Search

The period of the 18th and 19th centuries was one of great change in the Highlands and Islands of Scotland. Improvement, the Jacobite Rebellions, and the Clearances transformed its communities and landscapes. These events have rightly been a focus of research. However, archaeological approaches have often sought simply to illustrate these processes, rather than create new narratives about life in the past. The resulting picture of the period can over-emphasise economic change whilst failing to reflect the richness and variety of everyday life. This thesis aims to suggest a new approach to the place and period, one which addresses matters often ignored in previous work. Whilst it has an archaeological sensibility, it draws on ideas from outside archaeology, such as landscape theory and on Gaelic oral tradition, an underused resource, to create a novel and broad-based approach to the period. An important part of the method is a synchronic approach that seeks to reconstruct the experience of the landscape at very particular times, engaging fully with the everyday experience of landscape rather than grand historical narratives. Two Hebridean case studies are utilised: Hiort (St Kilda) and Loch Aoineart, South Uist. Thematic discussions drawn from these landscapes are intended as critical assessments of the efficacy of the approach, as well as new narratives about life in the past in themselves. The thesis concludes by comparing the two case studies, reflecting on the merits of the approach, discussing recurrent themes in the work, and considering its wider context and implications. It is concluded that taking a novel approach to the case study landscapes can create narratives that often contrast or expand upon those produced by previous scholars, allow for a more detailed consideration of everyday life in the period, and open up new areas for archaeological enquiry. The extensive and critical use of evidence from Gaelic oral tradition is highlighted as crucial in understanding life and society in the period. The thesis questions the utility of grand historical narratives as a framework for archaeological study of post-medieval Gaeldom and suggests that our understanding of the past is best served by approaching the evidence in ways which allows for many different voices and stories from the past to emerge.

Teaching and research tend to be seen as heterogeneous activities, yet in debates in the literature, they are often treated by inference as essentially homogeneous activities (Scott, 2003). Positivistic focused research studies, such as those of Terenzini and Pascarella (1994) and Hattie and Marsh (1996, 2002) on the nexus between teaching and research tend to ‘measure’ research output to evaluate teaching performance. These studies have concluded that, if a relationship between teaching and research did exist, it was marginal at best. Interpretive based studies, (Neumann, 1992, 1993; Rowland, 2000, 2004; Brew, 2003a, 2003b, 2004, and Jenkins, 2005) suggest that academic staff believe a nexus does exist between teaching, research and scholarship. The research philosophy adopted for this research is a (reflexive) phenomenological approach (practice shaping theory), used to structure UK IS/IM academics’ perception surrounding the nexus between teaching, research, scholarship and consultancy. Both quantitative and qualitative data has been obtained, comprising the results from a web-based questionnaire, (with a 30% response rate) and the analysis of twelve semi-structured interviews with six staff from a teaching-led university, and six staff from a research-led university. This research has found that a nexus is perceived to exist and is perceived to inform teaching practices between certain academic activities. Namely, teaching is informed via the process and product of research consultancy, but research and consultancy practices are not informed by teaching. In addition, this research has found that a nexus exists between research and consultancy and that this relationship is bi-directional. The area of scholarship is found to be messy and problematic in any nexus relationship. This research argues when conceptualising and enacting a nexus between teaching, research, scholarship and consultancy that a complex adaptive systems perspective is needed and that the nexus relationship should be relabelled a plexus web.

Determination of the hydrogen species in hydrogen in vein quartz using infrared spectroscopy shows that samples containing a significant fluid inclusion population also yield a 'normal' hydrogen isotope signature (-39‰). Samples generating an anomalous 8D signature (-103%o) contain a significant quantity of structurally incorporated defect hydrogen species. Additional experiments different hydrogen reservoirs are liberated from quartz at temperatures that correlate with those described previously as generating anomalous hydrogen isotope signatures during stepped heating isotopic experiments. The findings suggest that hydrogen isotope signatures decoupled from that suggested by accompanying oxygen isotopes may be attributable to a significant defect hydrogen reservoir in the sample. Using mid-infrared spectroscopy, the frequencies of the fundamental molecular vibrations obtained using standard and field-based sample preparation techniques are the same. Bands generated using infrared absorbance and reflectance spectroscopic techniques are also in good agreement. Micro-infrared spectroscopy was used to characterise the products of hydrothermally altered plagioclase phenocrysts from the Chelopech Au deposit, Bulgaria. Samples from inside and outside the main silicified zone are dominated by kaolinite and beidellite respectively. Mineral characterisation was confirmed using XRD analysis. Cathodoluminescence images of quartz phenocrysts from a porphyry copper related intrusion elucidate numerous growth zones. Dendritic morphologies, indicative of periods of rapid growth, are found in the inner regions of individual zones. These regions also display a bright luminescence response. Outer regions of an individual zone may display morphologies indicative of euhedral growth and are of lower luminescence response. The observed growth patterns record numerous periods of cyclic growth, which are interpreted to be associated with periodic phases of magmatic volatile exsolution. Concentrations of H-OH groups, measured using micro-infrared spectroscopy during a traverse of a magmatic quartz crystal, show significant spatial variability. This is attributed to irregular incorporation of these species during crystal growth. Regions recording high H-OH contents also correlate with those displaying bright luminescence response and quartz habits indicative of rapid growth. The results of this study suggest that SEM-CL images may provide a rapid technique for interpreting the relative rates of quartz growth in a crystal. Apatite and biotite crystals are found as inclusions in quartz phenocrysts. Calculations using the elemental composition of these phases enables log fugacity ratios log(fH2o)/(fHCI), log(fH2o)/(fHF), and log(fHF)/fHci) to be calculated for the precipitating medium. A comparison between log fugacity ratios of the studied intrusion, with those from other porphyry copper settings, shows halogen bearing minerals in many porphyry systems have crystallised under a similar fugacity regime.

Students with learning disabilities (LD) are part of the largest and most rapidly expanding population of college students (Burgstahler & Moore, 2009; Garrison-Wade & Lehmann, 2009; Foley 2006; Chew, Jensen, & Rosen, 2009; Thomas, 2000). Current estimations show approximately one and a half million college students have a documented disability (Vasek, 2005). These figures have reportedly tripled in the past 25 years (Preece, Roberts, Beecher, Rash, Shwalb, & Martinelli, 2007; Garrison-Wade & Lehmann, 2009; Barnard-Brak et al., 2010). Compared to other academic subjects and educational domains, the emerging field of learning disabilities is rather young. As such, Colleges and universities need to be aware of the current numbers of students with learning disabilities, the educational impact on their learning, and the institutional impact of their campus presence. This dissertation compiles the current professional literature from the previous decade specifically focused on college students with learning disabilities. It also provides a summary of the logistical scope and educational impact of said learning disabilities with their implications for college campuses. Lastly, it begins exploration and development of a faith-based perspective on learning disabilities. Specific attention is given towards the nature of, expectation, and reaction to suffering from a Biblical perspective. Findings and recommendations are organized into supports, challenges, and faith-based implications. Each subcategory will explore the main topic from an individual/personal and institutional perspective. Finally, on a pragmatic level, this study gives recommendations to three particularized impacted demographics: the LD student, campus departmental staff, advisors and general faculty, and lastly, disability service professionals. Recommendations include programmatic possibilities, working towards campus cultural shifts and practical tips for LD students and families preparing for their collegiate experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]