VictorJuiz/thesis huggingface dataset:
Genomic Characterization of Pleural Solitary Fibrous Tumours
Keywords: Solitary fibrous tumours
copy number variations
mutation
paxillin

Pleural solitary fibrous tumours (pSFTs) are uncommon soft tissue tumours of the pleura. that may recur and contribute to the patients’ demise. We analyzed a group of benign and malignant pSFTs for copy number alterations and for common mutations in oncogenes and tumour-suppressor genes. Malignant SFTs demonstrated more copy number alterations, especially 8q (c-myc) gain, 10q (include PTEN) loss, and 13q (Rb1) loss. Mutations were rare in this limited study.
The Nickel-responsive Binding and Regulation of Two Novel Helicobacter pylori NikR–targeted Genes
Keywords: Helicobacter pylori
nickel
HpNikR
DNaseI footprinting
DNA mobility shift assay
qRT-PCR
transcription factor
metalloprotein

Nickel is an essential transition metal for the virulence and survival of Helicobacter pylori in the acidic human stomach. The nickel– and proton– dependent transcriptional regulator HpNikR is important for maintaining nickel homeostasis inside the cytosol by regulating multiple H. pylori genes. A previous ChIP-sequencing experiment with H. pylori G27 and HpNikR identified two novel genes currently annotated as putative iron-transporters, HpG27_866 and HpG27_1499. In vitro DNA-binding assays with the promoter sequences of the two genes revealed nickel-dependent HpNikR binding with an affinity of ~10-7 M. The recognition site of HpNikR was identified on HpG27_1499 by footprinting assays, which loosely correlates with the HpNikR pseudo-consensus sequence. Furthermore, HpG27_1499 transcription showed nickel-dependent repression in WT H. pylori, and no changes in an isogenic ΔnikR strain. These data suggest that HpG27_1499 could be a nickel importer that is regulated by HpNikR in a nickel-responsive manner.
Motivational Effects of Gamification of Piano Instruction and Practice
Keywords: educational technology, music, piano, gaming, gamification, motivation, learning, online, technical development, technique, scales

Gamification refers to the process whereby game design and game mechanics are applied in non-game contexts to influence behaviour. This research study explores the effects of gamification on piano students' practice of technical elements such as scales, chords, and arpeggios, within the private lesson environment. A control and a treatment group of 10 piano students each were formed across two different private piano studios. A game called Technique Tower was designed for the treatment group, in which the players experienced game elements such as rewards (points, badges, and levels), avatars, and the sharing of their progress in an online social context. Gamification was found to have a positive effect on the number of technical elements students mastered, and on their attitude toward practicing technical elements, while self-efficacy levels were not affected. The educational implications for this finding are discussed.
Exploring Ontario Grade Ten Students' Decisions to Select or Reject School Physics
Keywords: physics identity
secondary school
phenomenology

Declining science enrolment, with the greatest decline in physics, has generated concern surrounding students’ future abilities to function in an increasingly scientific and technology-focused society. In an attempt to understand why students select or reject physics, a multiphase qualitative phenomenological study was designed, with the following questions: (a) Why do students select or reject physics courses? (b) What role does physics identity play in student course selection? (c) What other factors, extrinsic or intrinsic, affect their choices to pursue physics? Questionnaire, interview, focus group and student drawing data indicate students reject physics when it is not required for further studies in university based on their belief that physics is a difficult math-reliant subject, they do not identify with physics, and they are unsure what physics is and what they would study. Recommendations include teaching physics aligned with students’ interests, and teaching physics to promote a positive physics student identity.
Efficacy of Reward Allotment on Children's Motivation and Learning: Toward a Potential Means of Developing 21st Century Knowledge Building Skills
Keywords: Digital Game
Educational Games
Sifteo Cubes
Intrinsic/Extrinsic Motivation
Reinforcement Schedules
Engagement
21st Century Knowledge Building Skills

The present study assesses the effects of reward allotment for a highly motivating game through the examination of students’ variations in response to different schedules of reinforcement. Fifty-four Chinese children from preschool to grade three participated by playing a number-matching game on Sifteo cubes. Two types of reward allotment—a 25%-chance-of-winning reinforcement schedule, and an escalating 25-75% reinforcement schedule—were examined in the number-matching game. Overall, the results proved that both reinforcement schedules effectively sustained children’s motivation in playing the game. In this experimental study I hypothesized that if the findings could be replicated in an extremely simple game that does not have the manifold array of additional motivators found in commercial successful video games, we could have a powerful motivating element to be used in educational games, given that digital games are potentially beneficial in helping students to develop 21st-century skills such as collaborative and problem-solving skills.
An Exploratory Study of Adolescent Moral Identity and its Relations to Social Justice Awareness
Keywords: adolescent
moral identity
social justice

The present mixed-methods study examined adolescents’ moral identity development and its relation to their awareness of problems of social justice. Fifty-eight inner-city adolescents in Grades 9 and 12 ranked personal values according to their self-relevance or importance and a sub-sample also provided responses to interview questions that were coded qualitatively for maturity of moral identity. A written questionnaire assessed the adolescents’ awareness of issues of racism, sexism, and classism. It was found that adolescents held moral values at significantly higher levels of importance than non-moral values, with no differences between grades. However, trends suggested that females placed somewhat greater emphasis on moral values in terms of centrality or importance to the self and also expressed slightly more mature explanatory responses than males. Adolescents’ moral identity and social justice awareness were not correlated. These findings highlight the need to foster the development of morally motivated, socially aware individuals.
Consciousness and Praxis: Informal Learning in Social Movements
Keywords: Informal learning
Anti-racist feminism

The no borders movement has been an important site of anti-imperialist resistance, and as such it provides a valuable point of entry into problematizing the contradictions that constitute the relations of consciousness, praxis and ideology. By tracing the recent history of no borders activism in relation to the intensification of neoliberalism, and the prevalence of diffuse models of power, the analysis illustrates the ways in which critical praxis has been limited by the current milieu. Working from an anti-racist feminist perspective I utilize examples drawn from no borders activism to demonstrate the very real limits of informal and incidental learning in social movements. The analysis argues against the supplanting of consciousness with subjectivity as a way to avoid the problems associated with structuralist analysis. Instead, I have suggested that critical education for social action requires a dialectical engagement with the social relations that we live in, contest and transform.
Constructing and Assessing Individualized Secondary Mathematics Knowledge: A Case Study of Three Teachers using Laptop Computers
Keywords: Mathematics
Secondary
Laptops
Individual needs

This study examines how secondary school mathematics teachers adapt their teaching practice to integrate the laptop into classroom instruction and how the implementation is effective in meeting the individual needs of students. A case study of three mathematics teachers at a co-educational, independent International Baccalaureate (IB) World School in Ontario was conducted. Through interviews and classroom observation sessions, five major findings emerged: (1) reflection on improving teaching practice is necessary to successfully meet learning goals; (2) the teacher’s role is to facilitate the construction of knowledge; (3) the classroom is a rich learning environment where the students feel comfortable taking risks with technology and analyzing and discussing relevant real-world connections; (4) a variety of tasks and strategies must be employed to engage students interest, relate to their lives, elicit discussion and meet student ability and aptitude; and (5) laptops and/or tablets provide opportunities for the construction of knowledge.
Higher Education Policy-building in Kurdistan Region of Iraq: Perceptions of University Representatives
Keywords: Quality Culture
Quality Assurance
Quality
Knowledge Economy
Higher Education Policy Policy
Kurdistan-Iraq
Neoliberalism
Democracy

This study examines the perceptions and operational assumptions of university representatives with regard to the new higher education policy-making in Kurdistan. It attempts to explore the development and implementation of the policy’s first priority, the aim to bridge the gap between quality and quantity in higher education. A mixed-methods case study research is employed by applying qualitative methods in a series of interviews carried out with nine faculty members from a University in the Kurdistan Region. The interviews were followed by a survey of a representative sample of 305 faculty members from all faculties of the university, with responses from 148. Both research methods explored the implementation of quality assurance initiatives under the quality teaching reforms. The aim is to identify what type of quality culture in higher education is being encouraged and if it will enable higher education to serve as a bridge for Kurdistan to the global knowledge economy.
Lost Identities: The Credentialing of Immigrant Engineers from the Former Soviet Union in Ontario
Keywords: internationally trained engineers
credentialing
regulatory body
identity crisis

This study examines how the credentialing process for foreign-trained engineers implemented by the Professional Engineers of Ontario (PEO) affects newcomers from the former Soviet Union and Russia seeking to re-enter the profession. Applying critical sociological theory to its analysis of data generated through qualitative methods, it highlights how the ethnic, racial, and educational background of applicants shapes their encounters with the PEO and the outcome of their applications. It sheds light on the crises of identity and in social and family relations experienced by these individuals, as well as the lack of supporting services to address such crises. This study contributes to existing literature on the subject by taking a new approach to the credentialing of foreign-trained engineers in Ontario, focusing on the perspective of individual applicants rather than structural factors. It concludes with specific recommendations on how the process could be improved and the regulatory body itself reformed.
What is my Pedagogy? Shifting Understandings and Practices of Teachers in Government Schools in Kashmir, India
Keywords: Pedagogy
Traditional teacher-centered pedagogy
Progressive student-centered pedagogy
Critical pedagogy
National Curriculum Framework
Jammu and Kashmir

India’s pledge towards universalization of elementary education by 2015 is a desirable goal. Having achieved progress towards universal accessibility to schooling, the problem of providing quality schooling through a necessary paradigm shift, is still a major challenge. This qualitative research study seeks to portray the nature of pedagogy in four elementary classrooms in Srinagar, Kashmir and understand its shifting nature with reference to the National Curriculum Framework (2005). Specifically, this study examines teachers’ classroom pedagogical practices, their understandings of pedagogy, the ways they encourage and manage student participation in classroom and the level of support and training they receive from government agencies. The findings of this study will have implications for both teachers and students, their specific roles, their understanding of pedagogy, classroom practices and more importantly students. This study recommends ‘contextually suitable’ pedagogical methods, informing teachers about effective teaching strategies, and outlining specific classroom participation strategies for students.
Administrator Perceptions of Ontario's Teacher Performance Appraisal Process
Keywords: teacher evaluation
school administration

This study examines the views of administrators (i.e. principals and vice-principals) in Ontario, Canada with regards to the province’s Teacher Performance Appraisal process. A total of 178 responses were collected to a web-based survey that examined five areas: 1) Preparation and training; 2) Classroom observations; 3) Preparing the formal evaluation; 4) The impact on teaching practice; and 5) Improving the process. Results indicate that administrators did not receive extensive training and of the training they did receive, most did not find it very useful. Most administrators did not feel strongly that the classroom observations adequately assessed teacher practice and most did not feel that there had been substantial improvement in teacher practice in their schools as a result of the process. The most common suggestions for improvement were to have more classroom observations, some of which are unannounced; evaluate teachers more frequently; and have more than two rating categories.
Multiliteracies, Identity Construction and the Marginalized: Understanding Information and Communication Technologies (ICTs) As a Tool to Bridge the Knowledge Society Divide
Keywords: inclusive schooling
online learning
multiliteracies
literacy

Scholars suggest that when students use information and communication technology to complete and present identity texts about their own cultural background, such as self-authored literature, artwork, and multi-media texts, they learn about themselves and others and they can improve literacy skills and proficiency with technology (Chow & Cummins, 2003; Cummins, 2006). In this exploratory case study five middle-school students attending a diverse inner city school, and each representing a different demographic, were asked to complete an identity text project. In question was whether they would consume or critically deconstruct the negative hegemonic discourses they might encounter in the process. Results indicated that student response to these discourses was inconsistent, that students minoritized as black were especially vulnerable to them, and that student-led constructivist projects like this should be preceded by effective inclusive schooling and media literacy pedagogy to help ensure student engagement with multi-literacies is enhanced as intended.
Understanding Canadian-Chinese University Partnerships through The Confucius Institute
Keywords: China
Canada
university partnerships
Confucius Institute
higher education
international relations

There are currently over 300 Confucius Institutes in nearly 100 countries around the world. The fast rise of the Confucius Institute since its inception in 2004 has attracted attention from both political and academic arenas. Recent research on the Confucius Institute has focused on China's goal to increase its soft power through this establishment. The objective of this Master's thesis is to explore the nature of the partnership between Chinese and Canadian universities through the Confucius Institute. Specifically, three Canadian Confucius Institutes are selected for the case studies. This interdisciplinary research uses Constructivism from International Relations and Internationalization of Higher Education as the theoretical framework for analysis. Data collection involves interviewing key administrative staff from each site along with a review of secondary resources such as online and print literature. Significance of key findings and suggestions for future research are provided in the conclusion of this thesis.
The Impact of the Quality of Heterosexual and Homosexual Romantic Relatoinships on a Woman's Body Dissatisfaction and Eating Patterns
Keywords: romantic relationship
eating pattern
homosexual
heterosexual
body dissatisfaction
self-silencing
socialization
sexual orientation

Romantic relationships are one of the most important relationships a woman will develop in her life. Women are often socialized to be compliant within their relationships, and are reminded of how a thin body type is ideal. The implications of this socialization can affect the way a woman feels about her body. The current study included 207 women who ranged in age from 18-30, were in a relationship (neither married nor engaged) for 6 months or longer, and identified as either being attracted to the same or opposite sex. Results of the study indicated a significant effect of higher levels of body dissatisfaction between both negative relationship quality, and increased engagement in unhealthy dietary behaviours. In addition, self-silencing was found to be a significant mediator in the relationship between relationship quality and both body dissatisfaction and unhealthy dietary behaviours. Limitations of the study and directions for future research are discussed.
Exploring the Evolution of Credit Transfer Policy: Implications on the Role and Interplay between Colleges and Universities
Keywords: Evolution of Credit Transfer Policy
Implications on Role and Interplay between Colleges and Universities

This thesis examines the historical evolution of the credit transfer policy and its implications on the roles and interplay between colleges and universities. This in-depth analysis of credit transfer evaluates the establishment of College of Applied Arts and Technology (CAATs) in the 1960s, to present day initiatives in place to create a system wide credit transfer system between colleges and universities. The theoretical framework is comprised of two major components: firstly, through an examination of policy tools used over the years, this thesis provides a basis to understand measures that have been employed to address the issue of credit transfer. Secondly, through the organization adaptation approach and resource dependency theory, the credit transfer discussion contextualizes the overall impact on the relationship between colleges and universities. The findings conclude that although higher educational institutions are proactively responding to credit transfer demands, the hierarchical structure between universities and colleges is still prevalent.
Where Are We Now? Changing Demographics and Perspectives of Women in Educational Administration
Keywords: women
administration
barriers
supports
family / work balance
mentoring and peer networks
gender

Women have been underrepresented in administrative roles in education, due to a wide variety of barriers. In the province of Ontario, women comprise approximately seventy one percent of teachers, yet occupy only sixty percent of school principal and vice principal roles. More recently, there has been an increase in the ranks of women working as principals and vice-principals; this study examines one Ontario School Board using quantitative and qualitative data. It finds that the percentage of women working as administrators has moved closer to a reflection of the provincial percentage of women in teaching. Interviews with active school administrators reveal the barriers and supports that are important. Their contributions reveal three distinct themes: the importance of mentorship and peer networks, the challenges of maintaining a work / family balance, and the continued importance of gender in educational administration.
Excavating Lesbian Feminism from the Queer Public Body: The Indispensability of Women-identification
Keywords: lesbian-feminism, queer theory, woman-identification, integrative feminism
social movement, second wave feminism, radical feminism

Drawing on my own process of entry into local queer, lesbian and feminist public cultures, I argue that a powerful relationship between feminist and lesbian existence can be felt and that this sensibility bears influence on the way queer erotic and politicized identities emerge in relation to one another. These affective links remain frequently unacknowledged and/or are actively repudiated due to popular accounts of feminist genealogy whereby second wave lesbian-feminist positions are rendered fundamentally incompatible with contemporary queer/third wave feminist ones. I challenge this narrative by building on select early articulations of radical lesbian feminism to show that when affirmed consciously, the sense that lesbianism and feminism are interconnected constitutes a “woman-identified experience” and an opportunity to bear witness to the unrealized possibilities of second-wave radical feminism in the present. I conclude that politicized “lesbian” and/or “woman” identification remain indispensable strategic sites from which to observe and confront heteropatriarchy.
Elementary Teachers' Perspectives on Teaching Science to Socio-culturally Diverse Students
Keywords: elementary science
equity
diversity
teaching

In this qualitative research study, I examine eight elementary educators perspectives on teaching science to diverse students in the Greater Toronto Area (GTA). A critical pedagogy and antiracism conceptual framework is used to examine elementary educators perspectives on the interrelationship between student sociocultural background and science education. Ontario Ministry of Education policies and curriculum documents and science educational research are used to interpret themes/codes from the official literature on student diversity and science education. Key findings of my research study show that: (1) elementary educators’ are ‘socio-culturally conscious’ of diverse students in the science classroom; (2) elementary educators require a more complex and broader understanding of official discourses on the sociocultural contexts of science education and implications for scientific literacy development; and (3) professional development (i.e., workshops and training) and teacher collaboration opportunities are identified as effective strategies for supporting elementary educator in diverse science classroom spaces.
Indo-Caribbean African-isms: Blackness in Guyana and South Africa
Keywords: Blackness
Caribbean
South Asian
Guyana
South Africa
African
Asian Studies
Black Studies
Diaspora Studies
Critical Race Studies
AfroAsian
Coolitude
Postcolonial Theory

In an attempt to close the gaps between diaspora and regional studies an Afro-Asian comparative perspective on African and Indian identity will be explored in the countries of Guyana and South Africa. The overlying aim of the ethnographic research will be to see whether blackness can be used as a unifier to those belonging to enslaved and indentured diasporas. Comparisons will be made between the two race models of the Atlantic Ocean and Indian Ocean worlds. A substantial portion will be set aside for a critique of the concept of Coolitude including commentary on V.S. Naipaul. Further, mixing, creolization, spirituality and the cultural politics of Black Consciousness, multiculturalism, and dreadlocks will be exemplified as AfroAsian encounters.