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Primary schools are increasingly regarded as appropriate settings for intervening in the mental health and wellbeing (MHWB) of pupils, facing pressures from across educational systems to deliver effective provision. However, evaluations reveal that where some school based MHWB interventions achieve their intended outcomes, many still produce neutral to small effects, and in some cases, unintended and negative effects. Limitations arguably reflect inadequate attention to school context and the lack of co-production in intervention development. Researchers suggest increasing focus on systemic and school contexts will facilitate improved understanding of how the implementation of interventions can be effective and sustained over time. This thesis adopted a systems-wide perspective on school-based MHWB interventions by exploring the origin of policy messages, how they are developed and transmitted from key stakeholders, subsequently enacted by school staff and experienced by pupils. The thesis utilised a case study at the national level, delineated into regional, community and school cases. Interviews were conducted with key stakeholders from across all levels of provision. Findings propose conceptual confusion exists regarding policy messages developed by policy, regional and community stakeholders. Tensions are evident in intervention strategy and assessment, leading to policy hyperactivity in the development of messages and subsequent transmission to schools. Schools self-organise, and develop contextually-relevant intervention practices, orienting toward strategy messages preferred by 'school collaborators', notably mid-level policy actors with frequent contact with schools, who foreground the importance of socio-environmental factors over behavioural strategies. Pupils experience MHWB interventions more positively when developed in accordance with school collaborators' strategies, with most rejecting interventions with behavioural foundations. Future policy should be co-produced in collaboration with stakeholders across all levels of provision in educational supra-systems, particularly school collaborators, staff and pupils, and should reflect inter-school contextual variation. Co-produced, contextually-relevant policies are more likely to provide schools with clearer guidance to enact MHWB policy messages and implement interventions acceptable to staff and pupils.

This thesis considers an example of English language teaching (ELT) reform in the context of internationalisation at Noda campus, Tokyo University of Science, Japan. Research questions not only enquire into institutional policy, but also teacher beliefs, attitudes and perceptions about a greater use of communicative language teaching activities and how these notions play out in examples of teaching practice. I take an interpretive stance to the enquiry and conduct a qualitative case study. As a participant in the research context, I am able to gain insight into the wider social processes of a purposely chosen group of seven Japanese English teachers. I employ Wolcott's (2008) notion of an ethnographic perspective on data gathering with 1) institutional documents regarding ELT reform and other ethnographic material, 2) field notes taken during classroom observations; and, 3) a theme analysis of semi-structured interview transcripts. Findings suggest there has been a move towards 1) the implementation of communicative language teaching activities with a large increase in the number of oral English courses, 2) a more student-centred approach; and, 3) the introduction of oral communication activities on a trial-and-error basis. I contend that findings are relevant to educational theory in illuminating the extent to which perceived negative attitudes towards ELT reform may be mitigated through constructive engagement. Moreover, in terms of educational practice, the study of participants' apparent attitudes and beliefs may be analogous to other groups of teachers engaging with foreign language education reforms. The thesis concludes by recommending future investigation into educational contexts viewed as inter-related systems (Larsen-Freeman and Cameron, 2008). Such future investigations will focus on the constant mutual restructuring of teaching policy, theory and practice (Johnson, 2008). This type of research will provide insight into how educators mediate national and institutional policy initiatives in order that they be suitable for local contexts.

This study examines how longitudinal foliation develops in glaciers and ice sheets in a wide range of topographic, climatic, and dynamic settings, at a variety of spatial scales. Study locations include four valley glaciers in Svalbard (Austre Brøggerbreen, Midtre Lovénbreen, Austre Lovénbreen, and Pedersenbreen), a valley glacier in Canada (Sermilik Glacier), and seven outlet glaciers in Antarctica (Hatherton Glacier, Taylor Glacier, Ferrar Glacier, Lambert Glacier, Recovery Glacier, Byrd Glacier, and Pine Island Glacier). Detailed structural mapping of the valley glaciers from satellite imagery and field-based measurements were used to document the formation of longitudinal foliation in small-scale ice masses. These findings were ‘up-scaled’ and applied to much larger glaciers and ice streams. Longitudinal foliation develops in concentrated bands at flow unit boundaries as a result of enhanced simple shear. However, longitudinal foliation is not directly observable from satellite imagery at the surface of larger-scale valley glaciers. The longitudinal structures visible at the surface of larger-scale glaciers form at flow unit boundaries and are composed of bands of steeply dipping longitudinal foliation; however, they appear as individual linear features on satellite imagery as a result of the comparatively low spatial resolution of the imagery. The persistence of flowlines in the Antarctic Ice Sheet through areas of crevassing and net ablation (blue-ice areas) suggests that they are the surface representation of a threedimensional structure. Flowlines are therefore inferred to be the surface expression of flow unit boundaries composed of bands of steeply dipping longitudinal foliation. The survival and deformation of flowlines in areas of ice flow stagnation indicates that flowlines form in their initiation zones and not along their entire length. Furthermore, these ice stagnation areas indicate that flowlines record past ice dynamics and switches in ice flow.