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Geochemical signatures throughout the layered Earth require significant mass transfer through the lower crust, yet geological pathways are under-recognized. Elongate bodies of basic to ultrabasic rocks are ubiquitous in exposures of the lower crust. Ultrabasic hornblendite bodies hosted within granulite facies gabbroic gneiss of the Pembroke Valley, Fiordland, New Zealand, are typical occurrences usually reported as igneous cumulate hornblendite. Their igneous features contrast with the metamorphic character of their host gabbroic gneiss. Both rock types have a common parent; field relationships are consistent with modification of host gabbroic gneiss into hornblendite. This precludes any interpretation involving cumulate processes in forming the hornblendite; these bodies are imposter cumulates. Instead, replacement of the host gabbroic gneiss formed hornblendite as a result of channeled high melt flux through the lower crust. High melt/rock ratios and disequilibrium between the migrating magma (granodiorite) and its host gabbroic gneiss induced dissolution (grain-scale magmatic assimilation) of gneiss and crystallization of mainly hornblende from the migrating magma. The extent of this reaction-replacement mechanism indicates that such hornblendite bodies delineate significant melt conduits. Accordingly, many of the ubiquitous basic to ultrabasic elongate bodies of the lower crust likely map the 'missing' mass transfer zones.

This article explores the creation of a specific protocol to prepare children and young people with learning disabilities effectively for theatre and to ensure appropriate support during recovery. The TEACH approach (time, environment, attitude, communication and help) was adopted to provide a framework for reasonably adjusted care. The theatre and recovery protocol was developed following complaints by parents of children with learning disabilities about unsatisfactory care, and after cancelled operations. The young person is offered a pre-admission visit and a hospital passport, which explores their likes and dislikes and enables staff to prepare for their specific needs and requirements. In recovery, a quieter and larger area has been created. The protocol has enabled staff to feel more confident and to individually address the young person’s needs. This protocol could easily be adopted for many other people regardless of age or disability who need to have care altered to meet their needs.

Practice Profile series. Reflection on Continuing Professional Development, NS157 on malignant wounds. [(BNI unique abstract)]

Tourism based on natural environments is a huge international industry and this industry needs access to land with scenery, native plants and wildlife. In turn, land managers need money to maintain their land and its natural resources. This book looks at the economic, social and environmental consequences of nature-based tourism. It discusses the importance of links and partnerships, as well as the conflicts,between commercial tourism interests and land management agencies. Born from the Fenner conference on Nature Tourism and the Environment, held in Canberra, Australia, 2001, the book includes selected proceedings which have been refereed and substantially revised.

Schachter (1982) suggested that people who stop smoking without formal assistance are a different population than those who use assistance. The present study addressed Schachter's question by assessing self-concept and defensive style differences between four groups of people who had attempted to stop smoking. Eighty adult participants were classified according to their use of assistance in and the outcome of their attempt to stop smoking. There were 20 participants in each of the following groups; unassisted-successful, unassisted-failed, assisted-successful, and assisted-failed. Self-concept theory suggests that behavior is influenced by self-concept and research on defensive style suggests that self-concept is influenced by defensive style. It was hypothesized that people who stopped without assistance would have higher self-concepts than those who used assistance. It was hypothesized further that there would be a method (i.e., assisted or unassisted) by outcome (i.e., success or failure) interaction effect with unassisted-successful participants obtaining the highest self-concept scores of all groups. In addition, it was expected that assisted-successful participants would have a more sensitizing defensive style than all other participants. Two self-report measures were chosen; the Tennessee Self-Concept Scale (TSCS) and the Repression-Sensitization (R-S) scale. The relationship between the TSCS and the R-S scale was also examined as was the internal validity of the TSCS. Contrary to the hypotheses regarding differences between the groups analysis of variance and t-test procedures indicated that all four groups were similar in both means scores of the TSCS and R-S scales and in correlations of the TSCS by the R-S scale. Within all four groups the TSCS and the R-S Scale were strongly correlated indicating that high self-concept is positively related to repression as predicted. There was an unexpected age trend in the results, with age being positively correlated with repression. Additionally, the participants in the present study were older and their R-S scores indicated that they were more repressed than the original sample which supports the idea that age and repression are positive related. It was concluded that self-report measures were not adequate for the present study and that differences between the groups may have existed immediately after the participants quit dates, but may have faded over time. It was suggested that further research is necessary to identify the factors that discriminate between those who choose assisted-methods and those who choose unassisted-methods.

Jane W. Bradley is right on target in saying that students need more exercise, more thinking and less TV, as well as a healthy diet [op-ed page article, Sept. 6, \"Students would do better if they got less homework\"]. Her comments on homework, however, are less...

Jane W. Bradley is right on target in saying that students need more exercise, more thinking and less TV, as well as a healthy diet [op-ed page article, Sept. 6, \"Students would do better if they got less homework\"]. Her comments on homework, however, are less...