The stratigraphy of the Fishguard volcanic complex and associated sediments, SW Dyfed, Wales

This thesis describes the geology of a Lower Palaeozoic terrain, situated west of the town of Fishguard, SW Dyfed, Wales. The area is dominated by the Fishguard Volcanic Complex (Upper Llanvirn), and sediments that range in age from the Middle Cambrian to the Lower Llandeilo. The successions represent an insight into sedimentation and volcanism for c. 100 Ma. along the south-western margin of the Lower Palaeozoic Welsh Basin. The stratigraphy of the sedimentary sequence has been completely revised and the existing volcanostratigraphy modified. The observed complexity of the stratigraphy is primarily the consequence of Caldedonide deformation which resulted in large scale repetition. Fold-thrust tectonics dominates the structural style of the area. Caledonide trending (NE-SW) cross-faults complicate preexisting structures. Middle Cambrian (?) sedimentation is documented by shallow marine clastics and red shales deposited within tidal - subtidal environments. Upper Cambrian sedimentation was dominated by shallow marine `storm' and `fair weather' sedimentation within a muddy shelf environment. Shallow marine conglomerates and heterolithic intertidal siliciclastics mark the onset of Ordovician sedimentation during the lower Arenig transgression. Mid-Arenig sediments reflect deposits influenced by storm, fair-weather and wave related processes in various shallow marine environments, including; shoreface, inner shelf, shoaling bar, and deltaic. Graptolitic marine shales were deposited from the upper mid-Arenig through to the lower Llandeilo; during which time sediments accumulated by pelagic processes and fine grained turbidites. The varied nature of sedimentation reflects both localised change within the depositional system and the influence of larger regional eustatic events. Ordovician subaqueous volcanic activity produced thick accumulations of lavas, pyroclastics, hydroclastics, and hyaloclastics. The majority of volcanism was effusive in nature, erupted below the Pressure Compensation Level. Basaltic volcanism was characterised by pillowed lavas and tube networks, whilst sheet-flow lavas, pillow breccias and minor hyaloclastites developed locally. Silicic volcanism was dominated by rhyolitic clastics of various affinities, although coherent silicic obsidian lavas, sheet-flow lavas and pyroclastics developed. Hypabyssal intrusives of variable composition and habit occur throughout the volcanic successions. Low-grade regional metamorphism has variably affected the area, conditions of the prehnite-pumpellyite and greenschist facies having been attained. Numerous secondary phases developed in response to the conditions imposed, which collectively indicate that P-T conditions were of low-pressure facies series in the range P= 1.2-2.0 kbars and T= 230-350oC, under an elevated geothermal gradient of 40-45oC km-1. Polymineralic cataclastites associated with Caledonide deformation indicate that tectonism and metamorphism were in part contemporaneous.

The geochemistry and petrogenesis of the minor intrusive suite associated with the late Caledonian Criffell-Dalbeattie pluton, SW Scotland

The Criffell-Dalbeattie pluton from SW Scotland is one of a suite of late Caledonian granitoids which are associated with extensive, contemporaneous and compositionally diverse suits of minor intrusions. The minor intrusive suite associated with the Criffell-Dalbeattie pluton is dominantly composed of a series of porphyritic microdiorites, microgranodiorites and microgranites known collectively as the porphyrite-porphyry series. This series can be divided into two groups, the porphyrites and the quartz porphyries, on the basis of petrography and geochemistry although there is some compositional overlap between the two. Compositionally, the porphyrites and quartz porphyries appear to correspond to the granodiorites and granites, respectively, which comprise the Criffell-Dalbeattie pluton, suggesting that the porphyrite-porphyry series of dykes represent magmas which were tapped from the evolving granitic magma chamber. The most mafic component of the minor intrusive suite is represented by calc-alkaline hornblende- and mica bearing lamprophyres. Geochemical studies, including fractional crystallisation, combine assimilation-fractional crystallisation (AFC) show that these are mafic, LILE and LREE enriched melts derived by low degrees of partial melting of a subduction-modified mantle source. It is suggested that the source of the lamprophyres is "Lake District" lithosphere, metasomatised by Lower Palaeozoic subduction, and thrust under the southern part of the Southern Uplands. AFC modelling using chemical and isotopic data further suggest that there is a close genetic link between the lamprophyres and the Criffell-Dalbeattie granitoids and that lamprophyres represent the mantle derived precursors of the Criffell-Dalbeattie granitoids.

Motivational state and process within the sociolinguistic context : an Anglo-French comparative study of school pupils learning foreign languages

The aim of this study was to investigate the effect of the socio-cultural environment upon the motivation school children have to learn foreign languages. Motivation was therefore considered from a sociolinguistic, rather than from a psycholinguistic perspective, giving primary importance to contextual, as opposed to personal factors. In order to examine the degree of relationship between motivational intensity and the contextual factors of parental attitudes, amount of foreign language exposure and the employment related value of foreign language learning (FLL), data obtained from school children living in two distinct sociolinguistic environments (Mulhouse, France and Walsall, England) were compared and contrasted. A structured sample drawn from pupils attending schools in Mulhouse and Walsall supplied the data base for this research. The main thrust of the study was quantitative in approach, involving the distribution of almost 1000 questionnaires to pupils in both towns. This was followed up by the use of qualitative methods, in the form of in-depth interviews with an individually matched sample of over 50 French/English pupils. The findings of the study indicate that FLL orientations, attitudes and motivation vary considerably between the two sociolinguistic environments. Levels of motivation were generally higher in the French sample than in the English one. Desire to learn foreign languages and a commitment to expend effort in order to fulfil this desire were key components of this motivation. The study also found evidence to suggest that the importance accorded to FLL by the socio-cultural context, communicated to the child through the socialisation agents of the family, the mass media and prospective employers, is of key importance in FLL motivation.

Logics of marginalisation in health and social care reform:integration, choice, and provider-blind provision

The period 2010–2013 was a time of far-reaching structural reforms of the National Health Service in England. Of particular interest in this paper is the way in which radical critiques of the reform process were marginalised by pragmatic concerns about how to maintain the market-competition thrust of the reforms while avoiding potential fragmentation. We draw on the Essex school of political discourse theory and develop a ‘nodal’ analytical framework to argue that widespread and repeated appeals to a narrative of choice-based integrated care served to take the fragmentation ‘sting’ out of radical critiques of the pro-competition reform process. This served to marginalise alternative visions of health and social care, and to pre-empt the contestation of a key norm in the provision of health care that is closely associated with the notions of ‘any willing provider’ and ‘any qualified provider’: provider-blind provision.

English-for-teaching:rethinking teacher proficiency in the classroom

The expansion of English teaching in state education systems places increasing demands on English language teachers and how they are trained. A major thrust of these efforts has focused on improving teachers' English language proficiency. This expectation is manifested in policy and pedagogical directives that teachers 'teach English in English'. We argue for a reconceptualization of teacher language proficiency, not as general English proficiency but as a specialized subset of language skills required to prepare and teach lessons. This concept of English-for-Teaching as a bounded form of English for Specific Purposes (ESP) for the classroom builds on what teachers know about teaching, while introducing and confirming specific classroom language. This article describes how the construct was developed and then describes sample classroom tasks and the language needed to enact them in three major areas: managing the classroom, understanding and communicating lesson content, and assessing students and giving feedback.