VictorJuiz/thesis huggingface dataset:
Guidance and career education development in Ontario: A sociological perspective

In this study, I provide a historical and contemporary analysis of guidance and career education in secondary schools in Ontario. It is my assumption that sociological factors that were addressed when guidance and career education was first developed are no longer present in policy or the delivery of guidance in Ontario. For my research, I have used aspects of a qualitative research methodology and I have interviewed high school guidance counsellors and Education Officers who worked with the Ontario Ministry of Education and Training. My investigation centred on the development of the current Ontario government guidance and career education policy and the implementation of this policy by a few guidance teachers in Greater Toronto Area high schools. My discussion focuses on the present state of guidance and career education and the concern that it does not address the systemic discrimination a visible minority teenager may face.

Keywords: Racism in social services, Ontario
Counseling in secondary education, Sociological aspects
Counseling in secondary education, Ontario
Discrimination in education, Ontario
Career education, Sociological aspects
Career education, Ontario
Minority students, Counseling of
Minority students, Ontario
Vocational guidance, Sociological aspects
Vocational guidance, Ontario
Multiple barriers: The intersection of substance abuse in the lives of women seeking help for intimate partner violence

This qualitative study explored the intersection of substance abuse in the lives of women seeking help for their experiences of intimate partner violence (IPV). The research questions focused on the disclosure of IPV, and women's identification of barriers or motivators in this process. In-depth interviews were conducted with ten women and three key informants, with data analyzed using grounded theory methodology. Themes emerged highlighting the complexity of the help-seeking process for women with co-occurring experiences. Substance abuse acts to influence women's recognition of IPV and their decision to disclose to informal and formal supports. Of note, these stages of disclosure correspond to the precontemplation and contemplation stages in the Transtheoretical Model of Change, with substance use having an interactive effect. These results have direct implications for social work practice and policy, especially pointing to the need to integrate services for both IPV and substance abuse.
"Our unfixed vision": the undermining of vision in contemporary Canadian fiction

W.J.T. Mitchell has declared this the age of the pictorial turn, an age in which vision is a source of anxiety and is being interrogated in multiple ways. This thesis examines how four Canadian authors have contributed to this discourse and how they have unfixed vision in their fiction. Alistair MacLeod, Alice Munro, Jane Urquhart, and Thomas King have made the problems of vision a problem for fiction, and their fiction invites discussion of both narratological and thematic attention to the problems of vision. These problems include the coercive, disciplinary, disembodied, gendered, idiosyncratic and unstable nature of vision. The writers I consider in this study have resisted the dominance of perspectival vision and have destabilized the power of the gaze. MacLeod's "Vision" demonstrates the roles of touch and voice in narrative in spite of the way that its title privileges vision. Munro's Who Do You Think You Are? troubles vision narratologically, by undermining the unitary point of view of the protagonist through whom the stories are focalized. The movable epistemological ground for the narrative perspective results in an instability that I examine in the context of anamorphism, and I employ Gerard Genette's distinction between "who speaks" and "who sees" to analyze the limitations of what can be "seen" by the narrator. Urquhart's treatment of vision in The Underpainter is thematically-focused, and my discussion of the novel centres on the visual art of the novel's narrator Austin Fraser. Fraser also embodies a gendered and politicized vision, and his perspective on his feminine and Canadian subjects is limited in ways that are politically troubling. The politicized gaze is also the subject of my study of King's Truth and Bright Water, in which I examine the panoptic tourist gaze. King highlights the neo-colonialism of the tourist gaze, and explores its desire for the Native-as-spectacle. The inhabitants of Truth and Bright Water resist, return, or ignore that gaze, and they foreground "Indian" stereotypes as tourist fantasies and as cultural productions.
Sovereignty's promise: The state as fiduciary

The subject of this thesis is the justification of sovereignty, legal order and the rule of law. That justification, I argue, is best articulated within a vision of the state as an entrusted and authorised fiduciary of each person subject to its powers. As fiduciary, the state is authorised to exercise public powers for the purpose of securing and administering legal order. But because this authorisation---the state's legal authority---flows from a fiduciary relationship with those subject to it, state authority is encumbered with an overarching obligation to use public powers exclusively for the public good. Seeing the state as fiduciary explains its authority to legislate, conduct administration, adjudicate and otherwise guarantee legal order. The fiduciary relationship also explains the default limits of that authority, limits which constitute the rule of law and manifest themselves as free-standing public duties such as fairness and reasonableness. Those common law duties guarantee that exercises of public power necessarily take place within an institutional legal framework that locates its legitimacy in the fiduciary principle's authorisation of it. When exercises of public power conform to the demands of this authorisation---the demands of the rule of law, of fairness and reasonableness---they respect the autonomy and dignity of the persons in whom the fiduciary justification of public authority ultimately lies.
The effects of scheduled bed rest in complex continuing care

This study examined the effects of scheduled bed rest on orthostatic intolerance, impaired sleep quality, and physical and cognitive fatigue, and explored the relationships among scheduled bed rest and physical and cognitive fatigue in patients in Complex Continuing Care (CCC) facilities. A cross-sectional comparative design was used in which scheduled bed rest was observed as a naturally occurring intervention. Comparisons were made between patients who were not on bed rest (comparative group) and those who received 2 to 4 days/week (moderate dose group) and 5 to 7 days/week (high dose group) of bed rest. The sample included 66 CCC patients who were able to communicate in English, had a Cognitive Performance Score le; 3, and required assistance to ambulate out of bed. The data were obtained through individual interviews and blood pressure assessments. Orthostatic intolerance was measured by: (a) the maximum difference in recumbent and sitting systolic blood pressure, and (b) a self-report scale. Sleep quality was measured using the Insomnia Severity Index. Physical and cognitive fatigue were measured using the respective subscales of the Fatigue Scale. Scheduled bed rest was measured by its dose, i.e., the total number of bed rest days in any given week, and by its pattern, i.e., continuous, alternating, or mixed days of bed rest. Post-hoc comparisons indicated significant differences in means (1) on self-reported orthostatic intolerance between the comparative and high, and the moderate and high bed rest dose groups, and (2) on physical fatigue between the comparative and high dose groups, and the moderate and high dose groups. There were no significant differences between the groups on impaired sleep quality, cognitive fatigue, or systolic blood pressure drop. Dose of bed rest had a significant overall relationship with physical fatigue of low--moderate magnitude, however, this relationship was not mediated by either self-reported orthostatic intolerance or maximum systolic blood pressure drop at a statistically significant level. Dose of bed rest had a low--moderate relationship with cognitive fatigue that was neither statistically significant nor mediated by impaired sleep quality. Pattern of bed rest was not significant. Theory, practice, and research implications are discussed.
A graph formalism for proofs in the Lambek calculus with product

Since the introduction of the Lambek calculus in Lambek (1958), there has been a great deal of interest in its usefulness as a grammar for parsing in natural language. Several variants have been introduced and for each, questions of tractability and usefulness have been posited and answered. Pentus (2003) answered the question of tractability of the original calculus by providing an NP-completeness proof. The simplest of these variants is the version of the original calculus without the product, the computational complexity of which is as yet unknown. This thesis seeks to identify the precise implications of products on the complexity of parsing in the calculus. Towards this goal, a graph formalism for proofs in the original calculus is extended from the work in Penn (2001). We then present a simplified, graphical NP-completeness proof for derivability in the Lambek calculus with product and consider the potential intractability of the Lambek calculus without product.
Removal of siloxanes from landfill gas

The growing use of organic silicon compounds (siloxanes) and the subsequent increased concentration in landfill gas, together with the increasing interest in upgrading landfill gas for sustainable energy, has created significant concern about the presence of siloxanes and related damages in landfill gas utilization equipments. This study selected an adsorption process using silica gel for removing siloxanes from landfill gas since it has shown promise on the laboratory scale. The lab-scale process, reported in the literature, was modeled with Aspen Adsim and the modeling results were in a good agreement with the reported experimental data. Then, a proposed pilot-scale process was modelled and the optimal conditions were found. In addition, the equilibrium adsorption of siloxanes on silica gel, the adsorption isotherm, as well as thermal regeneration was studied experimentally. A considerable adsorption of siloxanes on silica gel was observed, (245mg/g) and an excellent desorption of siloxanes was achieved at 175°C with efficiency of>95%.
Co-occurrence and interactions of large invertebrate predators in relation to the Bythotrephes invasion

Since the Bythotrephes invasion in North American Lakes, a number of cladoceran zooplankton species have declined dramatically and overall cladoceran abundance is reduced. In this study I examined Bythotrephes impacts on the native invertebrate predators, including the cladoceran Leptodora kindtii, the glacial relict crustacean, Mysis relicta, and the dipteran larva, Chaoborus spp. These species rely on zooplankton as prey and therefore may suffer as a result of the Bythotrephes invasion. In this study I also examined the role of invertebrate predators in lake food webs in relation to the Bythotrephes invasion. I measured Bythotrephes and native invertebrate abundances, consumption and estimated trophic levels using stable isotopes delta15N and delta13C in a comparison study between inland lakes with Bythotrephes and with no Bythotrephes. In lakes with Bythotrephes the overall consumption demand by invertebrate predators was 25% greater than in lakes with no Bythotrephes. This increase in demand was due to the energetic demands by Bythotrephes although there were lower abundances of both Leptodora and Chaoborus in lakes with Bythotrephes than in lakes without Bythotrephes. Trophic position of native invertebrate predators did not differ between invaded and non-invaded lakes suggesting native invertebrate predators do not feed extensively on Bythotrephes . Stable isotope delta15N and delta13C analysis suggested that there is a greater degree of similarity between the diets of Mysis and Chaoborus and between the diets of Leptodora and Bythotrephes. In addition, there is a high degree of overlap in the vertical distribution of Leptodora and Bythotrephes. Leptodora were smaller and less abundant in invaded lakes than in non-invaded lakes. One possible explanation is competition for prey between Bythotrephes and Leptodora. Indeed cladocerans were smaller in the epilimnion of invaded compared to non-invaded lakes. Understanding the effects of Bythotrephes on native food webs is an ongoing challenge. In this study I demonstrate that Bythotrephes increases the role of invertebrate predators, alters the availability of prey to native invertebrate predators and causes declines in the abundance of Leptodora.
Teacher perceptions of low-income and minority students in schools undergoing comprehensive school reform

This qualitative research study examines teacher perceptions of low-income and minority students in schools undergoing comprehensive reform. It considers how, why, and to what extent teacher perceptions are sometimes influenced and sometimes left untouched by reform. This research further considers how the model and language of reform and the way in which reform is implemented and encultured within schools mediates or influences teacher attitudes. The data for this study is derived from a longitudinal, four-year case study of comprehensive school reform in California. The three schools included in this study were part of a single district, located in an urban environment, and serving a low-income student population that is largely Hispanic and English language learners. The schools were selected for their varying degrees of success in implementing and sustaining their selected school reform model (Edison, Comer, and MicroSociety), and their differential improvement of student outcomes as demonstrated by student achievement data collected and reported by the district. Analysis of 164 transcripts from interviews with teachers, school administrators, and district staff supported the development of three case studies. Subsequent cross-case analysis examined the interrelationship of context at the state, district, and school levels, as well as the influence of reform design. Findings from this research suggest that the nature of local school context, whether positive or negative, may be more important than comprehensive school reform models in shaping the relationship between low-income and minority students and their teachers. This research also suggests that while positive school contexts appear to foster positive teacher perceptions of students, they do not necessarily ensure strong academic environments that support improvements in student outcomes. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Ethical teaching: a case for dialogical resistance

My choice of philosophical framework borrows from Buber's relational ontology. His dialogical core of unconditioned worth acts as fertile soil for justifying ethical resistance. Teachers acting within the Buberian vision of education are therefore called to resist dehumanizing pedagogies and enter into dialogical relations that promote healthy ethical tensions in educational settings. My contribution to the study of ethical pedagogy focuses on dialogical resistance in the classroom. Dialogical resistance must be argued and practised as a necessary dyadic tension between dominance and subservience, bureaucratic demands and subversion and individual conscience and collective pressures. Within the context of an increasingly diverse educational system and a functionally monolithic evaluation system, the ethical teacher will resist dialogically for the sake of ethical space in the classroom. The pressures and contradictions to be resisted are located within the teacher, between the teacher and students, and between the teacher and the education system. Resistance leads to more ethical space as the teacher-student relationship becomes less neutralized, more morally significant as a truly human relationship. I attach high ontological value to each human life, regardless of culture, religion, gender.

Keywords: Teaching, Moral and ethical aspects
Dialogue
The human mind and the perception of nature: ideas, judgement and signs in Thomas Reid and early modern philosophy

To support this interpretation, the Reid-Hume debate is taken out the context of twentieth-century philosophical commentary and re-situated in the context of eighteenth-century concerns about the justification of Baconian and Newtonian empirical methods. Within this context, Reid and Hume were agreed that empirical methods ought to be justified by a "science of mind", even though they disagreed about the extent to which a justification was possible. Reid argued that Hume had been able to express sceptical doubts about the possibility of justifying empirical methods because he had subscribed to the "theory of ideas". Reid claimed that scepticism arose from the modern theory of ideas because Rene Descartes and John Locke had parcelled ideas with a poor account of human judgement. In Reid's view, Hume's key argument was that sensations in the mind could not be demonstrated to have a necessary resemblance or causal relation with objects in the external world. Reid claimed that this argument could be accepted without sceptical consequences, so long as judgement was understood as an integral part of the act of perception. In Reid's constructive account of perceptual acquaintance, perceptions of external objects were taken from sensations or signs by way of an act of judgement. To develop this account, Reid turned away from the doctrine of ideas towards a doctrine of signs, which may have been borrowed from ancient Stoic philosophy. Since Dugald Stewart's Biographical Memoirs (1810), commentary on the work of Thomas Reid has emphasised Reid's opposition to the sceptical arguments of David Hume. However, Reid may be understood as developing an account of knowledge in light of Hume's arguments rather than simply in opposition to Hume's arguments. This thesis argues that Reid's Inquiry into the Human Mind (1764), "A Brief Account of Aristotle's Logic" (c.1767, 1774) and Essays on the Intellectual Powers of Man (1785) may be understood as developing a coherent epistemology while endorsing Hume's rejection of hypothetical principles and metaphysical essences as foundations for philosophical inquiry. Reid is interpreted as being committed to a philosophical position that has some dependence on innate principles but emphasises the role of judgement in perception and the fundamental role of human language in the organisation of experience.
An evaluation of gender differences in virologic and immunologic responses to highly active antiretroviral therapy

This study investigated gender differences in virologic and immunologic responses to highly active antiretroviral therapy (HAART) among participants in the HIV Ontario Observational Database. Participants starting their first HAART regimen who had CD4+ and viral load results before and after HAART initiation were included. Of 470 eligible participants, 60 were women. Women had higher CD4+ counts (median 315 vs. 272 cells/Î¼L) and lower viral loads (median 16,887 vs. 33,185 copies/mL) prior to initiating HAART. No gender difference was observed in time to an undetectable viral load after starting HAART (adjusted relative hazard: 1.04, 95% confidence interval: 0.75, 1.45). Women were significantly more likely to experience virologic rebound after initial suppression (adjusted relative hazard: 0.56, 95% confidence interval: 0.35, 0.89). No gender difference was found in time to a >= 20% increase in CD4+ cells. However, the absolute increase in CD4+ counts was greater in women (mean 470.90 vs. 288.50 cells/Î¼L).
A multithreaded soft processor

Soft processors are used for controlling systems with large numbers of intellectual property (IP) blocks. When programs executing on different soft processors in the same system require the use of the same IP blocks, they may have to stall while waiting for access or the IP blocks may have to be replicated. In both of these cases, area is wasted, either by idle soft processors or by the replication of IP blocks. This thesis investigates hardware multithreading for soft processors. A multithreaded (MT) processor allows multiple programs to access the same IP without the need for logic or whole processor replication. We designed a 4-way interleaved multithreaded processor and compared its area usage and performance versus two chip multiprocessor systems. Our results show that we can achieve an area savings of about 45% for the processor itself, in addition to the area savings due to not replicating IP logic blocks.
A teacher's stories of living and learning: a narrative inquiry into the relationship between family, home and education

This inquiry into my Canadian Maritime roots begins with an investigation and analysis of family literacy in the forms of the oral tradition and archival primary source materials. My research examines the influence of family literacy on my education as a woman and a teacher. The study is framed by a collaborative autobiographical narrative inquiry into living and teaching that includes four women participants who represent the twenty-first century. The structures, which represent 'personal practical knowledge' in Michael Connelly and Jean Clandinin's terms, located in family stories, homes, photographs, art, song and the narratives of my Toronto participants, are referred to as 'knowledge structures.' In the spirit of Alasdair MacIntyre I explore the idea that the unity of a human life is the unity of a narrative quest. My thesis in the form of 'Social Portraiture' considers the dialectic between living our lives as human beings and as teachers in the classroom by understanding the association between living and teaching. Participants' stories of the present and the past are reconstructed through Michael Connelly and Jean Clandinin's method of narrative retelling. Their concepts of professional and personal practical knowledge strengthened my pedagogical practice in pluralistic environments. The lives of the women of my past, the women participants in my present and my life as a woman and a teacher, intersect routes that support a deeper knowledge of how the stories of our textured lives were shaped and shifted for future narratives. Through the reflection, analysis and synthesis of my participants' stories, I discovered that an appreciation of the relationship between life, learning, researching and teaching is essential in the field of Curriculum Studies and Teacher Development.* *This dissertation is a compound document (contains both a paper copy and a CD as part of the dissertation). The CD requires the following system requirements: Windows MediaPlayer or RealPlayer.