No abstract

In the late Jurassic, the belemnite genera Hibolithes and Belemnopsis were abundant and widespread in Tethys, characterizing a Tethyan Realm that extended south from southern Europe and Asia to Antarctica and the rest of Gondwana. Although a distinct Southern Hemisphere ‘Austral’ belemnite realm counterbalancing the northern Boreal Realm was absent, it is clear that a significant degree of endemicity existed at the species level, with distinct species groups in Indonesia, Madagascar, Australasia, South America and so on. Trans-Gondwanan faunal links first developed in the late Jurassic shelf seaway between Antarctica, Madagascar and India. Belemnopsis became extinct in southern Europe, and was left as a relict, endemic to this trans-Gondwanan seaway. In the Aptian the Belemnopseidae were eventually replaced around Gondwana by the endemic family Dimitobelidae, which developed as the Antarctic—Australasian core of Gondwana began to drift south. In Tethys few genera remained, the Tethyan Realm finally breaking down in the late Cretaceous. Initially the Dimitobelidae were widespread in Gondwanan seas, the trans-Gondwanan links developed in the Jurassic being maintained. However, as Gondwana fragmented further in the late Cretaceous, these links broke down and the Dimitobelidae survived only in the Antarctic-Australasian region which was retreating southwards.

Currently, teachers in the UK learn about behaviour management strategies from theoretical perspectives when training, through discussions with mentors, and by trial and error at their schools. Existing literature mainly focuses on such issues from the 'adult' viewpoint, not the voice of the child. This paper reports on work-in-progress developing a range of Augmented Reality (AR) resources for these issues, drawing upon co-design research workshops with children from a Year 6 class (aged 10) in a UK Primary School. Our research informs approaches to classroom management by encouraging reflection and analysis of 'critical incidents' identified by the pupils, and explored by teachers in workshops through the medium of AR, giving a reality previously uncaptured in more traditional approaches. Our final resources will be a set of Open Education Resources (OER), offered to the wider community for reuse/repurposing for educational settings through a Creative Commons (cc) licence.

Purpose -The purpose of this paper is to review the literature with regards to the course leader in small and specialist higher education in the United Kingdom.Design/methodology/approach -First, the role of the course leader is explored, followed by an evaluation of the barriers to effective course management. This is then followed by a discussion of mitigating solutions to the barriers identified. Course leadership is then reviewed in the context of small and specialist higher education. Finally, areas for future research are suggested.Findings -Course leadership in the UK is a role with wide ranging responsibilities, but is underappreciated by the higher education sector. Various barriers have been identified, and some solutions proposed, in the literature, but problems remain.Originality/value -Course leadership is an underappreciated area with little academic literature available, even though issues have been reported since the 1990s. This paper critically evaluates and summarises the issues, and shows that they are still current. It also proposes solutions and areas of further research so that issues can be resolved for betterment of the higher education sector.