The focus of this project is on poetry, narrative, landscape and myth, and the palimpsest and/or hybridisation created when these four areas overlay each other. Our local communities' engagement with myth-making activity provides a golden opportunity for contemporary poets to continue the practice long established by our forebears of utilising folklore and legendary material as sources for poetry. Keeping in mind the words of M. H. Abrams who said

The life of Elisha P. Hurlbut (1807-1889) has been mostly forgotten since his death. This examination of his personal journal, which he wrote from 1858 to 1887, brings back to the forefront an influential figure that lived most of his life in and around Albany, New York. Prior to beginning the journal, Hurlbut was a lawyer and then a Supreme Court justice in New York. Seven years after retiring from public life in 1851, he commenced work on the journal that provided a detailed social and political commentary on New York, the United States, and the world as a whole. While the journal offers detailed insight into many specific subjects, this thesis focuses on Hurlbut’s views and expertise in civil rights, religion, and phrenology. This body of work will demonstrate how he shaped arguments for equality for all people, despised the influence of organized religion, and was a leader in phrenological studies.

Thesis (M.S.)--University of Oregon, 2003. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 116-121).

The New Albany Shale is an Upper Devonian organic-rich gas shale located in the Illinois Basin. A factor influencing gas production from the shale is the natural fracture system. I test the hypothesis that a combination of outcrop and core observations, rock property tests, and geomechanical modeling can yield an accurate representation of essential natural fracture attributes that cannot be obtained from any of the methods alone. Field study shows that New Albany Shale outcrops contain barren (free of cement) joints, commonly oriented in orthogonal sets. The dominant set strikes NE-SW, with a secondary set oriented NNW-SSE. I conclude that the joints were likely created by near-surface processes, and thus are unreliable for use as analogs for fractures in the reservoir. However, the height, spacing, and abundance of the joints may still be useful as guides to the fracture stratigraphy of the New Albany Shale at depth. The Clegg Creek and Blocher members contain the highest fracture abundance. Fractures observed in four New Albany Shale cores are narrow, steeply-dipping, commonly completely sealed with calcite and are oriented ENE-WSW. The Clegg Creek and Blocher members contain the highest fracture abundance, which is consistent with outcrop observations. Fractures commonly split apart along the wall rock-cement interface, indicating they may be weak planes in the rock mass, making them susceptible to reactivation during hydraulic fracturing. Geomechanical testing of six core samples was performed to provide values of Young’s modulus, subcritical index, and fracture toughness as input parameters for a fracture growth simulator. Of these inputs, subcritical index is shown to be the most influential on the spatial organization of fractures. The models predict the Camp Run and Blocher members to have the most clustered fractures, the Selmier to have more evenly-spaced fractures, and the Morgan Trail and Clegg Creek to have a mixture of even spacing and clustering. The multi-faceted approach of field study, core work, and geomechanical modeling I used to address the problem of fracture characterization in the New Albany Shale was effective. Field study in the New Albany presents an opportunity to gather a large amount of data on the characteristics and spatial organization of fractures quickly and at relatively low cost, but with questionable reliability. Core study allows accurate observation of fracture attributes, but has limited coverage. Geomechanical modeling is a good tool for analysis of fracture patterns over a larger area than core, but results are difficult to corroborate and require input from outcrop and core studies. / text

This research project, using a qualitative case study methodology, reports on the appropriateness and implications of using group work in promoting cooperative learning in science. In this study, group work is seen as providing a social support mechanism for learning through interactive "hands-on" activities, designed to give learners opportunities to discuss and share ideas so that they can grasp science concepts. The Science Olympiad Project class composed of approximately thirty-six (36) learners formed the case study for this unit. The Science Olympiad Project is a project concerned with the promotion of science in the primary schools in Grahamstown. From this group, twenty two (22) learners (12 girls and 10 boys) were interviewed and kept journals. The Science Olympiad facilitator (a science teacher from one of the schools involved in the project) and two teachers who attended the science classes and whose learners are part of the project were interviewed. Semi-structured interviews, journals kept by the learners and the researcher (who was a participant observer and a co-facilitator), observations and discussions constituted sources of data for the research project. The analysis of data indicated that the learners found science during the Science Olympiad Project classes interesting and challenging. There were many benefits reported by the learners including the use of group work, the effect of "hands-on" activities, their attitudes and perceptions towards science and the role of excursions. Teachers found the learner-centred approaches adopted helped to encourage the learners to be actively involved in their own learning. One concern raised by the teachers was what would happen to those learners who have been identified as enthusiastic in science when they go to secondary schools. The implications of the results to improve and sustain the project are discussed.

This thesis presents student case studies from a third grade class at an Albany, Texas elementary school. Students with insecurity issues are described and remedial treatments are suggested.

Deformation and partial melting have long been recognized to occur together, but differentiating which actually occurred first has remained enigmatic. Prevailing theories suggest that partial melting typically occurs first, and deformation is localized into melt-rich areas because they are rheologically weak. However, evidence from three different areas, suggests the role of strain has been underestimated in localizing partial melting. The Wet Mountains of central Colorado provide evidence for synchronous partial melting and deformation, with each process enhancing the other. Throughout the Wet Mountains, deformation is concentrated in areas where melt producing reactions occurred, and melt appears to be localized along deformation-related features. Melt microstructures present within the Wet Mountains correlate well with crustal-scale plutons and magmatic bodies and provide a proxy for crustal-scale melt flow. Granitic gneisses from the Llano Uplift, central Texas, provide evidence for partial melting occurring within small-scale shear zones and surrounding country rocks, synchronously. In the field, shear zones appear to contain former melt, whereas the country rock does not provide macroscopic evidence for partial melting. However, detailed microstructural investigation of shear zones and country rocks indicates the same density of melt microstructures, in both rock types. Melt microstructures are important for understanding the full melting history of a rock and without detailed structural and petrographic analysis, erroneous conclusions may be reached. Granulite-facies migmatites of the Albany-Fraser Orogen, southwestern Australia, have undergone partial melting, synchronous with three phases of bidirectional extension. Four major groups of leucosomes, including: foliation-parallel, cross-cutting, boudin neck and jumbled channelway leucosomes and late pegmatites were analyzed via whole-rock geochemistry, and there is evidence for fluid-saturated and -undersaturated biotite- and amphibole-dehydration melting. Migmatites from these three locations contain pseudomorphs of melt along subgrain and grain boundaries, areas of high dislocation density, in quartz and plagioclase. For these rocks that involve multicomponent systems, the primary cause for preferential melting in high strain locations is enhanced diffusion rates along the subgrain boundary because of pipe diffusion or water associated with dislocations. / text

No description available.

This study explores representation and use of indigenous heritage constructs with a view to identifying implications thereof for the quality and relevance of heritage education practices in post colonial southern Africa. Framed within a critical hermeneutic research paradigm under-laboured by critical realist ontology, the study was conducted using a multiple case study research design. The data collection protocol was three-phased, starting with a process of contextual profiling, within which insights were gained into discourses shaping the constitution and orientation of heritage education practices at the Albany Museum in South Africa, the Great Zimbabwe Monument in Zimbabwe and the Supa Ngwao Museum in Botswana. The second phase of data collection entailed modelling workshops in which educators engaged in discussion around the status of heritage education in post apartheid South Africa. This highlighted, through modelled lessons, some of the tensions, challenges and implications for working with notions of social transformation and inclusivity in heritage education. The third phase of data collection involved in-depth interviews. Twelve purposively selected research participants were interviewed between 2010 and 2011. Data generated across the study was processed and subjected to different levels of critical discourse analysis. Besides noting how heritage education in post colonial southern Africa is poorly framed and under-researched, this study revealed that current forms of representing indigenous heritage constructs are influenced more by socio-political discourses than the need to protect and conserve local heritage resources. The study also noted that the observed heritage education practices are oriented more towards addressing issues related to marginalisation and alienation of indigenous cultures and practices, than enhancing learners’ agency to manage and utilise local heritage resources in a more sustainable ways. Based on these findings the study recommends re-positioning heritage education within the framework of Education for Sustainable Development (ESD). ESD acknowledges both issues of social justice and the dialectical interplay between nature and culture; as such, it may allow for representation and use of indigenous heritage constructs in ways that expand current political orientations to include sustainability as an additional objective of heritage education. Given that little research focusing on heritage education has been undertaken within southern Africa, the findings of this study provide a basis upon which future research may emerge.

This study examines intricately related questions of consciousness and learning, textually-mediated social coordination, and human relationships within nature, anchored in the everyday life practices and concerns of a remote First Nation community in the Treaty 9 region. Through the use of Institutional Ethnography, community-based research and narrative methods, the research traces how the ruling relations of land use planning unfold within the contemporary period of neoliberal development in Northern Ontario. People’s everyday experiences and access to land in the Mushkego Inninowuk (Swampy Cree) community of Fort Albany for example, are shaped in ways that become oriented to provincial ruling relations, while people also reorient these relations on their own terms through the activities of a community research project and through historically advanced Indigenous ways of being. The study examines the coordinating effects of provincially-driven land use planning on communities and territories in Treaty 9, as people in local sites are coordinated to others elsewhere in a complex process that serves to produce the legislative process called Bill 191 or the Far North Act. Examining texts, ideology and dialectical historical materialist relations, the study is an involved inquiry into the text process itself and how it comes to be put together. The textually mediated and institutional forms of organizing social relations—effectively land relations—unfold with the involvement of people from specific sites and social locations whose work is coordinated, as it centres on environmental protection and development in the region north of the 51st parallel. A critique of the textually mediated institutional process provides a rich site for exploring learning within the context of neoliberal capitalist relations and serves to illuminate ways in which people can better act to change the problematic relations that haunt settler-Indigenous history in the contemporary period. The work asks all people involved in the North how we can work to address historic injustices rooted in the relations and practices of accumulation and dispossession. The voices and modes of governance of Aboriginal people, obfuscated within the processes and relations of provincial planning, must be afforded the space and recognition to flourish on their own terms.