Abstract
Understanding the interaction between climate and biotic evolution is crucial for deciphering the sensitivity of life. An enigmatic mass extinction occurred in the deep oceans during the Mid Pleistocene, with a loss of over 100 species (20%) of sea floor calcareous foraminifera. An evolutionarily conservative group, benthic foraminifera often comprise >50% of eukaryote biomass on the deep-ocean floor. Here we test extinction hypotheses (temperature, corrosiveness and productivity) in the Tasman Sea, using geochemistry and micropalaeontology, and find evidence from several globally distributed sites that the extinction was caused by a change in phytoplankton food source. Coccolithophore evolution may have enhanced the seasonal ‘bloom' nature of primary productivity and fundamentally shifted it towards a more intra-annually variable state at ∼0.8 Ma. Our results highlight intra-annual variability as a potential new consideration for Mid Pleistocene global biogeochemical climate models, and imply that deep-sea biota may be sensitive to future changes in productivity.
Highlights
Three new trends are emerging in higher education—increases in numbers, funding, and quality control [1]
How long the students can stay in the informal learning spaces and how many students keep staying there can indicate their efficiency and the attraction of the environment
50% of the respondents use the Newton only from 10 am–2 pm. This result is informed by the functional characterisation and only from 10 am–2 pm. This result is informed by the functional characterisation and opoperation of the two informal learning spaces
Summary
Three new trends are emerging in higher education—increases in numbers, funding, and quality control [1]. All these aspects are having an impact on the architecture of higher education—the capability of accommodating student populations, spatial and corporate identity, and satisfaction of the customers (students). Due to the social nature of recreation in higher education, these types of experiences typically occurred in libraries, student cafeterias, and other socially oriented spaces. All these spaces were called informal learning spaces, or sometimes part of the Informal Learning Landscape [4,5]
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