Fluid Flow and Deformation: Exploring the Relationships Between Fluid Flow, Deformation Mechanisms, Quartz Crystallographic Preferred Orientation Fabric Development, and Kinematics in the Willard Thrust Fault, Utah

Thirty-four quartz-rich samples were collected across the Willard thrust fault in Utah to explore the effects that fluid has on faulting. In particular, the relationships between fluid, deformation mechanisms, crystallographic preferred orientation (CPO) fabric development, and kinematic vorticity were investigated. A petrographic analysis of all 34 samples determined the relative contributions of brittle fracturing, crystal plasticity, and diffusional processes along with their possible relation to fluid interaction. Crystal plasticity dominates throughout most of the field area except where significant contributions from diffusive deformation occurs in rocks with significant mica concentrations and fine grain sizes, especially those located near the fault. The degree of fluid interaction and each deformation mechanism was also compared to each sample’s mineralogy, grain size, and fault proximity. Generally, increased fluid interaction enhanced either brittle mechanisms (in coarse grained, quartz rich samples) or diffusive deformation (in fine grained samples). Fault proximity also influenced fluid intensity and deformation mechanisms. The closer the samples were to the fault, the more fluid interaction and diffusion were present, consistent with earlier work that suggested the fault acted as a channel for syndeformational fluids. Electron backscatter diffraction (EBSD) was used to further investigate the relationship between fluid intensity and dominant deformation mechanisms, and to also explore relationships between these factors and vorticity, fabric strength, and quartz slip system activation. Sixteen samples were selected for this analysis. Overall, the samples produced weak CPO fabrics, suggesting deformation by crystal plasticity with contributions from diffusion. Because of the weak patterns, a quantitative vorticity analysis was not completed, but a qualitative analysis showed that both pure and simple shear components were present during deformation. Quartz CPO was strongest in samples close to the fault with high quartz concentrations. It also had a weaker, positive correlation to fluid interaction and grain size. Generally, samples closer to the fault displayed pole figure geometries with active slip systems associated with higher temperatures, suggesting that hydrothermal heating may have occurred as fluids were channeled along the fault. Crystal plasticity was the primary mechanism that allowed rocks to deform on both the footwall and hanging wall. The highest degree of crystal plasticity and diffusive deformation occurred near the fault, as evidenced by the strongest CPO fabrics and microstructures related to diffusional deformation. It is likely that the concentrated diffusional deformation occurred due to the channelized fluid low along the fault, which may have been continuous, cyclical, or sporadic. Overall, deformation mechanism was controlled by a variety of factors with the presence of fluid being of primary importance. Proximity to the fault (not unrelated to the presence of fluid) and quartz concentrations also played a significant role, and grain size exerted control to a lesser degree

A Model Geometry and Probability Supplimental Curriculum for Fourth Grade Students in Alignment with the Washington State Essential Academic Learning Requirements for Mirror Lake Elementary School, Federal Way School District, Federal Way, Washington

The purpose of this project was to develop and implement a model supplemental geometry and probability curriculum for Mirror Lake Elementary in the Federal Way School District, Federal Way, Washington. To accomplish this purpose, a review of related literature was conducted. Additionally, related information and materials from selected sources was obtained and analyzed. Control Groups were formed to test district provided curriculum and district provided curriculum with supplemental units. The results showed greater student academic gains when the district provided curriculum was supplemented with additional material

The Formal and the Relevant: modal underspecification and pragmatic disambiguation

The aim of this work is to propose and illustrate a semantic-pragmatic approach to symbouletic modality. To do so, Kratzer’s (1981, 1991, 2012) framework of analysis for natural language modality is adopted, in which a modal is doubly relative to contextual information via a modal base and an ordering source. Yanovich’s (2013a, 2013b) symbouletic modality is the object of analysis, due to its inherently performative nature and, considering it is quite new, still widely uncharted territory. Unlike Russian, Brazilian Portuguese does not seem to have a modal auxiliary that is exclusively symbouletic, thus the underspecification of ‘dever’ (roughly, ‘must’ or sometimes ‘should’) must be dealt with in order to obtain a successful final symbouletic reading, ranking weaker than directives yet stronger than assertions in terms of its performative force. The same modal verb ‘dever’ seems to be able to be standardly symbouletic when uttered with unmarked prosody, but when uttered with marked prosody, it appears to collapse with directives, changing the performative force and yielding ORDER instead of ADVICE. In order to explain how context determine the final modal reading, we assume Sperber and Wilson's (1986/1995, 2003) relevance theory, which aims to explain how the hearer process an utterance in order to understand the speaker's meaning. The conceptual-procedural distinction, the relevant-theoretic comprehension procedure and the constructions of ad hoc concepts are explored in order to explain why prosodic inputs change the performative force. In this account, prosody encodes a procedural meaning which will constrain the proposition expressed, narrowing the performative force and rendering an ad hoc concept. Keywords: Modality; Semantics; Pragmatics

How Educators Can Utilize Culturally Responsive Teaching To Enhance Personalized Learning Opportunities In The Secondary Classroom.

The research question addressed by this project is: How can educators utilize Culturally Responsive Teaching to enhance personalized learning opportunities in the secondary classroom? Research has shown that culturally and linguistically diverse students suffer from an opportunity and achievement gap in this country that creates school-dependent learners. This research aims to prove that integrating Culturally Responsive Teaching (CRT) and personalized learning techniques together in the classroom helps to create independent learners. This paper looks most closely at the theoretical work on CRT of Geneva Gay, Zaretta Hammond, and Gloria Ladson-Billings and focuses on the personalized learning tools of offering students choice, self-pacing the curriculum, creating passion-based learning, and amplifying student voice. There is little peer-reviewed research done to specifically connect CRT and personalized learning, so materials created for this project include a podcast, website, and Instagram account to showcase the beneficial link between these two theories when implemented together in the classroom. This work outlines the thinking behind the project, the methods for creating the materials, and how the project was implemented