VictorJuiz/thesis huggingface dataset:
Modelling creation and transport of methane and its derivatives in the tokamak edge-effect simulation code DIVIMP
Keywords: Tokamaks
Gas dynamics, Mathematical models
Methane

Integration of creation and transport of methane and its fragments has been carried out in the Monte Carlo simulation code DIVIMP. Hydrocarbon release and breakdown have been shown experimentally to occur in significant quantities in tokamak plasma utilizing carbon for first wall and/or divertor components. Understanding these processes via simulation of the full system allowing interpretation of related experimental results is key for use of carbon on next-step devices including ITER. Therefore, a fully modular set of Fortran 90 routines has been added to DIVIMP modeling release (chemical sputtering), neutral and ion transport, breakdown, first-wall and target impact, and possible re-emission for hydrocarbons up to CH4 with the ability to expand to higher hydrocarbons (CxHy, x ≥ 2). Reasoning for the structure of the code, its implementation as DIVIMP-HC, use of, and results from the code as applied to DIII-D will be presented and discussed.
Parliament and the GAAR: Reaffirming taxpayers' right to rely on the detailed words of the Income Tax Act to arrange their affairs
Keywords: Taxation, Law and legislation
Taxation, Canada
Tax evation, Canada

In this paper I argue that Parliament has indicated, through the manner that it has structured the General Anti-Avoidance Rule ("GAAR"), that, outside of a tax avoidance context, taxpayers should be able to rely on the meaning of the words of the detailed provisions of the Income Tax Act to organize their affairs. This paper has three main subdivisions. In the first part I review the evolution of the judicial approaches to the interpretation of the Income Tax Act. In the next section, I analyze the virtues and limitations of relying on the words of the text of the provisions of a statute to understand its meaning. In the final section I analyze the GAAR. The GAAR involves a mandatory purposive analysis of the meaning of the provisions at issue which implies a continued textual interpretive emphasis outside the GAAR context.
Teacher and school variables associated with the academic and social outcomes of students with special needs in general education classrooms
Keywords: Academic achievement, Ontario
Inclusive education, Ontario
Special education, Ontario
Socialization, Ontario
Special education teachers, Ontario

Participants were 31 teachers, 584 students, and six principals from four schools in one large suburban Canadian school board. Student outcomes of academic self-concept and peer acceptance were measured with pencil-and-paper tasks, and teachers' ratings of students' academic progress were used as a proxy measure of academic achievement. Classroom observations were conducted as measures of effective teaching behaviors and teacher interviews were conducted as measures of teachers' attitudes and beliefs about their roles and responsibilities in meeting the educational needs of students who are designated as having special needs. Teachers' and principals' attitudes and beliefs about inclusion, as well as classroom teachers' sense of personal teaching efficacy, were also surveyed with questionnaires. The purpose of this study was to evaluate the relationships among a set of student, teacher, and school variables that have been shown to influence the effectiveness of including students with special needs in general education classrooms. The present study extends on the work of P.J. Stanovich and Jordan (2000; 2002) who have developed a feedback model for describing how such variables interact with each other to facilitate positive academic and social outcomes for students in inclusive classrooms. Therefore, P.J. Stanovich and Jordan's feedback model of effective inclusion was used as a framework for exploring the relations among the student, teacher, and school variables in the present study. Significant positive relationships were demonstrated among students' levels of academic self-concept, peer-acceptance, and academic progress. Students with special needs had significantly lower levels of academic self-concept and were socially accepted significantly less than their peers who were typically achieving. Effective teaching behaviors were a significant predictor of students' academic progress. Teachers' attitudes and beliefs about inclusion were a significant predictor of students' academic self-concept. Personal teaching efficacy was a significant predictor of teachers' attitudes and beliefs about inclusion. Implications focus on the influence that teachers have on student outcomes, particularly as teachers who demonstrated more effective teaching practices tended to have students who made more academic progress through the course of a school year than their less effective counterparts.
From practice to teachingn: the experiences of new nurse educators
Keywords: Nursing schools, Faculty
Nursing schools, Ontario
Nursing, Study and teaching
Nursing, Ontario
First year teachers, Ontario

Based on the results of this study, suggestions are made regarding support that might help new nursing teachers to effectively use their knowledge of clinical practice in their teaching and to ease their way as they move from practice to teaching. Further research into the way in which novice teachers reflect and research on new teachers that includes participant observation are called for. North America faces a shortage of nurses and a coexisting shortage of teachers of nursing, problems with enormous implications for the health care system. The literature in nursing education has called for the development of strategies to attract more nurses to teaching and for appropriate preparation for those entering the field of nursing education. Currently, many nurses are hired to teach based on their extensive clinical backgrounds and do not feel prepared to take on the role of nurse educator. This qualitative study focused on the experiences of eight nurses, all but one of whom were hired part-time, who were making the transition from clinical practice to teaching. The purpose of the study was to learn what these novice educators believed they brought with them from nursing practice that would facilitate their transition to teaching, what their experiences were like, and whether through the course of their first teaching semester these novices were able to draw on their nursing to facilitate their transition to nursing education. Study results show that each of the eight beginning teachers made the transition to teaching relatively smoothly in terms of settling in to their new roles in new institutions, learning to teach, and actually teaching. The theme that emerged from the data was use of self through three frames: past life experiences, caring as nurses, and nursing knowledge and experience. Novice teachers experienced difficulty with their roles when they did not experience being cared for as teachers, and when they perceived their practical knowledge to be lacking.
The daily shuffle: moving children and staff in childcare centers and the balance between ratio regulations and childcare quality
Keywords: Child care services
Day care centers, Administration
Children, Institutional care

Non-programmatic movement was lower in centres with highly trained staff, higher staff wages, positive caregiver-child interactions, and higher scores on items measuring the caregiving environment. Movement was not related to adult:child ratios. This study examines the incidence of child and staff non-programmatic movement in childcare centers and its relation to childcare quality. Non-programmatic movement refers to transitions of children and staff within childcare centers that are not part of scheduled activities but are instead driven by other factors such as the need to adhere to required ratios. Non-programmatic movement of staff and children was measured using a sign-in/out procedure implemented over a 10-day period in 122 childcare centers. In addition, center directors and staff reported the frequency of staff temporary moves. Movement of children was highest at the beginning and the end of the day with an additional peak over mid-afternoon (2--4pm). Staff non-programmatic movement was highest over lunch-time (12--2pm).
The design and development of a propulsion system for the CanX-2 and CanX-4/-5 nanosatellite missions
Keywords: Nanosatellites, Propulsion systems
Nanosatellites, Canada

At the University of Toronto's Space Flight Laboratory, two satellites, CanX-4 and CanX-5, are currently in development for the purpose of demonstrating autonomous formation flying using nanosatellite buses. The use of a nanosatellite bus offers a cost-effective means to investigate the possibility of future satellite missions involving multiple spacecraft that together act as a single mission spacecraft for coordinated observations, in situ measurements, or virtual instrumentation. In order for formation flying to take place, a novel cold-gas propulsion system called the Canadian Nanosatellite Advanced Propulsion System (CNAPS), is also being developed to provide the thrust needed for formation maintenance and augmentation. The technologies and design schemes used in CNAPS stem from the Nanosatellite Propulsion System (NANOPS), which was built as a technology demonstrator on the CanX-2 nanosatellite. While NANOPS is a key payload on CanX-2, several other key enabling technologies are being tested in an attempt to mitigate risk and improve the reliability of the critical components intended for the CanX-4/-5 mission such as a GPS receiver and antenna, attitude control system, and CMOS imaging system. The details of the design and testing as well as recommendations for further development for both NANOPS and CNAPS are discussed.
Longitudinal and concurrent predictors of oral text fluency and reading comprehension in bilingual and monolingual primary-level children
Keywords: English language, Study and teaching (Elementary)
English language, Study and teaching
Reading (Elementary)

This study examined the (1) extent to which the Oral Language Proficiency (OLP), Rapid Automatized Naming (RAN), Phonological Awareness (PA), Orthographic Knowledge (OK), Word and Text Fluency and Reading Comprehension profiles of English-as-a-Second Language (ESL) resemble the profiles of monolingual (L1) children; (2) relationship between oral text fluency and reading comprehension; and the (3) relative longitudinal and concurrent contribution of individual differences in OLP, RAN, PA, OK, and word fluency on text fluency and reading comprehension. Results indicated that L1 outperformed ESL children on measures of OLP, reading comprehension and pseudoword spelling, but the two groups did not differ on PA and word spelling. ESL were significantly faster at reading words than L1, but not at reading text. Text fluency was significantly related to reading comprehension for both language groups. Contribution of the current study to ESL reading research includes the finding that the same predictors do not equally explain variability in reading fluency and comprehension between the language groups.
Horizontal application of fundamental rights in India
Keywords: Human rights, India
Civil rights, India

This paper is concerned with the horizontal application of constitutional guarantees, that is, application of constitutional guarantees to private law. It outlines and analyses the approaches taken in India, Germany, Canada, United States and South Africa and argues against approaches to horizontalisation that disregard the public/private divide. The argument is based on zones of private autonomy and the distinct nature of the practice of private law; arguing that the practice itself is categorically distinct from that of public law and operates according to its own rules which are necessary for the practice to exist. Accordingly, it argues that constitutional values may help develop private law; however, the development must be in accordance with the nature of the practice. Use is made of H.L.A. Hart's criticism of Bentham's imperative theory of law to distinguish between private action and State action; and of Professor Ernest J. Weinrib's work to describe the essential nature of private law practices.
Understanding gender bias in assessment and evaluation practices in science education
Keywords: Sex discrimination in education
Women in science
Sex discrimination against women
Science, Study and teaching
Women, Education (Higher)

The under-representation of females in the scientific community in general and in school science in particular has been noted for many years. Every year new studies bring up-to-date statistics and reveal complex aspects of how different factors in society and school system contribute to this problem. This thesis investigates an important and under-researched area of gender bias in science education. First, through a literature review it illuminates the specific facets and mechanisms through which gender bias enters science assessment. Second, it develops an evaluative framework which is subsequently used to review a typical new non-commercial science assessment battery developed for students in grades one to eight.
Facilitating school change: a case study of reflection on practice
Keywords: School management and organization

"This dissertation is the product and process of my reflection on a recent renewal project of a school's administrative system. I evaluated how I led the change process and why I led it the way I did. The purpose of the study was to investigate how my mindset influenced the change process and then was reconstructed through reflection on the change process. To achieve this, I defined three analytical categories or dimensions for a mindset corresponding to the three levels of change: personal, interpersonal, and organizational. I conducted my dissertation as a qualitative case study"--Extract from the abstract.
Minority within a minority: black Francophones of Ontario and the dynamics of power and resistance
Keywords: French-Canadians, Social conditions
French-Canadians, Ontario
Haitians, Social conditions
Haitians, Ontario
Blacks, Social conditions
Blacks, Ontario
Racism, Ontario

This study examines the dynamics of power and resistance within Francophone communities in Ontario/Canada. It investigates the situation of Black Francophone Africans and Haitians who constitute a racial minority situated within the official linguistic minority, in the distribution of economic and political resources that are attributed by the Canadian State to Francophones as one of its two official linguistic minorities. It also identifies various resistance strategies Black Francophones invent in order to enter power structures. An ethnographic approach conducted through qualitative methods enabled me to capture the connectedness between discourse and social action. I was also able to conceptualize how power relations are performed by examining them across the lenses of race, gender and language. This work is situated in the history of slavery and colonialism, in the migration of Africans and Haitians within Francophone space, and in the contribution of immigrants to Canadian society. My study affirms the reproduction of dominance by white Francophones towards Black Francophones. It also reveals that these Blacks endure forms of racism that other racialized groups encounter in Canada. These practices unveil connections and similarities between the State and Francophone institutions. My work stresses the contradiction represented by the existence of racism in Western societies like Canada that are guided by the liberal democracy principles. The Black Francophone struggle informs us that the Canadian project of official bilingualism, that is based on the myth of the two founding peoples and its protection for linguistic minorities, continues to support ideologies of a predominantly white national project. The vigorous activism of Black Francophones reinforces the urgency of establishing a more inclusive Francophonie within a more equitable society. Drawing on Antiracism, Black Feminism and Discourse Analysis, my thesis pinpoints the racism that Black Francophones face coming from the Canadian State and Francophone mainstream institutions. I name State racism as a factor that resolves in disrupting the economic development of the Black Francophone community. I portray specific practices that explain Francophone mainstream institutional racism. I also show that the actions and counter-hegemonic discourses taken by Black Francophones are situated in the discourse of resistance and hold specific significance in terms of the development of the Black Francophone community.
Enacting global citizenship education: Teacher subject-matter knowledge and pedagogy
Keywords: World citizenship, Study and teaching
International education
Political participation, Study and teaching
Teachers
Teaching

At the global level, increased interdependence has critical implications for what it means to educate 'for citizenship'. Research identifying what students need to know and to be able to do as 'global citizens', in response, has infiltrated mandated curricula. Equally significant is that changes in the contemporary global context are emergent and teachers' own understanding of complex global issues, and ways of teaching them, cannot be assumed. Studies identifying teacher confidence in subject matter knowledge and teacher fears of controversy as constraints to global citizenship classroom teaching highlight challenges confronting teachers in this area. This study describes and critically assesses how a small sample of exemplary global citizenship educators used and interpreted curriculum guidelines and knowledge resources to enact global citizenship education, finding that participants' global citizenship classroom teaching was predominantly a self-directed endeavor intimately linked with their personal passion for their subject matter and for their teacher identities.
Calculated risk-taking: the governance of casino gambling in Ontario
Keywords: Dissertations, Academic
Casinos, Ontario
Gambling, Ontario

The establishment of three provincially-owned commercial casinos in Ontario beginning in 1993 provides the empirical base for this governmentality-inspired investigation into the casinos' governing rationale. Their general notions of benefit and cost, I show, are implicitly understood within an emergent political context of profitability that economically and socially justifies casino provision. Techniques of image management assist in constructing a publicly palatable image of profit but are also reinforced by the cost-benefit framework and its subsequent spawning of an array of sub-regimes of governance and their constituent technologies. This thesis analyzes control structures that aim at minimizing the primary costs to profit, namely revenue, crime and addiction. It seeks to anatomize and describe the various technologies, power relations, languages and objectives that constitute and enable the governance of different domains deemed risky to casino profitability. Moreover, the implications for theorizing governance and specifically, risk governance are explored Lastly, a detailed analysis is performed on the programmes concerned with gambling addiction and responsibilization and their role in governing gamblers. Through these concepts, casino gambling acquires a greater social and political significance. As I argue, they are ultimately projects that perpetuate and produce a subjectivity and behavioural set that reflects appropriate citizenship for contemporary society and all its conditions.
The commitment of older learners to university-based learning: changing perspectives
Keywords: Adult education
Older people, Education (Higher)
Motivation in adult education

As the population ages, education in the post-retirement years will become an even more popular option and attention will need to be given to the contributions that older learners can make to our institutions and to our communities. This is a qualitative study of older learners who have enrolled at university for a degree. The case being studied is the Senior Citizen's Program at the University of Toronto, implemented in 1976. Since that date, several hundred older learners have completed their undergraduate programs. The qualitative approach for this study relied on data collected from interviews during two phases of research. The first phase focused on twenty-six seniors who had graduated between 1996 and 2001. This was an exploratory stage to identify this group of learners' motives for enrolling at university during this stage of their life. The second phase of the study examined in more depth the learning experiences for five respondents. Additional data sources included interviews with university administrators, both retired and current, university coordinators, family members, and university professors. An archival search for documents on the history of this program was also conducted through the University of Toronto library system. Current aging theory, adult learning principles, along with lifelong learning theory, were used as the conceptual frameworks and the lenses for the study. Six themes emerged from the case of the Seniors' Program: restitution for thwarted educational goals, the symbolic meaning of a degree, the importance of family and university support, struggles with the new technology, the importance of a mutually engaging teaching and learning environment, and benefits to the university and the older learners. This study addressed some of the limitations of existing research in this field as changing perspectives about the contributions that older learners can make needs to be addressed. Demographics indicate that more older learners will be accessing universities over the next decade and this study provides current information useful for future planning. What became apparent in this study is that older people have the capacity to contribute throughout the later years as part of their legacy of helping others. There are many healthy, active seniors who are an underused, untapped resource for our universities and the broader communities.
Investigation of stable carbon compound specific isotope analysis to monitor and quantify the biodegradation of chlorinated ethenes in groundwater systems
Keywords: Geochemistry
Chlorohydrocarbons
Groundwater, Analysis

Identification and quantification of chlorinated ethene biodegradation were investigated using carbon compound specific isotope analysis (CSIA). A dynamic headspace sampling technique was developed and shown to be a robust, simple and effective method for isotopic analysis of dissolved chlorinated ethenes at low concentrations ([mu]g/L). This technique was used to monitor the biodegradation of tetrachloroethene (PCE) to ethene at a contaminated field site. At the field site, significant isotopic fractionation characteristic of biodegradation was observed in the isotope values of PCE and its degradation products trichloroethene (TCE), cis -1,2-dichloroethene (cDCE), and vinyl chloride (VC). During this study, stable carbon isotope analysis also provided one of the earliest lines of evidence for biodegradation. In laboratory and field experiments with an emplaced PCE dense nonaqueous phase liquid (DNAPL) source, isotopic fractionation was observed in the isotope values of the dechlorination intermediates produced by biodegradation, but not in the aqueous PCE near the DNAPL. These results confirm the hypothesis that isotopic fractionation due to biodegradation will not be observed in aqueous PCE close to the source zone. A model was developed to predict concentration values from isotope data for each step in the sequential reaction of PCE to non-toxic ethene. ...