DISTINGUISHING REGURGITALITES AND COPROLITES: A CASE STUDY USING A TRIASSIC BROMALITE WITH SOFT TISSUE OF THE PSEUDOSUCHIAN ARCHOSAUR REVUELTOSAURUS

Palaios ◽  
2020 ◽  
Vol 35 (3) ◽  
pp. 111-121 ◽  
Author(s):  
CALEB M. GORDON ◽  
BRIAN T. ROACH ◽  
WILLIAM G. PARKER ◽  
DEREK E. G. BRIGGS
Keyword(s):  
Soft Tissue ◽  
Bone Mass ◽  
Behavioral Ecology ◽  
Microstructural Analysis ◽  
Upper Triassic ◽  
Extinct Species ◽  
Chinle Formation ◽  
Different Types ◽  
Insight Into

ABSTRACT Regurgitalites (fossilized regurgitates) can provide insight into the behavioral ecology and physiology of extinct species but they are rarely reported because they are difficult to identify and distinguish from coprolites. A compact mass of skeletal material from the Owl Rock Member of the Upper Triassic Chinle Formation of Arizona reveals features that identify it as a regurgitalite. Characteristics of the teeth and osteoderms in the specimen indicate that these remains belong to the pseudosuchian archosaur Revueltosaurus. Chemical and microstructural analysis revealed a dearth of gastric etching, the preservation of muscle fibers, and the absence of a phosphatic matrix, indicating that this bone mass is a regurgitalite and not a coprolite. It was probably produced by a phytosaur, rauisuchid, or temnospondyl, all of which occur in the Owl Rock Member. We offer an identification key to assist in distinguishing between different types of digestive remains produced by vertebrate carnivores.

Barriers to engagement at UCL

2017 ◽  
Vol 3 (1) ◽  
pp. 286 ◽  
Author(s):  
Jenny Marie ◽  
Sally MacKenzie ◽  
Steve Rowett ◽  
Moira Wright
Keyword(s):  
Academic Support ◽  
Different Types ◽  
University Life ◽  
Part Time Students ◽  
Part Time ◽  
University College London ◽  
Potential Risks ◽  
Staff Engagement ◽  
Insight Into

This case study considers the views of ten University College London (UCL) staff about ‘hard to reach’ students. Staff were chosen so as to give an insight into the issue for different types of engagement: academic, support, union activities and volunteering. Focusing on these types of engagement together confirms that part-time students face barriers to engaging in many aspects of university life and that all students face barriers to some aspect of university life. This paper also draws attention to the potential risks inherent in focusing on ‘hard-to-reach’ students as an approach to improving inclusivity. It also raises the issue of how barriers to inclusion interact and whether we should be considering ‘staff engagement’ alongside ‘student engagement’.

Perceptions of regular and special education teachers of their own and their co-teacher’s instructional responsibilities in inclusive education: A case study

2020 ◽  
Vol 23 (2) ◽  
pp. 140-158 ◽  
Author(s):  
Tanja Lindacher
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Development Process ◽  
Qualitative Content Analysis ◽  
Community Schools ◽  
Different Types ◽  
Depth Interviews ◽  
Insight Into

Co-teaching is fundamental to inclusive education. However, the way co-teaching is implemented, varies considerably, and establishing and allocating instructional responsibilities does not follow a standardized pattern. This study is based on four cases – two located at traditional secondary schools and two at newly created community schools – and includes semi-structured in-depth interviews with four regular teachers and four special education teachers. It aims at providing insight into how co-teaching partners in Germany perceive their own and their partner’s instructional responsibilities. Data are analyzed with a structuring technique of qualitative content analysis. It becomes evident that the partners in each case do not always follow identical instructional intents. Nonetheless, different types of teacher knowledge seem to complement each other effectively in co-teaching relationships. Although, of course provided primarily for pupils with special needs, special education expertise also seems to support pupils without such needs. The results indicate a need to secure and integrate co-teaching relationships structurally into a school’s development process. The article concludes with some options for development in practice.

Margins and Modernity: A Geocritical Approach to Anna Seward's Llangollen Vale

Romanticism ◽  
2019 ◽  
Vol 25 (1) ◽  
pp. 69-80
Author(s):  
Ruth Knezevich
Keyword(s):  
Analytic Approach ◽  
Romantic Era ◽  
Insight Into

The genre of annotated verse represents an under-explored form of transporting romanticism. In annotated, locodescriptive poems like those in Anna Seward's Llangollen Vale, readers are invited to read not only the spatiality of the landscapes depicted in the verse but also the landscape of the page itself. Seward's poems, with their focus on understanding geographical, political, and historical spaces both real and imaginary, provide geocritical insight into poetic productions of the early Romantic era. Likewise, geocriticism offers a fresh and useful – even necessary – analytic approach to such poems. I adopt Anna Seward as a case study in annotated verse and argue that attending to the materiality and paratextuality of her work allows us to access the complexities of her poetry and prose as well as her position within the wider framework of transporting Romanticism.

Transformative Encounters and Uncanny Intimacies: Biotechnology and Contemporary Art – A Practitioner's Approach and Perspective

Somatechnics ◽  
2012 ◽  
Vol 2 (2) ◽  
pp. 263-283 ◽  
Author(s):  
Svenja J. Kratz
Keyword(s):  
Tissue Culture ◽  
Human Skin ◽  
Contemporary Art ◽  
Skin Equivalent ◽  
Biomedical Innovation ◽  
Equivalent Models ◽  
Science Projects ◽  
Insight Into ◽  
Human Skin Equivalent

Abstract: Presented from an ArtScience practitioner's perspective, this paper provides an overview of Svenja Kratz's experience working as an artist within the area of cell and tissue culture at QUT's Institute of Health and Biomedical Innovation (IHBI). Using The Absence of Alice, a multi-medium exhibition based on the experience of culturing cells, as a case study, the paper gives insight into the artist's approach to working across art and science and how ideas, processes, and languages from each discipline can intermesh and extend the possibilities of each system. The paper also provides an overview of her most recent artwork, The Human Skin Equivalent/Experience Project, which involves the creation of personal jewellery items incorporating human skin equivalent models grown from the artist's skin and participant cells. Referencing this project, and other contemporary bioart works, the value of ArtScience is discussed, focusing in particular on the way in which cross-art-science projects enable an alternative voice to enter into scientific dialogues and have the potential to yield outcomes valuable to both disciplines.

Participatory Mapping in Browns Canyon National Monument, Colorado (USA)

2017 ◽  
Vol 1 (1) ◽  
pp. 1-16
Author(s):  
John Harner ◽  
Lee Cerveny ◽  
Rebecca Gronewold
Keyword(s):  
Land Management ◽  
Planning Process ◽  
Management Plan ◽  
Bureau Of Land Management ◽  
National Monument ◽  
Resource Managers ◽  
Different Types ◽  
Us Forest Service ◽  
Natural Resource Managers

Natural resource managers need up-to-date information about how people interact with public lands and the meanings these places hold for use in planning and decision-making. This case study explains the use of public participatory Geographic Information System (GIS) to generate and analyze spatial patterns of the uses and values people hold for the Browns Canyon National Monument in Colorado. Participants drew on maps and answered questions at both live community meetings and online sessions to develop a series of maps showing detailed responses to different types of resource uses and landscape values. Results can be disaggregated by interaction types, different meaningful values, respondent characteristics, seasonality, or frequency of visit. The study was a test for the Bureau of Land Management and US Forest Service, who jointly manage the monument as they prepare their land management plan. If the information generated is as helpful throughout the entire planning process as initial responses seem, this protocol could become a component of the Bureau’s planning tool kit.

A Novel Integrated Reliability Test System for BEOL TDDB Study

2012 ◽  
Author(s):  
Jifeng Chen ◽  
Peilin Song ◽  
Thomas M. Shaw ◽  
Franco Stellari ◽  
Lynne Gignac ◽  
...  
Keyword(s):  
Preliminary Analysis ◽  
Dielectric Breakdown ◽  
Test System ◽  
Accurate Information ◽  
Reliability Test ◽  
Electrical Measurements ◽  
Time Dependent Dielectric Breakdown ◽  
Microscopy Images ◽  
Insight Into

Abstract In this paper, we propose a new methodology and test system to enable the early detection and precise localization of Time-Dependent-Dielectric-Breakdown (TDDB) occurrence in Back-End-of-Line (BEOL) interconnection. The methodology is implemented as a novel Integrated Reliability Test System (IRTS). In particular, through our methodology and test system, we can easily synchronize electrical measurements and emission microscopy images to gather more accurate information and thereby gain insight into the nature of the defects and their relationship to chip manufacturing steps and materials, so that we can ultimately better engineer these steps for higher reliable systems. The details of our IRTS will be presented along with a case study and preliminary analysis results.

Radical Subject Acceleration for Gifted Students: One School's Response

2019 ◽  
pp. 29-46
Author(s):  
Kaye Chalwell ◽  
Therese Cumming
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Subject Area ◽  
Lessons Learned ◽  
Gifted Student ◽  
Learning Needs ◽  
Mathematically Gifted ◽  
Support Students ◽  
Insight Into

Radical subject acceleration, or moving students through a subject area faster than is typical, including skipping grades, is a widely accepted approach to support students who are gifted and talented. This is done in order to match the student’s cognitive level and learning needs. This case study explored radical subject acceleration for gifted students by focusing on one school’s response to the learning needs of a ten year old mathematically gifted student. It provides insight into the challenges, accommodations and approach to radical subject acceleration in an Australian school. It explored the processes and decisions made to ensure that a gifted student’s learning needs were met and identified salient issues for radical subject acceleration. Lessons learned from this case study may be helpful for schools considering radical acceleration.

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