The origin of tourmaline nodules, bizarre spherical to irregular textures documented worldwide, remains a geologic mystery. Although previously described by numerous researchers, the physical and chemical parameters that govern their formation have yet to be resolved. Commonly containing tourmaline, quartz, and occasionally feldspar, nodules are surrounded by a halo of leucocratic host rock, and are typically eight to ten centimeters in diameter. Tourmaline nodules of the present study are contained within the Paleoproterozoic Scrubber Granite of the southern Gascoyne Complex in Western Australia. </p> <p>This study integrated field observations, nodule petrography, tourmaline crystal chemistry, tourmaline fluid inclusion analyses, whole rock chemistry of nodule cores, leucocratic halo zones and host granite zones, stable and radiogenic isotope signatures of tourmaline separates as well as comparisons with other tourmaline nodule studies to propose the most scientifically sound theory for the formation of tourmaline nodules in the Scrubber Granite. </p> Numerous nodule morphologies, including spherical and C-shaped nodules, along with other features such as tube-like nodules and tourmaline veins occur in massive, porphyritic, foliated and sheared phases of the Scrubber Granite. Microscopically, tourmaline displays prismatic, sub-rounded and massive textures. Microthermometric studies completed on tourmaline fluid inclusions revealed that the nodule-forming fluid contained 14 to 15 weight percent NaCl + CaCl2. Based on stable isotope studies and homogenization temperatures, fluid temperatures were constrained between 450 and 700¢ªC. The ¥ä18O and ¥äD concentrations of the nodule-forming fluid at this temperature range plot above the typical magmatic water field. Epsilon Nd values indicate that the tourmaline nodules of the Scrubber Granite may have been disturbed by a later metamorphic event.</p>Tourmaline nodules of the Scrubber Granite are herein proposed to have formed from the exsolution and rise of buoyant pockets or bubbles of volatile fluid derived from the crystallizing Scrubber Granite magma.

Community Schools in Saskatchewan offer tremendous potential for building and sustaining democratic communities. This potential is based on what is intended to be the participatory and inclusive nature of these schools. Notions of inclusion at the root of community school orientations to foster well-being emerged from a social-democratic tradition within education and have been explored to differing extents by educational, political, and social theorists. To date, few researchers have examined staff perceptions of inclusion, given the broad and nuanced definition of social inclusion I use here. The purpose of this thesis is to explore the perceptions of these individuals so critically positioned to impact the lives of children, youth and their families, and to frame them in a socio-political and critical theoretical context. In doing so, I focus on the relationship between community school policy and practice in Saskatchewan, examining inclusive processes in community schools, and applying a critical theoretical perspective that accounts for complex and dynamic trends within these schools. Using Habermass critical theory of society, I argue that both functional and communicative rationalization can be seen as converging in the body of community education literature, although functional rationalization is the more predominant, or colonizing, feature. This colonization subsequently leads to legitimation and motivation crises in Community Schooling in Saskatchewan, which can be seen in the low levels of participation of families and community members into school activities. Despite the challenges Community Schools are currently facing, I conclude there is room and opportunity for change at the school level, where stakeholders come together to reach common goals, and live out, at the local level, the ideals of community schooling.

There were five main purposes for the current thesis: (1) to address the need for more quantitative studies to evaluate student academic success within the inclusive classroom setting; (2) to apply a recently released program assessment rubric for special education services to determine the level of special education service delivery in the specified location; (3) to evaluate the reliability of the results of the rubric mandated by the Saskatchewan Ministry of Education (2008); (4) to compare the results of the standardized student achievement tests with the rubric results in relation to program effectiveness; and (5) to investigate potential confounding factors related to the current study design. The goal of this thesis was to provide information to the Living Sky School Division and to the Saskatchewan Ministry of Education on the implementation and success of the inclusion model in a rural Saskatchewan setting. In addition, results were intended to provide information on assessment instruments employed in the measurement of program effectiveness. The analysis was conducted as a mixed-methods case study that included two parts: (1) the first assessment indicated that students with learning difficulties scored significantly higher on standardized academic achievement measures while in an inclusive setting as opposed to scores while in a pullout setting; and (2) the second assessment determined that special education service delivery was <i>emerging/developing</i> to <i>evident</i>. The correlation coefficient of rubric results was calculated at á = .69. A variety of general measurement issues, including small sample size and use of historical data, in relation to the current study design, were discussed.

I en inkluderande skola krävs att läraren kan bemöta alla elever. Det medför att undervisningen anpassas så att eleverna kan ta del av den kunskap som förmedlas.  I och med det får den specialpedagogiska kompetensen en betydelse. Uppsatsen syfte är att undersöka hur den specialpedagogiska kompetensen påverkar arbetet för en inkluderade skola. Studien genomfördes genom kvalitativa intervjuer. Informanterna bestod av två lärare med skilda förkunskaper, där den största skillnaden hos informanterna var den specialpedagogiska kompetensen. Resultatet av denna studie visade att i en inkluderande skola kan lärarna bemöta alla typer av elever. En viktig aspekt var att eleverna trivdes och att de hade en plats i gruppen bland alla andra. För att inkludera eleverna var den specialpedagogiska kompetensen betydelsefull. Även flertalet forskare jag använt mig av i uppsatsen ansåg att den specialpedagogisk kompetens var betydande för att kunna inkludera alla elever i undervisningen.

The purpose of this study is to understand how teachers in the preparatory class and regular class, in the meeting with newly arrived pupils, plan and carry out their teaching. This in order to facilitate social interaction and learning in the classroom, from an intercultural perspective. The examination was conducted through interviews with four teachers from the schools that I selected. The teachers gave their perspective on their approach to newly arrived pupils, through interviews. The result shows that the teachers have ambitions to start from the newly arrived pupils' own ideas and from their prior knowledge. They use these aspects as a starting point in the child's continued learning. You can see the tendencies of the intercultural approach in education that involves respectful responses that relate to the pupils' background, life and knowledge. The intercultural approach that largely pervades the teaching of the researched school allows the newly arrived pupils to have access to a school that accepts and respects them. The conclusion is that when these teachers educate, they use various teaching methods and they also offer each pupil the opportunity to gain knowledge and feel socially included. Teaching strategies that benefit the newly arrived pupils and that includes the pupil both educationally and socially in the classroom, has been described by every teacher. And the result shows that each pupil has individual abilities and needs for learning. The newly arrived pupils are included in the regular classroom with the other pupils, but yet they are excluded from the regular lessons because of teacher's teaching strategies that can be seen as flawed from an intercultural perspective. This result shows that the newly arrived pupils are prevented from participating in the didactic and the social inclusion in the regular classroom with the other pupils, which also can result in them falling outside and pointed out as different.

<p>Is citizenship gendered? The answer to this question for most feminist theorists has to be a resounding ‘yes’. For them citizenship has always been gendered in the sense that women and men have stood in different relationship to it, to the disadvantage of women. In recent years citizenship has been combined to gender by a number of feminists. Their work is all about the importance to reconstruct citizenship because they believe it fails to engage or to include women. This thesis examines the limitations of citizenship as it is in its current construction. The discussion clearly indicates the need to use gender and difference as categories of analysis in the creation of an inclusive conception of citizenship. The thesis will focus on the theoretical project and particularly on three debates around the ‘engendering of citizenship’. Discourse analysis is used as textual analysis in order to compare these three alternative models to citizenship. The aim is to investigate what solutions they find to include women into public life. One can appreciate that citizenship is a complex problem and so are the debates concerning it. It is important that feminists discuss this question carefully so that citizenship does not loose its meaning.</p>

Denna uppsats syftar till att undersöka om och hur undervisning är anpassad eller differentierad baserat på antagandet att elever är varierade och lär på olika sätt samt hur lärares praktik förhåller sig till samtida forskning på området. Uppsatsen undersöker vidare huruvida specifika anpassningar relaterar till ökad delaktighet hos elever. Metoden för uppsatsen är en observationsstudie med fenomenologisk ansats. Den innefattar 30 olika lärare under 30 lektioner på en gymnasieskola i Sverige, där majoriteten av eleverna har en diagnos inom neuropsykiatriska spektrumet. Materialet bearbetades kvantitativt i SPSS Studien visar att sambandet mellan olika anpassningar och dess koppling mot delaktighet är komplext och påverkas av ett antal olika faktorer och förutsättningar. Det framgår att lärare i högre grad använder sig av vissa anpassningsformer och att andra förekommer mer sällan. Vanligt förekommande är beröm, att erbjuda alternativ för perception, aktivera förkunskaper tydliggörande av begrepp och tydliggöra centrala begrepp. Mindre förekommande faktorer var differentiering av uppgifter, synlig struktur, formativ bedömning, kamratlärande, elevinflytande och självvärdering. Uppsatsen kommer vidare att utgöra en grund för kollegialt lärande på skolan då fördjupad kunskap om hur lärare kan anpassa och differentiera undervisningen påverkar elevers lärande. / This paper aims to investigate if and how instruction is adjusted or differentiated based on the conception that learners are diverse and how teacher practices are connected to contemporary research in the field. It further examines whether specific adjustments are connected to a higher rate of student participation. The method of the essay is an observation survey with a phenomenological approach. It includes the practices of 30 different teachers during thirty lessons at an upper secondary school in Sweden, where the majority of the students are diagnosed within the neuropsychiatric spectra. The outcome was quantitatively analyzed in SPSS. The study indicates that the connection between specific adjustments and student participation is a complex issue affected by several aspects and preconditions. It appears that teachers use certain forms of adjustments at a higher rate while some are less salient in instruction. More frequently used adjustments are; praise, providing alternatives for perception, activating previous knowledge and highlighting critical features. Less frequent are differentiation of tasks, visible agendas, formative feedback, collaborative peer-learning and self-assessment. This essay will furthermore be a basis for collaborative learning among the staff since a deeper knowledge of how instruction can be adjusted and differentiated will impact the outcome of student learning.

The Batopilas Mining District was a major silver producer, with estimated historic production of more than 300 million ounces. Orebodies consist of high-grade silver in the forms of native silver, acanthite and proustite hosted dominantly in calcite veins. Recent exploration has facilitated the reexamination of the geologic features and origin of the enigmatic native silver district. Sulfur, lead, and strontium isotopic studies have been conducted to constrain the fluid and metal sourcing. [delta]³⁴SvCDT isotope signatures for galena, sphalerite and pyrite range from -8 to -2, -6 to 0, and -5 to 3°/₀₀, respectively. A fractionation temperature of 227±25 °C can be obtained using average sulfur isotope values for galena and sphalerite. Galena lead isotopic values show two distinct signatures. Samples of massive-replacement style mineralization have ²⁰⁶Pb/²⁰⁴Pb, ²⁰⁷Pb/²⁰⁴Pb, and ²⁰⁸Pb/²⁰⁴Pb values of 18.742 and 18.747, 15.611 and 15.618, and 38.512 and 38.535, respectively. For vein samples, the corresponding values range from 18.799 to 18.817, 15.623 to 15.639, and 38.603 to 38.655. The lead isotopic signatures for vein galena have lower thorogenic lead content than other ore deposits in the Sierra Madre Occidental, suggesting a different source of metals. Vein calcite samples have ⁸⁷Sr/⁸⁶Sr isotopic compositions ranging from 0.707551 to 0.70590 (±0.000009) and Sr concentrations ranging from 51 to 246 ppm. These vein components may reflect mixed deep-marine sedimentary and Precambrian basement sources. A reconnaissance fluid inclusion study was conducted to better constrain fluid temperature and composition. The minerals studied included quartz, fluorite, and two types of sphalerite. The average eutectic temperatures obtained are -38°C, -31°C, and -43°C, respectively, indicating a complex mineralizing brine. Homogenization temperatures averaged 143°C, 165°C, and 174°C, and the NaCl equivalent weight percents averaged 4, 7, and 17, respectively. Fluids involved in vein mineralization are different from those typical of epithermal vein Ag-Au deposits, and may represent sedimentary brines that have circulated through the underlying basement. / text

This qualitative case study focuses on the efforts of the education staff at the Meadows Museum of Art as they planned and implemented INsights and OUTlooks – an inclusive educational program, meaning that it was designed for sighted and non-sighted visitors. Although this is an inclusive program, the study concentrates mostly on how it was designed to make art accessible to visitors with visual impairments. The researcher interviewed the staff in charge of leading the program, observed two program sessions, and attended staff meetings related to INsights and OUTlooks to gain a better understanding of how it functions. Current literature (Andrus, 1999; McGinnis, 2007) within the field of art education suggests that staff at art museums should adopt inclusive practices as they design programs and exhibitions. This study explores the process of creating such a program, the tools and approaches utilized to make art accessible to visitors with visual impairments, and the benefits of being inclusive. Research studies such as this one add to the existing but limited literature regarding inclusive programming in art museums. / text

This work demonstrates the effectiveness of coextrusion as a method to manufacture negative stiffness inclusions for use in vibrational damping applications. The theory and mechanics of negative stiffness and coextrusion are introduced and the process of creating and extruding a feed rod with negative stiffness architecture explained. Coextrusion is shown to be a viable method to create negative stiffness inclusions / text