Holocene sediments of Wistari Reef: towards a global quantification of coral reef related neritic sedimentation in the Holocene

Wistari Reef. within the southern Great Barrier Reef. is a shallow coral reef platform featuring a very clearly defined leeward accretionary wedge of carbonate sediments. The total global area of shallowly submerged coral reef has been quantified as 255 000 km(2). The question then becomes: What additional area of sediment of significant thickness is associated with the measured shallow reef areas T At Wistari Reef, the leeward sedimentary wedge has an area and a thickness that are roughly equal to the Holocene sediments that have accumulated on the platform. Several important observations can be made from these data. Firstly. the area of significant neritic carbonate sedimentation ( > 1 m/ka) associated with coral reefs is near 500000 km(2). Secondly, the production rate of neritic carbonates at Wistari Reef is almost 50%, less than the accumulation rate needed to obtain the volume of Holocene reef sediments observed. This implies that both production and accumulation neritic carbonate must have been more than a factor of two higher in the early to mid Holocene. (C) 2001 Elsevier Science B.V. All rights reserved.

A review of the impact of education and prior experience on new venture performance

The importance of education and experience to the successful performance of new firms is well recognized both by management practitioners and academics. Yet empirical research to support the significance of this relationship is inconclusive. This paper discusses theories describing the relationship between education and experience and firm performance. It also analyses and classifies the differing measures of performance, education and experience, and compares the results of multiple studies undertaken between 1977 and 2000. Possible reasons for conflicting results are identified, such as lack of sound theoretical bases that relate education and experience to performance, varying definitions of the key variables and the diversity of measures used. Finally, a framework is developed that incorporates variables that interact with experience and education to influence new venture performance.

Introducing ethnomethodological analysis to the field of music education

In recent years qualitative research methods have been adopted within in the field of music education and have received widespread acceptance. However, the theoretical framework provided by ethnomethodology (Garfinkel, 1974, in R. Turner, Ethnomethodology , Penguin, Middlesex, UK) and the tools of conversational analysis (Sacks, 1992, Lectures on Conversation , edited by Gail Jefferson, Blackwell, Oxford, UK) have, to this point, been overlooked by researchers in the field of music education. In this paper I argue that the application of ethnomethodological and conversation analytical approaches in the field of research in music education can provide fresh insights into the work of music teachers and how this work is accomplished in institutional settings. Here I demonstrate how a conversation analytical perspective drawing on an ethnomethodological framework might be used to investigate transcripts of audio-recorded interview talk. This type of analysis can illuminate aspects of members' roles in relation to, and perceptions about music education in school settings that might be overlooked in other types of analysis. A conversation analytical approach to the examination of talk-in-interaction explicates in fine-grained detail how members orient to matters at hand in the context of research settings, as well as revealing features of the cultural world of music teaching. Further application of the approach to research problems in other school settings, I argue, will inform the field of music education in ways yet to be realised.

Beyond sex and cooking: Health education for individuals with intellectual disability

Issues of health education programming for people with intellectual disability are discussed. As environments in which such individuals live become more inclusive, and they are encouraged to make their own choices, the issue of whether current health education is sufficient to enable them to make healthy life choices is considered. More attention should be focused on programs in schools and the community to fulfill this need. Three aspects of health education programming are considered: physical activity, general health knowledge, and social supports for health. Continuity of information is viewed as important in policy development as well as in interprofessional coordination and cooperation to assure that these individuals are not further handicapped by poor health.