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Titlebook: Quaternary History of the Coorong Coastal Plain, Southern Australia; An Archive of Enviro Colin V. Murray-Wallace Book 2018 Springer Intern

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發(fā)表于 2025-3-25 04:29:09 | 只看該作者
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發(fā)表于 2025-3-25 09:56:31 | 只看該作者
The Pleistocene Barrier Sequence of the Coorong Coastal Plain, Southern Australia,can be traced laterally along their strike lengths for distances of 10–100?s of kilometres, such as the last interglacial (MIS 5e) Woakwine Range which extends for 340?km along the entire length of the coastal plain. Some of the barriers are composite structures having formed in more than one interg
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發(fā)表于 2025-3-25 15:25:39 | 只看該作者
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發(fā)表于 2025-3-25 19:43:29 | 只看該作者
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發(fā)表于 2025-3-25 23:55:09 | 只看該作者
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發(fā)表于 2025-3-26 02:51:22 | 只看該作者
Geochronological Framework for the Age of the Coastal Barrier Successions of the Coorong Coastal Plhe present. The long sedimentary record of interglacial sea-level highstand events provides a unique opportunity to further develop a range of geochronological methods, which has been the focus of many investigations within the region.
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發(fā)表于 2025-3-26 04:50:31 | 只看該作者
Quaternary Sea-Level Changes and Coastal Evolution of the Coorong Coastal Plain, Southern Australiale Pleistocene. The record also reveals that MIS 11 is characterised by a more prolonged period of barrier development consistent with oxygen isotope records which indicate a longer duration for this interglaciation. Based on currently available geochronological evidence, Baker, Lucindale, Ardune an
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發(fā)表于 2025-3-26 11:48:50 | 只看該作者
stal evolution, sea-level changes, Quaternary dating methods and geochronology, soil development, temperate carbonate sedimentation, karst geomorphology and geologically recent volcanism.??.978-3-030-07744-0978-3-319-89342-6
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發(fā)表于 2025-3-26 14:01:02 | 只看該作者
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發(fā)表于 2025-3-26 17:41:21 | 只看該作者
Acceptance of Model-Based Instruction Among Students in Spanish and Mathematicsns (Seel, 2003, . München & Basel: Reinhardt). The model of model-based instruction (MOMBI) is a teaching strategy derived directly from findings and knowledge about the cognitive processes of learning (Hanke, 2008, ., New York: Springer). It suggests a teaching intervention for each of the five sub
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