TBL is a collection of practices that support one another for powerful instructional effect. This chapter describes the building blocks of team‐based learning and the steps necessary to put them into place.

In this chapter, we examine the relationship between the best practices of evidence‐based teaching and the principles that constitute team‐based learning.

Airflow data, gathered over dunes ranging from 60‐m tall complex‐crescentic dunes to 2‐m tall simplecrescentic dunes, were used to develop an empirical model of dune lee‐face airflow for straight‐crested dunes. The nature of lee‐face flow varies and was found to be controlled by the interaction of at least three factors (dune shape, the incidence angle between the primary wind direction and the dune brinkline and atmospheric thermal stability). Three types of lee‐face flow (separated, attached and deflected along slope, or attached and undeflected) were found to occur. Separated flows, characterized by a zone of low‐speed (0–3O% of crestal speed) back‐eddy flow, typically occur leeward of steep‐sided dunes in transverse flow conditions. Unstable atmospheric thermal stability also favours flow separation. Attached flows, characterized by higher flow speeds (up to 84% of crestal speed) that are a cosine function of the incidence angle, typically occur leeward of dunes that have a lower average lee slope and are subject to oblique flow conditions. Depending on the slope of the lee face, attached flow may be either deflected along slope (lee slopes greater than about 20°), or have the same direction as the primary flow (lee slopes less than about 20°). Neutral atmospheric thermal stability also favours flow attachment. As each of the three types of lee‐face flow is defined by a range of wind speeds and directions, the nature of lee‐face flow is intimately tied to the type of aeolian depositional process (i.e. wind ripple or superimposed dune migration, grainflow, or grainfall) that occurs on the lee slope and the resulting pattern of dune deposits. Therefore, the model presented in this paper can be used to enhance the interpretation of palaeowind regime and dune type from aeolian cross‐strata.

No abstract

No abstract

The heads of submarine canyons represent a critical link in the transfer of sediment from terrestrial sources to deep basin sinks. Here we report data on grain size, bathymetry, and geochronology from twenty-five modern submarine canyons that suggest this link to be very sensitive to the distance between the canyon head and the shoreline, and, to a lesser extent, wave energy. These data show the width of this zone filters the caliber of sediment delivered into deep water, which has significant implications for understanding sediment budgets and the distribution of reservoir and seal facies.Data from modern systems show that the river mouths or longshore drift cells must come within about 500 m of the head of the canyon to deliver gravel-size material and within 1 to 5 km to deliver sand-size material to be transported down the canyon into deep water. Clay-and silt-size particles are transported greater distances across the shelf, up to a few tens of km, whereas beyond about 40 km, little sediment makes the connection to the heads of canyons and deposits are dominated by condensed, carbonate-rich sediments.Our data from modern systems are consistent with existing sequence stratigraphic models for sediment delivery to deep water. The significance of our work is to show in more detail how and when connections can occur between fluvial to shallow-water systems and submarine canyons and how these connections regulate the quantity and caliber of sediment that can be transported into deep water. Once the process-based conditions for connection are met, then the geology and climate of the source area control the quantity and caliber of sediment that can be moved to deep water.We hypothesize that connection times, and the resultant fractionation of sediment mass and grain size between shelf and deep-water depocenters, may have varied in a predictable way through geologic history. For example, during greenhouse times when sea level was relatively high, but with inherently low high-frequency variability, longer-lived connections between fluvial to nearshore environments and deep water may have been more likely. This scenario would favor the preferential transfer of sediment, especially sand, into deep water, and the development of thick, laterally extensive sand-rich basin-floor deposits. By contrast, during icehouse periods, high-amplitude sea-level fluctuations and inherently wider continental shelves may have resulted in repeated landward and seaward transits of river mouths and shorelines, shorter connection times between source and sink, especially for sand-size sediment, and preferential sequestration of sediment in shelf to shelf-margin parts of the system. These conditions would have resulted in deep-water deposits that are a mixture of locally thick sands, abundant turbidity-current-derived mud, and thin but basin-wide condensed sections that represent periods of sediment starvation in deep water.

The Algodones dune field of southeastern California is one of the largest active dune fields in North America. The dune field is migrating in an easterly direction, oblique to the resultant sand flow direction (S 24° E). The migration of the Algodones results from an interaction between regional winds and the dune field. This interaction generates a localized secondary flow that has caused the dune field to migrate in a direction oblique to the resultant sand flow direction. Four lines of evidence suggest that the Algodones has migrated in an easterly direction: (1) A ramp, interpreted as the trailing edge of the dune field, 35 m thick and 500 m wide composed of aeolian deposits that borders the western edge of the dune field. No similar deposits are found on the eastern (leading edge) margin of the dune field. (2) Leading‐edge sand‐sheet deposits are exposed in interdune areas within the dune field. These deposits are west of the modern leading‐edge sand sheet. (3) Across the breadth of the dune field sands are consistently coarser and more poorly sorted in the west and finer and better sorted in the east. This observation suggests that sand is transported from west to east. (4) Eastward migration of a large compound‐complex crescentic dune. If the dune field continues to migrate it will deposit a vertical sequence consisting of: a basal sand‐sheet deposit consisting of wind and water‐ripple laminae, small‐scale aeolian cross‐strata, and ephemeral stream (wadi) deposits; aeolian dune deposits consisting of medium‐scale aeolian compound cross‐strata; small‐scale simple sets of aeolian cross‐strata with highly variable dip directions; a sand sheet containing low‐angle wind‐ripple cross‐strata capped by a coarse sand lag super bounding surface.

After a brief review of integrative small group learning models that have appeared in the educational psychology literature, this article then looks into the group dynamics literature and describes one of that field's most well-documented findings: that interactions among group members change somewhat predictably over time. How theorists from various traditions within educational psychology might explain and explore the phenomenon of "group development" is proposed, followed by a description of the theoretical and practical features of an increasingly popular post-secondary instructional strategy designed to stimulate group development and leverage it to instructional ends. This strategy is a very specific form of collaborative learning called Team-Based Learning (TBL), and is considered as a promising context for future research into learning group development.Keywords Team-Based Learning (TBL) . Group development . PostsecondaryIn a series of publications, Slavin (1989Slavin ( , 1992Slavin ( , 1996 hypothesized a model of small group learning achievement that integrated six theoretical traditions. As a rationale for this integration and a challenge to future researchers he argued:Until recently, researchers have tended to work on parallel tracks, showing little recognition of work being done in other research traditions on issues related to the achievement effects of cooperative learning. It is now time to look beyond usual disciplinary boundaries to consider more broadly how cooperation among students can enhance their learning.Here we continue this integrative effort, looking across disciplinary boundaries to enrich our understanding of learning in these settings, 1 especially as they occur at the postsecondary level. After a brief review of integrative small group learning models that have appeared recently in the educational psychology literature, we then look into the group dynamics literature and describe one of that field's most well-documented findings: that interactions among group members change somewhat predictably over time. We then propose how theorists from various traditions within educational psychology might explain and explore this phenomenon of "group development," followed by a description of the theoretical and practical features of an increasingly popular post-secondary instructional strategy designed to stimulate group development and leverage it to instructional ends. This strategy is a very specific form of collaborative learning called Team-Based Learning (TBL), and we conclude by considering it as a promising context for future research into how collaborative learning processes change as learning groups develop. Integrative Models of Small Group Learning ProcessesBy definition, integrative theoretical frameworks represent the theorizing of many researchers within a field. Thus, comparing integrative models of small group learning can provide a sweeping view of the current disciplinary landscape. Three frameworks proposed in the last decade that may give us that bird's-eye view are the...