Conde, Kelly, M.A., Spring 2013 Journalism The Damage Done Chairperson: Dennis Swibold The water that ran from Helen Rickers faucet stank of rotten eggs and of chemicals. It ran orange and greasy. It stained her clothes and clung to her skin. Ricker lives on the Fort Peck Indian Reservation, three miles north of Poplar, Mont. From Rickers home, the oil wells from the East Poplar oilfields can be seen in the distance. Her water started to change in the early 1970s, twenty years after the first oil well was drilled. It took about that long for the contamination from poorly regulated drilling practices and leaking wells to reach her water supply. Since then, Ricker and her neighbors have struggled for clean water. Twenty years after the contamination turned Rickers water undrinkable, it reached Poplar. It went from contaminating the water of 20 homes, to poisoning an entire city water supply. Poised on the edge of the highly productive Bakken formation, Poplar was caught straddling two eras. As the town scrambled for a solution to their water problems brought on by oil practices from decades ago, the prospect of rapid oil production flickered in the near future. And just as the towns water was saved by way of a new water treatment plant funded by American taxpayers, the Bakken started to boom. If the boom reaches the reservation, it means a way out of economic hardship, but for those still dealing with the consequences of the last boom, it means fresh wounds on an already scarred land. The Damage Done sheds light on the long-term effects of unharnessed oil and gas production. It also tells the scientific story of oil production and some ways the industry and regulatory agencies have changed to prevent such environmental disasters from happening in the future.

In Japan the team teaching of English language classes has been a growing phenomenon since the late 1980s. Team teaching typically involves two teachers: a Japanese teacher of English (JTE) who has a university degree in English or education and a teaching qualification, and an assistant English teacher (AET) who is usually an untrained recent university graduate from Britain, the United States or another country whose citizens are primarily thought to be native English speakers. The stated goal of team teaching is to improve Japanese students' English abilities by having a native English speaking AET in the class as a model of the target language. AETs are often popular with students, their parents and administrators, primarily because they are seen to provide motivation for language learning. JTEs may appreciate AETs, especially as co-workers to share the workload with, something any teacher would certainly appreciate. -- Less research has been done into asking JTEs how they feel about team teaching as it relates to their identities as teachers and as English speakers. For this thesis I used qualitative research interviews and classroom observation to investigate what it means to be a Japanese teacher of English who working with an AET. This data was related to the relevant literature. Several key findings were uncovered: JTEs receive no training on team teaching, leaving them feeling unable to manage their AET partners; JTEs feel that AETs speak 'real' English, leaving JTEs in the unenviable position of being expected to teach a language that they are not thought to have mastered; AETs provide students with little exposure to 'real' English; JTEs sometimes disparage AETs' teaching skills and distrust AETs' motives for working in Japan; and JTEs do not feel they themselves have the skills to teach English.

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The petrology of the Sutherland Commonage olivine melilitite intrusives have been investigated using petrographic and chemical methods. The occurrence consists of a ring dyke which surrounds a centrally located sill complex. The rock of the ring dyke is a typical melilitite which consists of olivine in a groundmass of melilite, clinopyroxene, opaque spinel, nepheline and perovskite. The sill complex is a multiple intrusion and is comprised of a lower green melilitite and an overlying (and younger) grey melilitite. The green melilitite is deuterically altered and the original mineralogy is destroyed to a large extent. The grey melilitite contains autoliths of the green and is a fairly typical monticellitic melilitite in which phenocrysts of olivine are set in a groundmass of melilite, monticellite, opaque spine!, nepheline and perovskite. Microprobe analyses of clinopyroxenes indicate that they are aluminous titanian diopsides and salites which exhibit complex zonation patterns. They record magmatic conditions ranging from the intrusive stage to a final phase of magmatic evolution during which a vapour phase evolved after the majority of the groundmass minerals had crystallised. The chemistry of olivine phenocrysts suggests that the parent magma to the Commonage intrusives accumulated in a temperature-zoned reservoir at the base of the lithosphere. Large, unzoned olivine phenocrysts crystallised in this chamber. Subsequent rupture of the chamber and ascent of magma led to supercooling and the crystallisation of abundant, strongly zoned phenocrysts of smaller size. Olivine crystallisation continued until the magma reached crustal levels. It is inferred from the chemistry of chromites and magnetites that the magma in the ring dyke was more evolved than those in the sill complex and that very oxidising conditions prevailed in the grey melilitite during the crystallisation of magnetite in this intrusive type. The high fO₂ may have resulted from the degassing of CO₂ after intrusion. Major and trace elements have been analysed for in eleven whole rock samples and the ⁸⁷Sr/⁸⁶Sr ratio was determined for seven of the same samples. The results of the geochemical study suggest that the Commonage melilitites were derived by the melting of a recently metasomatised region of the asthenosphere, probably under the influence of an ocean-island-type hotspot situated in the lower mantle.

Presently, a substantial number of children who are labelled "learning disabled", lack motivation and self-confidence as a result of school failure (Das, 1979). Frequently, the mass of methods, materials, and programs which are available to the educator, fail to fulfill the expectations of those involved. The central theme of the present study is that training in the area of cognitive strategies has the potential to overcome some of the problems these children have. Rather than focus on teaching skills or reviewing content, as has been done in the past, training cognitive strategies focuses on learning and learning how to process information. The purpose of the present study was to investigate strategy training and remedial techniques and academic performance within an information processing frameword for a group of learning disabled children. A simultaneous-successive theoretical paradigm based on the research finding of Jarman and his associates was chosen for the study. Research programs used can improve learning strategies (Krywaniuk, 1974). Subject's involved in the strategy training program were the 7 boys and 4 girls in a special class for learning disabled students located in a central B.C. school district elementary school. Students were randomly divided into two equal groups: one group received additional reading instruction, a second group participated in the remedial program, aimed at improving learning strategies. The subjects involved in the strategy training program performed a series of tasks for 20-30 minutes once a day on a daily basis for the 21 weeks of the study. The remaining students received additional reading instruction from the regular reading program for the same amount of time each day. The research design was a time-series design, made up of four phases. The first phase involved the collection of baseline data, during the second phase the treatment program was introduced, for the third phase the treatment program was withdrawn and during the final phase the treatment program was again reinstated. In this way the effects of the treatment program was compared twice to a no-treatment period. Data was collected once a week on each students word analysis skills during, the study. Data collected for each individual student was graphed for visual inspection and statistical analysis performed on the results. Apparent differences were found between the group which received the additional reading instruction and the group which received the treatment program. For the group receiving the treatment program there was a plateau between the treatment phases and a greater overall improvement in word analysis skills from the initial baseline phase to the final treatment phase. Results were discussed in terms of the following limitations and simultaneous-successive model of information processing. The results were subject to certain limitation in that there was no latitude for for selection of subjects. Some of the subjects did not represent true learning disabled children because their performance was influenced by other factors. Implications of these findings for future research in the area of reading disabilities were drawn. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente / Made available in DSpace on 2013-07-16T00:20:28Z (GMT). No. of bitstreams: 1 221040.pdf: 279366 bytes, checksum: 7a4576ad4871710991ce16dc771f4c7c (MD5) / Esta dissertação analisa como a ironia, uma característica tão forte no romance Lolita de Nabokov, é transposta para suas duas versões cinematográficas. Após enfrentar problemas com a censura da época, Stanley Kubrick entregou o seu Lolita cômico em 1962. Devido à difícil abordagem de abuso sexual infantil, Adrian Lyne também sofreu para encontrar um distribuidor para a sua versão de 1997. Seu filme é um drama com muito pouca ironia. Comparando como o narrador nada confiável do romance, Humbert Humbert, aparece em cada um dos dois filmes através da narração em off, este estudo chega à conclusão que

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