The Buttle Lake Camp is a major Paleozoic volcanogenic massive sulphide district in which the relationships between massive sulphide mineralization and associated volcanism are best explained if the ore deposits and associated lithologic units formed in a rift basin generated by rifting in an island arc system. This setting accounts for the marked linear distribution of the massive sulphide bodies, and the presence and distribution of volcanic products from four distinct source areas: a volcanic arc region, a back-arc (or intra-arc) rifting region, and two seamount areas. These interpretations were achieved largely through detailed mapping (1: 2400) of the Price Hillside and the relogging of pertinent drill core. Geology of the Buttle Lake Camp consists of newly proposed, four lowermost formations of the Paleozoic Sicker Group in the Buttle Lake uplift (in order of decreasing age): (1) the Price Formation, a thick sequence of basaltic andesite flows and related breccias; (2) the massive sulphide-bearing Myra Formation, consisting of mainly volcanic and volcaniclastic units; (3) the Thelwood Formations bedded sequence of siliceous tuffaceous sediments, subaqueous pyroclastic deposits and mafic sills; and (4) the Flower Ridge Formation, largely comprising coarse mafic pyroclastic deposits. Significant units within the Myra Formation are the lowermost, largely felsic H-W Horizon which hosts the large H-W deposit; the Lynx-Myra-Price Horizon, which contains two massive sulphide mineralized felsic volcanic units; the ultramafic G-Flow unit; and the uppermost, basaltic Upper Mafic unit. Zircon U-Pb dating yielded a Late Devonian age of 370 Ma for the Myra Formation. Volcanic units in the Price and Myra Formations are grouped into five volcanic series: two mafic to intermediate volcanic series, two felsic volcanic series, and an ultramafic to mafic volcanic series. These volcanic series are the result of at least three distinct and partly contemporaneous magmatic lineages. Source region for the ultramafic to intermediate parental magmas was an upper mantle peridotite variably enriched in large ion lithophile elements but depleted in high field strength elements (relative to N-type MORB). The felsic volcanic series were generated from two distinct sources. One series is from evolved andesitic magma whereas the other is from magma formed by partial melting of lower crustal material.' The Price and Myra Formations represent a general sequence of repeated events comprising: mafic to intermediate arc volcanism; rifting and sulphide mineralization; felsic arc.volcanism; ultramafic to mafic rift volcanism; and volcanogenic sedimentation. The sequence was repeated twice and formed two mineralized horizons (H-W and Lynx-Myra-Price). The Thelwood and Flower Ridge Formations indicate a major change in depositional style and environment from the two underlying units. The Thelwood Formation is a sediment-sill complex underlying mafic volcanic rocks of the Flower Ridge Formation. / Science, Faculty of / Earth, Ocean and Atmospheric Sciences, Department of / Graduate

The kinetic mechanism of the cAMP-dependent protein kinase has been determined to be random in the direction of MgADP phosphorylation by using initial velocity studies in the absence and presence of the product, phospho-Serpeptide (Leu-Arg-Arg-Ala-Ser[P]-Leu-Gly) , and dead-end inhibitors. In contrast to the kinetic parameters obtained in the direction of Serpeptide phosphorylation, the only kinetic parameters affected by Mg^2+ are the dissociation constants for E:phospho-Serpeptide and E:MgADP, which are decreased by about 4-fold. The dead-end analog MgAMPCP binds with an affinity equal to that of MgADP in contrast to MgAMPPCP, which binds weaker than MgATP. The ratio of the maximum velocities in the forward and reverse reactions is about 200, and the Haldane relationship gives a K-eq of (7.2 ± 2) x 10^2. The latter can be compared to the K-eq obtained by direct measurement of reactant concentrations (2.2 ± 0.4) x 10^3 and 31-P NMR (1 ± 0.5) x 10^3. Data for the pH dependence of kinetic parameters and inhibitor dissociation constants for the cAMP dependent protein kinase are consistent with a mechanism in which reactants selectively bind to an enzyme with the catalytic base unprotonated and an enzyme group required protonated for Ser-peptide binding. Preferentially MgATP binds fully ionized and requires an enzyme residue (probably lysine) to be protonated. The maximum velocity and V/K-MgATP are pH independent. The V/K for Serpeptide is bell-shaped with estimated pK values of 6.2 and 8.5. The dependence of 1/K-i for Leu-Arg-Arg-Ala-Ala-Leu-Gly is also bell-shaped, giving pK values identical with those obtained for V/K-Serpeptide, while the K-i for MgAMPPCP increases from a constant value of 650 μM above pH 8 to a constant value of 4 mM below pH 5.5. The K-i for uncomplexed Mg^2+ obtained from the Mg^2+ dependence of V and V/K-MgATP is apparently pH independent.

This qualitative study sought to fill the gap in existing literature on camp counselor training through the following research questions: (1) How have different summer youth camps developed counselor training specific to youth in foster care, (2) what topics and best practices are used by the summer youth camps during their training for their summer camp counselors, and (3) how have those individuals working within the camping ministry field perceived the effectiveness of the training for summer camp counselors. Semi-structured interviews were conducted with ten different camp professionals to answer these questions. The data showed a heavy emphasis on topics such as understanding the background of the campers, especially in the area of trauma and abuse. Camp counselors were more receptive to the training when it was taught in an experiential style, rather than a lecture style. Overall, camp professionals viewed the training they provided for their counselors as effective.

The Land Condition-Trend Analysis (LCTA) program was developed by the U.S. Army to ass ist in the sustainable management of natural resources on U.S. Army lands. The LCTA program applies a standardized procedure in order to select long-term monitoring sites. The LCTA monitoring program was applied to Camp Williams, a National Army Guard training site located in central Utah. Due to the criteria set by the LCTA monitoring program, 6 I percent of Camp Williams was explicitly excluded from the LCTA monitoring protocol because it appeared to be more heterogeneous, which would make it difficult to locate monitoring sites in the field. This study compared the monitored landscape with the unmonitored landscape to determine how the two landscapes differed. The expectation was that the monitored landscape would contain larger, less numerous patches compared with the unmonitored landscape, which was expected to contain smaller, more numerous patches. Accordingly, the landscape structures of the included and excluded lands were compared. The landscape metrics utilized to quantify landscape structure were largest patch index (percent), number of patches, patch density (#/1 00 ha), mean patch size (ha), double log fractal dimension, Simpson 's diversity index, Simpson 's evenness index, interspersion (percent), and contagion. Small differences did occur between the two landscapes, though the population variance showed that the two landscapes were more alike than different for all metrics, except interspersion and contagion which did show small differences. Due to the criteria set by the LCTA monitoring program, these results were not expected. Since it was shown for the majority of landscape metrics that the two landscapes were more alike than different, the 61 percent of Camp Williams excluded from monitoring consideration was not greatly different. However, important features such as riparian areas and recent small burns were largely contained within the areas excluded by the LCTA program. Further investi gation of landscape metrics is encouraged because previously unmonitored features of wildlands can only be assessed by examination of these coarse-scale characteristics.

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The transition from medical school to residency is often considered the most difficult year for both teachers and learners. Learners report feeling underprepared, and some researchers have identified a decrease in patient safety during the first month of residency. These factors suggest learners could be better supported during this transition period. Previous research demonstrates that boot camps (BCs) at the onset of residency can improve learners’ confidence, knowledge, and some technical skills. However, little information has been published on how those BCs were developed and implemented, why BCs only improve some skills and not others, or the long-term impacts of BC programs. We used a Context, Input, Process, and Product program evaluation framework to develop, implement, and evaluate a simulation-based BC for novice surgical trainees that was aligned with the recent shift towards competency-based models of medical education. Next, we used a Convergent Parallel Mixed Methods approach to explore the longer-term impacts of the BC program. Lastly, we explored how effectively the Objective Structured Clinical Examination (OSCE), a “gold standard” measure of learner competence that was used in the BC program, truly captures clinical performance of novice trainees. This work demonstrates that incorporating a BC at the onset of residency can improve residents’ confidence and skill for up to two years into training, although adherence to sound pedagogical principles is critical. The BC also provided residents with the opportunity to participate in role clarification, acculturation, and social integration. Finally, we demonstrate that OSCEs may not always be the best way to measure BC effectiveness. The data presented in this thesis will provide educators with new insights on how to create and evaluate successful BC programs to support learners through the transition to residency; highlight new approaches for evaluating educational initiatives; and prompt a conversation about how assessment is being used in medical education. / Dissertation / Doctor of Philosophy (PhD) / From day one, new doctors are expected to adapt to new training environments, manage increased workloads, and make decisions about patient care, while working longer hours, and with less support than they had as medical students. As such, research suggests that new doctors often feel underprepared and stressed when entering residency. Furthermore, the ‘July Effect’, which suggests that fatal medical errors rise by 10% in the first month of residency compared with all other months, suggests that something needs to change. In this thesis, we sought to improve the way that surgical training programs approach the transition into residency, and look at the long-term impacts of these changes. Through three interrelated studies, we provide educators with information on how to develop, implement, and evaluate a simulation-based boot camp for new doctors; highlight new approaches for evaluating educational initiatives; and revisit how assessment is being used in medical education.

The LNCaP cell line is a versatile and useful model that is suitable for the study of human prostate cancer in vitro. The elevation of LNCaP intracellular cAMP levels through the addition of membrane permeable cAMP analogues, phosphodiesterase inhibitors, adenylate cyclase activators, or components of the cAMP signal transduction pathway can induce reversible neuroendocrine differentiation. Elucidation of those genes that are differentially expressed between undifferentiated prostate cancer cells and prostate cancer cells that have been induced to differentiate may present new insights for the molecular mechanisms governing neuroendocrine differentiation, early detection of prostate cancer, and/or potential targets for gene therapy. In this study, differential display PCR was used to identify 226 differentially expressed PCR products. Twelve of the differential display PCR products were confirmed by Northern blot analysis and cloned. DNA sequencing and database comparisons were performed. Among the differentially expressed genes, the human ribosomal S3a gene was identified as down regulated in response to LNCaP differentiation. In order to better ascertain the mechanism by which HRS3a gene expression is decreased during differentiation, the promoter region for this gene was analyzed. Electrophoretic mobility shift assay, antibody supershift assays, site-directed mutagenesis, and luciferase reporter gene analysis were employed to authenticate the roles of several transcription factors in the regulation of the HRS3a gene. Two cyclic AMP response elements, a Sp1 element and a GA-binding protein element, were involved in the regulation of HRS3a gene expression. In order to ascertain the effect of HRS3a down regulation in LNCaP cells, antisense phosphorothioate oligonucleotides were designed to inhibit HRS3a gene expression. Treatment of LNCaP cells with antisense HRS3a oligonucleotides did not influence cAMP induced neuroendocrine differentiation but antisense treatment did result in a decrease in LNCaP cell growth. In addition, it was determined that morphological changes associated with cAMP induced differentiation of LNCaP cells from the epithelial to the neuroendocrine state may not require alterations in gene expression nor the expression of novel proteins. / Ph. D.

A house is pulled apart into its separate rooms and joined in the out-of-doors. This collection of rooms is recognized as a camp. This move is in agreement with the site of the house, which is the foothills of the Rincon Mountains, twenty miles east of Tucson, Arizona, and bordering along Saguaro National Monument. The collection of structures that make up the buildings of the camp are joined by a path that encircles the camp, and also describes the active life of the camp. The design of the camp is informed by studies in geometry and proportion in a few modern houses, information gathered from the site--particularly as it relates to climate and geography, and studies of the form of architectural elements. Simultaneously, the design of the camp is informed by ideas that evolved in form through the course of the design, namely, a pulling apart of space and material, sitting lightly on the ground, and bringing light into a room between the roof and wall. / Master of Architecture

The project is a summer camp where children can learn about nature. The thesis involves the placement of buildings in a natural setting. The challenge is to design and locate the buildings so that they may help explain the site and enable children to understand it. The thesis is more than finding a place. It is an effort to understand a place at a variety of levels, to discover a place which was known and to see it in a new light. The thesis is above all else an exploration of the ideas of site, position, and the boundary of buildings. / Master of Architecture