Theresa Winchester-Seeto

Chitinozoan bio-event in the Frasnian-Famennian boundary beds at La Serre (Montagne Noire, Southern France)

Abstract Chitinozoans and other palynomorphs have been investigated in Frasnian-Famennian boundary beds from trench C at La Serre (Montagne Noire, Southern France). This section is located some 30 km from the Coumiac quarry containing the Global Stratotype Section and Point (GSSP) for the base of the Famennian. At La Serre, the Frasnian-Famennian (F-F) boundary falls within interbedded anoxic dark shales and limestones. This lithology proves to be more suitable for palynological investigations than the reddish nodular limestones of the F-F stratotype in the Coumiac section, which are virtually devoid of organic matter. At La Serre, the uppermost meter of Frasnian deposits, corresponding to the Upper Kellwasser Event level, contains only a few chitinozoans but other palynomorphs, especially tasmanaceans ( Maranhites ) proliferate in some horizons. Conversely, the most basal Famennian bed yields an exceptional number of chitinozoans (up to 19,000 specimens per gram of rock), a few tracheids, but virtually no tasmanaceans. The absence—or the extremely low numbers—of miospores and acritarchs in these F-F boundary beds seems related to the distal position of the deposition site. We have compared the fluctuation of the chitinozoan abundance both with the abundance of the other palynomorphs, and with that of the conodonts present in the same samples. These data, collated with sedimentological and palaeoecological information document the relationships between the anomalous abundance of the chitinozoans and the latest Frasnian-earliest Famennian mass extinction. It is concluded that the exceptional chitinozoan concentration in the most basal Famennian bed at La Serre is not related to a sorting process generated by turbidity currents or by a temporary increase in the hydrodynamic energy at the water-sediment interface. It corresponds to the conjunction of a high production of chitinozoans, a very low rate of destruction of the vesicles and minimal dilution of the deposit by terrestrial mineral input. The environmental factors leading to such an exceptionally high record of chitinozoans are discussed with a particular attention to consequences of the late Frasnian mass extinction.

Biostratigraphy and palaeogeography of Late Ordovician chitinozoans from the northeastern Alborz Range, Iran

Abstract Chitinozoans were extracted from Upper Ordovician strata in the northeastern Alborz Range (Kopet Dagh Region); 31 chitinozoan species are recorded. Four successive biozones are recognised within the Ghelli Formation, viz. Tanuchitina fistulosa, Acanthochitina barbata, Armoricochitina cf. nigerica and Ancyrochitina merga biozones. Correlation of these biozones with those of the North Gondwana Domain suggests that the middle and upper parts of the Ghelli Formation range from Late Caradoc to mid Ashgill. The number of species in common with the North Gondwana Domain suggests a close relationship between Iran and North Gondwana. However, there are a number of cosmopolitan species occurring in the Ashgill. Three new species are described: Armoricochitina alborzensis, Armoricochitina iranica and Ancyrochitina persica.

Doctoral supervision in a cross-cultural context: issues affecting supervisors and candidates

This article presents an analysis of rich data, gathered from interviews with 46 candidates and 38 supervisors from three Australian universities, about experiences of doctoral supervision in cross-cultural situations. Our analysis shows that many of the issues reported by international candidates are the same as those encountered by domestic candidates. However, this study has identified eight intensifiers that make such situations more complicated or difficult for candidates in a cross-cultural context: language; cultural differences in dealing with hierarchy; separation from the familiar; separation from support; other cultural differences; stereotypes; time; and what happens when the candidate returns home. The two intensifiers mentioned by more than 50% of interviewees are separation from the familiar and language. Using intensifiers as a conceptual framework for self-examination may help universities to better understand the real issues, to target resources, to mitigate distress to international candidates and reduce pressure on supervisors.

Foraminiferal linings and other organic walled microfossils from the Devonian of the Tamworth Belt, northern New South Wales, Australia

Early to Late Devonian (Emsian to late Famennian) organic walled microfossils were recovered from nineteen localities throughout the Tamworth Belt, northern New South Wales. The microfossil assemblages included poorly preserved chitinozoans and scolecodonts, spores and moderately well preserved foraminiferal linings. Fourteen species of foraminiferal linings from six genera are documented. At least three species of foramininferal linings (Inauris tubulata, Saccammina mea and Thurammina pustulosa) show potential for global correlation. Saccammina sp. cf. S. ampullacea and Thurammina mirrka may have application for correlation within Australia.

Exploring Critical Success Factors for Effective Collaborative Relationships

Building capacity for mutually beneficial and responsive partnering is prominent in scholarly and public discourses on university-community engagement, with particular emphasis on ‘how’ to manage and sustain key stakeholder relationships as a fundamental cornerstone of partnership development. Genuine community engagement promotes the development of relationships founded on a collective, flexible approach that acknowledges interdependence, rather than dependence (Butcher J, Egan LA, Ralph K, Australas J Commun Engage 2(3):106–112, 2008; Sinclair, Asia Pac Public Relat J 12(1):1–20, 2011). As with PACE at Macquarie University, this involves designing and developing processes in collaborative and inclusive ways that elicit buy-in and create feelings of ownership by stakeholders. In seeking to understand critical success factors for improving and sustaining relationships as core to partnering with PACE, this chapter presents findings of three research studies conducted into the implementation and outcomes of the PACE program. Results of these studies centred on core elements of the program: communication and collaboration; roles and responsibilities; expectations and contributions.

Preliminary investigation of some Devonian (Lochkovian-Eifelian) Chitinozoa from eastern Australia

Outcrop samples from eight Early and Middle Devonian limestone occurrences in eastern Australia were processed for chitinozoans. Samples from three of these sites produced four genera of relatively well preserved chitinozoans, the first recorded Devonian chitinozoans from Australia. Factors affecting preservation are discussed.

Inclusive PACE: An Experience for All Students

The focus of this chapter is on issues of equity, diversity and inclusion as they relate to PACE. The term ‘inclusive PACE’ is used here as a metaconcept to include three aspects of PACE, namely, curriculum, pedagogy and student support, which need to be considered when addressing issues of equality of student access and participation in PACE. While the chapter refers to the broader work-integrated learning literature, it draws heavily on findings from two PACE research projects conducted at the Macquarie University. The perspectives and experiences of students, academics and workplace (host) supervisors are included in relation to the barriers, enablers and challenges of inclusive PACE. The chapter concludes with a summary of the lessons Macquarie University has learnt in relation to access and equity in PACE, and highlights those factors considered critical to an inclusive approach to this type of learning.

Transformational Learning – Possibilities, Theories, Questions and Challenges

Developing “a culture of transformative learning” is the first of seven strategic priorities of Macquarie University (2013, p. 12). Through PACE and other education programs the university has set out to “develop and lead teaching models that promote enquiry driven learning, and prepare students for productive professional and civic lives” (p. 12). This vision of learning and teaching has implications for: the way the university views itself, relationships between academics and students, and relationships between the university and surrounding community. In this chapter we explore transformative learning in PACE and consider theoretical perspectives on transformative learning, pedagogical approaches, teaching practices, possibilities, challenges and questions.

Assessment Strategies for New Learning

Assessment of student learning in PACE is a difficult and complex endeavor if it is to be done well. The new kinds of learning that result from PACE are not assessed easily or in a straightforward way due largely to the unique practical and pedagogical challenges presented by learning through participation. This chapter explores these challenges, and highlights some of the creative and innovative approaches used by academics. Nonetheless, as discussed in the chapter, there are still open questions about what can and should be assessed. In order to find the most effective methods, It is also necessary that we allow space and support for experimentation by academics.