VictorJuiz/thesis huggingface dataset:
Fathers' perceptions of their children's exposure to unhealthy parenting: the importance of acknowledging responsibility and appreciating impact
Keywords: Father and child
Abusive men
Parenting
Family violence
Child abuse
Fathers, Attitudes

The purpose of this study was to develop and evaluate a self-report measure of fathers' ability to acknowledge responsibility and appreciate the impact of unhealthy parenting on their children. The measure developed consisted of four scenarios depicting emotional distress, interparental conflict, intimidation, and emotional neglect. Using open-ended questions and rating scales, 35 fathers from low and high-stress father-child dyads indicated the extent to which they appreciated negative impact of fathering behaviours depicted in the scenarios and whether they attributed unhealthy parenting to themselves, their child, spouse, or situation. Men's ratings on this measure were compared to their scores on the Child Abuse Potential Inventory, the Parenting Stress Index, and the Abuse Risk Interview. Item analysis revealed good psychometric properties and some convergent validity with interview ratings. Interview ratings, but not self-report, were related to measures of risk for abuse. Implications for assessment of fathers at risk for abusive behaviour are discussed.
Trying, not trying, and trying-not: school-age children's understanding of intention
Keywords: Knowledge, Theory of, in children
Intention (Logic)
Cognition in children
Philosophy of mind in children
Meaning (Psychology)

Attributions of intention are integral to making sense of human behaviour. Despite this fact, research on children's developing understanding of intention is sparse and data are especially lacking with respect to school-age children. The purpose of this study was to develop a story-book task that tapped school-age children's understanding of three facets of intention: trying, not-trying , and trying-not. Although examples of trying-not are apparent in our discourse (e.g., we try-not to break rules or hurt others' feelings), children's understanding of this facet of intention has not been previously studied. The story-book task was administered to 152, four to 11-year-old children, for whom language ability and SES were also determined. Children passed the story-book task if they correctly pointed to one of three pictures in which a child story character really tried, just didn't try, or really tried-not to fulfill an adult's request. Children also provided verbal justifications for these intention attributions and answered questions about intention more generally. The results indicated children differentiated trying, not-trying , and trying-not as separate and meaningful facets of intention. A developmental effect revealed a gradual increase in children's understanding of intention, which reached a plateau between 8 and 10 years of age. It is argued that older children's successful intention attributions may be associated with a growing appreciation of goal-action consistencies and inconsistencies as well as an ability to selectively discriminate when actions, facts, and intention state terms are relevant to specific facets of intention. Although language ability was strongly associated with intention task performance, SES was not. Since trying and trying-not served to disambiguate desires and intentions in this study, these terms may draw attention to goal conflicts in real life, thereby providing children with their first clues to the controllability of action. These results also emphasize the value of developing future tasks that situate intention attributions within a social context. This study is of interest to those concerned with (1) the complexity of intention understanding and the development of such in children; (2) relations between language abilities and intention understanding in children; and (3) the social cognitive underpinnings of behaviour control. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
The role of VPAC2 receptor in HIV-1 infection
Keywords: Molecular biology
Pharmacology
Virology

The human VPAC2 neuroendocrine receptor belongs to the class B subgroup of seven-transmembrane (7TM) G protein-coupled receptors. Three different and specific agonists of VPAC2, but not agonists to other members of this family, could induce significant inhibition of either X4 or R5 HIV-1 productive infection in cell lines or primary peripheral blood mononuclear cells. VPAC2-mediated inhibition of HIV-1 productive infection was not due to effects on CD4 or chemokine co-receptor expression, cell growth, or apoptosis. Treatment with VPAC2 agonists also did not inhibit HIV-1 entry into the host cell. However, VPAC2 stimulation profoundly inhibited the HIV-1 proviral cDNA integration into the host genome. This block in integration was likely due to an inhibitory effect on the formation of the HIV-1 preintegration complex and/or the transport of the preintegration complex from the cytosol into the nucleus, as VPAC2 agonists also inhibited formation of 2-LTR circular DNA. Novel five transmembrane (5TM) forms of VPAC1 and VPAC2 that result from alternative-spliced mRNA were identified and characterized. The structure of the 5TM form indicated a lack of G protein binding sequences and, as predicted, the 5TM form showed a significantly decreased ability to stimulate a cAMP response to agonists. Using the 5TM and 7TM forms of VPAC2 allowed for studies of the possible signaling mechanism(s) responsible for the inhibition of HIV-1 infection due to VPAC2 stimulation. VPAC2 agonists do not result in activation of tyrosine kinases and decrease the basal level of phosphotyrosyl-containing proteins. This observation was supported by showing increased protein tyrosine phosphatase activity which correlated with the inhibition of HIV-1 infection. CD45 phosphatase was shown to be activated only when using 7TM VPAC2 transfected-cells, but not 5TM VPAC2-transfected or untreated Hut78 cells. Furthermore, inhibition of HIV-1 infection was only obtained using 7TM VPAC2-transfected transfected cells, but not 5TM or empty vector suggesting that a G-protein/cAMP dependent mechanism that activates CD45 is responsible for the inhibitory phenomenon. This research project demonstrates that stimulated VPAC2 receptor is a potent inhibitor of HIV-1 integration. These findings are novel and should lead to new pharmacologic approaches to the treatment and/or prevention of HIV/AIDS.
First year students' adjustment at Vilnius University in Lithuania: the role of self-orientation, locus of control, social support and demographic variables
Keywords: Student adjustment, Lithuania

The purpose of this study was to examine student adjustment at Vilnius University in Lithuania. Since breaking away from the Soviet Union, Lithuania has been a country undergoing profound transformation. This study sought to examine student adjustment 10 years later, in the year 2000. Of particular interest was the premise that an underlying feature of the regional changes has been movement from collectivism to individualism. This study examined the implications of the changes for student adjustment by assessing individualism and collectivism at the personality level, in terms of idiocentrism and allocentrism. This study also considered the role of internal and external locus of control and perceived and utilized social support in relation to self-orientation and adjustment (perceived wellness, anxiety, depression, psychological, physical health, grades). There were 673 students who agreed to participate of more than 1000 invited. These students completed ten measures. Prior to the administration of the main study, measures were translated, back-translated and modified for use with Lithuanian participants. Three pilot studies were conducted in the process of adaptation. Eighteen demographic variables were examined. Students were also given open-ended questionnaires. Data were analyzed using both quantitative (descriptive and inferential statistics) and qualitative methods. The results indicated that for perceived wellness, the mean for Vilnius University students fell very slightly above the normal range found for college student populations in the United States. State and trait anxiety and depression fell within the normal range. Good adjustment was related to an internal locus of control, idiocentric self-orientation and perceived social support. An internal locus of control was the best predictor of adjustment. Students' idiocentric self-orientation was moderately correlated with an internal locus of control, whereas allocentric self-orientation was modestly correlated with an external locus of control. An allocentric self-orientation was correlated with perceived and utilized social support. Based on the demographic questionnaires, about a third of students reported significant financial problems and difficult living arrangements, both of which were related to poor adjustment. Based on the quantitative and qualitative analyses, profiles were presented for well adjusted and more poorly adjusted students. Limitations, recommendations and suggestions for future directions were provided.
The role of basic sciences in diagnostic oral radiology
Keywords: Dissertations, Academic

Objectives. (1) Experimentally illustrate the value of basic sciences in diagnostic radiology. (2) Test whether basic science knowledge provides conceptual coherence or a simple means for organizing feature-based knowledge. (3) Compare the educational efficacy of different teaching methods in diagnostic radiology: learning through basic disease mechanisms and learning feature lists organized in a structural algorithm. Methods. Undergraduate students (N=96) were taught 4 confusable intrabony entities. Students were taught using basic science description, structured algorithm description, or a list of features. Participants were tested with diagnostic cases and memory tests immediately after learning and 1 week later. Results. Scores on immediate and delayed tests were submitted to a 3X2 repeated measures ANOVA. The diagnostic test, participants in the basic science group outperformed those assigned to the feature list and structured algorithm groups. A main effect of learning condition was found to be significant, F (2, 87) = 3.79, P
Competent/incompetent: questioning the legal and social boundaries of personhood
Keywords: Persons, Ontario
Mental health laws, Ontario
People with mental disabilities, Social conditions
People with mental disabilities, Ontario

Guided by methods of institutional ethnography, I examine the competent/incompetent boundary in the context of a particular legal case where competency was in question---the Clark v. Clark case. Justin Clark wants to leave the residential institution he has been confined to for most of the eighteen years of his life. However, he must first confront a legal challenge by his father who claims he is incompetent to make that decision. Examining how acts of recognition and knowledge-making practices are organized in this case help to understand how the status of people with intellectual disabilities is diminished. The study finds an institutional complex for determining incompetency that includes state institutions for making such judgements, closely linked to the science of intellectual disability, both of which are justified through a dominant bioethics narrative about personhood. Nonetheless, there are knowledge-making practices mobilized in the Clark case that run counter to the dominant positivist epistemology for knowing incompetence. The judge deploys a narrative re-construction of Justin to reveal his subjectivity and personhood as the ground for determining his competency, a challenge to the usual means by which competency is determined. Analysis of this case points to guidance principles to challenge the institutional complex that mandates determinations of incompetency. The principles suggest that those who have personal relationship to one whose competence is in question should have legal status and be able to challenge the dominant epistemologies entailed in determining competency/incompetency. Such communities of knowers should be supported to construct narrative identities of the person prior to testing decision-making capacity. Communities of knowers, the study suggests, could obtain status and legitimacy in holding to standards of ideal speech and moral conversations that question objectification of others and challenge the dominant bioethics narrative that defines persons exclusively as instrumentally rational, freely contracting agents. The social relations and legal institutions of competency-related law often determine that people with intellectual disabilities are incompetent and on this basis should have their personhood denied. This study critically examines the nature of knowledge-making practices that render such determinations, their legal mandating, their ethical justification, and searches paths to alternate practices which might better secure the personhood of individuals with intellectual disabilities.
Tree wars: a study of natural governance in Israel
Keywords: Ecology, Israel
Ecology, Palestine
Natural landscaping, Israel
Natural landscaping, Palestine
Conservation of natural resources, Law and legislation
Conservation of natural resources, Israel
Conservation of natural resources, Law and legislation
Conservation of natural resources, Palestine

My thesis is about the governance of trees through what seem to be natural configurations of order, and about how this form of tree governance is utilized to legitimize the governance of certain humans. By interpreting a series of in-depth interviews and participatory observations (n=84), and through analyzing government documents, laws, and regulations, my thesis makes visible how technologies of power operate through practices of landscaping and, in particular, how they manifest through utilizing ecological narratives that revolve around the tree. The thesis is divided into two main parts. The first part (chapters 1 to 3) pursues an exploration of tree ideologies in Israel/Palestine, and is mostly structured around the binary juxtaposition of landscapes of pine against olive. The second part (chapters 4 and 5) examines the governance of trees in four North American cities: Toronto, Vancouver, Boston, and Brookline. In particular, chapter 1 focuses on the ideological construction of the pine as the Jewish tree. This massive enterprise ensures not only a lush, environmentally-sound, and Eurocentric landscape, but also a means for physically occupying land without directly using humans. Chapter 2 of the dissertation focuses on the configuration of the olive tree as a symbol of Palestinian nationalism and resistance, and the counter-attempts to interrupt this configuration. Chapter 3 examines the nexus of law, nature, and technology in the construction of the West Bank landscape. The urban part of the thesis revolves around the war between Nature and the City, between humans and nonhumans, and between pipes and roots. Specifically, chapter 4 illustrates that practices of city treescaping serve city officials to funnel human traffic, promote community health, and police crime. Finally, chapter 5 explores the liminal spaces that thrive in the cracks of "tree culture," exposing the hybrids and networks of everyday street life such as grids, grates, and the Dig-Safe procedure. This exploration goes to suggest that, in certain respects, it is not only humans that govern trees but also trees that govern humans.
L'emploi d'être et avoir chez les apprenants du Français langue seconde de première année d'université
Keywords: French language, Study and teaching (Higher)
Languages, Modern, Study and teaching (Higher)
Second language acquisition

Cette étude avait pour but d'examiner l'effet d'un enseignement analytique dans l'emploi, à l'écrit, des verbes et auxiliaires ÊTRE et AVOIR, chez les étudiants d'un cours de première année d'université. L'étude visait aussi à examiner si l'effet de cet enseignement aurait les mêmes résultats sur le progrès des étudiants venant des classes d'immersion et ceux venant d'autres programmes. Ce deuxième objectif vérifiait donc si les erreurs que certains apprenants font depuis plusieurs années sont fossilisées. Il y a 56 étudiants qui ont participé à cette étude. Le groupe expérimental comprenait 41 étudiants et le groupe de comparaison en comprenait 15. Les participants étaient répartis dans quatre des six sections du même cours. Le groupe expérimental, dont j'étais le professeur, consistait en deux classes. Le même professeur enseignait aux deux classes du groupe de comparaison. Trois tests ont été administrés dans le groupe expérimental et dans le groupe de comparaison à trois moments différents, soit immédiatement avant que l'enseignement élaboré pour cette étude ne commence (pré-test), immédiatement après la fin de cet enseignement (post-test) et finalement, cinq semaines après le post-test (post-test de durée). Du matériel pédagogique élaboré pour l'étude a été utilisé dans les classes du groupe expérimental pendant les six semaines qui ont suivi l'administration du pré-test. Les tests comprenaient trois volets. Le premier volet consistait en un exercice de traduction et vérifiait les connaissances des expressions qui s'emploient avec le verbe AVOIR en français. Le deuxième volet était une histoire dans laquelle on devait conjuguer les verbes au passé composé. Le dernier volet vérifiait ces connaissances dans un nouveau contexte, c'est-à-dire les ordres au subjonctif passé. Une comparaison du progrès accompli par les étudiants entre le pré-test et les deux post-tests (post-tests et post-tests de durée) a été faite en utilisant la fonction du programme SPSSx «Multivariate Analysis of Variance» (MANOVA). Les analyses révèlent des différences significatives entre le rendement des apprenants du groupe expérimental et celui du groupe de comparaison. Les résultats de ces analyses suggèrent que l'enseignement analytique a influencé positivement l'apprentissage des étudiants venant des programmes d'immersion ainsi que celui des étudiants venant d'autres programmes.
"From wretched employment to honourable profession": the changing image of teachers in nineteenth-century Ontario
Keywords: Teachers, History
Teachers, Ontario
Education, History
Education, Ontario
Teachers, Public opinion

At the turn of the nineteenth century, schooling in Upper Canada was, for the most part, haphazard and unsupervised. Yet, in less than a century, the province could boast of a free, universal and compulsory system of state-run education which ranked among the best in the world. This transformation was due in large part to the ability of Egerton Ryerson, Chief Superintendent of Schools for Upper Canada during much of the period, to after public perceptions of teaching. Ryerson's hope for a professional corps of teachers enjoyed considerable success. However, changing social and economic conditions, combined with the practical experience of teachers, altered the trajectory of Ryerson's initial vision. Through the reminiscences of superannuated teachers writing at century's end, this paper shows that teachers' view of themselves did not necessarily parallel the one constructed by Ryerson, or any other bureaucrat.
Nature as the foundation to heal and reconnect mind, body, soul and emotions in urban elementary schools: the use of visualization and art in building and creating soulful classrooms
Keywords: Social sciences, Study and teaching (Elementary)
Social sciences, Ontario
Human ecology, Philosophy
Education, Humanistic
Education, Moral and ethical aspects
Values, Study and teaching (Elementary)
Mind and body

The state of education in the western world has reached a state of soullessness. The post-industrial technological culture has resulted in a brain-based educational system where children are disconnected from their whole beings. Mind, body, soul and emotions form the fundamental aspects of self and without nourishing that complexity in the classroom, children have become alienated from their souls. In urban environments, children have become estranged from their connection with the earth. Disconnection from soul and earth are connected together and require understanding and action. To heal this disconnection, nature-based guided imagery practices or visualizations and free, unstructured art-based expressions can reconnect children to their sense and understanding of the interconnectedness of all things in the universe. A movement towards renewing our fundamental connection with all things is essential for personal, social and global health. Children deserve to learn in an environment where their whole being can flourish and grow.
Who will watch the watchdogs?: human rights nongovernmental organizations and the case for regulation
Keywords: Human rights
Non-governmental organizations, Law and legislation

Human rights nongovernmental organizations (NGOs) have become a fixture within the international system and a driving force for creating and enforcing human rights norms at international law. This essay examines the growth of human rights NGOs and argues that the industry is in urgent need of formal regulation. After assessing the failure of informal market controls for ensuring accountability within the human rights NGO sector, this paper applies a law and economics consumer protection model to underscore the need for more formal regulation. However, rather than advance a case for government intervention, this paper proposes that human rights NGOs themselves undertake to develop and implement authoritative and meaningful standards. Such standards can ultimately function to boost objectivity, accuracy and relevancy in human rights reporting, as well as safeguard against the debasement of international human rights principles.