VictorJuiz/thesis huggingface dataset:
Declining participation of female students in computer studies programs at an Ontario college: What stands in their way

Previous research examining the declining participation of females in post-secondary computing programs focuses primarily on computer science programs in U.S. universities and rarely distinguishes between the needs of different groups of females. This study explores obstacles experienced by females in computer studies programs at an Ontario college where female enrollment in computer studies programs declined from 35% in 1999 to 14% in 2006. Experiences of obstacles are explored by age and race. Fifteen female students participated in an interview and completed a three-part questionnaire. Findings revealed the importance of mentors and role models, participants' lack of interest and weak backgrounds in computer programming, participants' desire for balance in their work, negative images of computing work discouraged participants, especially younger participants, and a perceived lack of computing jobs discouraged participants, especially visible minority participants. Finally, four personas were created from a composite of the words, perceptions, and life stories of participants to convey how they experience obstacles to their academic progress.

Keywords: Women in computer science, Ontario
College majors, Sex differences
College majors, Ontario
Development of sound frequency representation in auditory cortex of chinchilla

Sensory neural pathways develop through a combination of "pre-wiring" by innate processes and "re-wiring" by the external environment ("nature and nurture"). However, there is increasing evidence that the development of the systematic (topographic) representation of receptor space in the visual pathway (retinotopic map) does not require external light, but rather gradients of chemical markers and waves of spontaneous activity. Is the same true of the development of topographic sound frequency (tonotopic) maps in the auditory pathway?Single-unit responses to tone pip stimuli were isolated from numerous microelectrode penetrations of auditory cortex (under ketamine anesthesia) in the developing chinchilla (laniger), a precocious mammal. Results are reported at postnatal day 3 (P3), P15, P30 and from adult animals. Hearing sensitivity and spike firing rates were mature in the youngest group. Tonotopic maps in primary and secondary auditory cortex were also well-ordered and sharply tuned by P3. The representation of sound frequency in the chinchilla auditory pathway thus appears to reach maturity in utero, where external (and maternal) sounds are considerably attenuated, and might not contribute to the mechanism(s) involved. On the other hand, the spectral-temporal complexity of cortical receptive fields increased progressively (past P30) to adulthood. Increasing fractions of neurons responded to multiple frequency bands, distinct in space and/or time. This likely reflects the continuing postnatal emergence of lateral connections between cortical columns, perhaps to confer selectivity for recurring fragments of species-specific vocalizations, such as frequency stacks and glides. There are several key parallels in the timelines of chinchilla and human auditory system development. It may be, therefore, that inadequate sound stimulation in early infancy (e.g. due to chronic middle ear disease) does not affect the sensorineural machinery required for precise frequency resolution, but may prevent the emergence of more complex sound feature selectivity, and so contribute to impaired speech perception.
Ongoing works of art: artful pedagogy and teaching performances

This inquiry draws parallels between artistic practices and the inherent artistry of teaching, and posits teaching as an art form. Teaching, when invested and activated with artful qualities like creativity, intuition, imagination, flexible purposing, intrinsic satisfaction, empathy, and enhanced perception, achieves connectedness between a teacher's self and their professional life because of the artistry involved with their pedagogy. Teaching as a performance and as self-presentation are other artful ways of knowing and teaching. Teachers of visual arts who project identity and integrity, allow their own subjectivity to emerge, embrace paradoxical and subject-centered ways of teaching---rather than relying on objective techniques---bring their complete, undivided selves to the service of their students, as teacher-artists. Through autobiographical and collaborative inquiry, this thesis identifies and highlights ways that teachers regard their own pedagogy as artful and performance in order to enhance the selfhood and efficacy of the teacher-artist, and contribute to educational improvement.

Keywords: Teaching
Arts
Performance artists
Arts, Study and teaching
Teachers
Educated to crime: Community and criminal justice in Upper Canada, 1800--1840

From 1800 to 1840, Upper Canada witnessed a crisis that affected the administration of criminal justice in Upper Canada: the fear that pauper immigration was bringing a criminal element into the province; a growing loss of faith in older systems of punishment; and the overpopulation of district goals. According to recent penal historians, the response of the executive arm of the Tory government reflected its entrenched conservatism. Believing in the efficacy of coercive institutions, the ruling elite initiated two signal events: the Penal Reform Act of 1833 and the construction of what was to become an instrument of social control: the Kingston Penitentiary. This thesis takes the position that the crucial factor that drove the restructuring of criminal law was a breakdown in the administration of punishment. Canadian historians have considerably underestimated the influential role that local communities played in sponsoring penal reform. Prior to 1833, with few exceptions, capital sentences were reduced to banishment to the United States. Many, however, never left the province. Many others returned early. In both cases their communities, believing the system of primary and secondary punishment to be too severe, sheltered them. Interpreted as a demonstrated lack of respect for the legal system, the Tory executive reacted by using its central authority to push through funding legislation for a penitentiary. A legal culture, which included the harbouring of "banished" convicts, operated within and among Upper Canadian communities. Through grand jury addresses published in newspapers and the regular posting of changes to the criminal code, communities were legally educated. In the absence of effective policing, neighbourhoods wielded discretionary power, hunting down criminals and prosecuting them. Within traditionally prescribed limits, they morally policed themselves. The move toward penal reform in Upper Canada was, in part, a reaction to these "democratic incursions."

Keywords: Criminal justice, Administration of, History
Criminal justice, Administration of, Ontario
Criminal justice, Administration of, Public opinion
Criminal justice, Administration of, Ontario
Shifting the gaze in higher education: the importance of physical education to critical theory

Although science/technology allow for increasing control over bodies, knowledge about what bodies are is heavily debated. Whereas social construction viewpoints have yielded discursively constructed bodies, the body, as a material phenomenon, has been an “absent presence” (Shilling) in postmodern theory. This thesis will explore embodiment in theories of critical pedagogy within higher education literature. Beginning with Giroux and McLaren, the author will employ Ellsworth and Lather as points of departure and examples of engaged, embodied critical pedagogy. Where Reagon foregrounds the importance of coalition work, Mohanty calls for seeing ourselves as activists with an ethical connection to our pedagogical practices. The author will explore his particular body as curriculum; specifically, his body as a site of teaching/learning, as a site of healing/caring and as a site of resistance. At stake is the articulation of critical pedagogy as physical education, thereby grounding the personal as centrally political in an ethical framework.

Keywords: Critical pedagogy
Physical education and training
Critical theory
"L'alterite de la femme" dans les oeuvres d'Helene Cixous et de Monique Wittig

Le but principal de cette ths̈e est d'ťudier la notion de ±l'altřit ̌de la femme¿ telle qu'elle transparat̋ dans les essais et les oeuvres littřaires d'Hľn̈e Cixous et de Monique Wittig. C'est ̉la lumir̈e des thǒries fm̌inistes, lesbiennes et queer de l'altřit,̌ qui dňoncent les oppressions en dčonstruisant les binarismes, que cette ths̈e s'efforce de dm̌anteler l'opposition traditionnellement ťablie entre ces deux crǎtrices, tout en proposant une vision plus nuancě de leurs črits. ...
The use of the Rorschach as a perceptive cognitive assessment tool with learning disabled adolescents

The Rorschach test is a task to which people respond by exercising their perceptual-cognitive abilities. It may, therefore, reflect elements of learning and consequently provide potentially useful information in an academic setting. The current study examined the Rorschach from this perspective using adolescents identified with learning disabilities. Several studies have supported the hypotheses that students with learning disabilities will perform similarly on the Rorschach and differently than their non identified peers. What has emerged is a Rorschach personality profile for learning disabilities. Some research studies have made suggestions for intervention, but no intervention programs have, as yet, been under taken. This study, therefore, had two goals. First, nine adolescents with learning disabilities (ages 15–16) were given the Rorschach to see if they performed similarly to identified subjects in past studies. Twenty-one Rorschach variables were chosen for examination based on current research findings. Second, these students underwent a six week cognitive re-training program based on Donald Meichenbaum's cognitive-functional approach to learning. The students were re tested at the end of the six weeks. Because the Porteous Maze Test was used in previous studies using Meichenbaum's program, it was added to the battery along with the Paragraph Completion Test a language based test of cognitive processing. Four students were examined more closely in case study analyses to determine if the effectiveness of the intervention program was linked with specific characteristics of the individual. (Abstract shortened by UMI.)

Keywords: Cognition in adolescence
Educational evaluation
Learning disabled teenagers
Rorschach Test
Growth and characterization of semiconductor nanowires

This thesis describes a catalytic growth approach to synthesize semiconductor nanowires with good control over their physical dimensions, chemical composition, and optical/electronic properties. Using the Vapour-Liquid-Solid growth mechanism, gold nanoclusters serve as the catalytic sites directing the growth of crystalline Zinc Selenide (ZnSe), Zinc Oxide (ZnO) and Zinc Sulphide (ZnS) nanowires with length of several microns and diameters varying from 15 nm to 100 nm. The effect of doping of these nanowires with transition elements such as manganese (Mn) has been studied. In this effort, the first successful attempt at synthesizing room temperature ferromagnetic nanowires has been realized. Above room temperature ferromagnetism has been observed for the first time in dilute Mn-doped crystalline ZnO nanowires. From the observed saturation magnetization, the magnetic moment per Mn atom is estimated to be in the range of 0.3 muB to 1.2 microB. The results of this thesis demonstrate that II-VI semiconductor nanowires such as ZnSe and ZnO can function as nanoscale devices and are promising for important applications in optoelectronic and spintronic devices. Electrical transport studies on an array of ZnSe nanowires confirm that there exists a non-uniform carrier distribution along the nanowires leading to 'super-linear' current-voltage behaviour with carrier mobilities comparable to that of bulk material. Photoconductivity measurements on ZnSe nanoribbons show that they are of good quality, enabling realization of a nanoscale photodetector with a peak efficiency of 43%. Spectral response of photoconductivity had a threshold character with edge corresponding to the ZnSe bandgap, which makes it an ideal candidate for blue and ultraviolet light detection. The morphology and properties of the nanowires were found to be strongly dependent on growth conditions. Optical characterization by photoluminescence spectroscopy show that the spectra is dominated by near band edge emission for low defect density nanowires in contrast to the high level of defect related emission from high defect density nanowires. The growth parameters were optimized leading to the synthesis of nanowires with minimum defect concentration.
Laser photothermal radiometry for the detection of early enamel demineralization

Purpose. The purpose of this study was to characterize Photothermal Radiometry (PTR) signals of controlled mineral loss from human enamel to mimic surface and subsurface dental caries. Methods. A semiconductor laser at 659nm was used. Firstly, the influence of enamel water saturation was assessed by scanning the teeth in wet and dry conditions. Secondly, using 37% phosphoric acid, the characterization of early enamel mineral loss was evaluated. Lastly, using a demineralization solution, subsurface demineralization was assessed. Radiographs were taken. Results. The teeth hydration level had no influence on the PTR signals. The scans of the sequential etchings showed a tendency for the PTR signals to decrease with increasing etching times. While subsurface lesions were detectable by PTR amplitude, lesions were not apparent on standard radiographs. Conclusions. The PTR scans might be used for different degrees of tooth hydration. PTR is potentially useful for detection of early surface and subsurface demineralization.
Characterizing the social-emotional climate of child care classrooms: an empirical basis for combining the interaction styles of individual staff

Child care classrooms are generally staffed by multiple adults yet we know very little about how to combine across staff members to create classroom level assessments. In this study, data from 190 child care staff from 64 centers in the Greater Toronto Area were used to study how to combine staff interaction styles in a way that best characterizes the overall classroom social-emotional climate. Analyses revealed that positive interaction styles of staff members predict social-emotional class climate regardless of how staff are combined but that for negative interaction behaviours, the staff member who receives the most negative interaction rating reflects the social-emotional tone within a room most accurately. These findings raise questions about the appropriateness of reporting a single aggregated score when assessing quality in child care classrooms and point to a need to capture and measure child care quality more accurately.
Curriculum, pedagogy and embodied experience: The (re)production of health discourse in grade 9 health and physical education

Physical Education has been garnering greater attention as the neoliberal agenda promotes healthy active living. This, combined with an educational shift in Ontario's secondary school system, becomes the cultural context for the interrogation of the production of health knowledge in the 1999 Ontario Physical and Health Education curriculum revision process. From a feminist post-structural perspective I explore power/knowledge relations within curriculum development to expose the politics of knowledge production (Foucault, 1977; Gore, 1998; St. Pierre, 2001). Drawing from critical cultural studies and the circuit of cultural production (Hall, 1997), my research establishes a circuit of knowledge production uncovering the confounding ways health knowledge is (re)produced in physical education. The methods used in this research include policy text and discourse analysis of seven policy documents combined with in-depth interviews with three policy planners and writers. In addition, a critical ethnography of a Toronto area school exposes the translation of policy in a school setting. The ethnography is a compilation of interviews with 5 physical educators and the school principal, focus groups with 54 students, and participant observation of seven different physical education classes, several times a week, for six months. At the policy level, the disproportionate representation from the health sector foreshadows the discursive production of health discourse in the curriculum re-visioning process. Re-invigorating health discourse and negating the physical educator's knowledge works to legitimate the curriculum while maintaining the power/knowledge relations of the profession. The view of physical activity and health in school curriculum continues to be framed through middle class, white, culturally dominant, gendered values. Embodied learning is regulated by standardized parameters that function to give physical education more legitimacy within the school and provides greater clarity for physical educators during evaluation; however, the dominant patterns of moving and learning about the body benefit some while continuing to constrain others. Students' experiences suggest the potential for enjoyable, meaningful movement and health practice, but the reliance on set evaluative measures limits the possibility of fully learning about one's body. I conclude that physical education continues to emphasize a successfully physically educated person, as being someone who can (re)produce dominant lifestyle practices.

Keywords: Educational sociology
Health education
Mystical experience and prophetic imagination: a religion teacher's self-reflective inquiry and life-text

This thesis uses the constructs of “mystic” and “prophet” to conduct a self-reflective, developmental inquiry into my life and practice as a religion teacher. I employ arts-based literary forms to interrogate myself, and draw attention to narrative inquiry as a process of creating a work of art of one's life. The thesis attempts to synthesize two strains in curriculum theory: teacher development and critical pedagogy. I interpret my life-text by experimenting with a diversity of writing styles, images, and metaphors, and referring to relevant insights in the fields of educational theory, philosophy, theology and literature. The aim is to outline a spirituality of education that can balance mystical experience with prophetic imagination. These dual orientations are shown to be compatible with a postmodern understanding of the teacher and teaching.

Keywords: Mysticism, Psychological aspects
Spiritual life, Christianity
Pastoral theology
Phenomenology
Religious educators
Christian education
UVB cell cycle checkpoint loss in melanoma progression

Checkpoints are biological pathways that regulate progression through the cell cycle, insuring that all steps are carried out only once and in the appropriate sequence. Mutation or altered regulation of checkpoint proteins is frequent in cancer cells and defects in cell cycle control can lead to genetic instability. In the course of this thesis, I have investigated how normal cells respond to UVB irradiation, and the manner in which checkpoints are lost in melanoma progression. Using both a normal rat keratinocyte cell model and WM35 cells, representative of early melanoma progression, this work revealed a UVB mediated increase in p21WAF1/CIP1, which contributed to a G1 arrest through binding and inhibition of G1 cyclin-complexes. In WM35 cells, p27 was also increased and bound to G1-S cyclin/cdk complexes. Moreover, a novel DNA damage checkpoint was revealed through a loss of Cdc25A protein contributing to inhibition of cyclin E/cdk2 in WM35 cells. Examination of cellular responses to DNA damage in cell lines derived from various stages of melanoma progression, revealed that lines derived from late stage melanoma were resistant to UVB mediated death and also had a shortened G1 arrest with a more rapid early resumption of cycling. Incomplete cyclin E and A-dependent kinase inhibition was associated with a more rapid re-entrance into S phase following UVB treatment of cell lines derived from late stages of disease progression. A representative UVB-resistant cell line, WM239, revealed similar changes in cyclins, cdks or cdk inhibitor proteins as in WM35. However, in contrast to WM35, WM239 cells showed no loss in Cdc25A protein after UVB, therefore the UVB ‘resistant’ phenotype of melanoma cancer cells may be mediated by altered Cdc25A regulation.
Effects of selective logging on bat communities and feeding guild structure in southeastern Amazonia, Brazil

The goals of the present study were to determine (1) how low-intensity selective logging in the southeastern Amazon alters several habitat features proposed to be important to bats, and (2) whether changes to habitat variables were correlated to changes in bat species composition, bat abundances, and trophic structure. Bats were captured using a standardized number of mistnets set in the understory and the canopy in 1-ha study grids located in logged (n = 5) and unlogged (n = 5) forest. A total of 1,235 individuals were captured, representing six families, 35 genera, and 58 species. Abundances of nectarivorous and frugivorous taxa within the Glossophaginae, Lonchophyllinae, Stenodermatinae, and Carolliinae were higher in logged sites where canopy openness and understory foliage density were greatest. In contrast, insectivorous and omnivorous species within the Emballonuridae, Mormoopidae, Phyllostominae, and Vespertilionidae were more abundant in unlogged sites where canopy foliage density and variability in the understory stratum were greatest. The results suggest that low-intensity logging modifies a number of habitat features that appear to be important to some taxa, leading to changes in bat community and trophic structure.
Hydrogenated amorphous silicon grown at low temperature using the dc saddle-field deposition system

A study of the dependence of amorphous silicon film properties on temperature has been carried out using the dc saddle-field glow discharge deposition method. Depositions were carried out using pure silane at substrate temperatures ranging from 50°C to 200°C. The electrical, optical and structural properties of the films were determined. The depositions were completed on a variety of substrates which were either electrically floating or held at electrical ground. Films grown under floated conditions showed an improvement in quality with increasing temperature while film quality improved at lower temperatures when grown on a grounded substrate. This result was attributed to enhanced ion bombardment occurring on the grounded substrates during growth. Application of a negative bias to the entire substrate holder was shown to enhance this effect. A low temperature solar cell was grown successfully and demonstrates the viability of low temperature photovoltaics.
Towards developing a classification scheme for social enterprises

Social enterprises are a recent phenomenon of the social economy and arguably a new form of organization. Theories, concepts and organizational variables that were applied in classifying these entities are examined to identify possible gaps for further analysis and therefore broadening the understanding of the organizational form. Major findings were: (1) a paucity in available classification frameworks for social enterprises; (2) the variable of strategy has been given very limited attention. Drawing on Freeman's (1984) typology of generic enterprise strategies, four enterprise strategies are proposed which are unique to social enterprises. These strategies provide a best fit among stakeholders, values and social issues, and form the basis of the new typology. This research contributes to the body of literature on social enterprises by providing some insights into their emergence and evolution, the diversity of definitions, a summary of their key features, and a new preliminary framework for their classification.