Tectonic evolution of the Western Australian Shield

Geological and geochronological studies in the Western Australian Shield were updated. This terrane bears many similarities to the Indian Shield since they were neighboring parts of Gondwanaland. Western Australia consists of two cratons (Pilbara and Yilgarn) and four orogenic belts (Capricorn, Pingarra, Albany-Fraser, and Patterson), as well as some relatively young (1.6 to 0.75 Ga) sedimentary rocks. The two cratonic blocks are both older than about 2.5 Ga, and the orogenic belts range in age from 2.0 to 0.65 Ga

An Improved Measurement of the Hubble Constant from the Sunyaev-Zeldovich Effect

We present a determination of the Hubble constant from measurements of the Sunyaev-Zeldovich Effect (SZE) in an orientation-unbiased sample of 7 z < 0.1 galaxy clusters. With improved X-ray models and a more accurate 32-GHz calibration, we obtain H_O = 64+14-11 +/- 14_sys km/s/Mpc. for a standard CDM cosmology, or 66+14-11 +/- 15_sys km/s/Mpc for a flat LambdaCDM cosmology. In combination with X-ray cluster measurements and the BBN value for Omega_B, we find Omega_M = 0.32 +/- 0.05.Comment: 5 pp., Accepted for publication in ApJ

Exchange of information about physical education to support the transition of pupils from primary and secondary school

The purpose of this study was to identify how information about physical education is exchanged between secondary schools and their respective feeder primary schools, what information is exchanged and how this information is used. A secondary purpose was to look at whether there is any relationship between schools engaging in liaison activities and exchanging information about physical education, and between exchanging information and the number of associated secondary schools to which pupils are sent or feeder primary schools from which pupils are received. Questionnaires were sent to 177 secondary and 538 feeder primary schools. Responses from 80 secondary schools and 299 primary schools showed that the highest percentage of teachers exchanged information through written documentation, followed by discussion at cross phase liaison meetings. The type of information exchanged by the highest percentage of teachers was identified as generic information about key stage 2 and 3 of the National Curriculum for Physical Education (NCPE) areas of activity and schemes of work, rather than information about the specific physical education content covered or information about individual pupils, such as levels of attainment or ability. Further, results suggest that information may be used for pastoral purposes and that only a small percentage of teachers used the information exchanged to plan for continuity and progression in the physical education curriculum. There was a significant positive relationship between engagement in liaison activities and information received about the physical education curriculum followed by pupils, but a significant negative relationship for primary teachers between the number of different secondary schools to which pupils' progress and knowledge about the key stage 3 schemes of work that Year 6 pupils will follow in their associated secondary schools. These results are discussed in relation to continuity and progression in physical education in the transfer of pupils from primary to secondary schools

A study of current practice in liaison between primary and secondary schools in physical education

The purpose of this study was to investigate current practice in liaison between primary and secondary schools to promote continuity and progression in physical education during the transfer of pupils from Key Stage 2 to Key Stage 3 and to identify constraints to engaging in liaison activities. A questionnaire was completed by the head of the physical education department in secondary schools in five local education authorities in England that received pupils from primary schools in year 7 (n = 80) and by the physical education coordinator of the primary feeder schools of those secondary schools that responded to the questionnaire (n = 299). Results showed that 32 (43.8%) secondary teachers and 157 (53.4%) primary teachers identified that they had established contacts with their primary feeder schools or associated secondary schools respectively; and 49 (64.5%) secondary teachers but 114 (39.6%) primary teachers identified that currently they were engaged in liaison activities. There was a discrepancy between the percentages of teachers who indicated they had contacts with their primary feeder schools or associated secondary schools respectively, and who indicated they were engaged in liaison activities with them. These results suggested that contacts with and/or engagement in liaison activities between primary and secondary schools were not consistent across schools. A range of constraints for developing effective contacts/liaison activities were identified, with time being identified as the major constraint by both primary and secondary teachers. A range of suggestions for overcoming the constraints were also identified. These results are discussed in relation to findings from studies looking at liaison in other subjects and also in relation to the implications for schools