VictorJuiz/thesis huggingface dataset:
Resolution of Singularities of Pairs Preserving Semi-simple Normal Crossings

Let X denote a reduced algebraic variety and D a Weil divisor on X. The pair (X,D) is said to be semi-simple normal crossings (semi-snc) at a in X if X is simple normal crossings at a (i.e., a simple normal crossings hypersurface, with respect to a local embedding in a smooth ambient variety), and D is induced by the restriction to X of a hypersurface that is simple normal crossings with respect to X. For a pair (X,D), over a field of characteristic zero, we construct a composition of blowings-up f:X'-->X such that the transformed pair (X',D') is everywhere semi-simple normal crossings, and f is an isomorphism over the semi-simple normal crossings locus of (X,D). The result answers a question of Kolla'r.

Keywords: resolution of singularities
simple normal crossings
semi simple normal crossings
desingularization invariant
Hilbert-Samuel function.
Advisor: Bierstone, Edward
White Terror, Canada's Indian Residential Schools, and the Colonial Present: from Law Towards a Pedagogy of Recognition

What does it mean to say that settler states have a colonial present? In this thesis, I first draw upon the anti-colonial theory of Frantz Fanon (1963, 1967) and contemporary anti-colonial theorists, to understand the nature of colonial power and settler occupation. I develop the theoretical framework of “white terror as colonial force field” structured by the triadic relation of land—terror—white identity, and emphasize that any given site within a colonial force field must be understood as systematically interrelated with other sites, maintained by a settler collectivity. The old European political rationality of “possessive individualism,” the historical rationale for not only capitalist accumulation but modern liberal law, government, and sovereignty, is especially useful for tracing interconnections (symbolic and material) among sites within a colonial force field. This ideology functions, in Fanon’s words, to “bring settler and native into being” through processes which dehumanize the latter as property. Marking the Indigenous collective as inherently damaged, reconstitutes the settler collective as legitimate occupiers of land. Next, I provide an illustration of this theoretical framework. I argue that the Canadian government and law’s response to Indigenous peoples’ demand for justice regarding the genocidal violence of Canada’s Indian Residential Schools (IRS) must be read within the context of a contemporary colonial force field. I trace possessive individualism and the ontological force of property in IRS case law, specifically, R v. Plint, Blackwater v. Plint, Cloud v. Canada and Baxter v. Canada. I also examine the 2006 IRS Settlement Agreement and Canada’s 2008 Apology to “former students” of IRS. I show how discursive strategies on the part of Canada, recuperate and perpetuate anew the familiar relation of colonized and colonizer. Canada’s response is thereby intimately tied to issues of land, white identity and sovereignty today. Finally, I lay the groundwork for an anti-colonial pedagogy of recognition which requires settler occupiers to recognize the re-colonizing moves which reconstitute settlers as racially dominant in relation to Indigenous nations and their lands. This pedagogy has relevance for the Government’s (now unfolding) IRS Truth and Reconciliation Commission, and other anti-colonial social change and education initiatives.

Advisor: Razack, Sherene
Automated Quantitative Analysis of Bone Stability and Tumour Burden in the Metastatic Rat Spine

The spine is the most common location of metastatic disease in the skeleton. The occurrence of bone metastasis can lead to severe clinical consequences and a significant decline in quality of life. The evaluation of metastatic disease in the spine has to date been mainly qualitative. More widespread access to multiple imaging modalities has motivated the development of 3D methods to quantitatively evaluate metastatic disease in the spine. Quantitative evaluation is important both in assessing stability of the metastatic spine and the progression/ response of the tumour and bone to treatment over time. Previous studies quantifying stability in the metastatic spine have focused primarily on osteolytic tumours. Local and systemic treatments have impacted the nature of vertebral metastasis, increasing the occurrence of mixed osteolytic and osteoblastic disease. Thus, it is important to focus analyses on models able to accurately represent diverse distribution patterns found in bony metastasis. Preclinical models are widely used in studying the process of metastasis and are able to represent both osteolytic and osteoblastic disease. This proposal aims to establish the biomechanical implications of metastatic disease in the spine through the evaluation of stability and tumour burden in a preclinical model using a multifaceted engineering-based approach. It is hypothesized that the use of automated analysis techniques applied to multimodality imaging will allow quantification of the impact of metastasis on biomechanical stability, tumour burden and bony architecture in the spine, and motivate prediction models that accurately reflect vertebral integrity in both osteolytic and mixed osteolytic/osteoblastic models of spinal metastasis. Specifically, this work aims to: 1) Utilize and compare μMR and μCT based radiologic methods to quantify tumour involvement and vertebral architecture in a rat model of spinal metastasis; and 2) Evaluate the ability of 2D, 3D, and continuum based methods to quantify structural integrity in vertebral metastasis. Overall, this work will focus on developing automated methods to quantify stereologic parameters, and quality in the metastatic spine and the evaluation of stability measures from 2D structural rigidity, Finite Element analysis, image registration and experimental methods. Ultimately this work will yield automated analysis techniques and evaluate the abilities of these methods to predict failure in metastatic vertebrae.

Keywords: Biomedical Engineering
Advisor: Whyne, Cari
Development of a Comprehensive Ex-vivo Technical Skills Curriculum for an Advanced Minimally Invasive Surgical Procedure

It is well recognized that a certain component of surgical residency training has transitioned from the operating room to the surgical skills lab. Although a significant amount of important work has validated simulators as viable systems for teaching technical skills outside the operating room, the next step is integrating simulators into a comprehensive curriculum. Several frameworks for curricular design have been described in the literature; however, few curricula have been described or validated for minimally invasive surgical procedures. This study describes the design and validation of a comprehensive technical skills curriculum for laparoscopic colorectal surgery, an advanced laparoscopic procedure. The initial step in this project utilized the Delphi consensus methodology to develop a procedure-specific evaluation tool for laparoscopic colorectal surgery. This evaluation tool demonstrated reliability and validity in the context of expert and novice performance in the operating room. The next phase of the project also used the Delphi method to develop international consensus on a proficiency-based virtual reality program designed to teach the technical skills necessary to perform laparoscopic colorectal surgery. This virtual reality training program was then integrated into a comprehensive curriculum consisting of psychomotor training on the virtual reality simulator, as well as cognitive training and a cadaver lab. The final component of this project was a randomized single-blinded controlled trial that demonstrated that surgical residents who participated in the comprehensive curriculum exhibited superior technical skills in the operating room, and superior cognitive knowledge relating to laparoscopic colorectal surgery, compared to residents who received only conventional residency training.

Keywords: curriculum
technical skills
simulation
education
Advisor: Grantcharov, Teodor
Conceptual Shifts within Problem Spaces as a Function of Years of Knowledge Building Experience

This thesis explores teaching practice as a function of years of experience with Knowledge Building pedagogy, emphasizing teachers’ continual improvement of practice while they foster continual improvement of students’ ideas. Knowledge Building practice places students’ ideas at the centre of the classroom enterprise, with the principal challenge being enabling students to take effective responsibility for improvement of ideas. Building on a variety of models of teacher thinking and development, a problem space model is developed specifically geared to the development of Knowledge Building practices. This model is used to guide the investigation and provide a theoretically- and empirically-based description of shifts teachers undergo as they gain skill in Knowledge Building pedagogy. The model also serves to convey how Knowledge Building teachers differ from other skillful teachers. The principal shift is from a centrist to relational (or systemic) perspective. This perspectival shift is examined in five problem spaces: Curriculum/Standards, Social Interaction, Student Capability, Classroom Structures and Constraints, and Technology. Underlying the centrist perspective is a belief in established procedures and goals typically understood to characterize effective teaching. Underlying the relational perspective is a belief in the capacity of students to develop and improve their own ideas, and a belief that in doing so students will not only mature as knowledge-builders, but will also excel in the achievement of traditional knowledge goals. The research uses multiple data sources (teacher meetings, journals, interviews and classroom observations) to analyze the work of 13 teachers over a full school year, with three embedded case studies. Results show that Knowledge Building teachers construct and explore the same problem spaces as other teachers. What distinguishes them, and places them on a different trajectory, is the relational approach that brings ideas to the centre in each problem space. The work of teachers with different levels of experience is analyzed to characterize the centrist to relational shift, which corresponds to three embedded shifts (a) surface to deep interpretation of problem and processing of information, (b) routine to adaptive approach to classroom activities and student engagement, and (c) procedure-based to principle-based reflective action.

Keywords: Knowledge Building
Teachers' Problem Space
Professional Development
Advisor: Scardamalia, Marlene
Cardiopulmonary Fitness, Depressive Symptoms and Cognitive Performance in Patients with Coronary Artery Disease: Phenomenology and Biomarkers

Introduction: Coronary artery disease (CAD) has been associated with depressive symptoms and deficits in cognitive performance, both of which have been associated with poorer medical prognoses and poorer psychosocial outcomes. Physical activity can improve cognitive and depressive symptoms, and, for those with CAD, improve medical prognoses. It was hypothesized that depressive symptoms and poorer cognitive performance would be associated with poorer cardiopulmonary fitness in patients with CAD, and that these sequelae would be associated prospectively with noncompletion of cardiac rehabilitation (CR). The benefits of physical activity are thought to result, in part, from decreased inflammatory activity and increased adaptive neural plasticity, to which the ratio of kynurenine to tryptophan (K/T) and brain derived neurotrophic factor (BDNF), respectively, in peripheral blood may pertain. Methods and Results: In a cohort study of patients entering CR, depressive symptoms (Center for Epidemiological Studies Depression scale; CES-D scores) were associated with cardiopulmonary fitness (peak volume of oxygen uptake; VO2Peak) during an exercise stress test (B=-.404, p=.001, n=366). The VO2Peak was also associated with performance across multiple cognitive domains, but most strongly with performance on tests involving executive function, attention and psychomotor processing speed (β=.322, p=.002 for composite score, n=81) in a cohort of patients entering CR. In prospective cohort studies, Major Depressive Disorder (adjusted hazard ratio [HR] 2.5, 95% confidence interval [CI] 1.3–4.7, n=195) and poorer performance on a verbal memory test (HR 0.86, 95% CI 0.77-0.96, p=.009, n=131) predicted non-completion of CR. In patients undertaking CR, higher serum K/T ratios were associated with CES-D scores (β=.322, p=.002, n=95) and with VO2Peak (β=-.391, p<.001, n=95), and in a cohort of patients entering CR (n=88), serum concentrations of BDNF were associated with psychomotor processing speed (F1,87=9.620, p=.003), overall cognitive status (Mini Mental Status Exam) scores (F1,87=15.406, p<.0005) and VO2Peak (β=.305, p=.013). Conclusions: Depressive symptoms and poorer cognitive performance are clinically important in patients with CAD entering CR and they are both associated with poorer cardiopulmonary fitness. Poorer cardiopulmonary fitness was also associated with higher K/T ratios and with lower BDNF concentrations in serum, which predicted depressive symptoms and poorer cognitive performance, respectively.

Keywords: depression
Major Depressive Disorder
cognition
memory
processing speed
executive function
depressive symptoms
adherence
cardiac rehabilitation
Coronary Artery Disease
cardiopulmonary fitness
brain derived neurotrophic factor
Kynurenine
Indoleamine 2,3-dioxygenase
dropout
heart disease
Advisor: Lanctôt, Krista
Literacy Learning in the 21st Century: An Observational Study of a Resource Rich Grade 1 Class

This observational study examines teacher pedagogy and student literacy practices in a 21st century resource rich Grade 1 classroom in order to gain insight into the forms, functions, tools, topics and contexts involved in students’ literacy experiences for boys of access and privilege. Teacher’s pedagogical choices were examined to understand how the teacher created learning opportunities based on her beliefs about texts and student identities and how her pedagogical choices were influenced by the curriculum, parents and the nature of schooling. Case study methodology was used in order to examine these complex relationships. Both quantitative and qualitative data was collected and analyzed in the form of reading and writing profiles, collection of assessment data and artefacts, classroom observations, parent questionnaires, interviews with teacher and students and data related to the texts used in the classroom. This study is significant because it demonstrates that, in a school of access and privilege, literacy is taught in both traditional and new ways and the layering of these beliefs about literacy create meaningful learning experiences for the boys. Teacher pedagogy draws on teacher and student beliefs, knowledge and identities but is also influenced by traditional assumptions about “what the boys need to learn” in Grade 1. Theoretical frameworks that inform analysis in this research include multiliteracies (New London Group [NLG], 1996), multimodality (Kress, 2000), literacy as social practice (Barton & Hamilton, 2000) and social constructivism (Vygotsky, 1978). These frameworks support an understanding of students’ literacy practices and the rationale behind the pedagogical choices made by the teacher as the students and teacher collaborate, communicate and engage in literacy practices around multimodal texts. Implications include shaping future teacher practice, goals for 21st century curriculum development and new conceptions around literacy learning practices that influence how young students contribute to and experience literacy in 21st century classrooms.

Keywords: pedagogy
multiliteracies
literacy practices
Advisor: Peterson, Shelley Stagg
The Syntax and Semantics of Stem Composition in Ojicree

This thesis explores the structure of the verb stem in Ojicree, a dialect of Ojibwe. I argue that the surface complexity of the stem structure in this language can be explained if we distinguish between two types of roots: strong roots and weak roots. Strong roots combine with a verbal head to build a full stem. I call these simple stems. Weak roots build a more complex structure. Their combination with a verbal head is not enough to build a complete verb stem and some additional material needs to appear to the left of the root to form a full stem. I refer to these stems as complex stems and to the requirement posed by the weak roots the left edge requirement. In the traditional templatic view of the Algonquian stem weak roots correspond to an element called ‘pre-final’ or the lexical portion of the concrete final. Strong roots fall into the traditional slot ‘initial’. In the first part of the thesis I argue that weak and strong roots build two fundamentally different structures. Complex stems (build from weak roots) are dynamic syntactic constructs, while simple stems (build from strong roots) need to be stored. I bring both syntactic and phonological evidence for this distinction. In the second part of the thesis I explore the nature of the left edge requirement in complex stems, arguing that it is a semantic constraint that has to do with event composition. Weak roots are semantically deficient elements, and the left edge element fills a gap in their semantics and completes event composition. The syntactic composition of the stem reflects event composition. Finally, I extend the idea of the left edge requirement to a certain type of noun incorporation construction. The proposed analysis advances our understanding of the Ojicree morphosyntax by moving away from the traditional templatic view of the stem, situating it within the current syntactic framework of Minimalism and proposing answers to some long standing questions from a new perspective. More broadly, it furthers our understanding of how words are formed in the Algonquian languages and in polysynthetic languages in general.

Keywords: morphosyntax
morphology
Ojicree
Ojibwe
Severn
Algonquian
verb
Advisor: Cowper, Elizabeth
Revealing Our Commonessence: A Collaborative Self-study Involving Choral Music Educators

The purpose of this qualitative study was to better understand how five choral music educators’ life experiences, prior knowledge, attitudes, values, beliefs, and understandings surrounding the formation of their musical selves have come to shape their professional practice. A secondary purpose of this research was to examine institutional context and governing ideologies of the choral music discipline. The study involved five choral music educators—including the researcher—of various ages, genders, and cultural backgrounds from Winnipeg, Manitoba. This research is grounded in what Beattie (1995) terms the dialectical and collaborative nature of narrative inquiry, but also looks to reflexive inquiry and life history methodologies (Cole & Knowles, 2000), as well as the practice of collective biography (Davies & Gannon, 2006) to shape its methodological framework. As such, autobiographical forms of self-study research are reconceptualized as collaborative self-study. Data collection methods included journal writing, personal in-depth interviews, and participant observation. In particular, regular focus group sessions, which included peer interviewing, played a central role throughout the research process. This forum allowed participants to share their musical life histories and interrogate each others’ narratives, thereby triggering musical memories and exposing the interconnectivity of musical pasts to current professional practice. Data is re-presented in rich narratives which trace the path of each participant’s musical life history in interaction with theory and relevant literature. Numerous themes, sub-themes, tensions, and epiphanal episodes (Denzin, 1994) are illuminated. Moreover, connections between participants’ experiences and resultant ways of knowing are exposed, and we are confronted with “the unexpectedness of universality” (Hofstadter, 2007, p. 242). Thus, our commonessence is revealed. Participant chapters are followed by a postlude featuring the researcher’s personal narratives, an examination of researcher voice, and questions regarding the practice of choral music education that have surfaced through reflexive analysis of the data. This research strives to be a model for personal professional development among choral music educators, and provides a template for future purposeful discussion in the choral discipline.

Keywords: music education
choral music education
self-study
qualitative
narrative inquiry
reflexive inquiry
collaborative inquiry
life history
musical self
professional development
Advisor: Bartel, Lee
Obesity among Off-reserve First Nations, Métis, and Inuit Peoples in Canada’s Provinces: Associated Factors and Secular Trends

Aboriginal Canadians (First Nations, Métis, and Inuit) have the highest prevalence of overweight and obesity compared to other ethnic groups in Canada. In order to assess the evolution of the problem over time and to understand potential risk factors, three studies were conducted using nationally-representative survey data. Direct comparisons between Aboriginal and non-Aboriginal Canadians from the same surveys provide important perspectives on the magnitude of health disparities that cannot be obtained by small regional studies that dominate the current available literature. Body mass index (BMI) trajectories from 1994 to 2009 were estimated for Aboriginal and non-Aboriginal Canadians. Aboriginal Canadians experienced higher rates of BMI increase over the 14-year period between 1994 and 2009. Rate of BMI increase was specifically higher for Aboriginal adults born in the 1960s and 1970s when compared with non-Aboriginal adults, and later-born cohorts had consistently higher BMI compared with earlier-born cohorts. The role of potentially modifiable lifestyle factors in obesity among Aboriginal and non-Aboriginal youth was also investigated. Compared to non-Aboriginal youth, consumption of fruits/vegetables and dairy products was lower, and more Aboriginal youth were "high" TV watchers. Physical activity participation did not differ between "high" and "low" TV watchers for both groups, and was associated with lowered odds for obesity only among Aboriginal youth. The complex relationship between obesity and socioeconomic status for Aboriginal and non-Aboriginal Canadians was explored. Employment status was strongly and negatively associated with obesity among Aboriginal men and women. Aboriginal men of high socioeconomic status (SES) were most likely to be obese, whereas Aboriginal women of high SES were least likely to be obese. Important descriptive and analytical information on an emerging and serious public health issue among Aboriginal people in Canada can inform the design and planning of intervention programs and development of public health strategies targeted at obesity.

Keywords: obesity
Aboriginal
Advisor: Young, Kue