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Graph-Theoretical Analysis of Resting-State Functional Connectivity in the Human Brain: Weighted vs. Binary Representations
Full text linkThe brain is always active, even during rest, as different regions continuously interact and exchange information. Understanding these patterns of interaction is essential for exploring how the brain functions as a networked system. When regions exhibit consistent and statistically significant coactivation over time, they are considered functionally connected. Functional Magnetic Resonance Imaging (fMRI) allows researchers to study these connections and construct functional connectivity networks. Graph theory provides a powerful framework for analyzing such networks, where brain regions are represented as nodes and their interactions as edges. Through measures such as small worldness, graph analysis can characterize how efficiently information is processed, reflecting networks that are both highly clustered and globally integrated. However, most graph theoretical metrics were originally designed for binary networks, where connections are treated as either present or absent. Preserving the continuous weights of functional connectivity can provide a more nuanced representation of connection strength and potentially yield deeper insights into brain organization. The present study aimed to determine which representation, binary or weighted, better estimates Small World Propensity (SWP), a measure that quantifies how strongly a network exhibits small world characteristics, and to examine whether SWP is associated with resilience, defined as the capacity to adapt and recover from adversity. Results indicated that weighted graphs performed better for dense networks, while selecting appropriate thresholds improved binary representations for sparse networks. No significant relationship was found between resilience and small worldness within the ADHD group, suggesting that small world organization alone may not account for individual differences in resilience in this dataset
The ‘Sanitization’ of Science Education: Connecting Theory and Practice of Socioscientific Issues in Elementary Science Classrooms
Full text linkThis study examines the disconnect between the theory and practice of teaching socioscientific issues (SSI) and the realities of primary science classrooms (grades one to three). An exploratory sequential mixed design (QUAN-QUAL) was employed. Primary educators (grades one to three) (N = 41) from a school board in Ontario, Canada, were surveyed, promptly followed by a subpopulation of volunteers (n = 10) who completed a semi-structured interview. Questions from both instruments inquired about participants’ perspectives on SSI, their understanding of child development by way of teaching and learning, and the ethical implications of not introducing complex, real-world science-based issues to young students. Quantitative data were analyzed using both descriptive and inferential statistical strategies, while qualitative data underwent a thematic analysis via inductive and deductive coding. The findings indicated that primary educators hold a developmental bias against young students based on their assumed cognitive and socioemotional skills. This has resulted in participants being hesitant to present SSI to their students, often avoiding them entirely. Additionally, participants raised novel challenges surrounding students’ assumed developmental barriers, parenting practices, a lack of primary-oriented pedagogical resources, and non-educational factors that significantly influenced their willingness and perceived ability to introduce SSI. Furthermore, there was some contention amongst participants regarding the ethical implications of what is and is not taught to children, with the consensus being uncertain. The implications of this study speak to the need for further inquiry regarding why teachers hold these views of students, the impact of including the SSI theoretical framework in primary preservice teacher education, and the necessity for developmental theory to reflect current student generations as they influence curriculum and pedagogy accurately
Visualizing Disability: An exploration of restricted abilities in video games
Full text linkEfforts towards increasing accessibility in video games has gained traction since 2018,
however representation of disabilities in video games, particularly visual impairments, is much
further behind. There are few studies and discussions on these topics, leaving room for
improvement in games and academia.
This paper aims to further explore both accessibility and representation. First, I assess
the current state of accessibility and representation in games, with focus on games that claim
to represent blindness. Second, I discuss my participant’s experiences with visual impairments,
as well as accessibility and representation in games, accompanied by my personal experiences.
This research finds that current accessibility frameworks can be iterated upon to
address a wider range of visual impairments, while accurate representation can lead to positive
experiences for blind players. However, I also explain the challenges of applying these findings
to games. Finally, I suggest a proof-of-concept that could showcase the possibilities of
representation
The Possibilities and Limitations of the Savvy Ally Literature Circle as a form of Experiential Social Justice-Oriented Transformative Professional Development for K-12 Ontario Educators
Full text linkThis thesis explores the potential of the Savvy Ally literature circle (LC) as a transformative professional development (PD) tool for social justice education, which Vaccaro (2013) argues “is not just about participant learning; facilitators must also be willing to learn, grow, and change” (p. 24). Specifically, the Savvy Ally LC addresses systemic inequities faced by marginalized students and educators within 2SLGBTQI+ communities. Informed by the work of Roberts (2024) and theories of transformative learning (Mezirow, 2000) and leadership (Shields, 2020), the study employs a qualitative research design using semi-structured interviews to examine how LCs can foster critical reflection, challenge assumptions, and equip educators to advocate for social justice. Through experiential learning, participants engage in collaborative discussions around topics from Gainsburg’s (2023) The Savvy Ally: A Guide for Becoming a Skilled LGBTQ+ Advocate, gaining insights into supporting 2SLGBTQI+ students and colleagues and acting to create more inclusive learning environments. The study also reflects on the researcher’s role as a transformative leader in facilitating these LCs. Findings reveal that while the LC facilitated meaningful transformation, fostering deeper understanding and social justice growth, challenges remain—such as the need for sustained dialogue, broader representation, and institutional support—to ensure lasting impact. This research contributes to the field of social justice education by proposing a new approach to PD that empowers educators to engage in meaningful social change. Through this thesis, I hope to inspire others to engage in this vital work, creating a future where all students and educators, including 2SLGBTQI+ individuals, feel seen, heard, and supported
Next-Generation Anion Exchange Membranes for Clean Hydrogen Generation Systems
Full text linkHexagonal boron nitride (hBN) is a layered material, and can be exfoliated into a two-dimensional (2D) structure. 2D hBN is an electrically insulating, thermally conductive, and chemically inert material, making it an excellent candidate as a nanofiller in the structure of anion exchange membranes (AEMs). AEMs are essential for anion exchange membrane water electrolyzers (AEMWEs), improving ionic conductivity and ion-exchange capacity while ensuring chemical, thermal, and mechanical stability. Performance can be improved by integrating specific ion-type ionomers, and studying the properties of 2D hBN and AEMs with varying thicknesses and ionomer concentrations is essential to optimize membrane composition for energy systems. In this project, we fabricated novel AEM structures using 2D hBN and studied their surface morphology and structure through scanning electron microscopy, atomic force microscopy, and Fourier transform infrared spectroscopy. We investigated the physical and electrochemical properties of AEMs using electrochemical impedance spectroscopy and chronoamperometry measurements
Investigating the role of Notch signalling during mesoderm development and cell proliferation
Full text linkCommunication among cells drives organismal development and homeostasis in all multicellular organisms. Understanding how cells communicate with one another is critical to understanding mechanisms underlying developmental and diseases processes. The Notch signalling pathway is a cell-contact-dependent pathway known to regulate cell proliferation, differentiation, and specification in a context-dependent manner. Owing to its crucial function during all stages of life, it is highly conserved between vertebrates and invertebrates. Notch signalling activation leads to the cleavage of the receptor protein and its transit to the nucleus, where it also acts as its own effector and regulates target gene expression. This unique characteristic renders cells and tissues sensitive to varying levels of Notch activation. Although widely studied, the role of Notch signalling during mesodermal specification remains unclear. In addition, novel insight, which revealed that human Notch1 forms nuclear biomolecular condensates, raised questions regarding the effect of physical interactions between Notch1 proteins and target gene RNA products on transcriptional regulation and dynamics. Here, we aimed to answer the two questions outlined above using two different model systems. Using Drosophila melanogaster embryos, we aimed to investigate the role of Notch signalling during mesodermal specification, because of the high degree of conservation of this pathway between humans and Drosophila melanogaster and the ease of dissecting genetic interactions in vivo in this model system. Our findings showed that Notch signalling directly regulates the expression of several mesodermal genes during early embryogenesis. We also found that Notch signalling indirectly regulates the activity of Dorsal, a transcription factor known to govern mesoderm specification and early embryonic patterning. Secondly, we used human cell lines to generate novel molecular tools that allowed the visualisation of Notch1 target gene, c-MYC, RNA and proteins endogenously in real-time. Using these tools, we found that Notch1 interacts with both c-MYC RNA and proteins. We found that the increases in c-MYC RNA levels do not destabilize Notch1 condensates. Intriguingly, we found evidence that points to a potential role of Notch1 during post-transcriptional regulation of gene expression, where Notch1 sequesters RNA molecules and potentially recruits RNA-binding proteins to either facilitate or inhibit their translation
“An equal opportunity to watch, read about, meet and hear from”: An Analysis of CBC’s Gender Balance in Sport Programming Commitment
Full text linkOn International Women’s Day 2020, the Canadian Broadcasting Corporation (CBC) announced that it had made a commitment to gender-balanced coverage of sport and athlete stories in its original content. The purpose of this case study of CBC’s gender balance in sport programming commitment was to 1) understand CBC’s process of developing their gender balance in sport coverage commitment; and 2) analyze CBC Sports’ televised and web-based sport coverage for evidence of both quantitative and qualitative gender balance. This primarily qualitative research study was based in a feminist approach and all data were analyzed utilizing Braun and Clarke’s (2006) Reflexive Thematic Analysis. To collect data about CBC’s process, two semi-structured interviews were conducted with a CBC Sports’ senior executive and organizational documents were collected via an Access to Information request. CBC took a pragmatic approach in the process of developing the commitment. Specifically, the commitment to gender-balanced sport media coverage served multiple purposes; it was an attempt to address the demands of their corporate strategic plan, while simultaneously demonstrating their interest in supporting women’s sport, and responding to the need to differentiate CBC Sports in the Canadian sport media marketplace. To identify evidence of gender balance, CBC’s online print and Road to the Olympic Games broadcast coverage was recorded during the four weeks preceding the Beijing 2022 Winter Olympic Games, and the four weeks after the Games. Relative to the findings of previous studies of gender representation in sport media, CBC’s coverage was divided more numerically equally between men’s and women’s sport, and qualitatively, did not include many of the production strategies that have been identified as minimizing, trivializing, or sexualizing women athletes and women’s sport. Notably, there were differences between CBC’s online print coverage and its broadcast coverage: there was more evidence of using previous patterns of coverage – both less coverage of women’s sport and different ways of presenting women athletes and women’s sport – in the print coverage, while CBC’s broadcast content more often differed from previously observed patterns and presented women’s sport more frequently and more equivalently to men’s sport. The findings of this study demonstrate the complexity involved in a national public broadcaster’s attempt to address persistent inequality in sport media coverage of men’s and women’s sport
Investigating the Role of Exercise in Reducing Carbamylated Proteins: Implications for Health and Disease Management
Full text linkCarbamylation, a non-enzymatic post-translational modification of proteins driven by
urea-derived cyanate, has emerged as a critical factor in the pathogenesis of several chronic
diseases, including cardiovascular and kidney disorders. Elevated carbamylated protein levels are
associated with a range of chronic and inflammatory conditions, and they often reflect metabolic
dysfunction or excessive urea/uremia-related stress. There is currently no effective therapeutic
intervention to reduce carbamylation burden, which is why we are investigating exercise, a
widely accessible lifestyle intervention, as a potential modulator in this context.
This study investigates the impact of structured exercise on carbamylated protein levels,
aiming to elucidate underlying mechanisms and potential health implications. Drawing on
evidence that physical activity modulates oxidative and metabolic stress, we hypothesize that
exercise may influence carbamylation dynamics either by altering urea metabolism, enhancing
antioxidant defenses, or modifying amino acid availability. This study incorporates human
plasma analysis and a murine model to assess changes in anti-carbamylated protein antibodies
(anti-CarP) levels following exercise interventions in both healthy subjects and subjects with
induced carbamylation.
This thesis establishes exercise as an effective measure in increasing anti-carP within the
body. Investigating novel therapeutics targeting degenerative protein modifications such as
carbamylation is essential for advancing our understanding and management of chronic disease
processes, given the current absence of effective treatment options
Bullying, Cooperation, and Social Manipulation: Relations with Social Power in Adolescence
Full text linkBullying is frequently used alongside prosocial strategies to achieve social dominance while minimizing social costs. However, the nature of this combination remains unclear, as prosocial strategies have been variously conceptualized as altruistic, mutually beneficial, or competitive and self-serving. The present study investigates whether bullying is associated with cooperative prosocial strategies—marked by collaboration, reciprocity, and mutual benefit—or with socially manipulative strategies characterized by ingratiation, insincerity, and manipulation for self-serving ends. A sample of 477 secondary school students (54.5% boys, 45.5% girls; Mage = 15.49) completed peer nomination measures assessing bullying, cooperative prosocial strategies and social manipulation, and three facets of social power: social dominance (dominance and popularity), peer affection (likeability and number of friendships), and dating popularity. Results indicated that bullying was significantly associated with socially manipulative strategies but not with cooperative strategies. Cooperative strategies were most strongly linked to cooperative relationships with an expectation of mutual benefit (peer affection, dating popularity), whereas social manipulation had the strongest association with social dominance, a more competitive form of social power. Boys’ direct bullying, and indirect bullying combined with high levels of social manipulation, were positively related to social dominance. These findings underscore the importance of distinguishing cooperative prosocial strategies from social manipulation and suggest that socially acceptable cooperative behaviors may serve as viable alternatives to bullying within anti-bullying interventions
Implementing Trauma-Informed Pedagogy in Postsecondary Classrooms: Developing a Handbook for Instructors
Full text linkAs international student populations in Canadian universities continue to grow, there is an urgent need for teaching approaches that address the unique challenges these students face in higher education. While trauma-informed pedagogy has gained recognition in educational settings, existing resources rarely address the needs of international and ESL students in multicultural contexts. This study developed a comprehensive handbook for postsecondary instructors working with international students, integrating trauma-informed pedagogical principles with multicultural education practices. Using a mixed-methods approach, the study combined a systematic literature review of trauma-informed practices with semi-structured interviews of five international students enrolled in a Master’s program at a Canadian university. Interviews explored students’ classroom experiences through the lens of Substance Abuse and Mental Health Services Administration’s (SAMHSA) six principles of trauma-informed care: safety; trustworthiness and transparency; peer support and collaboration; empowerment, voice, and choice; cultural, historical, and gender considerations; and emotional well-being.
Findings revealed that international students’ sense of safety was influenced by both internal language barriers and external classroom factors, with instructor behaviours playing a crucial role in creating inclusive environments. Students valued transparency in learning expectations while navigating transitions from teacher-centered to learner-centered educational systems. Collaborative learning enhanced their experiences when groups were intentionally diversified, and cultural identity recognition significantly impacted their motivation and engagement. Students emphasized the importance of being acknowledged by their instructors of their progress and migration experiences, alongside institutional support.
The resulting handbook combines trauma-informed care with multicultural education approaches, providing evidence-based strategies specifically tailored for international and ESL student populations. Organized around SAMHSA’s principles, the handbook introduces relevant concepts and practical tools that guide educators in creating trauma-informed, culturally responsive classrooms. This resource addresses a critical gap by offering concrete, specialized guidance for supporting the growing international student population in higher education settings