Sedimentology of a Middle Jurassic Base-of-Slope environment, Cutri Formation, Mallorca

The Cutri Formation’s, type location, exposed in the NW of Mallorca, Spain has previously been described by Álvaro et al., (1989) and further interpreted by Abbots (1989) unpublished PhD thesis as a base-of-slope carbonate apron. Incorporating new field and laboratory analysis this paper enhances this interpretation. From this analysis, it can be shown without reasonable doubt that the Cutri Formation was deposited in a carbonate base-of-slope environment on the palaeowindward side of a Mid-Jurassic Tethyan platform. Key evidence such as laterally extensive exposures, abundant deposits of calciturbidtes and debris flows amongst hemipelagic deposits strongly support this interpretation.

Investigating the Death of the Early Paleozoic Moyero River Geomagnetic Superchron: Middle Ordovician Paleomagnetism from Estonia

Flat-lying Early and Middle Ordovician limestones exposed on the North margin of Estonia provide key insights into the early Paleozoic biosphere and climatic history of the Baltic Platform, and potentially offer a site for calibrating the duration of the proposed Moyero River Reversed Superchron. Past paleomagnetic analyses on these rocks have been focused primarily on determining paleomagnetic pole positions and have been hampered by relatively weak remanent magnetizations. We therefore applied techniques of the Rock and Paleomagnetic Instrument Development (RAPID) consortium using thin-walled, low-noise quartz glass sample holders on an automatic system to enhance magnetostratigraphic resolution. Our results, based on over 300 oriented core samples spanning the stratigraphic interval from the Volkhov stage, up through the Lasnamägi stage, confirm previous work isolating a stable characteristic magnetization of reversed polarity, and furthermore confirm the presence of an interval of magnetically Reversed polarity spanning an interval of at least 15 million year duration. In addition, we recognize a magnetic overprint of presumed Normal polarity held in antiferromagnetic phases, of presumed Permian age, based on the apparent polar wander path given by (Plado et al., 2010).

A multiliteracies project in the middle school : Parents as coteachers

This paper examines the experiences of one middle years’ English and Studies of Society and Environment (SoSE) teacher who adopted a multiliteracies project-based orientation to a unit on War and Refugees. It details the multiliteracies teaching and learning cycle, which is based on four non-hierarchical, pedagogical orientations: situated practice, overt instruction, critical framing and transformed practice (New London Group, 2000; Kalantzis & Cope, 2005a). Following the work of Kalantzis and Cope (2005a), it draws out the knowledge processes exacted in each of these four phases: experiencing the known and the new; conceptualising by naming and theorising; analysing functionally and critically; and, applying appropriately and creatively. Two parents were invited to enter the study as coteachers with the teacher and researcher. Using Bourdieu’s (1992) construct of capital, the findings report on how the multiliteracies approach enabled them to engage in school-based literacy practices differently than they had done previously in classrooms. An unexpected finding concerns the teacher’s altered view about how his role and status were perceived by the parents.

The middle years learner

This guide offers a systematic overview of the philosophy, principles, and issues in middle schooling, including contributions from academics and school-based practitioners on intellectual and emotional development in early adolescence, pedagogy, curricula, and the assessment of middle years students.

Middle years teacher education : new programs and research directions

Teacher education programs focussing on the development of specialist teachers for 'the middle years' have proliferated in Australian universities in recent years. This paper provides some insights into middle years' teacher education programs at the University of Queensland, Edith Cowan and Flinders Universities with regard to their: philosophical underpinnings; specific educational context; scope and nature of the program. In addition, some of the research directions and efficacy strategies utilised in conjunction with the programs will be shared, along with some early findings from a longitudinal study in one of the programs. We propose that the pattern of programmatic growth heralds a new time for teacher education, and we speculate about the production of new kinds of teacher identities as graduates take their place in the profession.