Critically Anxious

Musing for Puncta special issue "Critically Sick: New Phenomenologies Of Illness, Madness, And Disability." Peer review process: Guest edite

Petrology, geochemistry and geochronology of highly foliated amphibolites from the ophiolitic mélange beneath the Yarlung Zangbo ophiolites, Xigaze area, Tibet : geodynamical implications

On retrouve localement des amphibolites fortement foliées dans le mélange ophiolitique sous les massifs ophiolitiques de la Zone de Suture du Yarlung Zangbo (ZSYZ). Ces blocs représentent la partie supérieure d’une semelle métamorphique démembrée. La géochimie des amphibolites (La/Yb = 0.65-0.97, Ta/Th = 0.33-0.65) est similaire à celle des roches mafiques provenant de l’ophiolite, suggérant une origine dans le même bassin d’arrière-arc. Le métamorphisme de haut grade (P=14 kbars, T= 800°C) subit par les amphibolites suggère un enfouissement pendant la naissance d’une subduction. Les âges voisins des amphibolites et de la croûte ophiolitique (121-130 vs 120±10 et 126 Ma, respectivement) suggèrent que la naissance de la subduction s’est déroulée dans le bassin arrière-arc Néo-Téthysien. Un tel événement n’avait pas encore été rapporté. La présence de dikes et le métasomatisme tardif responsable de la cristallisation de préhnite pourraient indiquer la subduction d’un centre magmatique. La composition en isotopes stables du fluide responsable confirmerait une telle hypothèse.Blocks of highly foliated amphibolites are locally found within the serpentinite matrix mélange underlying the Yarlung Zangbo ophiolites near Bainang and Buma, Xigaze area, Yarlung Zangbo Suture Zone (YZSZ), Tibet. The mélange is thought to be the result of the tectonic dismemberment of the base of the ophiolitic napes during its obduction over the Indian passive margin, circa 50 Ma. Prior to dismemberment, amphibolites were probably parts of a coherent dynamothermal sole, as observed at the base of many ophiolites. Sampled amphibolites can be subdivided in three groups: garnet, banded and common amphibolites. Medium-grained garnet amphibolites contain the assemblage A) Hb+CPX+Gt+Pl±Rt and B) Gt+Hb+Pl (corona assemblage). Fine to medium-grained banded amphibolites contain the assemblage C) Hb+CPX+Pl+Ep±Sp+Qtz+Ap. Fine-grained common amphibolites contain facies D) Hb+Pl±Ep+Ap+Sp. In all assemblages, plagioclase is pseudomorphosed by an albite-prehnite simplectite. Retrograde cataclastic veins contain the assemblage E) Ab+Pr±Ch+Ep. The geochemistry of the garnet, banded and common amphibolites is very similar to the geochemistry of other mafic blocks in the mélange and of mafic igneous rocks within the ophiolitic massifs. When compared to MORBs, light depletion of LREE (La/Yb = 0.65-0.97) and mild HFSE depletion (Ta/Th = 0.33-0.65) would suggest a mixing between the IAT and MORB sources, as seen in back-arc basins and nascent intra-oceanic arcs. The amphibolites were buried at the inception of a subduction within the back-arc to peak metamorphism conditions of 11-14 kbars and ~800 °C. Ar/Ar analysis of amphiboles revealed a metamorphic age of 121-130 Ma, which is synchronous with ages obtained from the overlying ophiolites. Overlapping in ophiolite-sole age relationship reveals inception of the subduction near or at the spreading center from which originated the ophiolite. Subduction of a buoyant body could explain heterogeneous coronitization of pyrope-rich (up to 35 %) garnet by Al-Tschermakites (Al2O3 up to 21 wt %) at high-pressures. After exhumation, amphibolites were injected by very fine-grained diabasic dykes and were subject to percolation of a prehnite-precipitating fluid. Oxygen stable isotopes suggest that a magmatic fluid is responsible for prehnite precipitation. The magmatic and metamorphic history of the dynamothermal sole and field relationships with adjacent units seem to indicate that most of Neo-Tethys oceanic domain was subducted along this new Late Cretaceous subduction zone

The Experiences of Secondary Teachers Co-Constructing Mental Wellness Knowledge

Mental Wellness 30 (MW30) is a Saskatchewan Ministry of Education–approved curriculum, providing students with a 30-level high school elective credit in the area of mental health and wellness. This qualitative collective case study examined four teachers’ experiences as they co-constructed knowledge and developed an understanding of mental wellness with their students by teaching the MW30 curriculum. Vygotsky’s (1986) social constructivist theory framed this study, which focused on the interactions between students and their teachers as they co-constructed knowledge. During this two-month-long study, data were collected through detailed field notes and online interviews with the participating teachers. Three common themes emerged in relation to the co-construction of knowledge: 1) Increased Student Engagement: Teachers and Students Co-create Pedagogical Decisions Supporting Positive and Safe Classrooms; 2) Emotional Scaffolding: The Role of Emotions in the MW30 Learning; and 3) Valuable Learning Occurs When Social Interactions are Embedded in Curriculum and Pedagogy. The findings of this study highlight the need for implementing the MW30 curriculum in Saskatchewan schools, the benefits of which include fostering greater mental health literacy for students and teachers. The overarching demographics of mental health issues within student populations further highlight the need to attend to students’ mental health and provide them with the knowledge, skills, and tools to move forward in life as productive, happy individuals

Alien Registration- Guilmette, Olavoer T. (Sanford, York County)

https://digitalmaine.com/alien_docs/3425/thumbnail.jp

Inclusion 10: the experiences of peer teachers and functionally integrated students in a secondary female inclusive physical education program

As a physical education teacher, I have observed first hand the outcomes of a classroom that did not support the inclusion of all students and the challenges that teachers face while addressing diverse abilities within their classes. In response to this deficit, I created and implemented a physical education curriculum for high school students called Inclusion 10 that focused on the inclusion of functionally integrated students and their mainstream peer teachers during their class. This study defined functionally integrated students as those who have a significant intellectual and/or multiple disabilities. Mainstream students are defined as all students whose need can be met through the Regular Education Program (Saskatchewan Learning, 2006). After the study began, the mainstream students took on the role of peer teachers and were referred to as such. The results of this study were highly positive and reflected the development of positive student relationships as well as the physical, personal, and affective outcomes for all students. Teachers and educational assistants also experienced significant outcomes from their participation within the study. Inclusion 10 is an adapted program based on the Saskatchewan Wellness 10 Curriculum that fosters positive relationships and a healthy physical environment for both mainstream and functionally integrated students. Student voice was an integral piece of this new program. Peer teachers worked closely with the researcher to develop the curriculum activities for Inclusion 10. Providing spaces for students’ voices promoted ownership in learning and respected the needs and interests of the students’ experiences. The research conducted discusses the academic, social, and physical benefits of this program that promote inclusion, integration, and peer teaching amongst secondary mainstream female peer teachers and functionally integrated students. Inclusion 10 plays a fundamental role in the development of individuals with and without disabilities (Block & Klavina, 2008) and enhances pedagogical strategies for teachers and curriculum developers. The qualitative case study explored the interactive experiences of 22 peer teachers, 10 female functionally integrated students, eight male functionally integrated students, one classroom teacher, and nine educational assistants participating in a physical education class that supported inclusion and peer teaching. This one month long study (one-two week teaching/learning session and subsequent interviews) investigated the experiences of all participants involved in the Inclusion 10 program taught by the classroom teacher. Data was gathered through field notes, taped interviews, student journals, photographs, and observations. The semi-structured interviews included eight peer teachers, three functionally integrated students, one teacher, and one educational assistant. The interviews provided a wealth of information that demonstrated positive outcomes such as, a non-competitive atmosphere, caring through peer teaching, positive classroom culture and improved self-esteem. The impact of Inclusion 10 went beyond the classroom. Peer teachers developed the motivation to participate in physical education, improved self-esteem, enhanced leadership skills, knowledge about their functionally integrated peers, and empathy and caring towards others. The functionally integrated students experienced an inclusive learning opportunity that enhanced their self-esteem, quality of learning, relationships, and positive behaviors that went beyond the gymnasium. Four common themes emerged from the data: 1) Motivation and Social Implications, 2) Understanding and Appreciation for Others Within and Beyond the Classroom, 3) Developing Leaders Through Inclusive Physical Education and Peer Teaching, and 4) Building Life Skills for the Future. Ultimately, the study showed that Inclusion 10 had a very positive effect on all of the students, the educational assistants, and classroom teacher. Inclusion 10 is a highly adaptable program for teachers and students that promoted inclusion for all students. The physical, affective, and cognitive outcomes of this program demonstrated the impact of adaptive teaching and learning for all stakeholders

Prediction of forces and moments for hypersonic flight vehicle control effectors

This research project includes three distinct phases. For completeness, all three phases of the work are briefly described in this report. The goal was to develop methods of predicting flight control forces and moments for hypersonic vehicles which could be used in a preliminary design environment. The first phase included a preliminary assessment of subsonic/supersonic panel methods and hypersonic local flow inclination methods for such predictions. While these findings clearly indicated the usefulness of such methods for conceptual design activities, deficiencies exist in some areas. Thus, a second phase of research was conducted in which a better understanding was sought for the reasons behind the successes and failures of the methods considered, particularly for the cases at hypersonic Mach numbers. This second phase involved using computational fluid dynamics methods to examine the flow fields in detail. Through these detailed predictions, the deficiencies in the simple surface inclination methods were determined. In the third phase of this work, an improvement to the surface inclination methods was developed. This used a novel method for including viscous effects by modifying the geometry to include the viscous/shock layer

The History Of Maxwell\u27s Equations

An enormous amount of technology is owed to Maxwell\u27s theory of electromagnetism and his perseverance through cultural obstacles to advocate his talent of mathematical interpretation