The end-triassic mass extinction event

The end-Triassic is the least studied of the five major episodes of mass extinction recognized in the Phanerozoic, and the Triassic-Jurassic boundary is not precisely defined in most parts of the world, with a paucity of good marine sections and an insufficiency of biostratigraphically valuable fossils. Despite these limitations it is clear that there was a significant episode of mass extinction, affecting many groups, in the Late Norian and the existing facts are consistent with it having taken place at the very end of the period. The best record globally comes from marine strata. There was an almost complete turnover of ammonites across the T-J boundary, with perhaps no more than one genus surviving. About half the bivalve genera and most of the species went extinct, as did many archaeogastropods. Many Paleozoic-dominant brachiopods also disappeared, as did the last of the conodonts. There was a major collapse and disappearance of the Alpine calcareous sponge. Among terrestrial biota, a significant extinction event involving tetrapods was recognized. With regard to possible environmental events that may be postulated to account for the extinctions, there is no evidence of any significant global change of climate at this time. The existence of the large Manicouagan crater in Quebec, dated as about late or end-Triassic, has led to the suggestion that an impact event might be implicated, but so far despite intensive search no unequivocal iridium anomaly or shocked quartz was discovered. On the other hand there is strong evidence for significant marine regression in many parts of the world. It is proposed therefore that the likeliest cause of the marine extinctions is severe reduction in habitat area caused either by regression of epicontinental seas, subsequent widespread anoxia during the succeeding transgression, or a combination of the two

Methods of palaeobiogeographic analysis

Se señalan algunos de los problemas y dificultades con que se enfrentan lospaleobiogeógrafos, poniéndose de manifiesto numerosos modelos experimenta- les. Sigue una revisión, empezando por el Cuaternario y acabando con el  Paleozoico, de análisis que implican animales planctónicos, bentónicos y terrestres, y plantas. Asi se demuestra cómo el tipo de anhlisis, y la precisión ynivel confidencial de interpretación, varia considerablemente con la edad delos fósiles en cuestión

Methods of palaeobiogeographic analysis

Se señalan algunos de los problemas y dificultades con que se enfrentan lospaleobiogeógrafos, poniéndose de manifiesto numerosos modelos experimenta- les. Sigue una revisión, empezando por el Cuaternario y acabando con el  Paleozoico, de análisis que implican animales planctónicos, bentónicos y terrestres, y plantas. Asi se demuestra cómo el tipo de anhlisis, y la precisión ynivel confidencial de interpretación, varia considerablemente con la edad delos fósiles en cuestión

Atmospheric X-ray emission experiment for shuttle

An experiment designed to measure the spatial, temporal, and energy distribution of X-ray aurorae produced by precipitating electrons, is presented. The experiment will provide vital data on solar-terrestrial relationships that may lead to defining the transfer mechanism that causes certain terrestrial weather events and climatological behavior. An instrument concept is discussed, and is based on a spatially sensitive multiwire proportional counter, combined with collimators to produce X-ray images of the aurorae. An instrument pointing system, on which the counter can be mounted, will provide the required altitude control, and can be operated by a Spacelab payload specialist for full control over its observing and data taking modes

CASE 2 - Electronic Systems Incorporated

Lean Enterprise Self-Assessment Tool (LESAT) Case Studies for Enterprise Transformation Trainin

CASE 1 - Advanced Composite Aerostructures Incorporated

Lean Enterprise Self-Assessment Tool (LESAT) Case Studies for Enterprise Transformation Trainin

Staff perceptions of the success of an alternative curriculum: Skill Force

This paper describes staff perceptions of the implementation of an alternative curriculum, skill force, for disaffected pupils in the UK. The perceptions of skill force and school staff were compared based on data from questionnaires completed by 62 skill force and 84 school staff, and interviews with representative samples of each. While the data indicated that the programme had been successful in re-engaging the students with education, the improvement was more marked in relation to the skill force programme than the wider school context.<br/

The perceptions of non music staff and senior management of the impact of the implementation of the Musical Futures approach on the whole school

This research aimed to provide an account of the impact of the Musical Futures approach on the wider school community in Musical Futures ‘Champion Schools’. Questionnaires were completed by 344 non-music teachers. Interviews were undertaken with members of senior management teams. The majority of staff indicated that Musical Futures had had a positive impact on student motivation, well-being, self-esteem and confidence and had encouraged students to work together. There was less agreement that it had improved student concentration, organisation and students’ attitudes towards learning and academic progression. The interviews provided deeper insights into the issues relating to implementation

What impact does teaching music informally in the classroom have on teachers, and their pedagogy?

The aim of this research was to explore the impact of the adoption of the Musical Futures (MF) approach on secondary school music teachers working in MF Champion schools. The research took place over 3 years in 3 phases with 28 teachers completing questionnaires exploring the impact on their confidence, skills and pedagogy and 30 being interviewed individually. Data from the interviews provided greater insights into the questionnaire responses. Most teachers reported that MF had helped them to become a more effective teacher, more confident in teaching music and had increased their enjoyment. MF changed the nature of teaching and learning with a more student-led approach being adopted. Managing this workshop approach on a daily basis, for some teachers, was exhausting and stressful. Overall, the adoption of the MF approach had a wide range of benefits for teachers but there were issues relating to the logistics of managing small group work

Can the adoption of informal approaches to learning music in school music lessons promote musical progression?

The aim of this research was to explore the impact of the adoption of the Musical Futures approach on the musical progression of students in Musical Futures’ Champion schools. The research took place over three years in three phases with 733 students and 28 music teachers completing questionnaires. Data from the interviews with 39 staff and focus groups of 325 students provided greater insights into the questionnaire responses. Overall, teachers reported that Musical Futures had enhanced the musical progression of their students and increased take up at Key Stage 4. In some cases this had led to changes in the qualifications on offer with an emphasis on those which were vocational rather than academic. This created some tensions in catering for the needs of different groups of students who had a range of different musical skills