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The Metchosin Igneous Complex, a partial ophiolite exposed on southern Vancouver Island, is the most northerly exposure of the Eocene Crescent Terrane. The role of the Crescent Terrane in crustal genesis and Cordilleran tectonics would be affected by its tectonic setting, however that setting is in debate. Analysis of trace element compositions of basalt from the Metchosin Igneous Complex by ICP-MS was used to determine the tectonic setting in which the complex formed. REE and HFSE compositions are transitional between N-MORB and E-MORB and do not suggest a unique tectonic setting. Strong enrichments of Nb and Ta relative to N-MORB are contrary to formation in a subduction zone. In conjunction with existing plate motion data, this makes a rifted-margin origin unlikely. Interaction at a distance between the Yellowstone hot spot and the Kula-Farallon ridge is proposed to satisfy all the geological and geochemical data. Many studies of ophiolites have interpreted high-temperature phases as hydrothermal in origin despite high permeability and low temperatures in sea floor volcanics. Metamorphic assemblages and compositions of metamorphic minerals were used to determine if alteration in the Metchosin Igneous Complex was related to sea floor alteration or obduction. Chlorite geothermometry and amphibole compositions show that peak metamorphic temperatures increase from east to west across the complex. The metamorphic facies increase from prehnite-actinolite and greenschist in the east to amphibolite in the west, corresponding with the temperatures inferred from mineral compositions. The temperature gradient is perpendicular to stratigraphy, whereas hydrothermal patterns are expected to be parallel to stratigraphy. Therefore the pattern of alteration in the Metchosin Igneous Complex is unrelated to sea floor alteration. Metamorphism during obduction has overprinted any hydrothermal alteration patterns. The east-west thermal gradient is attributed to tilting of the complex, either by tectonic forces or by unequal exhumation due to orographic effects.

This study speaks to the prominence of ethnocultural difference experienced by six punjabi young girls in Grade 5 at school during non-instructional school times and the extent to which these experiences are playing a role on the self-identity formations for these young girls. This inquiry delves into how these young girls, all born and being raised in Canada, are making sense of their difference and how they are engaged in constructing identities for themselves. A narrative method allowed for linking self-identity to the curriculum of noninstructional school times and how children's experiences of these times plays a role in identity formation. This study reveals some of the complexities and challenges of living as a young girl of a "minority" group brings to identity construction. Complexities and challenges that I attempt to bring to surface with the aid of the in-between space of hydridity, a space Ted Aoki terms Metonymic Space, Trinh Minh-ha's entitles Hybrid Place and Homi Bhabha calls Third Space. Through the framework of poststructuralism, the process of living and constructing identities is illuminated as being multilayered and evolving as it involves negotiations and contestations between how one views oneself and other's perceptions of you. By participating in the co-creating and co-writing of a story titled "A Day in the Life of a Punjabi Girl", the young girls included in this study were provided with an avenue for action and the production of a resource that could inform educators of the educational situation of punjabi girls and help them understand the life-world of these girls at this critical stage in their identity development. This resource may also help educators make changes for future generations of these young girls, and other students from visible minorities, in the school system.

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This case study explores Chinese international students' perceptions of meaningfill learning. Ten Chinese international students, who have post-secondary educational experience in both China and Canada, and five student services staff participated in this study. Data triangulation and method triangulation were used in this study. The study identifies four major themes found in student perceptions of meaningful learning: Practical Learning, Learning Under Pressure, Comfortable Learning, and Active Learning. This study indicates a positive relationship between out-of-school experiences and meaningful learning for international students. It reveals that students are aware of the important influence of the learning environment in their motivation and learning. This study challenges the stereotype of Chinese learners and highlights their preference for active learning over passive learning. The implication of this study emphasizes combined efforts of students and educators in co-constructing meaningful learning. The paper ends with the researcher's self-reflections on how this study affects her meaningful learning.

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