On the little known species of threadfin breams Nemipterus mesoprion (Bleeker) and Nemipterus delagoae (Smith)

Among the fish species of the family Nemipteridae, the two little known species, namely, Nemipterus mesoprion (Bleeker) and Nemipterus delagoae (Smith) are recorded from the Cochin waters. Nemipterus mesoprion is a new distributional record from the west coast of India. N. delagoae is described with adequate numbers of specimen for the first time from Indian waters. Moreover, the results of the present study show that the colour of the viscera, the number of pyloric caeca and the gill rakers can also be used for the diagnosis of the species of the genus Nemipterus. The affinity of the above species with other related species of the genus Nemipterus and their geographical distribution are presented.

A re-description of the little known rabbit fish Siganus lineatus (Cuvier and Valenciennes) (Pisces:Siganide) with notes on siganid fishes of the Vembanad Lake

Siganus lineatus (Cuv. and Val) is reported from the coast of peninsular India for the first time and a detailed description of it is given based on morphology and meristic characters. It differs from the other allied species of the genus Siganus Forskal in having an oval body without spots and having fifteen parallel longitudinal golden yellow bands, relatively larger last dorsal spine, maxillary position far below the level of the orbit and cheek with distinct rows of scales. S. javus (Linnaeus) and S. canaliculatus (Park) were also obtained from the Vembanad Lake. Short notes on the habitat, occurrence, abundance, seasonal and geographic distribution in relation to fluctuating hydrological conditions of the Vembanad Lake are incorporated together with a key for their identification.

Hard days and nights: hardships at work, a lack of support at home, and little or no social security combine to create a bleak future for women fishsellers in Mangalore, India

Mangalore is a port city situated in the west coast state of Karnataka in India. The city hosts both large-scale and small-scale fisheries along its coastline. Traditionally, fishermen catch the product and sell it at a daily auction in the harbour to women vendors, who thereafter transport the goods to the market for commercial sale. The trade starts early in the morning, when the fishermen return to the harbour from their nightly fishing.

Team-teaching for inclusive learning: Purposes, practices and perceptions of a team-teaching initiative in Irish post-primary schools

Background. Schools unequivocally privilege solo-teaching. This research seeks to enhance our understanding of team-teaching by examining how two teachers, working in the same classroom at the same time, might or might not contribute to the promotion of inclusive learning. There are well-established policy statements that encourage change and moves towards the use of team-teaching to promote greater inclusion of students with special educational needs in mainstream schools and mainstream classrooms. What is not so well established is the practice of team-teaching in post-primary settings, with little research conducted to date on how it can be initiated and sustained, and a dearth of knowledge on how it impacts upon the students and teachers involved. Research questions and aims. In light of the paucity and inconclusive nature of the research on team-teaching to date (Hattie, 2009), the orientating question in this study asks ‘To what extent, can the introduction of a formal team-teaching initiative enhance the quality of inclusive student learning and teachers’ learning at post-primary level?’ The framing of this question emerges from ongoing political, legal and educational efforts to promote inclusive education. The study has three main aims. The first aim of this study is to gather and represent the voices and experiences of those most closely involved in the introduction of team-teaching; students, teachers, principals and administrators. The second aim is to generate a theory-informed understanding of such collaborative practices and how they may best be implemented in the future. The third aim is to advance our understandings regarding the day-to-day, and moment-to-moment interactions, between teachers and students which enable or inhibit inclusive learning. Sample. In total, 20 team-teaching dyads were formed across seven project schools. The study participants were from two of the seven project schools, Ash and Oak. It involved eight teachers and 53 students, whose age ranged from 12-16 years old, with 4 teachers forming two dyads per school. In Oak there was a class of first years (n=11) with one dyad and a class of transition year students (n=24) with the other dyad. In Ash one class group (n=18) had two dyads. The subjects in which the dyads engaged were English and Mathematics. Method. This research adopted an interpretive paradigm. The duration of the fieldwork was from April 2007 to June 2008. Research methodologies included semi-structured interviews (n=44), classroom observation (n=20), attendance at monthly teacher meetings (n=6), questionnaires and other data gathering practices which included school documentation, assessment findings and joint examination of student work samples (n=4). Results. Team-teaching involves changing normative practices, and involves placing both demands and opportunities before those who occupy classrooms (teachers and students) and before those who determine who should occupy these classrooms (principals and district administrators). This research shows how team-teaching has the potential to promote inclusive learning, and when implemented appropriately, can impact positively upon the learning experiences of both teachers and students. The results are outlined in two chapters. In chapter four, Social Capital Theory is used in framing the data, the change process of bonding, bridging and linking, and in capturing what the collaborative action of team-teaching means, asks and offers teachers; within classes, between classes, between schools and within the wider educational community. In chapter five, Positioning Theory deductively assists in revealing the moment-to-moment, dynamic and inclusive learning opportunities, that are made available to students through team-teaching. In this chapter a number of vignettes are chosen to illustrate such learning opportunities. These two theories help to reveal the counter-narrative that team-teaching offers, regarding how both teachers and students teach and learn. This counter-narrative can extend beyond the field of special education and include alternatives to the manner in which professional development is understood, implemented, and sustained in schools and classrooms. Team-teaching repositions teachers and students to engage with one another in an atmosphere that capitalises upon and builds relational trust and shared cognition. However, as this research study has found, it is wise that the purposes, processes and perceptions of team-teaching are clear to all so that team-teaching can be undertaken by those who are increasingly consciously competent and not merely accidentally adequate. Conclusions. The findings are discussed in the context of the promotion of effective inclusive practices in mainstream settings. I believe that such promotion requires more nuanced understandings of what is being asked of, and offered to, teachers and students. Team-teaching has, and I argue will increasingly have, its place in the repertoire of responses that support effective inclusive learning. To capture and extend such practice requires theoretical frameworks that facilitate iterative journeys between research, policy and practice. Research to date on team-teaching has been too focused on outcomes over short timeframes and not focused enough on the process that is team-teaching. As a consequence team-teaching has been under-used, under-valued, under-theorised and generally not very well understood. Moving from classroom to staff room and district board room, theoretical frameworks used in this research help to travel with, and understand, the initiation, engagement and early consequences of team-teaching within and across the educational landscape. Therefore, conclusions from this study have implications for the triad of research, practice and policy development where efforts to change normative practices can be matched by understandings associated with what it means to try something new/anew, and what it means to say it made a positive difference.

Do technology shocks drive hours up or down? A little evidence from an agnostic procedure

This paper analyzes the robustness of the estimate of a positive productivity shock on hours to the presence of a possible unit root in hours. Estimations in levels or in first differences provide opposite conclusions. We rely on an agnostic procedure in which the researcher does not have to choose between a specification in levels or in first differences. We find that a positive productivity shock has a negative impact effect on hours, but the effect is much shorter lived, and disappears after two quarters. The effect becomes positive at business-cycle frequencies, although it is not significant. © 2005 Cambridge University Press.

12. On the nomenclature of the western Orocantabrian evergreen-oak forests

The syntaxonomical separation of two associations of evergreen-oak forests in the Cantabrian mountain range (Orocantabrian and Cantabrian-Atlantic biogeographical Provinces) has recently been contemplated.

Radiocarbon calibration in the Anglo-Saxon period: AD 495-725

Radiocarbon dating has been rarely used for chronological problems relating to the Anglo-Saxon period. The "flatness" of the calibration curve and the resultant wide range in calendrical dates provide little advantage over traditional archaeological dating in this period. Recent advances in Bayesian methodology have, however, created the possibility of refining and checking the established chronologies, based on typology of artifacts, against 14C dates. The calibration process, within such a confined age range, however, relies heavily on the structural accuracy of the calibration curve. We have therefore re-measured, at decadal intervals, a section of the Irish oak chronology for the period AD 495–725. These measurements have been included in IntCal04.