VictorJuiz/thesis huggingface dataset:
Authorship’s Wake: Writing After the Death of the Author

Fifty years ago, Roland Barthes declared the death of the author, setting the terms for a continuing critical conversation about authorship. “Authorship’s Wake” unsettles the centrality of Barthes’s essay in the debate by introducing a new set of participants: the authors themselves. Focusing on the generation of contemporary writers who were trained in theory’s critique of the author—Maggie Nelson, Zadie Smith, Chris Kraus, Sheila Heti, Ben Lerner, David Foster Wallace—and on the later work of theorists like Barthes and Judith Butler who participated in that critique, “Authorship’s Wake” argues that, even half a century after Barthes’s field-defining essay, the author is a more essential figure than ever in contemporary literary culture. Specifically, I make the case that authorship is at the centre of how writers today are grappling with a range of concrete questions—ethical, aesthetic, political, economic—that far exceed the scope of Barthes’s original intervention. Each of the four chapters focuses on one particular issue at stake in the debate: communication, intention, agency, and labour. The chapters are arranged by scale, from smallest to largest. The first, at the familial level, argues that Nelson’s non-fiction work The Argonauts provides a post-Barthes model for thinking about writing as a form of communication between two people. Against the background of debates about free speech in the university, the second chapter contends that campus narratives by Smith (in On Beauty) and Butler (in Precarious Life) demonstrate both the importance and the limitations of the critique of authorial intention. The final two chapters are more explicitly political: chapter 3 is an analysis of the author as a figure of patriarchal power in contemporary autofiction and in Barthes’s late seminars. And, at the largest scale, chapter 4 (drawing on archival research at the Harry Ransom Center) reads Wallace’s The Pale King as a theory of authorial labour in neoliberal America. “Authorship’s Wake” ultimately makes the case that the best way to understand what it means to be an author today is to read across lines of genre: theory, literature, and texts that defy categorization altogether.

Keywords: Authorship
Contemporary Literature
Critical Theory
David Foster Wallace
Roland Barthes
Zadie Smith
Advisor: Ruti, Mari
Erasure Source-Broadcast: Information-Theoretic Limits

We study the information-theoretic limits of broadcasting a binary source over the erasure broadcast channel to n receivers who have individual fractional distortion constraints. For the n-user problem without feedback, we derive an achievable coding scheme that is optimal under certain conditions. For the n = 2 and n = 3 user problem with feedback, we propose achievable coding schemes that are optimal for n=2 and conjectured to be optimal for n = 3. In analyzing the n = 3 case, we also solve the more general problem of finding the expected accumulated reward before absorption of a Markov rewards process with impulse rewards and absorbing states. For the n = 2 case, we show that a feedback channel for both users is not necessary and that optimality can still be achieved if only the stronger user has a feedback channel. Finally, we derive an outer bound for the class of non-erasure-randomized codes for the case when n = 2 .

Keywords: Broadcast Channel
Communications
Delay
Distortion
Information Theory
Joint Source-Channel Coding
Advisor: Khisti, Ashish
Growth Trajectories of Vocabulary and Reading Comprehension in English Language Learners: An examination of cognitive-linguistic and sociocultural factors

In this longitudinal project, 49 monolingual English-speaking students (EL1s) and 55 English Language Learners (ELLs) living in the Greater Toronto Area (GTA) were followed for two years (i.e., grades 4-6/5-7) across three testing points (Time 1 – Time 3). The overarching goal was to (1) examine the reading comprehension and vocabulary growth patterns of mid elementary EL1s and ELLs with varying levels of exposure to English; and (2) investigate the contribution of cognitive, linguistic, and sociocultural factors underlying the development of these literacy skills. In Study 1, EL1 and ELL growth trajectories were compared using multi-level modeling (MLM). An augmented model of the Simple View of Reading (SVR) that included not only decoding and vocabulary, but also cognitive processes (e.g., nonverbal reasoning, phonological processing, and morphological awareness) and sociocultural variables (e.g., maternal education) was examined. Results revealed significant growth in ELL reading comprehension but limited growth in EL1 reading comprehension. At Time 3, EL1 and ELL students had comparable performance in reading comprehension and the same cognitive-linguistic factors emerged as significant contributors. Nonverbal reasoning ability and complex vocabulary knowledge significantly contributed to EL1 and ELL reading comprehension. Next, the contribution of length of exposure to English (LOE) to ELL reading comprehension was explored. LOE was indirectly related to reading comprehension through vocabulary. In Study 2, a composite vocabulary measure, which included receptive/expressive vocabulary breadth and vocabulary depth, was used as the outcome variable. Both EL1 and ELL students showed gradual linear improvements in vocabulary; however, ELLs consistently underperformed EL1s. Examination of underlying processes revealed that in both groups, morphological awareness is a unique contributor to vocabulary. For EL1s, nonverbal ability, phonological awareness, and maternal education were also significant contributors. Basic word reading and morphological awareness were the only predictors of ELL vocabulary. A direct link between vocabulary and LOE was confirmed at all time points for ELLs. Results revealed marginal evidence of transfer between L1 and L2 vocabulary. In Study 3 the relationship between reading comprehension and vocabulary breadth and depth was explored. Both vocabulary breadth and depth played significant roles in explaining individual differences in EL1 and ELL reading comprehension.

Advisor: Geva, Esther
In This Together: The Impact of Mentorship Programs On The First-Generation Student Experience

This study outlines the impact that a mentorship program directed at first-generation students in university has on the individuals who participate. First-generation students are identified as those whose parents do not have any postsecondary education. Colleges and universities are seeing more non-traditional students pursuing postsecondary studies and first-generation students fall into this group. However, despite the increasing numbers of first-generation students enrolling in university, there have not been many programs introduced to facilitate their transition into university. Concerns about their retention persist as these students are at a greater risk of dropping out as compared to their non-first-generation peers. Additionally, the factors associated with being a first-generation student may be limiting their ability to effectively engage in their academic experiences as well as the array of out-of-classroom offerings available at their campuses. Recognizing the challenges faced by first-generation students, the Ontario provincial government introduced funding for colleges and universities in 2005 to institute programs to address some of these issues. Using this funding, a number of college and universities in Ontario have introduced mentorship programs for first-generation students as they make their transition into their postsecondary studies. This study explored the experience of a group of students in relation to their first-generation identity and how their participation in a mentorship program influences their experience. This study was conducted using a mixed methods approach, using a secondary analysis of survey data and 16 interviews of first-generation students who participated in a mentorship program. Evaluating the experience of these students will help researchers and practitioners to better understand the barriers and strategies to support first-generation students who choose to study at university. The thesis applies a conceptual framework that focuses on three concepts: cultural capital, habitus, and self-efficacy. The findings support previous research that has shown the impact that cultural capital can have on habitus as well as self-efficacy. The results of this study also suggest two new findings: a) That an increase in one’s cultural capital can also increase their sense of self-efficacy via the effects of habitus; and b) That a strong sense of self-efficacy can positively affect their habitus.

Keywords: First-generation
Mentorship program
University
Advisor: Bascia, Nina
Modelling Reinforced and Prestressed Concrete Structures Subjected to Shear and Torsion

In the design and analysis of reinforced and prestressed concrete structures, engineers are often faced with complex loading conditions that require the assessment of members subjected to shear and torsion. To develop a better understanding of the behaviour of such structures, twelve shell element tests were conducted to investigate the influence of combined loads, reinforcement ratios and concrete strength on shear and torsion performance. Ten of the tests were subjected to combinations of in-plane shear and out-of-plane shear in addition to torsion, flexure and biaxial loads. The remaining two tests, cast from high-strength concrete, were subjected to combinations of in-plane shear and biaxial stresses. This thesis then presents five simplified analysis methods, based on the Modified Compression Field Theory, that can be used to model the behaviour of reinforced and prestressed concrete structures. Shell II-S, a three-layered sectional model capable of predicting the response of shells subjected to the eight stress resultants, is presented. Based on Shell II-S, a simplified three-layered finite element model for shells is presented, the method is called Shell II. These techniques are then used to inform the development of simplified design and analysis equations in the context of the Canadian shear design provisions. To assess the nonlinear response of beams subjected to the six stress resultants, a companion method to Shell II is presented, it is called VAST II. The finite element program is based on the variable angle space truss model for beams and can be used to rapidly model the full nonlinear response of structures in three-dimensions. Finally, a simplified calculation process, called the Single Element Method, is presented where a single membrane element is used along with simplified calculations to model the shear behaviour of slender and deep beams.

Keywords: Modelling
Prestressed Concrete
Reinforced Concrete
Shear
Structures
Torsion
Advisor: Collins, Michael P
Bentz, Evan C
Calvi, Gian Michele
Assessment in Practice: A Mixed Model Study of the Representations of Assessment, Evaluation, and Research Competencies in the Position Descriptions of Student Affairs and Services Professionals in the Province of Ontario

A growing body of literature supports the emergence of assessment, evaluation and research (AER) as activities of increasing significance in the work of Student Affairs and Services (SAS) professionals. However, despite increases in the prevalence and depth of AER activities, there remains a lack of understanding of the AER competencies expected of SAS professionals, and their contingent AER professional responsibilities. Using the Student Affairs and Services Professional Competency Model developed by the Canadian Association of College and University Student Affairs and Services (CACUSS) as a framework, this study explores the extent to which AER competencies and responsibilities are represented in the position descriptions of SAS professionals in Ontario post-secondary institutions, and the factors that influence their representation. This study adopts a mixed model, sequential, explanatory, approach. A content analysis of a sample of 311 SAS position descriptions from Ontario colleges and universities was conducted. The results of the content analysis were then used to inform a series of 12 interviews of purposively selected Senior Student Affairs Officers (SSAOs) from participating institutions. Although the overall representation of AER competencies in position descriptions was found to be quite high, the content analysis revealed significant inconsistencies in the representation of AER qualifications and responsibilities within position descriptions, and only a modest degree of alignment with the CACUSS Strategic Planning, Research, and Assessment competency domain. Interviews with SSAOs revealed largely positive attitudes towards AER, and a commitment to evidence-informed practice. However, these values were tempered by administrative realities and resource constraints. The findings of this study suggest that although the overall prevalence of AER competencies in SAS PDs is reasonably high, the actual level of AER activity and the AER skills and knowledge of Ontario SAS professionals may still be quite low. The findings further suggest that the current discourse regarding AER competencies in SAS literature and across the profession may be out of alignment with the ways in which AER is enacted in SAS divisions in Ontario colleges and universities.

Keywords: Assessment
Higher Education
Postsecondary Education
Professional Competencies
Student Affairs
Student Services
Advisor: Childs, Ruth A
The Efficacy of LED Light Polymerization Units in Private Dental Offices in Toronto, Canada

Light-emitting-diode (LED) light-polymerization units (LPUs) are currently routinely used for resin-based composites (RBC) photopolymerization. This study aimed to determine the effectiveness of LED-LPUs used in participating private dental practices in Toronto, Canada. One-hundred dental practices were recruited, and 113 LED-LPUs were examined. Part 1 evaluated radiant exposure (RE) of participants’ LED-LPUs. Majority of LPUs (n=87, 77%) passed the study-required criterion (delivering equivalent to 16 J/cm2 in 20s). A strong, negative correlation between LPUs' age, light-probe damage, and RE was found. Part 2 evaluated operator's technique to deliver 8 J/cm2 of RE in 10s to simulated restorations before and post-instructional. Before instructions, 73.6% of participants delivered required-energy to anterior restoration, and 32.2% of participants delivered required-energy to posterior restoration. Following instructions, 94.3% of participants delivered required-energy to anterior restoration, and 73.6% of participants delivered required-energy to posterior restoration. Part 3 examined relative-hardness (RH) of two RBCs polymerized at 1mm and 4mm, tip-to-target distance. Both RBCs polymerized at 1mm had average RH (ratio of mean lower/upper surface hardness) greater than 0.80, but not at 4mm tip-to-target distance. Part 4 evaluated the diametral tensile strength (DTS) of two RBCs polymerized with participating LED-LPUs. No significant difference between mean DTS values of two RBCs was observed. Mean DTS values were highly correlated among the LED-LPUs tested. In conclusion, 23% of LED-LPUs tested were deemed as incompetent for sufficient RBC polymerization. A high percentage of dental practitioners failed to deliver 8 J/cm2 in 10s exposure cycle, even after receiving specific instructions (5.7% to anterior restoration and 26.4% to posterior restoration). The outcome was due to a combination of LPUs performance and operator's technique. This finding is alarming as it relates well to early failure of Class-2 RBC restorations due to insufficient polymerization.

Keywords: CheckMARC
Diametral Tensile Strength test
Light Polymerization Unit
MARC Patient Simulator
Relative hardness test
Resin-based Composite
Advisor: El-Mowafy, Omar
El-Badrawy, Wafa
Design and Fabrication of a Rollable Engineered Tissue for Spatially Mapping the Heterogeneous Tumour Microenvironment

It is clear there is a fundamental disconnect between preclinical data and clinical results. While animal models have been essential in cancer research, they remain limited in replicating human physiology, and lack the ability to mimic complex human carcinogenesis and cancer progression. Three-dimensional engineered tissues offer an exciting alternative. They can recapitulate key features of patient tumors by integrating cancer and stromal cells, relevant matrix components, and tissue-like biochemical and biophysical cues within one experimental system. Engineered tumours permit dissection of tumour cell and microenvironment interactions, especially in the context of therapeutic response. By strategically incorporating data acquisition strategies within engineered tissues, powerful, previously inaccessible data sets can be collected to guide preclinical drug development. In this work, I report the design and fabrication of a rollable engineered tissue for the assembly of user-defined and spatially heterogeneous tumour microenvironments. Our tissue roll for analysis of cellular environment and response (TRACER) platform is formed by seeding collagen encapsulated tumour cells within a thin, porous, cellulose scaffolding strip that is then wound around an oxygen impermeable core to establish the 3D tissue. Oxygen and other small molecule gradients form across TRACER layers in a cell-type and density-dependent manner. TRACERs can be rapidly disassembled to map cellular behaviour, phenotype, and therapy response to microenvironment properties by linking position along the 2D strip to location in the 3D tissue. We demonstrate that our model recapitulates known features of tumours in vivo and highlight the utility of our rollable-tissue design to map metabolic signatures of cancer cells along hypoxic gradients and explore their dependence on the transcription of HIF1. We then expand our platform for investigations of tumour-stromal interactions by developing a new tissue bioprinting approach. Finally, we lay the groundwork to incorporate patient-derived cells within our system with the goal of improving the translatability of our generated data sets to guide development new medicines for cancer.

Keywords: cancer
hypoxia
microenvironment
scaffold
TRACER
tumour
Advisor: McGuigan, Alison P
The Impact of Post-Secondary Educational Institution Policies and Practices on Indigenous Staff Recruitment and Retention

There is very little published research that explores employment inequities in Canadian Post-Secondary Institutes as they relate directly to Indigenous people (Chan, 2005; Doyle-Bedwell, 2008; Dua Bhanji, 2012; Julien, Wright Zinni, 2010; Singh, 2012). The primary question this study addressed was what impact, if any, did a GTA Aboriginal Post-Secondary School Educational Institute’s (APSE’s) organizational policies, practices and processes have on the recruitment, support, and retention of Aboriginal staff. The participants from the APSE included part time, full time, and Aboriginal Staffing Pilot Program (ASP) employees. Informed by Institutional Ethnography, Ojibwe Medicine Wheel and Womanist theory, the study explored the daily work experiences of the Aboriginal participants as they connected to broader social structures, processes and relationships within the organization. The findings included that the participants were disconnected from the policies enforced by the APSE. Policies were largely constructed without the consideration of Indigenous knowledges and priorities. Another finding was the lack of Indigenized culture and curriculum development erroneously reinforced the belief that Indigenous college members ought to “get over it” and conform to the College’s corporate culture. Recommendations included increasing Indigenous staff representation; consistently Indigenizing the curriculum and culture of the APSE; and cultural safety awareness training for all staff. Given the Truth and Reconciliation calls to action directly hold educational institutions accountable for the needs and inclusion of Indigenous people, the experiences, and insights explored in this study are valuable information for post-secondary Human Resources departments and senior management examining their staff recruitment and retention efforts.

Keywords: Aboriginal
Indigenous
Policies
Post-Secondary
Procedures
Staff
Advisor: Joshee, Reva
Investigating the Effects of Repeated Cocaine Exposure and Striatal Dopamine D1 and D2 Receptor Antagonism on Reward, Aversion, and Approach-Avoidance Conflict Resolution

Exposure to psychostimulant drugs induces an enduring state of heightened drug-seeking motivation, as well as cross-sensitization to natural reinforcers, which has been attributed to a sensitized mesolimbic dopamine (DA) system. In the striatum, medium spiny neurons expressing D1 (D1R) or D2 receptors (D2R) are suggested to regulate reward and aversion, and are known to undergo changes in synaptic plasticity following drug exposure. However, it is not known how D1R and D2R signaling may contribute to situations in which reward and aversive information are in conflict with one another (approach-avoidance conflict) and how a state of cocaine sensitization may alter the ability to effectively resolve approach-avoidance conflict. The purpose of this dissertation was two-fold. The first aim investigated the effects of cocaine sensitization on approach-avoidance conflict and negative incentive motivation. The second aim investigated the roles of D1R and D2R in regulating cue-elicited approach-avoidance conflict in the nucleus accumbens (NAc), dorsomedial (DMS), and dorsolateral striatum (DLS). In Chapter 3, rats were tested in a conflict scenario in which sucrose was paired with foot shock in the goal compartment of a runway apparatus. Cocaine sensitized rats displayed shorter goal latencies, indicating enhanced approach during approach-avoidance conflict. In Chapter 4, rats were trained to avoid foot shock in an active avoidance lever press task. In a subsequent active avoidance runway test, the animals traversed a runway to reach the active avoidance lever. Cocaine sensitized rats displayed longer goal latencies, indicating attenuated negative incentive motivation. In Chapters 5 and 6, rats were conditioned to reward, aversive, and neutral visuotactile cues. Subsequently, the rats were microinfused with the D1R antagonist (SCH23390) or the D2R antagonist (sulpiride) in the NAc, DMS, or DLS, and were tested for preference of neutral versus conflicting cues (superimposition of reward and aversive cues). D1R and D2R antagonism differentially altered conflict cue preference in the NAc and DMS, but was without effect in the DLS. Together, the results from this dissertation reveal that 1) cocaine sensitization attenuates negative incentive motivation and augments approach tendencies during motivational conflict, and 2) NAc and DMS D1R and D2R differentially regulate cue-elicited approach-avoidance conflict resolution.

Keywords: Approach-avoidance conflict
Cocaine sensitization
Dopamine
Dorsal striatum
Incentive motivation
Nucleus accumbens
Advisor: Ito, Rutsuko
Erb, Suzanne