VictorJuiz/thesis huggingface dataset:
Becoming an Educational Developer: A Canadian University Perspective
Keywords: educational development
career progression

This study sought to understand how individuals come to be educational developers, specifically, their individual and collective journeys toward entry to the profession, the drivers and conditions that shape developer pathways, a sense of how practitioners characterize their developer role and conceive the field overall, and, finally, the point at which they come to associate with the field and identify with what they do. To explore and examine these questions, a qualitative study was undertaken with a subset of the development community. Eighteen Canadian university educational developers, all formally associated with a campus-wide or discipline-based teaching and learning unit, were invited to share their stories. Drawing upon the metaphor of journey to conceptualize the research and storytelling process, and framing the analysis and discussion from a career development and community of practice perspective, the process of becoming an educational developer was revealed. Two trajectories to educational development were identified: (1) those coming from outside higher education and (2) those transitioning from within their academic institution. Various conditions, situational factors, social encounters, or drivers, often serendipitous in form, influenced their journeys, with some participants experiencing more direct paths to the profession and others encountering more twists and turns. Select types of individuals (gatekeepers, distractors, mentors, enablers) also significantly impacted their pathways. Participants characterized their developer role broadly (facilitator, connector, consultant, champion, change agent) and conceived educational development along service, professional, and academic lines. Commitment to the profession and their role solidified within two to four years upon entry. Currently, the field of educational development operates without any formalized career structures to guide entry to or facilitate advancement within the profession. As the community continues to grow and situate itself within the higher education landscape, identifying what attracts developers to the field, their individual pathways, as well as how and when they come to associate with the profession, especially in the absence of socialization and induction strategies, is crucial. With limited research examining the process of becoming a developer and the attraction of working in the field, this study provides a basis from which to continue to examine questions associated with growing and sustaining an emergent profession.
Experimental Approaches to Sound Variation: a Sociophonetic Study of Labial and Velar Fricatives and Approximants in Argentine Spanish
Keywords: Spanish
fricatives
approximant
sociolinguistics
acoustic
perception
sociophonetic
phonetics

The alternation between labial and velar fricatives (e.g. [x]uego fuego ‘fire’) and labial and velar approximants (e.g. a[ɣ]uelo abuelo ‘grandfather’) frequently co-occur in disparate Spanish dialects (Colombia, New Mexico, El Salvador, Ecuador, Chile, among others). I hypothesize that these alternations are triggered by the perceptual similarity between such variants in the context of [u] and [w]. I further hypothesize that the spread of these variables to the upper layers of society is prevented by formal education, since orthography can block sound change. Although the labio-velar alternations have been observed before, there are few experimental studies addressing their acoustic and perceptual motivations. Yet, the only way to understand the mechanisms of sound variation and change is to analyze the physical, acoustic and perceptual characteristics of the sounds involved. This dissertation uniquely combines three methodologies of data elicitation in order to achieve a better understanding of the alternations. Vernacular speech was collected through sociolinguistic interviews. Contextually controlled target words were elicited via a picture naming task. Finally, the hypothesis that the alternations were driven by the perceptual similarity between the sounds was tested via an AX discrimination test. The sociolinguistic data was correlated with the results from the perception experiment to determine whether more variation in speech correlates with higher rates of confusion in perception. The results reveal that Education and Following Context are two of the most powerful factor groups that influence the alternations. The alternation is almost exclusively found before the diphthongs [we, wi], and in stressed syllables. Knowing the orthography plays an important role in blocking the diffusion of this perceptually driven variation. The same factors affecting the variation in sociolinguistics interviews were found to be significant in increasing the confusion between [f] ~ [x] and [β] ~ [ɣ] in the perception experiment. The acoustic analysis (centre of gravity and F2 at vowel onset), however, did not support the hypothesis regarding the similarity of labial and velar fricatives and approximants.
The Role of Emotion Regulation in the Expressive Writing Intervention
Keywords: expressive writing
emotion regulation
emotionally expressive writing
affect regulation
trauma
posttraumatic stress disorder

Expressive Writing (EW) involves asking participants to write emotionally about stressful life events and has been associated with improvements in psychological and physical health. The purpose of the current study was to extend previous work by examining the moderating and mediating role of emotion regulation within the EW intervention. Sixty participants who had experienced a traumatic event were recruited from the community and were assigned to an EW or control writing condition. Measures assessing emotion regulation and indices of psychological and physical health were administered at baseline and one month follow-up to determine changes in symptomatology. In comparison to control writing, EW led to significant improvements in depression, emotional clarity, and to a lesser degree emotional awareness. Although no other group differences were found, all participants demonstrated significant improvements in their symptoms of posttraumatic stress, reported physical health, overall emotion regulation abilities, their ability to accept their emotions, engage in goal directed behaviour when distressed, and access emotion regulation strategies they perceive as effective. No support was found for our moderation hypothesis. However, a significant moderation was discovered revealing that difficulties engaging in goal directed behaviour when distressed moderated improvements in posttraumatic stress symptoms. Specifically, control participants with this emotion regulation deficit demonstrated significantly poorer outcomes than control participants without this deficit; in comparison to the EW group participants who improved similarly on posttraumatic stress symptoms regardless of their level of difficulties at baseline engaging in goal directed behavour when distressed. Additionally, baseline emotion regulation abilities predicted improvements on psychological health (but not physical health) outcome measures for both groups. No support was found for our mediation hypothesis. Exploratory analyses revealed that the EW group demonstrated greater emotional arousal in response to their writing in sessions 1 and 2, but that by session 3 their arousal had significantly decreased and was equivalent to that of the control group, which showed no changes in arousal across sessions. No support was found for the moderating or mediating influence of arousal on outcome. Results will be discussed within a model of emotional expression and emotion regulation and compared to the existing EW literature.
The Beneficial Effects of Hypercapnia, and the Detrimental Effects of Peroxynitrite, in Chronic Neonatal Lung Injury
Keywords: Alveolar formation
Bronchopulmonary dysplasia
Carbon dioxide
Chronic neonatal lung injury
Inflammation
Lung growth
Oxygen toxicity
Pulmonary hypertension
Free radicals

Bronchopulmonary dysplasia (BPD) is a chronic neonatal lung injury (CNLI) affecting infants of < 32 weeks gestation, which has a significant associated morbidity and mortality. The hallmarks of BPD as seen in the current era are arrested alveologenesis and parenchymal thickening. Those most severely affected may develop pulmonary hypertension which worsens the prognosis. No effective preventive therapy exists. Generation of damaging reactive oxygen species is implicated in its development. The more recently recognized reactive nitrogen species may also contribute to this disease. Thus, there is considerable interest in preventive antioxidant therapies, but results to date have not been promising. Newborn rats, exposed to 60% O2 for 14 days, develop a parenchymal injury and pulmonary hypertension that resembles the morphological features of human BPD. Previous studies have shown that following exposure to 60% O2, a pulmonary influx of neutrophils is followed by that of macrophages. Inhibiting the influx of neutrophils prevents the generation of reactive oxygen species, while simultaneously enhancing postnatal lung growth. Other interventions have shown that development of pulmonary hypertension is dependent upon increases in both 8-isoprostane and its downstream regulator of vascular tone, endothelin-1. Gentler ventilation strategies, incorporated to minimize induction of stretch-mediated pro-inflammatory cytokines, have shown benefits of permissive hypercapnia in adult lung injury. Multicentre clinical trials of permissive hypercapnia in neonates have not shown benefit. Therapeutic hypercapnia has been demonstrated to have a protective effect of PaCO2 in both acute studies of ventilator-induced and ischemia-reperfusion injuries in animal models. In the studies reported herein, therapeutic hypercapnia was found to completely protect against CNLI and attenuate 60% O2-induced macrophage-derived protein nitration. The likely nitrating agent was macrophage-derived peroxynitrite. The critical role of peroxynitrite, in the development of chronic neonatal lung injury in this model, was confirmed using a peroxynitrite decomposition catalyst. This protected against the impairments of alveolarization and of pulmonary vascularization induced by 60% O2. These results suggest a more significant role for reactive nitrogen species than previously recognized. Finally, preliminary evidence is presented supporting a role for neutrophil-derived elastase in initiating the macrophage influx in the lungs, required for peroxynitrite generation, during 60% O2-mediated injury.
A Matter of Character: Moral Psychology and Political Exclusion in Kant and Mill
Keywords: political theory
history of political thought
liberalism
moral psychology
imperialism
exclusion
character
agency
Immanuel Kant
John Stuart Mill

What kind of agent does liberal political thought presuppose? Who is the subject inhabiting modern, liberal conceptions of political order? This dissertation is a study of liberal character-formation, of the kinds of persons, subjects and citizens underlying seminal works in the liberal tradition. More specifically, it explores the forms of character and agency sustaining Immanuel Kant’s and John Stuart Mill’s moral and political philosophies, as well as problems of exclusion and marginalization faced by agents who are, either naturally or circumstantially, unable to develop a properly liberal character. The project is guided by three central aims. The first is expository: the dissertation draws to light the substantial attention that Kant and Mill both devoted to the moral psychology of progressive, liberal agency, and to the conditions, processes and mechanisms forming a liberal character. The second aim is critical, examining the ways in which these ideals of liberal character stand to constrain the inclusiveness and equality at the centre of liberal moral and political doctrines. The final aim is evaluative, reflecting on how we might situate problems of exclusion, both within the broader architectures of Kant’s and Mill’s respective philosophical systems, and in relation to the liberalisms that we inherit from them.
A Case Study of Compact Core French Models: A Pedagogic Perspective
Keywords: Core French
Second Language
Compact Language Models

The overriding objective of core French (CF) teaching in Canada since the National Core French Study (NCFS) is that of communicative competence (R. Leblanc, 1990). Results from the traditional form of CF, though, suggest that students are not developing desired levels of communicative competence in the drip-feed (short daily periods) model (Lapkin, Harley, & Taylor, 1993). The present study aims to investigate the role of compacted second language program formats in promoting higher levels of language proficiency and achievement among elementary core French students; in particular, the study investigates the pedagogic approach, based on the principle that longer class periods should facilitate a more communicative/ experiential teaching approach. Students in three Grade 7 classes served as participants. Two of the classes served as the compacted experimental classes, and the other as a comparison class. Pre-tests, immediate post-tests and delayed post-tests recorded differences in student achievement. A multi-dimensional, project-based curriculum approach was implemented in all three classes, and was recorded by teacher observations in her daybook and daily journal. Student attitudes toward their CF program format and their self-assessed language proficiency were measured during recorded focus group sessions and on student questionnaires. Parental and teacher perceptions of student attitudes were measured using a short survey. Results indicate that students in both the compact and comparison classes performed similarly, with few significant differences in measured language growth or retention over time. Parents of all classes indicated satisfaction with the teaching and learning activities, and with the program format in which their child was enrolled. Excerpts from the teacher daybook and reflective journal demonstrated that communicative activities fostering student interaction in the target language were more frequently and readily implemented in the longer compact CF periods. Students generally stated a preference for the program format in which they were enrolled, although only students in the compact classes outlined pedagogic reasons in support for their preference. Additionally, most students self-assessed a higher level of language competence than in previous years, which students in the compact (experimental) classes attributed to the longer class periods, stating that they promoted task completion, group work, in-depth projects and communicative activities.
Brain CYP2D6 and its role in Neuroprotection against Parkinson's Disease
Keywords: CYP2D6
Parkinson's disease
Nicotine
Smoking

The enzyme CYP2D6 can metabolize many centrally acting drugs and endogenous neural compounds (e.g. catecholamines); it can also inactivate neurotoxins such as 1-methyl-4-phenyl-1,2,3,6-tetrahydropyridine (MPTP), 1,2,3,4-tetrahydroisoquinoline (TIQ) and β-carbolines that have been associated with Parkinson’s disease (PD). CYP2D6 is ideally situated in the brain to inactivate these neurotoxins. The CYP2D6 gene is also highly polymorphic, which leads to large variation in substrate metabolism. Furthermore, CYP2D6 genetically poor metabolizers are known to be at higher risk for developing PD, a risk that increases with exposure to pesticides. Conversely, smokers have a reduced risk for PD and smokers are suggested to have higher brain CYP2D6 levels. Our studies furthered the characterization and involvement of CYP2D6 in neuroprotection against PD. METHODS: We investigated the effects of CYP2D6 inhibition on MPP+-induced cell death in SH-SHY5Y human neuroblastoma cells. We compared levels of brain CYP2D6, measured by western blotting, between human smokers and non-smokers, between African Green monkeys treated with saline or nicotine, and between PD cases and controls. In addition, we assessed changes in human brain CYP2D6 expression with age. RESULTS: Blocking CYP2D6 activity in SH-SY5Y cells with four diverse inhibitors significantly increased MPP+-induced neurotoxicity. Smokers have higher brain CYP2D6 compared to non-smokers. In monkeys, basal expression of CYP2D6 varied across brain regions and was increased by chronic nicotine treatment in select regions (notably the basal ganglia) and specific cell types. Expression of human brain CYP2D6 increased from fetal to 80 years of age in the frontal cortex; the influence of age on CYP2D6 expression was brain region specific. Compared to age-matched controls, PD cases had ~40% lower CYP2D6 levels in the frontal cortex, cerebellum and hippocampus consistent with lower CYP2D6 increasing the risk for PD. In the caudate and substantia nigra, CYP2D6 levels were similar between PD case and controls using Western blotting. This is likely due to the increase in CYP2D6-expressing astrocytes and much higher cellular CYP2D6 in PD affected areas as observed with immunocytochemical staining. CONCLUSIONS: Brain CYP2D6 can meaningfully inactivate neurotoxins, and it can be increased by nicotine in brain regions of interest to PD. These findings support the contention that higher brain CYP2D6 is protective and lower levels may contribute to increased risk for PD.
Characterization of the White-rot Fungus, Phanerochaete carnosa, through Proteomic Methods and Compositional Analysis of Decayed Wood FibreCharacterization of the White-rot Fungus, Phanerochaete carnosa, through Proteomic Methods and Compositional Analysis of Decayed Wood Fibre
Keywords: softwood degradation, white-rot fungus
P. carnosa, proteomics, ToF-SIMS, FTIR

Biocatalysts are important tools for harnessing the potential of wood fibres since they can perform specific reactions with low environmental impact. Challenges to bioconversion technologies as applied to wood fibres include low accessibility of plant cell wall polymers and the heterogeneity of plant cell walls, which makes it difficult to predict conversion efficiencies. White-rot fungi are among the most efficient degraders of plant fibre (lignocellulose), capable of degrading cellulose, hemicellulose and lignin. Phanerochaete carnosa is a white-rot fungus that, in contrast to many white-rot fungi that have been studied to date, was isolated almost exclusively from fallen coniferous trees (softwood). While several studies describe the lignocellulolytic activity of the hardwood-degrading, model white-rot fungus Phanerochaete chrysosporium, the lignocellulolytic activity of P. carnosa has not been investigated. An underlying hypothesis of this thesis is that P. carnosa encodes enzymes that are particularly well suited for processing softwood fibre, which is an especially recalcitrant feedstock, though a major resource for Canada. Moreover, given the phylogenetic similarity of P. carnosa and P. chrysosporium, it is anticipated that the identification of pertinent enzymes for softwood degradation can be more easily conducted. In particular, this project describes the characterization of P. carnosa in terms of the growth conditions that support lignocellulolytic activity, the effect of enzymes secreted by P. carnosa on the chemistry of softwood feedstocks, and the characterization of the corresponding secretome using proteomic techniques. Through this study, cultivation methods for P. carnosa were established and biochemical assays for protein activity and quantification were developed. Analytical methods, including FTIR and ToF-SIMS were used to characterize wood samples at advancing stages of decay, and revealed preferential degradation of lignin in the early stages of growth on all softwoods analyzed. Finally, an in depth proteomic analysis of the proteins secreted by P. carnosa on spruce and cellulose established that similar sets of enzyme activities are elicited by P. carnosa grown on different lignocellulosic substrates, albeit to different expression levels.
Teaching and Learning in an Integrated Curriculum Setting: A Case Study of Classroom Practices
Keywords: curriculum integration
classroom practice

Curriculum integration, while a commonly used educational term, remains a challenging concept to define and examine both in research and in classroom practice. Numerous types and definitions of curriculum integration exist in educational research, while, in comparison, teachers tend to focus on curriculum integration simply as a mixing of subject areas. To better understand curriculum integration in practice, this thesis details a case study that examines both teacher and student perspectives regarding a grade nine integrated unit on energy. Set in a public secondary school in Ontario, Canada, I comprehensively describe and analyze teacher understandings of, and challenges with, the implementation of an integrated unit, while also examining student perspectives and academic learning. My participants consisted of two high school teachers, a geography teacher and a science teacher, and their twenty-three students. Using data gathered from interviews before, during, and after the implementation of a 16-lesson unit, as well as observations throughout, I completed a case description and thematic analysis. My results illustrate the importance of examining why teachers choose to implement an integrated unit and the planning and scheduling challenges that exist. In addition, while the students in this study were academically successful, clarification is needed regarding whether student success can be linked to the integration of these two subjects or the types of activities these two teachers utilized.