RESOURCE ESTIMATION AND SIMULATION AT WEST BUTTE IN THE MCDONALD GOLD DEPOSIT NEAR LINCOLN, MONTANA

The McDonald gold deposit is located in Lewis and Clark County near Lincoln, Montana and is divided into two regions: East Butte and West Butte. Approximately 90% of gold mineralization at McDonald is hosted by quartz-adularia-altered lithic tuff. Low-grade, stratabound, disseminated mineralization within permeable volcanic tuff is the dominant style of mineralization at McDonald. Higher-grade mineralization at West Butte is interpreted to be controlled by subvertical, intersecting vein systems that occur along the 9800’ E-W fault. Preliminary gold estimates at West Butte indicated the possibility of a 500 koz gold orebody at an average grade of 7.2 grams per ton or 0.21 troy ounces per ton (opt). The purpose of this project is to develop a gold resource estimate and simulated model of West Butte at the McDonald gold deposit using Maptek Vulcan. A drillhole database was provided for this project, however, previous work indicated significant downhole contamination in reverse circulation (RC) drilling. Domains could not be defined based on logged geologic information, so a grade shell was used to define estimation domains. The grade shell was defined based on a 0.04 Au opt cutoff and only core drilling was considered. Resource estimation of gold at West Butte was conducted in three passes. At a cutoff of 0.06 Au opt, conservative estimates indicate the existence of a 2.75 Mt orebody at an average grade of 0.171 Au opt and a total of approximately 470 koz. Metal loss reports indicate potentially-substantial increases in total ounces if more core drilling takes place to replace contaminated RC drilling. Sequential Gaussian simulation (SGS) was conducted in conjunction with resource estimation of gold at West Butte. Visual discrepancies between the estimated model and the averages of the simulated models delineated regions of high uncertainty within West Butte. It is recommended that more core drilling takes place at West Butte. Angled core drilling should be conducted to better characterize subvertical orientations outlined by previous company geologists, and new exploration drilling should take place to the east and below the project area. It is likely that additional core drilling and replacement of contaminated RC drilling will result in a higher-tonnage orebody at West Butte through the expansion of the grade shell

There is no Afghanistan - the historic indeterminacy of Afghan sovereign identity

This thesis considers how we conceptualize the meaning of state failure with reference to specific so-­‐called failed states. The term implies certain prescriptions in an era of nation-­‐building projects, and as such imposes certain identity aspects on any state labeled as failed. Yet the specific histories, experiences and political culture of those states must also have meaning – not only in understanding how the current conditions came to be but also in understanding how and why we are able to talk and think about that state in whatever particular ways we do. The importance in this is that much of the academic and policy conversation around state failure takes into account the former, but not the latter. Accordingly, this project will focus on the specific case of Afghanistan. This country is largely seen as a very straight-­‐forward example of classic state failure. Yet it displays attributes which are quite different from many of those often assumed in both liberal and critical scholarly literature. Further, Afghanistan has a long history of interaction with the West, which this thesis analyses in episodic detail by way of critical discourse analysis. Analysis is leveled on narratives and discourse on Afghanistan through five historic encounters – the First, Second and Third Anglo-­‐Afghan wars, USSR-­‐US competition in Afghanistan during the Cold War, and the post-­‐September 11 intervention. This analysis suggests that Afghanistan has been assigned a certain indeterminacy in its character through the course of those interactions to the extent that assumptions of statehood which necessarily predate state failure are problematic. This project contributes to academic knowledge by bringing a careful deconstructive treatment to the notion of “state failure”. Through the recognition of binaries underpinning the narratives on Afghanistan specifically and its place as a “failed state” generally, this thesis seeks to disrupt certain “settled” knowledges about state failure too often taken for granted in liberal and critical approaches to state failure alike

Family-Centered Early Intervention (FCEI) Involving Fathers and Mothers of Children Who Are Deaf or Hard of Hearing: Parental Involvement and Self-Efficacy

(1) Background: Studies related to family-centered early intervention (FCEI) for children who are deaf or hard of hearing (DHH) have largely focused on mothers, at the exclusion of fathers. Yet, understanding fathers’ experiences with FCEI is also important and may inform service delivery. The present study explores self-efficacy and involvement with FCEI in both fathers and mothers. (2) Methods: Dutch fathers and mothers completed questionnaires about their parental self-efficacy, involvement in FCEI, perceived support from their primary EI provider, and the impact of raising a child who is DHH on parenting. (3) Results: Both fathers and mothers reported relatively high levels of self-efficacy. Mothers reported higher levels than fathers on some domains of self-efficacy and tended to be more involved in their child’s FCEI than fathers. In fathers, but not mothers, higher levels of self-efficacy were related to higher levels of involvement and higher levels of perceived support. (4) Conclusions: Similarities and differences were found between fathers and mothers in their perspectives on self-efficacy and involvement. This points to potential differences related to their FCEI needs. EI providers need to address both the needs of fathers and mothers to promote optimal development among child who are DHH

Pragmatics development in deaf and hard of hearing children: a call to action

Although major strides have been made in supporting the linguistic development of deaf and hard of hearing (DHH) children, a high risk of pragmatic delay persists and often goes unrecognized. Pragmatic development (the growing sensitivity to one’s communication partner when producing and comprehending language in context) is fundamental to children’s social-cognitive development and to their well-being. We review the reasons why DHH children are vulnerable to pragmatic developmental challenges and the potential to create positive change. In this call to action, we then urge (1) medical providers to recognize the need to monitor for risk of pragmatic difficulty and to refer for timely intervention (beginning in infancy), (2) allied health professionals involved in supporting DHH children to incorporate development of pragmatic abilities into their work and to foster awareness among caregivers, and (3) the research community to deepen our understanding of pragmatics in DHH children with investigations that include pragmatics and with longitudinal studies that chart the paths to positive outcomes while respecting the diversity of this population. By working together, there is substantial potential to make rapid progress in lifting developmental outcomes for DHH children

Virtual Advocacy: Lived Experience Takes Center Stage During and After Pandemic

COVID-19 forced a significant change for participants of the Disability Policy Seminar (DPS) typically held annually in Washington, D.C. The DPS is a policy event that both informs its participants about current policy and supports attendees visiting Capitol Hill to meet with legislators. In 2020, the DPS event, which took place during the early phase of the pandemic, was shifted from “on the Hill” to “across the screen”. Through the various lenses of an autistic self-advocate, a mother of a child with a developmental disability, and faculty of a LEND (Leadership Education in Neurodevelopmental and related Disabilities) program, this paper describes the ways in which the nature of our collaborative advocacy effort, from Hill visits to co-authorship, was shaped by changes instituted in response to COVID-19. The authors collectively explored the experience, benefit, and lasting impact of engaging in virtual advocacy from an emancipatory perspective, which highlights the voices of self-advocates and family members of people with developmental disabilities. Benefits of virtual include: 1) minimizing the physical challenges involved for persons with disabilities (particularly those with mobility issues, those who utilize durable medical equipment, and those whose disabilities make transportation challenging); 2) increasing visibility by allowing elected representatives a view into constituents’ homes; and 3) enhancing engagement for participants with different learning styles and those who communicate with support. We conclude with lessons learned within the context of a global public health emergency about how to support authentic collaboration between various stakeholders

Cultural Humility and Cultural Brokering in Professional Training: Insights from People of Color (POC) and Persons with Disabilities (PWD)

This conceptual paper reflects the collaborative work of LEND trainees and faculty exploring the need to shift from “cultural competencies” to “cultural humility” in training programs. The authors draw on their lived experiences as members of racially/ethnically marginalized groups, members of the disability community, and advocates for equity in accessibility. Collectively, the authors highlight some of the challenges and opportunities in supporting diverse trainees in professional- and discipline-specific training programs. and in the provision of services the trainees provide to care-recipients across a variety of fields. This paper includes a series of case vignettes in order to: examine individual authors’ experiences working in health-related systems as a representatives from a marginalized communities as individuals who identify as people of color (POC), persons with a disability (PWD) or PWD-POC. Informed by literature in the field alongside lived experiences, this paper identifies problematic systemic, attitudinal, and cultural elements that can limit the benefit that trainees receive in training programs and offers suggestions for mediating these limiting factors to more successfully mentor trainees who are POC, PWD, or PWD-POC. Implications for training programs in addressing diversity, equity, and inclusion through the incorporation of cultural humility and cultural brokering are highlighted

第二外国語への動機--日本における予備的調査

本論文は日本における第二外国語学習意欲の研究である。英語のみで教育を受ける日本の大学生の内的意欲、外的意欲、意欲のなさ、多文化を理解したいという意欲、旅行や仕事のために外国語を学びたいという意欲が計測された。過去の研究結果(Gardner, 1985, Gardner & Smythe, 1975, Trafford, 1995, & Wright, 1999)から意欲について年齢差と性別差があることが仮定された。総合的に女子の意欲の高さが仮定された。大学一、二年生は高い内的意欲と意欲のなさを示す一方、大学三、四年生は大学卒業後の生活を考慮し始める為に高い外的意欲を示すことが仮定された。この大学の特性から、中退せずに在籍し続ける学生は総合的に意欲が高く、同時に意欲のなさは低いことが仮定された。結果として三つの異なる分野の意欲においては性別差が発見されたが、それらは仮定と相違していた。またひとつの分野の外的意欲と意欲のなさにおいては年齢差が発見された。しかし、上記以外には、特に顕著な相違は発見されなかった。今回発見された様々な相違についての可能な説明と日本の大学における学習意欲の研究をこれからどう進めるべきかについて考察された。This paper presents a study of second language learning motivation in the Japanese context. Students at a sheltered immersion English college in Japan were measured on the variables of intrinsic, extrinsic, and amotivation as well as integrative and instrumental motivation. Based on previous research (e.g. Clark & Trafford, 1995; Gardner, 1985b; Gardner & Smythe, 1975; Wright, 1999) it was hypothesized that there would be differences in motivation both by age and sex. Females were hypothesized to show higher levels of motivation overall. Younger students were hypothesized to show higher levels of intrinsic types of motivation and higher levels of amotivation, while older students were expected to show higher levels of extrinsic motivation as they begin to focus on their lives after graduation from university. It was also hypothesized that based on the unique nature of the university, students who stayed would show high levels of motivation overall and correspondingly low levels of amotivation. Results showed sex differences in the levels of intrinsic motivatio —accomplishment; extrinsic motivation—introjected regulation; and extrinsic motivation—external regulation. However, these differences were not in the expected direction. Age differences were also found in levels of extrinsic motivation— external regulation and amotivation. However, aside from these specific domains of motivation, there were no major differences found across the spectrum of motivational levels. Discussion focused on possible explanations for the differences that were discovered as well as possible ways forward in researching motivation in Japanese universities