Inaug.-dis. - Bonn. / Lebenslauf. Literatur: p. 48.

Thesis (Ph. D.)-- University of Washington, 2005. / Vita. Includes bibliographical references (p. 160-180).

Thesis (M.A.)--University of Florida, 2005. / Title from title page of source document. Document formatted into pages; contains 108 pages. Includes vita. Includes bibliographical references.

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Hydrothermal circulation at mid-ocean ridges plays an important role in the interaction between oceanic lithosphere and the overlying ocean. Changes in fluid flux within hydrothermal systems may directly impact ocean circulation, temperature, and chemistry, and hence the lives of biological organisms in hydrothermal vent environments. The permeability structure within a hydrothermal environment is an important control on fluid flow throughout the system. Common suggestions for mechanisms that might increase permeability within the system include thermal cracking due to contraction of the hot rock from interaction with cold seawater, fluid pressure of the water moving through the rock, tectonics, or tidal forces. Additional factors such as mineral precipitation can decrease permeability in the system, further complicating the permeability structure. Though there are many factors to consider within a hydrothermal system, few quantitative studies of these cracking mechanisms exist. This study examines the role of thermal cracking near hydrothermal vents via a numerical model created in Matlab. Flow was modeled using the Laplace equation, and the heat transfer equation was used to determine temperature differences in the rock, which lead to thermal cracking. The numerical results were compared with microearthquakes observed by Tolstoy et al. (2008) near a hydrothermal vent field along the East Pacific Rise. The model suggests that thermal cracking does occur, and this cracking occurs within the area of microearthquakes observed. Though thermal cracking is important for increasing permeability within the system, there are no obvious spatial or temporal trends within the earthquake data that support a direct relation between the modeled thermal cracking and observed earthquakes. It is likely that the observed earthquakes are due to a combination of cracking mechanisms, such as cracking due to fluid pressure, tectonics, or tides, in addition to the modeled thermal stresses.

Thesis, Ph.D., Oregon, Dept. of Biology Vita Bibliography: l. 109-111

This thesis work was directed at aspects of two related problems: (1) sediment compaction and fluid expulsion processes in a subduction margin accretionary prism, and (2) the nature and concentration of gas hydrates that form bottom-simulating reflectors (BSRs) observed in the accretionary prism sediments of the northern Cascadia margin. The formation of the gas hydrate and the occurrence of BSRs in the study area are believed to be mainly a consequence of upward fluid expulsion in the accretionary prism. Therefore, the two study objectives are closely correlated. Most of this thesis work was carried out analyzing multichannel seismic data and incorporating available information including downhole and other geophysical measurements. Seismic techniques, such as velocity analysis, forward modelling, and waveform velocity inversion, were used in analyzing the data to advance our understanding of the tectonic and geophysical processes in a dynamic accretionary prism environment. The velocity structure and the inferred porosity variations across the frontal region of the accretionary prism have been quantitatively assessed by a detailed seismic velocity analysis. Within the Cascadia basin sediments approaching the deformation front, and within the frontal thrust zone of the accretionary prism, seismic velocities increase landward as a result of sediment consolidation. An important conclusion is that more than one third of the pore fluid content of the incoming sediment is lost by the time they are incorporated into the accretionary prism. In the lower slope region of the deformation front, a pronounced velocity decrease is evident. This low-velocity zone is explained by underconsolidation resulting from rapid horizontal shortening and vertical thickening of the sediment column, accommodated by displacements along thrust faults or by distributed deformation. A prominent BSR becomes visible immediately landward of the deformation front in the accreted sediment, and is developed over much of the low-to-mid continental slope. The upward pore-fluid migration is believed to play an important role in the formation of a gas hydrate BSR. From the estimated fluid loss of 35% over the 3-km-thick Cascadia Basin sediments with an average sediment porosity of 30%, the quantity of the expelled fluid reaches 315 m3/m2 over a distance of 12 km before the basin sediments are incorporated into the accretionary prism. Assuming that 100 mmol/L of methane is removed from the expelled fluid as it moves into the hydrate stability field, a 90-m-thick layer with an average hydrate saturation of 10% of the pore space can be formed by the rising fluids. A velocity-depth function in the lower slope region, representing a no-hydrate/no-gas reference profile, has been established from the detailed semblance velocity analyses and the ODP log data. The observed and measured sediment velocities near the ODP drill sites increase downward more rapidly than the reference profile above the BSR. Based on the reference profile, the velocity inversion results imply that the velocity increase due to hydrate above the BSR accounts for ~2/3 of the impedance contrast required to produce the BSR reflection amplitudes. The remainder of the impedance contrast appears to come from the velocity decrease associated with small concentrations of free gas below the BSR. The integrated analysis of the multichannel seismic and ODP downhole velocity data has allowed the velocity enhancement associated with the formation and concentration of gas hydrate to be estimated. If the BSR is overlain by a 100 m zone of sediment with a mean porosity of 50% in which the hydrate saturation increases linearly from zero at the top of the zone to 20% at the BSR, the estimated hydrate concentration-depth profiles indicate a total hydrate amount of about 5 m3/m2 of ocean floor or methane amount of 820 m3/m2 at STP. Throughout the Vancouver Island continental margin, where the clear BSR have been observed in an area of 30x200 km, the total methane gas estimated can amount to about 175 Tcf (trillion cubic feet) or 2.6 Gt of carbon. / Graduate

<p> In this dissertation I matched <i>gutpela sindaun</i>, the &lsquo;highest value&rsquo; in Melanesia, represented by the cognitive schema of Kamea people through their brand, with the Biblical schema of <i> shalom</i>. The purpose of my dissertation was to show how a Kamea understanding of <i>gutpela sindaun</i> enables them to appreciate Biblical <i> shalom</i>. </p><p> I used cognitive studies as it pertains to valuing a perspective of human wellbeing which is all about <i>gutpela sindaun</i>. I did a literature search to understand the schema of <i>gutpela sindaun</i> from a Melanesian perspective. This relates to a scriptural presentation of <i> shalom</i> using the analogy of a tree, which I call Shalom Tree. Understanding &lsquo;human wellbeing&rsquo; from the Melanesian world and the Hebraic world helped me to enter the Kamea world to identify their brand of <i>gutpela sindaun</i> (which is yapmea awarmangardi) and helped them make adjustments only as the Biblical input challenges their understanding. </p><p> Using ethnographic methods, I had my participants discuss their experiences and then used that to derive their cognitive schema which, in turn, reveals their &ldquo;understanding&rdquo; about what they had to know in order to manifest/experience <i>gutpela sindaun</i> appropriate to their cultural expectations. Applying Grounded Theory in my data analysis, assisted me to present their brand of <i>gutpela sindaun</i> through the analogy of the Kamea creation tree, which I called the <i>Haogka</i> Code Tree. </p><p> Guided by the principles of Cognitive Theory, I then assisted I my participants to match <i>shalom</i> tree, what God&rsquo;s view is of <i> shalom</i> (intent) with the <i>haogka</i> code tree, how they understand <i>gutpela sindaun</i> in light their understanding of <i> shalom</i> (inferences). What emerges from this exercise is their development of a hybrid schema, a new hybrid tree which I called the Kamea <i>Kristen </i> Tree. </p><p> I have done this dissertation from a methodological perspective that helps me understand the cognition of the Kamea group of people in respect to this topic. I am developing a methodology of helping Kamea people develop their own theology. This methodology can be used for other people groups in Melanesia to research Christian truths dynamically informed by cultural insights. </p><p>

Low health literacy affects overall health and is associated with poor chronic disease self-management and medically underserved populations. The purpose of this project was to promote health literacy by utilizing the teach back method to deliver culturally sensitive information to enhance knowledge about the risks, management, and prevention of hypertension among Native Hawaiians and Pacific Islanders in a rural primary care clinic in Northern Oahu. Pender’s Health Promotion Model was used to guide the creation of this intervention and the Institute for Healthcare Improvement Model was used to guide implementation. Item responses on the High Blood Pressure Questionnaire were used to investigate the efficacy of the teach back method in improving hypertension knowledge pre-and post intervention. Responses were analyzed using an Excel spreadsheet for descriptive data. Eight participants identifying as either Native Hawaiian or Pacific Islander aged 35 and over were included in the DNP project. Each answered a questionnaire prior to the intervention, received a one-on-one teach back session, then participated in a telephone interview one week later to complete the post-questionnaire. The results indicated that there was improvement in at least four of the responses from pre to post-intervention. There was no change in four of the item responses as participants had correct knowledge before and after the intervention. Overall, providers should be encouraged to utilize the teach back method when delivering culturally sensitive information to improve their patients’ outcomes.

<p> While many Marshallese learners thrive in school environments, far more have struggled to find academic success, both at home and abroad. While this has been documented by educational researchers for decades, there is a dearth of research about how Marshallese students learn most effectively. Examining culturally-sustaining educational models that have resulted in successful student outcomes in other indigenous groups can inform strategies to improve educational experiences for Marshallese students. Understanding how recognized Marshallese experts in a range of fields have successfully learned and passed on knowledge and skills is important to understanding how formal school environments can be shaped to most effectively support Marshallese student learning.</p><p> This study examines the learning and teaching experiences of recognized Marshallese holders of traditional and contemporary knowledge and skills, in order to document a Marshallese indigenous learning framework. This research used bwebwenato (talk story) as a research method, to learn from the experiences of ten Marshallese experts in knowledge and skills ranging from sewing to linguistics and from canoe-making to business.</p><p> Key findings include the four key components of a Marshallese indigenous learning framework: &bull; Relationships &bull; Motivation for Learning &bull; Teaching Strategies &bull; Extending Networks Teaching strategies are comprised of the commonalities among the way Marshallese have learned and mastered both traditional and contemporary skills. Chief among these are: introducing the topic at a young age, scaffolding, demonstrating and observing, learning through relevant practice, and correcting learners constructively. To a lesser extent, and in a context in which the learner and teacher are not related in a familial way, learning and teaching occurs through visual aids and asking instructor for assistance.</p><p>