Geochemical constraints on the origin of enigmatic cemented chalks, Norfolk, UK

Very hard cemented chalk stacks and crusts found locally in the upper part of the Cretaceous Chalk of north Norfolk, UK, are related to solution features. The solution features, mainly pipes and caves, formed after deposition of the overlying Middle Pleistocene Wroxham Crag, probably by routing of sub-glacial, or glacial, melt-waters derived from late Pleistocene glaciers. New geochemical (particularly stable isotope) data shows that cementation of the chalks, although related spatially to the solution features, was not caused by glacier-derived waters. The carbon isotope composition of the chalk cements is typically around -9.5‰, indicative of biologically active soils. Moreover, the oxygen isotope compositions of the cements, around -5‰, are incompatible with water d18O values much below -9 to -10‰ (which probably precludes isotopically negative glacier-derived water), as resulting palaeo-temperatures are below zero. Taken together, the isotope data suggest chalk cementation occurred under interglacial conditions similar to the present. Dissolved calcium carbonate for cementation came from dissolution of reworked chalk in overlying MIS 12 glacial tills

A-Z of postural care: how to have a good posture when sitting, standing, exercising and relaxing, a guide for teachers and parents and everyone

An A to Z of Postural Care was designed to help those who work with children with postural care needs. It has been written jointly by specialist teachers, therapists and parents of children with physical impairments. The information provided is informed by research that explored the views of teachers and teaching assistants about their experiences of looking after children with physical impairments in mainstream primary schools in Kent. This A to Z booklet aims to give basic information and may act as a starting point for discussions with the therapy team, the child’s family and others in the school. It should link to more general awareness raising within a school of the importance of good posture for learning. The A-Z can be used together with other POSTED training materials to provide the basis for a training programme for parents and teachers. When using/referring to this booklet please acknowledge authorship as appropriate. Details of the other POSTED training resources and publications can be found at CREATE http://create.canterbury.ac.uk/ Hutton, E. and Coxon, K. (2011) Posture for learning: meeting the postural care needs of children with physical disabilities in mainstream primary schools in England - a research into practice exploratory study. Disability and Rehabilitation. 33 (19–20), pp.1012–1924

Does gender matter? A cross-national investigation of primary class-room discipline.

© 2018 Informa UK Limited, trading as Taylor & Francis GroupFewer than 15% of primary school teachers in both Germany and the UK are male. With the on-going international debate about educational performance highlighting the widening gender achievement gap between girl and boy pupils, the demand for more male teachers has become prevalent in educational discourse. Concerns have frequently been raised about the underachievement of boys, with claims that the lack of male ‘role models’ in schools has an adverse effect on boys’ academic motivation and engagement. Although previous research has examined ‘teaching’ as institutional talk, men’s linguistic behaviour in the classroom remains largely ignored, especially in regard to enacting discipline. Using empirical spoken data collected from four primary school classrooms in both the UK and in Germany, this paper examines the linguistic discipline strategies of eight male and eight female teachers using Interactional Sociolinguistics to address the question, does teacher gender matter?Peer reviewedFinal Accepted Versio

The Structure Of (+/-)-21-Oxoisopteropodine

Methyl (1'S*,3S*,4a'S*,5a'S*,10a'R*)-3',4a',5a',6',7',8',10',10a'-octahydro-2-hydroxy-1'-methyl-10'-oxospiro[3H-indole-3,6'-[1'H]pyrano[3,4-f]indolizine-4'-carboxylate, (1), C21H22N2O5, M(r) = 382.42, monoclinic, P2(1)/c, a = 12.920 (4), b = 10.342 (4), c = 15.192 (8) angstrom, beta = 105.68 (3)degrees, V = 1954.4 (14) angstrom 3, Z = 4, D(x) = 1.30 g cm-3 (298 K), mu = 0.8738 cm-1, Mo K-alpha radiation, lambda = 0.7107 angstrom, F(000) = 808, T = 298 K, R = 0.0800 for 1000 reflections, F(o) greater-than-or-equal-to 4-sigma(F(o)). The indole NH group is hydrogen bonded to the amide oxygen, O15' (related by x, 0.5 -y, -0.5 + z), of the indolizine moiety with relevant parameters: N...O 2.79 (2) angstrom, H...O 2.02 (15) angstrom, N-H...O 145 (14)degrees. A close, non-bonded contact of 2.28 (8) angstrom is also observed between O15' and H7' A (related by - x, 0.5 + y, 1.5 - z).Robert A. Welch FoundationNational Institutes of Health (GM 25439)Chemistr

Education Can Compensate for Society - a Bit

In this paper I reflect on the findings of a number of loosely related research projects undertaken with colleagues over the last ten years. Their common theme is equity, in formal education and beyond, in wider family and social settings, and with inequity expressed as the stratification of a variety of educational outcomes. The projects are based on a standard mixture of pre-existing records, official documents, large-scale surveys, observations, interviews and focus groups. The numeric data were largely used to create biographical models of educational experiences, and the in-depth data were used to try to explain individual decisions and disparities at each stage of the model. Data have been collected for England and Wales, in five other countries of the European Union and for Japan. A meta-view of these various findings suggests that national school intakes tend to be at least moderately segregated by prior attainment and socio-economic factors, and that learning outcomes as assessed by formal means, such as examinations, are heavily stratified by these same factors. There is no convincing evidence that compulsory schooling does very much to overcome the initial disparity in the resources and attainment of school intakes. On the other hand, there are indications that the nature of a national school system and the social experiences of young people in schools can begin to equalise educational outcomes as more widely envisaged, including learning to trust and willingness to help others, aspirations, and attitudes to continuing in education and training. The cost-free implications of the argument in this paper, if accepted, are that everything possible should be done to make school intakes comprehensive, and that explicit consideration, by teachers and leaders, of the applied principles of equity could reduce potentially harmful misunderstandings in educational contexts

A comparison of the hypoglycemic effect of insulin with systemic venous and portal venous administration

The hyperglycemic effect of insulin by prolonged intraportal and systemic infusion was measured in unanesthetized dogs with a modified portacaval transposition. There was no significant difference in response with the two routes of administration. The relation of these results to research directed to surgical therapy of diabetes is discussed. © 1963 W. B. Saunders Company

The rapidly pulsating sdO star, SDSS J160043.6+074802.9

A spectroscopic analysis of SDSS J160043.6+074802.9, a binary system containing a pulsating subdwarf-O (sdO) star with a late-type companion, yields Teff = 70 000 +/- 5000 K and log g = 5.25 +/- 0.30, together with a most likely type of K3V for the secondary star. We compare our results with atmospheric parameters derived by Fontaine et al. (2008) and in the context of existing evolution models for sdO stars. New and more extensive photometry is also presented which recovers most, but not all, frequencies found in an earlier paper. It therefore seems probable that some pulsation modes have variable amplitudes. A non-adiabatic pulsation analysis of uniform metallicity sdO models show those having log g > 5.3 to be more likely to be unstable and capable of driving pulsation in the observed frequency range.Comment: 14 pages, 12 figures, accepted for publication in MNRAS, 2009 September

Economic Valuation of Grazing Management Practices: Discrete Choice Modeling in Pastoral Systems of Kenya

This study estimates the economic contribution of grazing management practices in pastoral systems by specifically undertaking an economic analysis of pastoralists’ preferences for grazing management practices and the economic value pastoralists place on them. The study applied the discrete choice experiment technique using a D-optimal design, a multi-attribute preference elicitation method to evaluate the economic value of grazing management options practiced in pastoral areas of Kenya. The results show that pastoral communities derive positive utility in connected systems that enable reciprocal access to resources in both wet and dry seasons. Pastoralism adapts to spatial–temporal variability of pasture and water through herd mobility; hence the positive utility derived from practices that contribute to the availability of adequate water and pasture across the seasons. These findings provide empirical evidence on the social and economic net benefits of rangeland management practices that should be enhanced to promote sustainable management of rangeland resources

Vacuolating cytotoxin and variants in Atg16L1 that disrupt autophagy promote Helicobacter pylori infection in humans

Peer reviewedPreprin