Deformation in Moffat Shale detachment zones in the western part of the Scottish Southern Uplands

A study of the décollement zones in the Moffat Shale Group in the Ordovician Northern Belt of the Southern Uplands of Scotland reveals a progressive sequence of deformation and increased channelization of fluid flow. The study concentrates on exposures of imbricated Moffat Shale on the western coast of the Rhins of Galloway. Initial deformation occurred in partially lithified sediments and involved stratal disruption and shearing of the shales. Deformation then became more localized in narrower fault zones characterized by polyphase hydrothermal fluid flow/veining events. Deformation continued after vein formation, resulting in the development of low-temperature crystal plastic microstructures and further veining. Late-stage deformation is recorded as a pressure solution event possibly reflecting the cessation of slip on these faults as the slice became accreted. Most deformation can be ascribed to SE-directed thrusting and incorporation of the individual sheets into the Southern Uplands thrust stack. Later sinistral shear deformation, not observed in overlying turbidites, is also localized in these fault zones. The study reveals the likely structures formed at levels of an accretionary prism deforming under diagenetic to low-grade metamorphic conditions

A case study of case studies: producing real world learning within the business classroom

Teaching and learning about business organisations and the environment in which they operate is contained within a curriculum but context and events in which they operate is constantly changing. In responding to this context one solution is to construct and use case-studies, but these are (a) time-consuming and expensive to produce (b) need constant up-dating (c) may be unsuited for classrooms. This paper shows how these problems have been overcome by using a innovative methodology based in a continuing public-private partnership (1994-present) between H.E., schools and business organisations. The organisations pay to contribute - and distribute - the case-studies which must conform to requirements which ensure classroom materials are relevant, rigorous, up-to-date, and unbiased: cross-referenced to the curriculum; both practical and theoretical; designed to enrich classroom experiences; ethically-based, taking into account the advice of teachers. The paper argues for a way of producing curriculum materials which itself constitutes a methodological contribution to the uses of case-study in research-based learning

Temporal intervals and temporal order

A logic of intervals is proposed akin to the one published by Hamblin (Hamblin (1969) and (1971)). Like Hamblin's, the present system is also based on a single primitive. However, the work presented here differs from Hamblin's in a number of respects. Most importantly, the present system is explicitly based on mereological ideas in such a way that not only are the two notions of abutment and temporal order involved in Hamblin's primitive two-place relation "abuts at the earlier end" distinguished ; the temporal ordering itself is built up from a symmetric mereological primitive. The present system is shown to be complete

Uncovering the truth behind Vygotsky's cognitive apprenticeship: engaging reflective practitioners in the 'master-apprentice' relationship

In recent years theories of situated cognition sharing the idea that learning and doing are inseparable as part of a process of enculturation, largely based upon the work of Vygotsky in developing a model of ‘cognitive apprenticeship’, have received much attention in education (Vygotsky, 1978) as an insightful model underpinning forms of learning and teaching. The master-apprentice relationship using techniques of apprenticeship such as modelling, scaffolding and reflection has since been used as a base for considerable research helping researchers and practitioners to understand teacher-student action across a range of different teaching situations (Collins et al., 1989; Hennessy, 1993; Jarvela, 1995; Rojewski et al., 1994). The focus of much of this research has explored the efficacy of the model when set against the question of how to improve forms of learning and teaching in particular settings

Breaking out from the straitjacket: an appreciation of the art of teaching in a business classroom within a scientifically-based teaching environment

Teachers might develop a wonderful feeling that many young people have understood a lesson and have not just enjoyed the experience but done so in a way that has created some 'thing' special for all of those involved ('thing' is highlighted in this instance as it is a tangible event taking place and not any attempt to represent it). Some teachers describe this as a buzz; in other words, like nature itself, as something education. The paper argues that scientific enframing not only puts a straitjacket on teachers within the UK, it also makes it difficult for them to develop and appreciate the 'art of teaching'. unquestionably unique that justifies their commitment to their teaching and their students. No matter how much we know about botany and genes, every flower is unique and blooms because it blooms. As Angelus Silesius indicates within his poetry "The rose is without why; it blooms because it blooms, It pays no attention to itself, ask not whether it is seen." (Heidegger,1991) The United Kingdom education system has existed under the hammer of transformation, with a National Curriculum (1988), a rigorous inspection regime (Woodward, 2001) and countless changes in curriculum and associated assessments (QCA, 2004), as well as a substantive apparatus that makes many assumptions about how teachers should operate within the classroom. The primary concern of this paper is to question how the 'scientific framing' of teaching through competences and other measures of accountability has influenced the work of teachers within the context of business

An institutional analysis of land markets

For many years, land markets have been analyzed as though parcels of land were being traded in a frictionless market subject to no rules. To the extent that there were rules which could not be ignored – such as land-use regulations – the effect of these was incorporated as ‘distortions’ to the market. An institutional analysis of land markets, on the contrary, starts by looking the the rules which structure the exchange of rights in land. These are the formal rules regulating such things as access to the market, which rights may be traded and which not, land-use and environmental rules, fiscal rules, inheritance rules. Then there are the informal rules, customary practices, taken-for-granted ways of doing things. All those rules create a structure which affects the availability of information, risk and uncertainty, transaction costs, organizations for buyers and sellers and brokers, etc. It is assumed that people act in a rational way within that structure. The results are the market outcomes: what is traded where, by whom, in what volume, at what price? This paper sets out the method for such an institutional analysis and applies it to two land markets in the Netherlands – for agricultural land and for land on industrial estates. The results of applying this analysis allow market outcomes to be explained better than by an analysis which ignores institutions. The paper is based on research carried out by the authors at the Netherlands Institute for Spatial Research (Ruimtelijk Planbureau).

Is a standalone IL course useful?

Most Higher Education institutions are involved in the creation of online materials to support their students' information literacy skills development – which is labour intensive, and inevitably results in a great deal of duplication of effort across the sector. A recent project, run jointly by SCONUL's Advisory Committee on Information Literacy and The Open University, addressed whether it is possible to create a generic information literacy course that can be delivered anywhere. The OU's standalone module, MOSAIC, which has been running for the last three years with positive feedback from students, provided an ideal starting point for the investigation