VictorJuiz/thesis huggingface dataset:
Second Language Acquisition of Russian Applicative Experiencers

This thesis explores the topic of second language (L2) acquisition of Russian applicative experiencers by English and Spanish learners. Applicative experiencers appear with impersonal constructions based on psychological (psych) or activity predicates in Russian. If the verb surfaces in its active form, the nominative argument merges as an experiencer with psych verbs or as an agent with activity verbs; however, if the verb surfaces in its impersonal (non-active) form, this gives rise to a dative experiencer with both types of verbs, which renders these structures interpretationally intricate. These experiencers are proposed to be arguments of a Super High Applicative head. Applicative experiencers are thus argued to manifest yet another type of Russian applicative argument in addition to other previously identified applicatives (Markman 2007). A feature-based approach is taken to delineate the differences between Russian applicative experiencers and their equivalents in English and Spanish, the two background languages of the participants in our studies. Acquisition is also proposed to be understood based on features, in particular on feature re/assembly, as advanced by Lardiere (2009) in her Feature Reassembly Approach (FRA). According to FRA, L2 learners contrast feature configurations from their native grammars with those of the L2, and analyze them by selecting, assembling and mapping the new feature configurations onto appropriate L2 items.Thirteen advanced English learners, twenty-three advanced Spanish learners, and a control group of native Russian speakers completed Grammaticality Judgement and Semantic Judgement tasks. The results support featural L2 learning; however, the results also show that English learners had more difficulties than Spanish learners in interpreting the target structures, which goes against certain predictions of the FRA. The overall finding suggests that differences in L2 acquisition patterns are modulated by the presence or absence of relevant features in the L1.

Keywords: applicatives
featural learning
L2 acquisition
Advisor: Yves, Roberge
Differential Orbital Element-based Spacecraft Formation Control Strategies

Spacecraft formation flight is an important technology for upcoming scientific and Earth observation missions. The topic of this work is the control of spacecraft formations specifically through the control of the differential, mean orbital elements of a spacecraft. Orbital perturbations can disturb formation geometry in an undesirable fashion so active control is required to maintain a precise relative trajectory. A number of control strategies are proposed. The first is an impulsive thrust strategy that is valid for formations in both eccentric and circular orbits. A general N-thrust per orbit formulation is presented. For the two-thrust case, an analytical solution to the constraint equations is presented and the closed-loop stability of the formation is considered. Two-thrust performance is shown to achieve superior position control with similar delta-V over previously proposed control strategies. The geomagnetic Lorentz force is a propellantless means of altering a spacecraft's orbit. A spacecraft with a significant surface charge experiences the Lorentz force due to the spacecraft's velocity relative to the Earth's magnetic field. Application of the Lorentz force to the formation control problem is a major contribution of this work. It is identified that the relative spacecraft state is not completely controllable with the Lorentz force alone, necessitating control strategies that combine conventional thruster actuation with the Lorentz force. Emphasis is placed on minimizing the thruster actuation and maximizing the use of the Lorentz force. Strategies that employ both continuous and impulsive thruster actuation with the Lorentz force are considered. Results show that the majority of the required actuation can be achieved using the Lorentz force.Investigation of optimal impulsive thrusting with continuous Lorentz force actuation motivates the development of novel optimal control theory for linear time-varying systems with both continuous and impulsive inputs. The necessary conditions to minimize a hybrid quadratic performance index are derived. A continuous and a discrete Riccati equation are required to solve the optimal control problem: the former yields the continuous solution between impulsive actions; the latter provides a new boundary condition at impulsive application times. Necessary and sufficient conditions are derived for optimal impulsive application times. Numerical simulations validate the solutions.

Keywords: continuous/impulsive control
Differential elements
hybrid control
Lorentz force
Spacecraft formation flight
Advisor: Christopher, J. Damaren
Breast Cancer Screening Behaviours and Outcomes in Women with a Family History of Breast and/or Ovarian Cancer in Ontario

Having a family history of breast and/or ovarian cancer is one of the most important risk factors for developing breast cancer. It is unknown if the survival benefit from mammography screening extends to women with a family history, and if prognostic features differ by level of familial risk. The relationship between perceived breast cancer risk and breast screening has been widely studied in women with familial risk; however, most studies are cross-sectional, precluding insight into the directionality of this relationship. The objectives of this thesis were to: examine the impact of mammography screening and familial risk on diagnoses and prognostic features of breast cancer and benign breast disease (BBD); and examine the effect of perceived risk on breast screening. An additional methodological objective was to evaluate the validity of self-reported mammogram data. The data source for this thesis was the Family History Study (FHS), a prospective cohort study of women from the Ontario site of the Breast Cancer Family Registry with a family history of breast/ovarian cancer. Women with high familial risk were more likely to be diagnosed with breast cancer (OR = 2.84; 95% CI:1.50-5.38), or BBD (OR = 1.94; 95% CI:1.03-3.66), than women with low/moderate risk. No significant differences were detected in prognostic features by level of risk; however, symptomatic cancers were larger (OR = 9.72; 95% CI:1.01-93.61) and diagnosed at a later stage (OR = 7.80; 95% CI:1.18-51.50) than screen-detected cancers. In low risk women, women who perceived their risk as >50% were more likely to have a mammogram (OR = 1.13; 95% CI:0.59-2.16), and clinical breast examination (CBE (OR = 1.11; 95% CI:0.63-1.95) than women who perceived their risk as 50%. In moderate/high risk women, women who perceived their risk as >50% were less likely to have a mammogram (OR = 0.70; 95% CI:0.40-1.20), and CBE (OR = 0.52; 95% CI:0.30-0.91) than women who perceived their risk as 50%. Over 90% of women in the FHS accurately reported their mammogram use in the previous year. Together, these studies make an important contribution to understanding the effectiveness and use of breast screening in women with familial risk.

Advisor: Anna, M Chiarelli
Becoming Otherwise: The Queer Aesthetics of Childhood

This dissertation examines the relationship between discourses of childhood, theories of sexuality and cultural production. The theoretical framework draws on the psychoanalytic theories of Sigmund Freud, Melanie Klein and D.W. Winnicott. I read literature published in the fields of education, queer theory and childhood studies to posit a theory of childhood that acknowledges the role of the unconscious in learning and in sexual development. I ask how theories of childhood create the material conditions amidst which children develop, and how the adult's own history of dependence, individuation, and relationality informs their theory of what defines a normal childhood. Throughout the dissertation, I theorize queer childhood as that which exceeds the confines of normalcy and resists normative assessments of growth. In the scope of this project, queer childhood is that which transcends and troubles normative metrics of growth. Here, queer references both non-normative sexuality and childlike qualities, such as curiosity, creativity and the desire for play, which do not expire when adulthood is obtained.In order to use the proposed framework, I test theories of childhood development as they relate to sexuality, learning and loss by applying them to representations of childhood in film. I suggest that the adult's non-conscious dynamics operant in encounters with children and childhood instruct pedagogy and curriculum used to educate children. Methodologically, I examine aesthetic representations of childhood in four films in order to theorize the relationship between adult constructions of childhood and the experience of being a child. My intent is to show how the viewing of these films forms an aesthetic experience that can assist in the symbolization of an unconscious constellation of affect, defense and desire. To this end, I privilege psychoanalytic theories of how aesthetic objects describe and clarify subjective experience, and narrate conflict, in order to contribute a theory of queer childhood attentive to both social and instinctual life.

Keywords: aesthetics
childhood
psychoanalysis
queer theory
sexuality
Advisor: Dina, Georgis
Model-based Perceptual Grouping and Shape Abstraction

For many object classes, shape is the most generic feature for object categorization.However, when a strong shape prior, i.e., a target object, is not available, domain-independent, mid-level shape priors must play a critical role in not only grouping causally related features, but regularizing or abstracting them to yield higher-order shape features that support object categorization.In this thesis, we introduce novel approaches to grouping and abstracting image contours into a set of qualitative 2-D and 3-D parts.We do not assume any prior knowledge of the objects contained in the scene, but rather assume that they're composed of parts drawn from a vocabulary of qualitative 2-D and 3-D model parts input to the system.We begin by proposing two methods, one contour-based and one region-based, that use 2-D part models to both group contours into regions (representing projections of object surfaces) and abstract the resulting contour groups to yield a set of 2-D idealized part models.The process of contour abstraction can be thought of as a form of "controlled hallucination" which yields many competing 2-D part hypotheses.To improve part hypothesis precision, we next explore two methods for hypothesis selection that exploit contextual information.In one approach, we exploit spatiotemporal coherence of part hypotheses in a dynamic environment, and formulate hypothesis selection in a graph-theoretic, probabilistic framework.In the second approach, we exploit the spatial context encoded in the aspects representing the projections of the surfaces of the 3-D volumetric parts comprising the vocabulary.Finally, we introduce a technique that is able to recover the 3-D pose of a volumetric part from a collection of grouped 2-D parts hypotheses.

Keywords: Categorization
Object Recognition
Perceptual Grouping
Perceptual Organization
Shape Abstraction
Advisor: Sven, J Dickinson
Evaluating the Transfer and Accumulation of Polyunsaturated Fatty Acids in Freshwater Food Webs: A Modeling Approach

Polyunsaturated fatty acids (PUFAs) are crucial nutrients for fish, affecting metabolic activity, growth rates and reproduction. A generic model was developed for a freshwater fish that estimates uptake, elimination and content of n-3 (alpha-linolenic acid, eicosapentaenoic acid, docosahexaenoic acid) and n-6 (linoleic acid, arachidonic acid) PUFAs. The model includes dietary uptake, absorption efficiency, egestion, transformation and beta-oxidation. Multivariate analysis calculated regression equations for rate constants based on variables such as mass, diet and predator/prey interactions. All regression equations had adjusted-R2 great than or equal to 0.47 and p-values

Keywords: aquatic modeling
Bay of Quinte
climate change
freshwater
invasive species
polyunsaturated fatty acids
Advisor: Miriam, L Diamond
From Right to Earned Priviledge? The Development of Stricter Family Immigration Rules in Denmark, Norway and the United Kingdom

Family immigration is the most important immigration flow to Europe, but the existing immigration literature pays little attention to it. This dissertation is concerned with explaining family immigration policy development in Denmark, Norway and the United Kingdom between 1997 and 2012. In addition to addressing a broad and consequential trend of spreading restrictions on family immigration, the dissertation seeks so explain why this trend has manifested itself differently in these three countries. In Denmark, dramatic reforms in 2002 led to the introduction of an age limit for spouses and a so-called attachment requirement, measuring `attachment' to Denmark. The two other countries considered measures inspired by Denmark, but instead adopted a high income requirement for sponsors. By examining these restrictive family immigration changes in light of the immigration control literature, we can demonstrate how policymakers are much more free from `constraints' on their action than has been assumed until now. I develop a model of political agency focused on what I, drawing on the theoretical literature, call `debate limitation', combining analyses of policy venues and policy frames with a focus on the contextual variable of time and the mediating variable of expert knowledge. When policymakers successfully limit debate, they may push through restrictive changes and overcome constraints. The analysis relies on qualitative data gleaned from interviews, policy documents, records of parliamentary debates and secondary literature. The two most consequential findings of this dissertation are that (a) the constraints on the liberal state have been exaggerated with regard to family immigration control, and that (b) recently, a selective logic of migration management has seeped into family immigration policy.

Keywords: Comparative Politics
Europe
Family
Immigration
Public Policy
Advisor: Randall, Hansen
Reading Between the Lines: Letters in Plautus

This dissertation is a study of the epistolary motif in Plautus. It aims to foster a more profound appreciation of the playwright's dramaturgy by showing the great extent of literary self-consciousness present in his employment of the theatrical epistle. I offer a close, linear reading of the five "letter plays" -

Keywords: epistolography
latin literature
Plautus
Roman comedy
translation
Advisor: Regina, Hรถschele
Trait Emotional Intelligence and Academic Engagement: An Investigation of Non-academic Factors Related to Student Engagement and Persistence

This study examined the measured levels of trait emotional intelligence (TEI) as it related to the academic engagement behaviours of students, as well, the effect on persistence and student retention rates. The primary purpose of this research was to focus in greater depth on the non-academic aspects of student success and persistence, and provide a more extensive understanding of the nature and description of the non-academic capabilities of students that effect their motivation, goal setting and active participation in the academic process. The study design was a prospective quantitative study that utilized bivariate statistical analysis, correlation, and logistic regression to determine if there was a relationship between TEI and student engagement, as well as persistence through the first year of post-secondary studies. Two separate surveys were utilized to measure emotional intelligence and engagement. The Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) (Petrides, 2009) was used to measure the TEI levels of first year students. The second survey, measuring engagement, integrated questions from the Youth in Transition Survey (YITS) post-secondary engagement roster (Statistics Canada, 1998-2011) and eight academic self-efficacy questions utilized by Chemers, Hu and Garcia (2001). In reference to TEI and engagement, the results indicated that four of the six academic engagement variables utilized from the YITS research showed varying levels of correlation with TEI. Global TEI showed a moderate positive correlation to career clarity. As well, it was found that students with higher TEI scores tend to have higher scores in academic self-efficacy (ASE). In terms of TEI and persistence higher TEI scores were positively correlated to persistence. Overall, students did not differ in terms of age group or first generation status in engagement and persistence; however, notably, first generation students and students 25 years of age and older, in this study showed higher scores in ASE at a statistically significant level.

Keywords: Academic Self-efficacy
Career Clarity
Emotional Intelligence
Engagement
Higher Education
Persistence
Advisor: Suzanne, Stewart
Supporting Collective Inquiry: A Technology Framework for Distributed Learning

This design-based study describes the implementation and evaluation of a technology framework to support smart classrooms and Distributed Technology Enhanced Learning (DTEL) called SAIL Smart Space (S3). S3 is an open-source technology framework designed to support students engaged in inquiry investigations as a knowledge community. To evaluate the effectiveness of S3 as a generalizable technology framework, a curriculum named PLACE (Physics Learning Across Contexts and Environments) was developed to support two grade-11 physics classes (n = 22; n = 23) engaged in a multi-context inquiry curriculum based on the Knowledge Community and Inquiry (KCI) pedagogical model. This dissertation outlines three initial design studies that established a set of design principles for DTEL curricula, and related technology infrastructures. These principles guided the development of PLACE, a twelve-week inquiry curriculum in which students drew upon their community-generated knowledge base as a source of evidence for solving ill-structured physics problems based on the physics of Hollywood movies. During the culminating smart classroom activity, the S3 framework played a central role in orchestrating student activities, including managing the flow of materials and students using real-time data mining and intelligent agents that responded to emergent class patterns. S3 supported students' construction of knowledge through the use individual, collective and collaborative scripts and technologies, including tablets and interactive large-format displays. Aggregate and real-time ambient visualizations helped the teacher act as a wondering facilitator, supporting students in their inquiry where needed. A teacher orchestration tablet gave the teacher some control over the flow of the scripted activities, and alerted him to critical moments for intervention. Analysis focuses on S3's effectiveness in supporting students' inquiry across multiple learning contexts and scales of time, and in making timely and effective use of the community's knowledge base, towards producing solutions to sophisticated, ill defined problems in the domain of physics. Video analysis examined whether S3 supported teacher orchestration, freeing him to focus less on classroom management and more on students' inquiry. Three important outcomes of this research are a set of design principles for DTEL environments, a specific technology infrastructure (S3), and a DTEL research framework.

Keywords: Collaboration
Inquiry
Orchestration
Scripting
Smart Classroom
Advisor: James, D Slotta
Coaching in Applied Music Education: The Solution-focused Approach to Practice and Performance

The shift towards student-centred learning has been one of the most significant developments in education in the twentieth century. Many research projects have studied the effectiveness of student-centred instruction in facilitating independent learning. In most private music education settings, however, the traditional culture of master teacher and apprentice roles still exists. This study began as an effort to introduce an environment for student-centred learning for advanced music students while respecting the existing culture in music schools. The client-centred approach in Solution-Focused Brief Therapy (SFBT) parallels many principles of student-centred learning. SFBT is an empirically developed intervention method from social work and counselling therapy disciplines that aims to create clients' preferred future by focusing on strengths and solution precursors. In SFBT, unlike many other intervention models, practitioners assume the non-expert stance in their interaction with clients. SFBT provides the tools and framework to promote student-centred learning without imposing changes to the existing student-teacher relationship. Within the structure of the study, the researcher provided solution-focused private coaching sessions as well as facilitated peer group meetings over one academic semester for eighteen participants studying music performance at the university level. Five withdrew from the study mid-term. Of the thirteen that remained, ten completed all the requirements of the study. The research explores the participating students' experience using primarily a qualitative method. The purpose of the research is to explore how students apply the solution-focused concepts and investigate its influence on students' self-perception and learning. Students' stories describing self-awareness, motivation, and confidence as well as practice productivity and performance strategies are presented in the data chapters. For quantitative data, pre and post-surveys were conducted to assess students' perception on their own performance. Two detailed case studies are presented in this paper.At the conclusion of the research, participants displayed improvements in several areas, including confidence, productivity, and motivation. Several participants have reported successful audition results after the research concluded and credited their success to their experience in the research. The result of this study suggests that solution-focused coaching may be employed as an effective educational tool for advanced music students.

Keywords: Independent Learner
Self-Directed Learning
Solution-Focused Coaching
Student-Centred Learning
Advisor: Midori, Koga