VictorJuiz/thesis huggingface dataset:
A Computational Value-Based Framework for Dynamic Emotion Expression, Suppression and Exaggeration
Keywords: Emotion
Expression
Social Behavior

Psychological research emphasizes that emotion expressions serve important adaptive and communicative social functions to coordinate behavior between people. Yet an equally extensive body of research also suggests that people do not always express the emotions they feel, sometimes even suppressing them to the detriment of their own long-term social, psychological, and physical well-being. Implicit in this tension is the assumption that despite furnishing communicative benefits, expressing emotions, particularly negative emotions, sometimes incurs substantial costs to the expresser. However, researchers have only more recently begun to quantify these costs, and little is known about whether and how people consider these potential benefits and costs when expressing or suppressing their emotions. In my thesis, I propose that emotion expression constitutes a value-based decision and develop both a novel experimental paradigm and computational model to map out the dynamics of this cost-benefit analysis during real-time expressive decisions. I then leverage these tools to show that people flexibly regulate their expressions by calibrating the anticipated costs and benefits of expressing different emotions to the relevant attributes of the social context (e.g., self-interest, partner’s welfare, and overall inequality). Additionally, I subsequently demonstrate how interpersonal processes like reputational concern and its salience during these social interactions influences expressive decisions by selectively priming people to default to expressions of positive emotions like joy and driving them to use their emotion expressions to signal normative social preferences like inequality aversion more strongly. In sum, my thesis presents a novel approach to understanding emotion expression and demonstrates how such an approach can reveal the social cognitive processes that enable people to flexibly express, suppress, or even exaggerate their emotions in different social contexts. My work here lays a foundation for further research to examine not only how other contextual factors influences dynamic emotion expression, but also whether these expressions are effective in signaling their intentions to perceivers, and what perceivers infer from them.
“Under the guise of change, but not with the intent of change”: Relationship Repair and Renewal in a Required Indigenous Education B.Ed. Course
Keywords: Fort logic
Higher education
Indigenization
Pedagogy
Relationship repair and renewal
Teacher education

This dissertation takes up Indigenization within teacher education to argue that institutions of higher education are modern-day Forts. It asked the following three questions of instructors who were teaching a required Indigenous studies course within a Bachelor of Education program: What pedagogical understandings and commitments do the instructors articulate through the descriptions of their teaching? What do the instructors’ narratives reveal about the workings of the institution as a Fort? And, what does the operation of the institution as a Fort suggest about the work of bringing Indigenous knowledges into the institution? These questions shed light on the vision, intentions, and experiences of the instructors (all of whom, in the case of this research, were Indigenous) who were doing this teaching work within settler-colonial institutions where epistemological violence, inclusion as enclosure, and Fort logic are entrenched and normalized.I conducted semi-structured interviews and collaborative conversations for this qualitative project. I was influenced by and drew inspiration from Indigenous Research Methodologies (IRM), though my methodological approach is one where I prioritize ethical commitments to relationality and a slow research process over a prescribed or predetermined set of methodological procedures. As much as the format of a single-authored dissertation allows, I sought to hold up the voices of the individuals who contributed to the research (the participants) and let them speak for themselves. Findings from this research suggest that the instructors’ pedagogies were deeply rooted in ceremony, place, and relationship and were working towards a pedagogy of repair and renewal; ‘The Course’ made the humanness and presence of Indigenous people visible, even while the institution’s structures, systems, procedures, and culture prevented ’The Course’ from creating substantive and transformational change. This research speaks to the need to create both cultural and structural change and bring Indigenous knowledge to the centre of teacher education.
“Let the music win!” Towards a Reimagined Choral Pedagogy: A Phenomenological Case Study of Chorister Experience at the Toronto Children’s Chorus
Keywords: children and youth choirs
choral music education
chorister experience
community singing
Interpretive Phenomenological Analysis
musical encounter

"[The Toronto Children’s Chorus] is committed to the enrichment of children’s lives through the discipline, teamwork, and unique camaraderie of fine choral singing. The unparalleled music education and life-changing opportunities to perform exceptional music in local, national and international venues help to promote the personal welfare, growth and a portfolio of life skills that prepare children to become effective citizens." In this research project, I conduct a critical examination of the Toronto Children’s Chorus (TCC) by providing a phenomenological exploration of its Head Choristers, “the most visible chorister leaders in the Chorus, [who] perform critical roles as ambassadors, role models and leaders,” in an attempt to identify, describe, and document how their experiences have been shaped by the mission, artistic vision, structure, and program of this choral organization. Utilizing data collected from Head Chorister speeches and semi-structured interviews, and informed by Interpretative Phenomenological Analysis (IPA), this research seeks to understand the experience of choristers at the TCC and the experiential impact on choristers’ lives in and outside the choral classroom. In understanding the impact of such experiences, this research then assesses whether elements of the organization’s programming and curriculum respond to a ‘reimagined choral pedagogy’. Through the primary lens provided by its Head Choristers, this research investigates the TCC’s vision, structure, curriculum and programs, assessing to what extent it expresses a reimagined approach to choral music education. In so doing, the project articulates what elements of the current TCC approach constitute promising pedagogical practices, and how these practices respect the unique contribution of its choristers, honour the community of which it consists, and its impact on the lives of the choristers as citizens. As promising practices are revealed throughout this research, growing edges and areas of concern also come to light, which are included in the recommendations section of this dissertation.
Academic Writer Identity Construction and Awareness in the Canadian Context: The Experience of Undergraduate Multilingual Student Writers
Keywords: academic writer identity awareness
academic writing
identity
multilingual student writers (MSWs)
voice and academic writer identity

Many studies have focused on academic writer identity and how it manifests in English writing as an additional language (LX) (Lehman, 2018; Zhao, 2019). However, few studies on multilingual student writers (MSWs) writing in English as their LX have examined students’ awareness of their academic writer identities and the contribution of such awareness to their academic texts. To bridge this gap, I investigated the experiences of undergraduate MSWs in a Canadian academic context. Specifically, I explored the academic writer identity construction of these learners, the extent of their awareness of these identities, and how awareness of such identities contributes to their actual writing. I also examined the extent to which reader-instructors construct learners’ academic writer identities, the (non-)linguistic features of the texts that support readers’ inferences about students’ academic writer identities, and whether there are discrepancies or similarities between the academic writer identities that student participants intended to project in their text and the identities that readers constructed. The study’s theoretical framework encompassed a social constructivist view of identity (Ivanič, 1998), critical language awareness (Fairclough, 2013), translanguaging theory (Garcia, 2009), and systemic functional linguistics (Halliday, 1994). Nine undergraduate students and three instructors participated in this research. Semi-structured interviews, final papers, and an-open-ended questionnaire were used to collect data. Data analysis followed Creswell’s (2015) six step process for interpreting qualitative data. Findings suggest that (a) MSWs’ respective academic writer identities are (re)constructed and influenced by various elements, such as privileging power and instructors’ biases in their academic setting; (b) their academic writer identity awareness is associated with their (non-)linguistic choices, and such awareness affects their self-representation in their texts; (c) readers draw on various (non-)linguistic features to construct the academic writer identities of the writers, and (d) many factors can cause discrepancies between writers’ intended identities and the identities inferred by readers, such as the extent of writer’s awareness of influential factors on self-representation in the text, challenging writing conventions, and cultural differences between reader and writer. The study concludes by discussing the implications of the results and proposing recommendations for future research.
Gothic acoustemology: Listening for presences in pandemic arts education
Keywords: acoustemology
arts
education
Gothic
pandemic
sound studies

This dissertation employs a Gothic lens to identify the fundamental disruptions and alterations to arts educator acoustemologies (Feld 1996, 2003, 2006, 2015) during the COVID-19 pandemic. I ask two central questions: How did the COVID-19 pandemic impact arts-based acoustemologies for participating educators? How can the application of a Gothic lens to pandemic-impacted arts acoustemologies help educators respond to the new realities of pandemic-emergent education? I here forge a new connection between public school teaching and acoustemology (Feld 1996, etc.), or knowledge through sound. Acoustemology, as Feld (2020) intended it, is about “thinking about ordinary, everyday practices of listening and hearing and … how they are connected to meaning making” (p. 129) which is highly relevant to classroom teaching. I identify education as a largely un/sounded phenomenon that has been utterly transformed since March 2020. Even prior to this time, sound has been a neglected aspect of education (Wargo, 2018a) with significant implications for learning spaces and student experiences (Gallagher et al., 2017). This is evidenced throughout this dissertation in sound’s presence – and, most noticeably, its absence. Through field trip methodology, I examine sound-based media ‘artefacts’ shared by seven high school arts teachers – drama, dance, and visual art, with a focus on music – which serve to highlight the dramatic changes in education during the 2020-21 and 2021-22 school years in the Toronto District School Board (TDSB), one of the largest public school boards in North America. The Gothic presents a vital critical framework for revealing these pandemic-impacted acoustemologies, as it validates the barely-there, the barely-seen, the barely-heard. It legitimizes silences, un/soundings, the imagined, and the audiated as knowledges; and honours the sonic surreal, and the sonic surreality, of pandemic teaching in a way that resonates with participant experiences. Through the application of eight key Gothic tropes – architecture, the uncanny, transmogrification, spectrality, melancholy, nostalgia, resilience, and existential dread – I argue that the pandemic was a truly Gothic experience. This understanding provides a helpful tool for revealing the odd and eerie ways in which education and its sounds have been utterly transformed. Some – but not all – of the radical pandemic sonic alterations to ‘classroom life’ were ephemeral; and so this dissertation also serves, importantly, as both earwitnessing (Schafer, 1994; Foreman, 2011; Hemsworth et al., 2017; Wargo, 2018b), and testimony.
The Decolonial Potentialities Inherent in Dreaming for the Teacher and the Classroom: Reawakening the Dreamer
Keywords: Decolonial Pedagogy
Decolonization
Dreaming
Teacher Praxis

Abstract This doctoral dissertation examines the intersections of dreaming, decolonization and teacher praxis. The research questions that have propelled this work are: Can cultivating a relationship with dreaming initiate and or facilitate the decolonizing process for the teacher? How does engaging the teacher in dreamwork help to decolonize the teacher’s praxis in the classroom? What are the impacts of colonial systems and structures within schooling that influence teacher and student wellbeing? This qualitative study utilized the phenomenological method and theoretical frameworks grounded in anticolonialism, decolonization and critical spirituality. During this study I conducted dreamwork with four teachers over the course of approximately six months to a year. Through the data collected in interviews and focus groups, this study explored the participants experiences of the schooling system that they were working in and their internal dreamworlds via dreamwork. The themes that emerged from this study are about participants processing the colonial experience and reconnecting to what colonization has invalidated through four main themes: relationships, connection with nature, honouring emotions and self-empowerment. The main findings also demonstrated an enhancement in wellbeing and mental health in terms of empathy and self-reflection. Moreover, the study highlighted the emergence of the decolonial potentialities of dreaming and dreamwork which were the reconnection of mind, body and soul, symbolic thinking, validity of spirituality and the honouring of multiple worldviews. The implications for the teacher and the classroom are extrapolated as well as the recommendations for the classroom.
The Space Complexity of Asynchronous Algorithms from Bounded Size Base Objects
Keywords: consensus
distributed computing
lower bound
set agreement
snapshot
space complexity

In this thesis, we consider distributed algorithms that use base objects with bounded domain sizes. Since real distributed systems have base objects with bounded domain sizes, such algorithms are more practical. Considering systems with bounded size base objects also gives us more power to prove new space complexity lower bounds. We devise a new technique for obtaining space complexity lower bounds for obstruction-free algorithms that use bounded size base objects. First, we consider obstruction-free implementations of scannable objects, which consist of a sequence of components that can be read simultaneously. More specifically, we consider scannable objects whose components are fully reusable, which means that, for every pair of values v, v' of a component, there is a sequence of operations which changes the value of that component from v to v'. When k >= 1 and 2^k - 2^(k-r) <= n-1 < 2^k - 2^(k-r-1), we show that any obstruction-free, n-process implementation of a scannable object with k fully reusable components that have domain {0, 1} requires at least n+k-r-2 base objects with domain {0, 1}. We also generalize our technique to obtain new space complexity lower bounds for scannable objects that have fully reusable components with possibly different bounded domain sizes. Next, we obtain new lower bounds for obstruction-free consensus algorithms from readable swap objects with bounded domain sizes. We show that at least n-2 readable swap objects with domain {0, 1} are needed to solve obstruction-free consensus among n processes, asymptotically matching the best known upper bounds. When using readable swap objects with domain size b, we show that at least (n-2)/(3b+1) objects are needed. Finally, we investigate the space complexity of solving obstruction-free k-set agreement from swap objects. For all n > k >= 1, we show that ceil(n/k) - 1 swap objects are needed to solve obstruction-free k-set agreement among n processes. We also give an obstruction-free k-set agreement algorithm that uses n-k swap objects, which exactly matches our lower bound for k = 1.
Thresholds for Initiating Invasive Ventilation in Hypoxemic Respiratory Failure
Keywords: Bayesian analysis
Causal inference
Hypoxemic respiratory failure
Invasive ventilation
Value of information analysis

Background: Invasive ventilation is a potentially life-saving intervention for people with severe hypoxemic respiratory failure, however the optimal thresholds for its initiation are unknown. Objectives: In people with hypoxemic respiratory failure, (1) measure the probability of invasive ventilation after meeting physiologic thresholds, (2) compare 28-day survival associated with lower versus higher hypoxemia severity thresholds for initiating invasive ventilation, and (3) estimate costs, quality-adjusted life-years, and the value of a randomized controlled trial for different thresholds used to initiate invasive ventilation. Methods: We studied people from the Medical Information Mart for Intensive Care version IV (MIMIC-IV) and Amsterdam University Medical Centres databases who were receiving an inspired oxygen fraction of 0.4 or more via non-rebreather mask, high flow nasal cannula, or noninvasive ventilation. We used thresholds based on prior research, Gaussian processes for imputation, G-computation for causal inference, and Monte Carlo simulation for health economic modelling. Results: We studied 4,726 patients. Invasive ventilation occurred in 28% (1,320). The probability of invasive ventilation within 3 hours of meeting physiologic thresholds was consistently 25% or less, even for severe thresholds such as a saturation-to-inspired oxygen fraction ratio (SF) of less than 90. In the MIMIC-IV cohort, for invasive ventilation initiation thresholds SF < 110, SF < 98, and SF < 88, the predicted 28-day probabilities of invasive ventilation were 72%, 47%, and 19%. Predicted 28-day mortality was lowest with threshold SF < 110 (22.2%), compared to SF < 98 (absolute riskincrease 1.6%) or SF < 88 (absolute risk increase 3.5%). A threshold of SF < 110, compared to usual care, resulted in more quality-adjusted life years (8.48 vs 8.34) and lifetime costs (86,700 Canadian dollars (CAD) vs 75,600 CAD). The expected value to Canadian society over the next 10 years of a 400-person randomized trial was at least 2.64 billion CAD. Conclusion: For people with hypoxemic respiratory failure, there is variation in the physiologic states that prompt invasive ventilation and the predicted mortality that results from different initiation thresholds. The estimated value to society of a corresponding randomized trial is large.
A Design Methodology for Achieving Near Nyquist Continuous Time Pipelined ADCs
Keywords: Analog-to-Digital Converters
Continuous-Time Circuits
Data Converters
Delay Lines
Nyquist-rate ADCs
Pipelined ADC

Wireless applications such as base stations for 5G, 6G, and radars are imposing stringent requirementson analog-to-digital converters (ADC) to digitize small Multi-GHz bandwidth signals with the presence of large out-of-band blockers arising the need for high dynamic range Multi-GHz ADC. Those systems usually require sharp high-order power-consuming anti-aliasing filters to reduce blockers and on-chip buffers to drive the ADC. Providing high bandwidth ADC with inherent anti-aliasing and easy-to-drive resistive input with benign current requirements is very appealing. Continuous-time delta-sigma (CTDS) modulators are good candidates for medium to high-resolution.However, the high oversampling ratio (OSR) limits the bandwidth, and CTDS modulators need highorder complicated loops that are complicated to tune, stabilize, and time/frequency interleave. Continuous-time pipelined (CTP) ADCs are an excellent candidate for achieving wide bandwidthwith medium to high resolution. CTP ADCs have shown the potential to alleviate the challenges of discrete-time (DT) pipelined converters with Multi-GHz bandwidth, such as having a resistive input, high amplifier efficiency, inherent anti-aliasing, blocker tolerance, and lower OSR than CTDS ADCs, but have so far required an OSR of at least 4. This thesis elucidates the factors that limit CTP ADCs bandwidth and presents a design methodologyto achieve near Nyquist continuous-time pipelined ADCs. The delay circuit is optimized to match the ADC/DAC path in both its broadband magnitude response and phase response. The residue filter response is optimized to prevent image signals from overloading the subsequent stage. We show that practical circuits can realize these optimized responses and extend the bandwidth of the CTP architecture to OSRs of 1.5-2.0, essentially equivalent to the OSR of DT converters when allowing for practical antialiasing. A 3 GHz bandwidth 5-stage CTP ADC is fabricated, and the direct path (i.e. delay) and the residue-amplifying filter circuits required for 3 GHz bandwidth are incorporated into a complete 9-bit 10 GS/s CTP ADC in a 28nm CMOS prototype. Simulation and measurement results confirm that CTP ADCs can operate at a near-Nyquist sampling rate with an OSR of 1.7. A 5-stage CT pipeline ADC prototype is introduced. Moreover, this thesis presents an analysis and design of a system-level novel tunable multi-band inductor-less bandpass CTP ADC with a third-order residue-amplifying filter, including two case studies, achieving the lowest OSR and the highest system-level dynamic range reported.