VictorJuiz/thesis huggingface dataset:
Effects of false weight feedback on self-esteem, mood, and food intake in restrained and unrestrained eaters: is there evidence for weight-related self-evaluation in restrained eaters?

It has been suggested that eating disorder patents derive personal worth from their weight and shape. Because people with eating disorders are usually dissatisfied with this aspect of their selves, they constantly see themselves in a negative light. Their devaluation of their body generalizes and detracts from their evaluation of other aspects of the self. This process is referred to as weight- and shape-related self-evaluation (WSRSE). This thesis proposes that restrained eaters also engage in WSRSE, but only when their weight and shape concerns are salient. A series of four studies was conducted, exposing restrained and unrestrained eaters to conditions intended to increase the salience of weight and shape concerns by providing information about their weight. Self-esteem, mood and food intake were measured. In Study 1 participants were asked to step on an accurate scale. This manipulation did not affect self-esteem or mood in restrained eaters. Participants in Study 2 were weighed as either five pounds heavier or lighter than their actual weight. Restrained eaters who were weighed heavier demonstrated WSRSE by reporting a lowering of self-esteem and a worsening of mood. These restrained eaters also ate more than participants in any of the other groups. Study 3 attempted to measure the extent to which the process of WSRSE generalized to other aspects of self-evaluation. The results did not generalize nor did they replicate the findings of Study 2. A closer examination of Studies 2 and 3 revealed a major procedural difference. Only in Study 2 were participants exposed to threatening body shape-related words in a task that took about 20 minutes to complete. In Study 4 all participants were weighed heavy and some were exposed to the same body shape words from Study 2. The restrained eaters who were exposed to the body shape words did not demonstrate WSRSE with respect to the self-esteem and mood measures, but they did engage in overeating. It is proposed that the overeating in Study 4 represents WSRSE, and that it was not detected by the self-report measures because either self-esteem and mood impairments are weak and require more statistical power, or time to process the weight gain is required before WSRSE can be detected.
Inuit education and formal schooling in the eastern Arctic

Profound changes in education accompanied sustained contact between Inuit and Qallunaat, or non-Inuit, in the 20th century. A definition of "Inuit Education" is established here, and through four periods—the Traditional, Colonial, Territorial and Local—this history will investigate: aspects of Inuit Education employed in formal schools, their purpose and success; the relationship between Inuit Education and the Qallunaat system of schooling; and exploration of who initiated and controlled educational change. During the Local Period, 1985–1999, most educational decision-making occurred at the level of district education authorities and regional school boards, focusing on the re-establishment of Inuit Education within the formal school system. These mechanisms of local control brought about a form of education widely contributed to, and supported by, Inuit. As this thesis will demonstrate, it was this approach to education that had the best capacity to reflect Inuit culture, their relationship with the environment, and their vision of the future.
Solution-processed infrared photoconductors

This thesis reports the development of a near-infrared sensitive, solution-processible photoconductive device. It uses a composite of lead sulphide nanocrystals and a semiconducting polymer. The inclusion of nanocrystals into the polymer matrix is shown to make the material sensitive in the infrared from sim;800--1600 nm. Photocurrent internal quantum efficiencies of 3% under a 5 V bias are achieved. A photovoltaic response is demonstrated with an open circuit voltage of 0.36 V and an internal quantum efficiency of 0.006%; this efficiency is increased to 0.15% using a thermal treatment, and the maximum monochromatic power conversion efficiency achieved is 0.001%. Tunability of the photocurrent spectral response across the near-infrared region is achieved via control of the nanocrystal size during synthesis, with peaks centered at 955, 1200, and 1355 nm. Also investigated is the role in photoconduction of the organic ligands that passivate the nanocrystal surfaces.
Visualization and analysis of the impact of plasma-sprayed particles

Plasma-sprayed molten particles (38--63 mum diameter) were photographed during impact (velocity 70--220 m/s) and spreading on flat solid surfaces. The surfaces were maintained at either room temperature or heated above 350°C. Most surfaces were smooth. Several surfaces were preoxidized, while others had a structured pattern of columns to simulate rough surfaces. Droplets approaching the surface were identified by a photodetector, which triggered a charge-coupled device (CCD) camera to photograph the spreading splat. A rapid two-color pyrometer was used to collect thermal radiation from particles during flight and impact to follow the evolution of their temperature and size. Particles that impacted the surfaces at room temperature ruptured and fragmented, leaving a small central solidified core on the substrate. On heated surfaces, there was limited splashing and a circular, disk-like splat remained on the surface. Splats on rough surfaces splashed and formed finger-like projections due to changes in the surface topology. Mathematical models were developed to estimate the area of the splat in contact with the non-heated surfaces and to estimate the thermal contact resistance at the splat-substrate interface. The models supported the hypothesis that only a portion of the splat is in good contact with the non-heated surface at room temperature, while the rest of the fluid is separated from the substrate by a gas barrier. The experimental and model results were applied to a 3D numerical model to simulate particle impact and spreading.
Elucidating the role of the glucagon-like peptides in the enteric nervous system

The intestinal glucagon-like peptides, GLP-1 and GLP-2 inhibit intestinal motility, while GLP-2 also stimulates growth of the intestinal mucosa. However, the mechanisms of action of these peptides remain poorly characterized. To determine the role of the enteric nervous system in the actions of the GLPs, the glial cell line-derived neurotrophic factor family receptor alpha 2 (GFRalpha2) knockout mouse was employed. These mice exhibit reduced parasympathetic innervation and decreased numbers of cholinergic and substance P-ergic excitatory motor neurons in the myenteric plexus. No differences were observed in basal or GLP-2-stimulated mucosal growth between wildtype and knockout mice. However, knockout mice exhibited reduced basal gastrointestinal transit. Furthermore, acute administration of GLP-1 and GLP-2 significantly inhibited transit in wildtype mice (P
A study of performance funding of the Ontario Colleges of Applied Arts and Technology

In 2000, the Province of Ontario implemented performance funding for community college and universities. The stated impetus behind the implementation of performance funding was to ensure that the postsecondary sector would be held accountable for its use of public resources. This thesis provides an examination of how and in what way the introduction of performance funding has affected the Ontario Colleges of Applied Arts and Technology (CAATS). This study relied on a review of the literature, case studies of four colleges, and interviews with key informants in the college sector, to examine how performance funding has impacted both the day-to-day decision-making and long-term strategic direction of the CAATS. The study found that the community colleges were using the information gathered for performance funding for program review and improvement plans, program rationalization, budget allocations and institutional planning. The colleges were also supportive of the funding for performance policy initiative. This study also examined the process for the implementation of performance funding in Ontario and found that its implementation process and the characteristics of the funding policy shared some characteristics found in other jurisdictions identified as having stable performance funding programs. The results of this study will inform policy and decision makers about the impact of performance funding on postsecondary institutions.

Keywords: Educational accountability, Government policy
Teaching the English present perfect in the second language classroom

This classroom-based study investigated the acquisition of the English present perfect by adult ESL learners. The quasi-experimental design consisted of 8.0 hours of instructional intervention with a pretest-posttest design. Intermediate level learners (n=34) were divided into three groups: two experimental groups which received different types of form-focused instruction (FFI) and a control group receiving no instruction in the target form. The first experimental group, (the 'L1-based group') received contextualized, explicit FFI in the English present perfect, along with the opportunity to reflect on how the target feature contrasted with the presence or absence of the same feature in the learner's first language; this group was further asked to translate the target feature into their first language (L1). The second experimental group, (the 'L2-based group') also received contextualized, explicit FFI but with no reference to the learners' L1; all information was provided in relation to the L2 only. A control group received no FFI on the target feature. It was hypothesized (a) that the L1-based group, benefiting from explicit contrastive input, would outperform the L2-based group on a 10-item receptive response measure; and (b) that both treatment groups would outperform the control group. An analysis of covariance indicated that the first hypothesis was supported whereas the second was not. A conceivable rationale for the improvement of the L1-based group is that the contrastive input and reflection served to heighten awareness of the target feature by anchoring novel within familiar material, thereby drawing learner attention to the first language as a resource in the L2 acquisition process. The results are then discussed in relation to other classroom-based research investigating the effects of FFI on L2 development, specifically, those studies which have included a contrastive component.
The terror: an examination of the emerging discourse on terrorism and its media representations

This thesis examines the recently emerging discourse on terrorism from a Canadian perspective. I utilize Michel Foucault's ‘discursive formation’ as a method, which allows me to examine how the discourse emerges. I focus on photographs and how they are used to illustrate the threat of terrorism to the ‘Canadian public’. I show that two categories develop, the innocent Canadian and the evil terrorist. One is represented as either a victim or a terrorist but never both. In this discourse the Arab and Middle Eastern race, brow skin and the Muslim religion all come to represent the totalizing category—terrorist. The idea of the Arab as terrorist existed prior to the September 11th terrorist attacks so what I am examining is how this idea is cemented through discursive formation and visual representations and further, how it is codified through the implementation of Bill C-36, the Anti-Terrorism Act.

Keywords: Terrorism in mass media
Terrorism and mass media
Terrorists
Teacher evaluation: pre-service to in-service

This qualitative research study concerns teacher evaluation in the early years of teaching. The small number of participants represents a wide range of roles in teacher evaluation in both the pre-service context and the beginning in-service context. The data was gathered through face-to-face interviews, focus groups, and written documentation sources used in teacher evaluation in both contexts. The study provides a written account from various perspectives about a very personal and emotional topic in education: teacher evaluation. The questions asked in the face-to-face interviews and focus groups followed a self-designed parallel framework of questioning to purposefully explore evaluation of the practicum experience during teacher education and evaluation of teacher performance during the initial year of teaching. I tape-recorded and transcribed all the data which I transferred into data-base software to conduct some of the analysis. As well, constant comparative analysis techniques such as close reading and rereading, coding, displays, data queries, relistening of tapes with the printed transcripts to make connections, and diagrams supported the data analysis to find answers to the questions guiding the study. Although the participants in the study acknowledge the intent of the teacher evaluation processes in both pre- and beginning in-service contexts has merit, in actual practice it appears to be problematic. Teacher evaluation, according to the participants in this study, appears to be more of a technical exercise than a valuable function to promote teacher growth and development. Aside from the formative feedback received by the pre-service teacher participants, little about the process was deemed valuable for teacher growth and development. Specific concerns included the artificiality of the process in both contexts, the lack of candid reporting on the summative reports, and the difference between pre-service to in-service of formative evaluation methods. Teacher evaluation practices in Ontario, notably in-service, have changed since this study was conducted. It remains unclear whether these changes will translate into a different outcome through the teacher evaluation process. More research is required to continue the discussion this study begins in the province of Ontario. If the province is concerned about teacher growth and development to support improved student achievement in the classroom, it is important that the teacher evaluation process is aligned through the transition to teaching. As well, it is important that the time and energy spent on teacher evaluation does in fact lead to improved teacher quality to support student achievement in the classroom. Otherwise, as was detailed by the participants in this study, teacher evaluation will continue to be characterized as a classroom observation followed by a written report that simply serves a purpose of accountability. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
The role of mental computation and estimation in elementary school

The study sought to investigate how Grade 3 students from two separate schools learned mathematics. The study explores the role of mental computation when students are engaged in sharing their invented strategies. I observed students sharing ideas and teachers implementing mental computation lessons over fifteen sessions. Interviews with students and teachers, copies of students' journal on mental math strategies were used to collect additional data. The findings were organized around descriptive moments; as I described how students were absorbed in mathematical conversation when they were invited to think mathematically and also encouraged to use their own strategies. I drew on the epistemology of constructivism in problem solving, to understand how students develop conceptual understanding of mathematics when given the opportunity to explain their own strategies. Students' cooperation in sharing their inventions was observed in class and group discussions, as well as in pairs with classmates. It was at these levels where the students: (a) eagerly invented numerous strategies for solving addition, subtraction and multiplication problems; (b) made sound arguments in support of their ideas when discussing problem solving strategies; (c) were cooperative in presenting their strategies; (d) learned from each other by listening to one another's explanations; (e) learned from correcting their errors; and (f) used their cognitive backgrounds as useful heuristics in their discussions. The students expressed their satisfaction and enjoyment during their collaborative learning and social interactions. The teachers used questioning strategies, among other teaching principles, to help students to complete their presentations. These included leading questions, probing and follow-ups, checklisting and student-specific questioning strategies. The study informs teachers about how mental mathematics lessons were implemented in the two Grade 3 classrooms to help the students understand mathematics. Teachers should be given courses, workshops and supportive programs on implementing mental computation lessons. This will give teachers the necessary experiences to increase their understanding of how students improve their understanding of mathematics when they are encouraged to share their inventions in class. The study provides a useful template for future studies in all subject areas of mathematics related to mental computation and estimation at all grade levels.

Keywords: Mental arithmetic, Study and teaching (Elementary)
The metabolism of 18 carbon (13 C) unsaturated fatty acids in healthy women

The question of how dietary fat is partitioned between the pathways of energy production and storage underlies several chronic disorders such as obesity, non-insulin dependent diabetes mellitus and cardiovascular disease. The goal of the present study was to integrate lipid metabolism by following the routes of various dietary fatty acids through energy utilization, transport in circulation, incorporation in adipose tissue, and conversion to other fatty acids. Four 13C-labelled fatty acids—oleate (9 cis-18:1), α-linolenate (ALA, 18:3n-3), elaidate (9 trans-18:1) and linoleate (LA, 18:2n-6), were administered as a single oral bolus to six healthy women. Samples were collected over 168 h. 13C in breath CO 2 and in plasma triglycerides (TG), phospholipids (PL), cholesteryl esters (CE), and free fatty acids (FFA) were analysed using isotope ratio mass spectrometry and the area under the isotope enrichment curve was determined. Adipose tissue biopsies were obtained at 6 h, 24 h, and 168 h after dosing. Selective incorporation of tracer LA into plasma PL and CE occurred, accompanied by lower oxidation of 13C LA, as compared to elaidate, oleate and ALA. In plasma TG, enrichment was in the order of elaidate > oleate > ALA. Elaidate was a poor substrate for cholesterol esterification. Enrichment in the desaturated and elongated products of LA and ALA was observed, but in low amounts. Enrichment in adipose tissue was observed as early as +6 h after dosing with ALA, elaidate and LA, and was still present at 168 h. Individuals with higher LA levels in plasma PL oxidised more of 13C LA and elaidate, implicating a relationship of high LA feeding to increased fatty acid oxidation. Although elaidate was highly oxidised, it also incorporated the highest in TG and the lowest in CE, which may relate to its hyperlipidemic effect. LA, although less oxidised, was incorporated into plasma PL and CE to a greater extent, indicating a preference for lipid membrane incorporation rather than oxidation. These metabolic differences can ultimately lead to an explanation of the differential health effects of these dietary fatty acids.
A modified constraint induced movement therapy program with the geriatric sub acute stroke population

Constraint induced movement therapy (CIMT) appears to reduce impairment and activity limitation, of the upper extremity, in the adult stroke population but few studies investigate improvement at the level of participation. The purpose of this study was to determine the efficacy of a modified CIMT protocol on participation, activity and impairment in the geriatric sub acute stroke population. Using an interrupted time series design four older adults (mean age 82) were assessed four to five times pre and post intervention. Improvements were noted in participation, measured using the Canadian Occupational Performance Measure (COPM). Scores on the COPM improved significantly for all participants. Some improvements, although less reliable, also were noted at the level of impairment and activity. This work concurs with and extends previous literature by focusing on participation in an older stroke population. It has important implications for the evolution of stroke rehabilitation and for improving quality of life.
Illiniqatigiit: Implementing a knowledge-building environment in the eastern Arctic

Between its creation in 1985 and the creation of Nunavut in 1999, the Baffin Divisional Board of Education (BDBE) worked to create an Inuit system of education in the fifteen eastern arctic communities that made up the Baffin region of the Northwest Territories. As a part of this effort to create a school environment that built on Inuit language and culture while preparing students to participate in an increasingly global context, CSILE/Knowledge Forum, a collaborative, network-based computer supported knowledge building environment, was implemented in a number of Baffin schools between 1992 and 2000. This implementation process brings together initiatives that juxtapose two theoretical frameworks. The first, Cummins' intervention for collaborative empowerment, underlies the BDBE's bilingual program development; the second, Bereiter and Scardamalia's emerging knowledge building framework, underlies the design of CSILE/Knowledge Forum. This thesis explores the intersection between these two frameworks through the implementation of CSILE/Knowledge Forum in Baffin schools. Through a combination of personal narrative and examination of CSILE/Knowledge Forum databases, the thesis argues that the intervention for collaborative empowerment brings to knowledge building a focus on the role that power structures play in classrooms such as those in the Baffin where representatives of a dominant minority teach a majority of students from a different cultural and linguistic background. For its part, through its emphasis on collective cognitive responsibility, knowledge building brings a framework for educator self-examination and transformation that is critical to and lacking in the intervention for collaborative empowerment.

Keywords: Inuit, Education
Inuit, Nunavut
Education, Rural
Computer-assisted instruction
Indians of North America, Education
Education, Nunavut
Environmental variability from internal waves affects benthic algal diversity in the littoral zone of a lake

Theoretical models and experiments suggest that environmental variability promotes the richness and evenness of species. This study tests whether environmental variability due to internal waves in a Canadian Shield lake affects the composition of natural benthic algal communities. Diatom richness and evenness increase with increasing environmental variability, but there is no relationship between environmental variability and total algal biomass. Mathematical models suggest that internal waves can shoal in this lake, transferring energy to the littoral zone, creating turbulence, and possibly resuspending sediments. This suggests that algal communities may be affected by fluctuations in several concurrent factors (temperature, currents, light, and nutrients). In this lake, the observed patterns of diversity cannot be explained by the patterns of temperature variability nor turbidity (and therefore not light and nutrients). I conclude that fluctuating currents from internal waves may be the most important structuring force in these natural benthic algal communities.