance by laying out a conceptual model of student institutional persistence as seen through the eyes of students. Having done so, the article asks what such a model implies about institutional action to promote student persistence.


Geomorphology ◽  
2000 ◽  
Vol 33 (3-4) ◽  
pp. 167-181 ◽  
Author(s):  
D. Maddy ◽  
D.R. Bridgland ◽  
C.P. Green

2001 ◽  
Vol 79 (1) ◽  
pp. 23-36 ◽  
Author(s):  
Darrel Maddy ◽  
David Bridgland ◽  
Rob Westaway

2003 ◽  
Author(s):  
Margaret A. Shaffer ◽  
Anne Marie C. Francesco ◽  
Janice R. Joplin ◽  
Theresa Lau

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