Monthly values of the North Atlantic Oscillation Index from 1821 to 2000

Early instrumental pressure measurements from Gibraltar and the Reykjavik area of Iceland have been used to extend to 1821 the homogeneous pressure series at the two locations. In winter the two sites are located close to the centres of action that comprise the North Atlantic Oscillation (NAO). The extended 'winter half-year' record of the NAO enables recent changes in the record to be placed in the context of the period 1823-1996. The period since the early 1970s is the most prolonged positive phase of the oscillation and the late 1980s and early 1990s is the period with the highest values (strongest westerlies). The winter of 1995-1996 marked a dramatic switch in the index, with the change from 1994-1995 being the greatest change recorded from one year to the next since the series began in 1823. (The extended Gibraltar and Reykjavik monthly pressures and the NAO series can be found on the Climatic Research Unit home page, http://www.cru.uea.ac.uk/).

Fatty acid composition of tissue samples from Arctic walruses (Odobenus rosmarus rosmarus) and their prey

Blubber biopsies were collected from 18 adult male walruses from Svalbard, Norway. The biopsies were taken vertically through the skin and the entire blubber layer down to, but not including, the muscle layer. Fatty acid (FA) compositions of inner blubber, outer blubber and dermis of the walruses and of potential prey organisms were determined. The three layers differed significantly from one another in FA composition. Generally, the inner blubber contained more long-chained monounsaturated, saturated and polyunsaturated FAs, while the outer blubber and dermis contained more short-chained monounsaturated FAs. This stratification is similar to what has been observed in other marine mammal species. However, differences between layers were less pronounced than in most other species, possibly because the extremely thick overlying dermis of walruses provides an insulating shield, which affects the FA composition of the outer blubber. The FA composition of the potential prey organisms was different from that of the blubber of the walruses, although more similar to the inner blubber than to the outer blubber or dermis. FA composition in the inner blubber was not significantly correlated with age (assessed by tusk volume), while the FA composition of the outer blubber and dermis were significantly correlated with age.

(Table 3, page 264), Composition of a manganese micronodule found in a fossil red clay bed from Western Timor

Chemical analyses are presented for two Cretaceous clays from Noil Tobee, Timor. Mineralogical examination has shown that they consist principally of quartz, feldspar, illite and chlorite, together with minor amounts of montmorillonite. Both chemically and mineralogically the clays are very similar to the recent argillaceous deep-sea sediments of the Pacific and Indian Oceans, which confirms Molengraaff's theory (1921) that they are of deep-sea origin. Further confirmation of this theory is provided by comparison of the composition of micromanganese nodules, separated from one of these clays, with that of manganese nodules from the Pacific Ocean.

Annotated record of the detailed examination of Mn deposits from the H.M.S. Penguin expedition to the Coral Sea

The analyses of the samples from the Balfour Shoal show that these deposits contain a very large quantity of carbonate of lime, ranging from 88.7 per cent, on the summit to 71.9 per cent, in the deeper water at the base of the cone. The decrease in the quantity of carbonate of lime with increase of depth is not quite regular; still, a general fall in the percentage of lime is clearly indicated from shallower to deeper water. As might be expected in such a circumscribed area, there is a great uniformity both in the chemical composition and relative abundance of the organic and inorganic constituents of the deposits. In all cases the carbonate of lime is almost wholly made up of the dead shells which have fallen from the surface waters - belonging to Plankton organisms such as Pteropods, Heteropods, pelagic Foraminifera and coccoliths. The calcareous shells were in very many cases discoloured brown or black by depositions of the peroxide of manganese. On the north-east steep side of the Balfour Shoal there were indications that depositions of manganese peroxide were more abundant than elsewhere. In 1645 fathoms, there was an angular fragment of a mottled yellowish jasper coated with manganese peroxide, and in 1570 fathoms there were three characteristic spherical black manganese nodules from one-half to three-fourths of an inch in diameter, quite similar to those procured by the Challenger in many areas of the Pacific and Atlantic. In one of these nodules the nucleus was a sub-angular fragment of a light-coloured augite-granophyre.

Inhibitory Control is a Rate-Limiting Factor to Preschoolers' Use of Irregular Inflection

We investigated whether children’s inhibitory control is associated with their ability to produce irregular verb forms as well as learn from corrective feedback following their use of an over-regularized form. Forty-eight 3.5 to 4.5 year old children were tested on the irregular past tense and provided with adult corrective input via models of correct use or recasts of errors following ungrammatical responses. Inhibitory control was assessed with a three-item battery of tasks that required suppressing a prepotent response in favor of a non-canonical one. Results showed that inhibitory control was predictive of children’s initial production of irregular forms and not associated with their post-feedback production of irregulars. These findings show that children’s executive functioning skills may be a rate-limiting factor on their ability to produce correct forms, but might not interact with their ability to learn from input in this domain. Findings are discussed in terms of current theories of past-tense acquisition and learning from input more broadly.

Mitigating Social Risk in the Extractive Sector: Developing Intercultural Competence as a Tool for Negotiating Western-Indigenous Perspectives within the Undergraduate Mining Engineering Curriculum

Drawing upon critical, communications, and educational theories, this thesis develops a novel framing of the problem of social risk in the extractive sector, as it relates to the building of respectful relationships with indigenous peoples. Building upon Bakhtin’s dialogism, the thesis demonstrates the linkage of this aspect of social risk to professional education, and specifically, to the undergraduate mining engineering curriculum, and develops a framework for the development of skills related to intercultural competence in the education of mining engineers. The knowledge of social risk, as well as the level of intercultural competence, of students in the mining engineering program, is investigated through a mixture of surveys and focus groups – as is the impact of specific learning interventions. One aspect of this investigation is whether development of these attributes alters graduates’ conception of their identity as mining engineers, i.e. the range and scope of responsibilities, and understanding of to whom responsibilities are owed, and their role in building trusting relationships with communities. Survey results demonstrate that student openness to the perspectives of other cultures increases with exposure to the second year curriculum. Students became more knowledgeable about social dimensions of responsible mining, but not about cultural dimensions. Analysis of focus group data shows that students are highly motivated to improve community perspectives and acceptance. It is observed that students want to show respect for diverse peoples and communities where they will work, but they are hampered by their inability to appreciate the viewpoints of people who do not share their values. They embrace benefit sharing and environmental protection as norms, but they mistakenly conclude that opposition to mining is rooted in a lack of education rather than in cultural values. Three, sequential, threshold concepts are identified as impeding development of intercultural competence: Awareness and Acknowledgement of Different Forms of Knowledge; Recognition that Value Systems are a Function of Culture; Respect for varied perceptions of Social Wellbeing and Quality of Life. Future curriculum development in the undergraduate mining engineering program, as well as in other educational programs relevant to the extractive sector, can be effectively targeted by focusing on these threshold concepts.

The Impact of Geographic Mobility on Canadian Military families and their Children’s Access Special Education Services

To achieve academic success, children with learning-related disabilities often receive special education supports at school. Currently, Canada does not have a federal department or integrated national system of education. Instead, each province and territory has a separate department or ministry that is responsible for the organization and delivery of education, including special education, at the elementary level. At the macro (national) level, inclusive education is the policy across Canada. However, each province and territory has its own legislation, definitions, and policies mandating special education services. These variations result in little consistency at the micro (individual school) level. Differences between eligibility requirements, supports offered, and delivery methods may present challenges for highly mobile families who must navigate new special education systems on behalf of their children with medical or learning challenges. One of the defining features of the Canadian military lifestyle is geographic mobility. As a result, many families are tasked with navigating new school systems for their children, a task that may be more difficult when children require special education services. The purpose of this study is to explore the impact of geographic mobility on Canadian military families and their children’s access to special education services. The secondary objective was to gain insight into supports that helped facilitate access to services, as well as supports that participants believe would have helped facilitate access. A qualitative approach, interpretive phenomenological analysis (IPA), was employed due to of its focus on individuals’ experiences and their understandings of a particular phenomenon. IPA allowed participants to reflect on the significance of their experiences, while the researcher engaged with these reflections to make sense of the meanings associated with their experiences. Nine semi-structured interviews were conducted with civilian caregivers who have a child with special education needs. An interview guide and probes were used to elicit rich, detailed, first-person accounts of their experiences navigating new special education systems. The main themes that emerged from the participants’ combined experiences addressed the emotional components of experiencing a transition, factors that may facilitate access to special education services, and career implications associated with accessing and maintaining special education services. Findings from the study illustrate that Canadian families experience many, and often times severe, barriers to accessing special education services after a posting. Furthermore, the impacts reported throughout the study echo the existing American literature on geographic mobility and access to special education services. Building on the literature, this study also highlights the need for further research exploring factors that create unique barriers to access in a Canadian context, resulting from the current special education climate, military policies, and military family support services.