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Litter Decomposition describes one of the most important processes in the biosphere - the decay of organic matter. It focuses on the decomposition process of foliar litter in the terrestrial systems of boreal and temperate forests due to the greater amount of data from those biomes. The availability of several long-term studies from these forest types allows a more in-depth approach to the later stages of decomposition and humus formation. Differences between the decay of woody matter and foliar litter is discussed in detail and a different pattern for decomposition is introduced.
Are we alone in the universe? The search for extraterrestrial intelligence (SETI) has been given fresh impetus in recent years following developments in space science which go beyond speculation. The evidence that many stars are accompanied by planets, the detection of organic material in the circumstellar disks of which planets are created, and claims regarding microfossils on Martian meteorites have all led to many new empirical searches. Against the background of these dramatic new developments in science,SETIcritically evalutes claims concerning the status of SETI as a genuine scientific research program and examines the attempts to establish contact with other intelligent life forms in the past thirty years. David Lamb also asseses competing theories on the origin of life on Earth, discoveries of ex-solar planets and proposals for space colonies as well as the technical and ethical issues bound up with them. Most importantly, he considers the benefits and drawbacks of communicationwith new life forms: how we should communicate and whether we should.
Specialist Periodical Reports provide systematic and detailed review coverage of progress in the major areas of chemical research. Written by experts in their specialist fields the series creates a unique service for the active research chemist, supplying regular critical in-depth accounts of progress in particular areas of chemistry. For over 80 years the Royal Society of Chemistry and its predecessor, the Chemical Society, have been publishing reports charting developments in chemistry, which originally took the form of Annual Reports. However, by 1967 the whole spectrum of chemistry could no longer be contained within one volume and the series Specialist Periodical Reports was born. The Annual Reports themselves still existed but were divided into two, and subsequently three, volumes covering Inorganic, Organic and Physical Chemistry. For more general coverage of the highlights in chemistry they remain a 'must'. Since that time the SPR series has altered according to the fluctuating degree of activity in various fields of chemistry. Some titles have remained unchanged, while others have altered their emphasis along with their titles; some have been combined under a new name whereas others have had to be discontinued. The current list of Specialist Periodical Reports can be seen on the inside flap of this volume.
Introduction Part 1: Contexts for small-scale research: learning lives and professional roles 1. Approaches to small-scale enquiry and research in primary schools 2. Workforce remodelling: the view from the school 3. Children's views of teaching assistants 4.Adult learning lives and biographies Part 2: Contexts for small-scale research: understanding children's experiences and learning environments 5. Knowledge exchange activities for home-school communication 6. Children in transition from play to 'work' 7. Children's experiences of domestic violence 8. Walking and cycling to school 9. Gender roles in children's television commercials 10. Children's views on physical activity and healthy eating 11. Children representing themselves through photographs Section 3: Contexts for small-scale research: understanding diversity, inclusion and barriers to learning 12. The distinctive contribution of additional staff 13. Breakfast clubs and school lunches: their impact on children 14. What languages do you speak? Linguistic journeys in school 15. Achieving successful home-school links with refugees 16. Support for children with physical disabilities 17. Including children with disabilities in the playground 18. The inclusion of children with attention difficulties 19. Using objects and touch cues to communicate 20. Individual management plans in inclusive classrooms Section 4: Contexts for small-scale research: children, adults and the primary curriculum 21. Collaborative choreography 22. Singing together 23. Mentor support for music and performance 24. Analysing and presenting information 25. Discussing friction 2 6. Understanding evaporation and condensation 27. Knowing children's literature 28. Children's online writing 29. Creativity and language development 30. Who should ask the questions? Developing critical thinking
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