The development of automated methods for the determination of trace concentrations of carbomate pesticides in water using solid sorbent pre-concentration methods and high performance liquid chromatography /

Several automated reversed-phase HPLC methods have been developed to determine trace concentrations of carbamate pesticides (which are of concern in Ontario environmental samples) in water by utilizing two solid sorbent extraction techniques. One of the methods is known as on-line pre-concentration'. This technique involves passing 100 milliliters of sample water through a 3 cm pre-column, packed with 5 micron ODS sorbent, at flow rates varying from 5-10 mUmin. By the use of a valve apparatus, the HPLC system is then switched to a gradient mobile phase program consisting of acetonitrile and water. The analytes, Propoxur, Carbofuran, Carbaryl, Propham, Captan, Chloropropham, Barban, and Butylate, which are pre-concentrated on the pre-column, are eluted and separated on a 25 cm C-8 analytical column and determined by UV absorption at 220 nm. The total analytical time is 60 minutes, and the pre-column can be used repeatedly for the analysis of as many as thirty samples. The method is highly sensitive as 100 percent of the analytes present in the sample can be injected into the HPLC. No breakthrough of any of the analytes was observed and the minimum detectable concentrations range from 10 to 480 ng/L. The developed method is totally automated for the analysis of one sample. When the above mobile phase is modified with a buffer solution, Aminocarb, Benomyl, and its degradation product, MBC, can also be detected along with the above pesticides with baseline resolution for all of the analytes. The method can also be easily modified to determine Benomyl and MBC both as solute and as particulate matter. By using a commercially available solid phase extraction cartridge, in lieu of a pre-column, for the extraction and concentration of analytes, a completely automated method has been developed with the aid of the Waters Millilab Workstation. Sample water is loaded at 10 mL/min through a cartridge and the concentrated analytes are eluted from the sorbent with acetonitrile. The resulting eluate is blown-down under nitrogen, made up to volume with water, and injected into the HPLC. The total analytical time is 90 minutes. Fifty percent of the analytes present in the sample can be injected into the HPLC, and recoveries for the above eight pesticides ranged from 84 to 93 percent. The minimum detectable concentrations range from 20 to 960 ng/L. The developed method is totally automated for the analysis of up to thirty consecutive samples. The method has proven to be applicable to both purer water samples as well as untreated lake water samples.

Association between adolescent leisure, peer social capital and academic performance among Canadian youth

Previous research shows discrepant findings between youth leisure programming (before and after school programs, structured summer program, day camp, overnight camp), academic performance and other youth developmental outcomes. Studies underscores the importance of family, community and school social capital in educational success of youth, investigation of peer social capital in the leisure context and academic performance outcomes is limited. This study uses a sample of 10 and 11 year olds (N=1764) from the Canadian National Longitudinal Survey of Children and Youth (NLSCY) Cycle 6, to study the association between youth leisure programming, peer social capital and academic performance. Ordinal logistic regression models consistently showed a positive association between overnight camp and academic performance even after controlling for determinants of health, and measures of family, school and community social capital. Similarly, the measure of peer social capital was positively associated with academic performance. Most importantly, the interaction between overnight camp participation and peer social capital was significantly associated with academic performance. Study findings, highlight overnight camp opportunities and peer social

Human Resource Training and National Sport Organization Managers: Examining the Impact of Training on Individual and Organizational Performance

Within sport, a tremendous amount of effort is committed to the on-the-field performance of athletes and coaches, neglecting the off-the-field performance and development of sport managers. This study examines the impact of human resource training on the performance of five Canadian national sport organizations (NSO) and their managers (N=22). Data were collected on three outcome variables (learning, individual performance, organizational performance) and three mediating variables (motivation to transfer, training design, organizational climate) at three time measures (pre-training, post-training1, post-training2). Results indicate that training improves the learning and individual performance of sport managers, as well as the organizational performance of NSOs. Varying relationships were found at each of the three time measures, demonstrating that a progression to training-related performance change exists, while providing support for three levels of analysis (individual, organizational, systemic). Implications and future research directions are discussed and highlight the need for on-going training opportunities for Canadian sport managers.

The impact of social competence between physical activity and motor performance

Objective: To identify the association of low physical activity (PA) participation in children with various motor performances (MP) and to establish the impact of social competence (SC). Methods: Sixth grade children from PHAST study at Brock University (n=1958; 50.53% males) had MP test results from Bruininks-Oseretsky Test of Motor Proficiency, Participation Questionnaire (PQ) used for PA and Harter Social Competence Scale for self-perceived SC. Comparative tests, multiple and logistic regressions were performed. Results: Significant differences in PQ measures in MP quartiles and SCs. MP and SC are independent predictors of PA (p<.05) except with SES on free play activity, making MP not significant. Lower MP increased the odds of low total PA and organized sport participation but not for free play activities (OR~1). Higher SC reduced the risk of low participation in all PA measures. Conclusions: SC improves PA participation, including free play and organized sports, despite the child’s MP.

The relationship between self-efficacy, collective efficacy and sport performance in men’s and women’s ice hockey goaltender teams

Past research has shown a positive relationship between efficacy and performance (Feltz & Lirgg, 1998). Feltz and Lirgg (1998) found a positive relationship between efficacy and sport performance in hockey players, however they excluded goaltenders due to their unique position. The present study replicated Feltz and Lirgg (1998) with only goaltenders. Data was collected from 12 goaltenders from three Ontario hockey leagues. Efficacy was measured through an online questionnaire and official game statistics provided the performance measures. Data was collected for 70 games to total of 112 responses. Results of this study revealed non-significant relationships between both self- and collective efficacy and all performance indicators. Results of the present study are not consistent with Feltz and Lirgg’s (1998), however other published research has found a non-significant relationship between efficacy and sport performance (Sitzmann & Yeo, 2013). Therefore, it is possible that goaltender efficacy is not the most influential psychological construct.

Effects of Instruction on Walking and Turning Performance in Individuals with Parkinson's Disease

Parkinson’s disease (PD) is characterized by postural instability and gait impairment. Verbal instructions can reduce postural sway and improve gait performance in PD. For gait, this evidence is limited to unobstructed straight-path walking. As falls in PD often occur when turning, the purpose of this thesis was to determine if instructions can benefit turning performance in this population. Twelve individuals with PD performed two walking tasks (normal walking, walking with a 180 degree turn) under four instruction conditions (no instruction, take big steps, make larger trunk movements, focus on end and/or turn point). Task duration and trunk yaw and roll sway were calculated. In general, the results demonstrated that the instruction to take big steps improved performance for both tasks compared to providing no instruction or externally based instruction. These results suggest that instructions related to step amplitude may facilitate walking and turning performance in PD.

The Mediating Role of Perceived Scholastic Competence in the Relationship Between Motor Coordination and Academic Performance

Children with developmental coordination disorder (DCD) are often referred to as clumsy because of their compromised motor coordination. Clumsiness and slow movement performances while scripting in children with DCD often result in poor academic performance and a diminished sense of scholastic competence. This study purported to examine the mediating role of perceived scholastic competence in the relationship between motor coordination and academic performance in children in grade six. Children receive a great deal of comparative information on their academic performances, which influence a student's sense of scholastic competence and self-efficacy. The amount of perceived academic self-efficacy has significant impact on academic performance, their willingness to complete academic tasks, and their self-motivation to improve where necessary. Independent t-tests reveal a significant difference (p < .001) between DCD and non-DCD groups when compared against their overall grade six average with the DCD group performing significantly lower. Independent t-tests found no significant difference between DCD and non-DCD groups for perceived scholastic competence. However, multiple linear regression analysis revealed a significant mediating role of 15% by perceived scholastic competence when examining the relationship between motor coordination and academic performance. While children with probable DCD may not rate their perceived scholastic competence as less than their healthy peers, there is a significant mediating effect on their academic performance.