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Chopping carcasses into segments for effective distribution and processing is an essential part of the butchery process from the distant past to the modern era. However, identification criteria, definitions, and experimental work pertaining to chop marks is lacking in the zooarchaeological literature. Butchery marks on archaeological faunal assemblages provide indirect evidence for utilitarian tool use related to food processing and mitigates the need for the physical presence of the tool itself. This thesis uses an experimental approach to determine the axe material type (bronze, copper, ground stone, or chipped stone) that created the prominent chop marks found on the Early Bronze Age faunal assemblage from Göltepe, Turkey. Experimentation shows that both width and sharpness of the axe are the major aspects of the chopping tool that effect the morphology of the chop mark. A thick, dull axe is more likely to crush the bone rather than cut through it, and often leaves the bone highly fragmented. A thin, sharp axe is more likely to cut through the bone with little to no crushing, and leaves a smooth sheared surface extending from the point of entry. All chop marks can be classified according to both their levels of crushing and shearing on a scale from 1-5. Chop marks falling between a Class 1 and a Class 3 were likely created by stone axes, whereas chop marks that fall between a Class 4 and Class 5 were likely created by metal axes. The experimental results indicate that metal axes created the majority of the chop marks on the Göltepe faunal assemblage even though no metal axes were recovered from the site. The extensive level of shearing on many of the chop marks and relatively high number of bronze artefacts recovered from Göltepe, suggest that the dominate material type for axe heads used for butchery were either bronze or arsenical-copper.

The practicum is a study of the implementation of the Manitoba/ Winnipeg Community Revitalization Program (M/WCRP). The program's goal is the revitalization of older neighbourhoods by working closely with residents in the planning and funding of capital projects that improve neighbourhood facilities. The purpose of the practicum is to examine the implementation of the program in two case study neighbourhoods and analyze how the implementation process actually unfolded. This analysis will lead to a better understanding of how and why implementation does not always occur as planned and how the implementors involved in the process can be flexible and adjust to changes as they occur. The study methodology first involved a review of existing literature in the field of implementation analysis in order to develop an appropriate framework for the analysis in the two case study neighbourhoods. The next stage of the research involved a description of the implementation process as it is designed by t e implementors, followed by a description of what actually occurred during implementation, based on my experience as a participant-observer. Using an interpretive approach to implementation analysis, the study looked at, from several different perspectives, the relationships and interactions between the actors involved in implementation. When dealing with the implementation of a policy or program, deviations from a designed process are to be expected. Reflecting on what actually happened during implementation leads to a better understanding of how to improve implementation in the future.

Front-line staff must confront the daily challenge of matching the demands of training tasks to the discrimination learning abilities of developmentally-disabled clients. In this study, three sets of predictions were made concerning the ability of 18 severely or moderately developmentally-disabled persons to learn 18 training tasks. First, test results of the clients on the Assessment of Basic Learning Abilities (ABLA) test were used to make 216 predictions (12 tasks x 18 clients). Second, experienced teachers who had worked with the clients for a minimum of eight months predicted which of the 12 training tasks the clients would be able to learn. Third, experienced teachers who did not know any of the 12 clients personally, but who were allowed 30 minutes of interaction with the clients (the length of time typically required for an ABLA test), predicted which of the 12 tasks the clients would be able to learn. Following these three sets of predictions, standard training procedures were used to attempt to teach each of the tasks to each of the clients until a passing criterion of eight consecutive correct responses occurred, or until a failure criterion of 120 training trials occurred. Test results on the ABLA more accurately predicted client performance on training tasks than either group of experienced staff, and the differences were highly statistically significant. A cost-effectiveness analysis indicated that use of the ABLA test for matching training tasks to abilities of clients could considerably decrease the high cost of unproductive training time.