Socially shared metacognitive regulation during collaborative learning processes in student dyads and small groups

Traditionally metacognition has been theorised, methodologically studied and empirically tested from the standpoint mainly of individuals and their learning contexts. In this dissertation the emergence of metacognition is analysed more broadly. The aim of the dissertation was to explore socially shared metacognitive regulation (SSMR) as part of collaborative learning processes taking place in student dyads and small learning groups. The specific aims were to extend the concept of individual metacognition to SSMR, to develop methods to capture and analyse SSMR and to validate the usefulness of the concept of SSMR in two different learning contexts; in face-to-face student dyads solving mathematical word problems and also in small groups taking part in inquiry-based science learning in an asynchronous computer-supported collaborative learning (CSCL) environment. This dissertation is comprised of four studies. In Study I, the main aim was to explore if and how metacognition emerges during problem solving in student dyads and then to develop a method for analysing the social level of awareness, monitoring, and regulatory processes emerging during the problem solving. Two dyads comprised of 10-year-old students who were high-achieving especially in mathematical word problem solving and reading comprehension were involved in the study. An in-depth case analysis was conducted. Data consisted of over 16 (30–45 minutes) videotaped and transcribed face-to-face sessions. The dyads solved altogether 151 mathematical word problems of different difficulty levels in a game-format learning environment. The interaction flowchart was used in the analysis to uncover socially shared metacognition. Interviews (also stimulated recall interviews) were conducted in order to obtain further information about socially shared metacognition. The findings showed the emergence of metacognition in a collaborative learning context in a way that cannot solely be explained by individual conception. The concept of socially-shared metacognition (SSMR) was proposed. The results highlighted the emergence of socially shared metacognition specifically in problems where dyads encountered challenges. Small verbal and nonverbal signals between students also triggered the emergence of socially shared metacognition. Additionally, one dyad implemented a system whereby they shared metacognitive regulation based on their strengths in learning. Overall, the findings suggested that in order to discover patterns of socially shared metacognition, it is important to investigate metacognition over time. However, it was concluded that more research on socially shared metacognition, from larger data sets, is needed. These findings formed the basis of the second study. In Study II, the specific aim was to investigate whether socially shared metacognition can be reliably identified from a large dataset of collaborative face-to-face mathematical word problem solving sessions by student dyads. We specifically examined different difficulty levels of tasks as well as the function and focus of socially shared metacognition. Furthermore, the presence of observable metacognitive experiences at the beginning of socially shared metacognition was explored. Four dyads participated in the study. Each dyad was comprised of high-achieving 10-year-old students, ranked in the top 11% of their fourth grade peers (n=393). Dyads were from the same data set as in Study I. The dyads worked face-to-face in a computer-supported, game-format learning environment. Problem-solving processes for 251 tasks at three difficulty levels taking place during 56 (30–45 minutes) lessons were video-taped and analysed. Baseline data for this study were 14 675 turns of transcribed verbal and nonverbal behaviours observed in four study dyads. The micro-level analysis illustrated how participants moved between different channels of communication (individual and interpersonal). The unit of analysis was a set of turns, referred to as an ‘episode’. The results indicated that socially shared metacognition and its function and focus, as well as the appearance of metacognitive experiences can be defined in a reliable way from a larger data set by independent coders. A comparison of the different difficulty levels of the problems suggested that in order to trigger socially shared metacognition in small groups, the problems should be more difficult, as opposed to moderately difficult or easy. Although socially shared metacognition was found in collaborative face-to-face problem solving among high-achieving student dyads, more research is needed in different contexts. This consideration created the basis of the research on socially shared metacognition in Studies III and IV. In Study III, the aim was to expand the research on SSMR from face-to-face mathematical problem solving in student dyads to inquiry-based science learning among small groups in an asynchronous computer-supported collaborative learning (CSCL) environment. The specific aims were to investigate SSMR’s evolvement and functions in a CSCL environment and to explore how SSMR emerges at different phases of the inquiry process. Finally, individual student participation in SSMR during the process was studied. An in-depth explanatory case study of one small group of four girls aged 12 years was carried out. The girls attended a class that has an entrance examination and conducts a language-enriched curriculum. The small group solved complex science problems in an asynchronous CSCL environment, participating in research-like processes of inquiry during 22 lessons (á 45–minute). Students’ network discussion were recorded in written notes (N=640) which were used as study data. A set of notes, referred to here as a ‘thread’, was used as the unit of analysis. The inter-coder agreement was regarded as substantial. The results indicated that SSMR emerges in a small group’s asynchronous CSCL inquiry process in the science domain. Hence, the results of Study III were in line with the previous Study I and Study II and revealed that metacognition cannot be reduced to the individual level alone. The findings also confirm that SSMR should be examined as a process, since SSMR can evolve during different phases and that different SSMR threads overlapped and intertwined. Although the classification of SSMR’s functions was applicable in the context of CSCL in a small group, the dominant function was different in the asynchronous CSCL inquiry in the small group in a science activity than in mathematical word problem solving among student dyads (Study II). Further, the use of different analytical methods provided complementary findings about students’ participation in SSMR. The findings suggest that it is not enough to code just a single written note or simply to examine who has the largest number of notes in the SSMR thread but also to examine the connections between the notes. As the findings of the present study are based on an in-depth analysis of a single small group, further cases were examined in Study IV, as well as looking at the SSMR’s focus, which was also studied in a face-to-face context. In Study IV, the general aim was to investigate the emergence of SSMR with a larger data set from an asynchronous CSCL inquiry process in small student groups carrying out science activities. The specific aims were to study the emergence of SSMR in the different phases of the process, students’ participation in SSMR, and the relation of SSMR’s focus to the quality of outcomes, which was not explored in previous studies. The participants were 12-year-old students from the same class as in Study III. Five small groups consisting of four students and one of five students (N=25) were involved in the study. The small groups solved ill-defined science problems in an asynchronous CSCL environment, participating in research-like processes of inquiry over a total period of 22 hours. Written notes (N=4088) detailed the network discussions of the small groups and these constituted the study data. With these notes, SSMR threads were explored. As in Study III, the thread was used as the unit of analysis. In total, 332 notes were classified as forming 41 SSMR threads. Inter-coder agreement was assessed by three coders in the different phases of the analysis and found to be reliable. Multiple methods of analysis were used. Results showed that SSMR emerged in all the asynchronous CSCL inquiry processes in the small groups. However, the findings did not reveal any significantly changing trend in the emergence of SSMR during the process. As a main trend, the number of notes included in SSMR threads differed significantly in different phases of the process and small groups differed from each other. Although student participation was seen as highly dispersed between the students, there were differences between students and small groups. Furthermore, the findings indicated that the amount of SSMR during the process or participation structure did not explain the differences in the quality of outcomes for the groups. Rather, when SSMRs were focused on understanding and procedural matters, it was associated with achieving high quality learning outcomes. In turn, when SSMRs were focused on incidental and procedural matters, it was associated with low level learning outcomes. Hence, the findings imply that the focus of any emerging SSMR is crucial to the quality of the learning outcomes. Moreover, the findings encourage the use of multiple research methods for studying SSMR. In total, the four studies convincingly indicate that a phenomenon of socially shared metacognitive regulation also exists. This means that it was possible to define the concept of SSMR theoretically, to investigate it methodologically and to validate it empirically in two different learning contexts across dyads and small groups. In-depth micro-level case analysis in Studies I and III showed the possibility to capture and analyse in detail SSMR during the collaborative process, while in Studies II and IV, the analysis validated the emergence of SSMR in larger data sets. Hence, validation was tested both between two environments and within the same environments with further cases. As a part of this dissertation, SSMR’s detailed functions and foci were revealed. Moreover, the findings showed the important role of observable metacognitive experiences as the starting point of SSMRs. It was apparent that problems dealt with by the groups should be rather difficult if SSMR is to be made clearly visible. Further, individual students’ participation was found to differ between students and groups. The multiple research methods employed revealed supplementary findings regarding SSMR. Finally, when SSMR was focused on understanding and procedural matters, this was seen to lead to higher quality learning outcomes. Socially shared metacognition regulation should therefore be taken into consideration in students’ collaborative learning at school similarly to how an individual’s metacognition is taken into account in individual learning.

Analysis of PACTEL small break LOCA experiment using TRACE

A small break loss-of-coolant accident (SBLOCA) is one of problems investigated in an NPP operation. Such accident can be analyzed using an experiment facility and TRACE thermal-hydraulic system code. A series of SBLOCA experiments was carried out on Parallel Channel Test Loop (PACTEL) facility, exploited together with Technical Research Centre of Finland VTT Energy and Lappeenranta University of Technology (LUT), in order to investigate two-phase phenomena related to a VVER-type reactor. The experiments and a TRACE model of the PACTEL facility are described in the paper. In addition, there is the TRACE code description with main field equations. At the work, calculations of a SBLOCA series are implemented and after the calculations, the thesis discusses the validation of TRACE and concludes with an assessment of the usefulness and accuracy of the code in calculating small breaks.

Applying life cycle management of colombian cocoa production

The present research aims to evaluate the usefulness of the application of Life Cycle Management in the agricultural sector focusing on the environmental and socio-economic aspects of decision making in the Colombian cocoa production. Such appraisal is based on the application of two methodological tools: Life Cycle Assessment, which considers environmental impacts throughout the life cycle of the cocoa production system, and Taguchi Loss Function, which measures the economic impact of a process' deviation from production targets. Results show that appropriate improvements in farming practices and supply consumption can enhance decision-making in the agricultural cocoa sector towards sustainability. In terms of agri-business purposes, such qualitative shift allows not only meeting consumer demands for environmentally friendly products, but also increasing the productivity and competitiveness of cocoa production, all of which has helped Life Cycle Management gain global acceptance. Since farmers have an important role in improving social and economic indicators at the national level, more attention should be paid to the upgrading of their cropping practices. Finally, one fundamental aspect of national cocoa production is the institutional and governmental support available for farmers in face of socio-economic or technological needs.

Korkeasti koulutettujen selviytyminen työn menetyksestä ja pitkittyneestä työttömyydestä

Tämän pro gradu -tutkielman tavoitteena oli ymmärtää ja kuvata korkeasti koulutettujen henkilöiden selviytymistä työn menetyksestä ja pitkittyneestä työttömyydestä. Tutkimuksessa tarkasteltiin pakotettua uramuutosta ja työttömyyttä sekä siitä selviytymistä yksilön kokemuksen näkökulmasta. Lisäksi tutkittiin työttömyyden tukipalveluiden hyödyllisyyttä. Tutkimus toteutettiin kvalitatiivisena kuvailevana tapaustutkimuksena. Tutkimuksen empiirinen aineisto kerättiin haastattelemalla 13 korkeasti koulutettua uusimaalaista työtöntä henkilöä. Haastattelut toteutettiin puolistrukturoitua teemahaastattelumenetelmää käyttäen. Tutkimuksen tulosten perusteella voidaan havaita, että työn menetyksellä koettiin olevan sekä negatiivisia että positiivisia vaikutuksia. Työn menetys koettiin osittain helpotuksena ja hengähdystaukona. Henkilöt selviytyivät itse työn menetyksen tilanteesta jokseenkin hyvin, etenkin jos muutokseen oli voinut varautua ja irtisanomisperusteet olivat selkeät. Korkeasti koulutetut henkilöt käyttivät monipuolisesti sekä tunne- että ongelmakeskeisiä selviytymisstrategioita selviytyäkseen työttömyydestä. Näistä aktiivinen työnhaku sekä opiskelu korostuivat selviytymiskeinoina. Työttömyyden pitkittyminen heikensi selvästi yksilön hyvinvointia ja vertaistuen merkitys korostui työttömyyden pitkittyessä. Tutkimuksesta ilmeni, että julkiset työvoimapalvelut eivät tue riittävästi korkeasti koulutettuja työttömiä. Tukipalveluja tulisi kehittää vastaamaan paremmin muuttuneiden työmarkkinoiden vaateita, sillä työmarkkinoiden muutokset haastavat urien uudenlaiseen tarkasteluun.

Performance measurement model for projects from a strategic management perspective

This research studied the project performance measurement from the perspective of strategic management. The objective was to find a generic model for project performance measurement that emphasizes strategy and decision making. Research followed the guidelines of a constructive research methodology. As a result, the study suggests a model that measures projects with multiple meters during and after projects. Measurement after the project is suggested to be linked to the strategic performance measures of a company. The measurement should be conducted with centralized project portfolio management e.g. using the project management office in the organization. Metrics, after the project, measure the project’s actual benefit realization. During the project, the metrics are universal and they measure the accomplished objectives relation to costs, schedule and internal resource usage. Outcomes of these measures should be forecasted by using qualitative or stochastic methods. Solid theoretical background for the model was found from the literature that covers the subjects of performance measurement, projects and uncertainty. The study states that the model can be implemented in companies. This statement is supported by empirical evidence from a single case study. The gathering of empiric evidence about the actual usefulness of the model in companies is left to be done by the evaluative research in the future.

Adoption and Usability of Online Pharmacies for Purchasing Prescription Medicines

The study examines customers’ perceptions of purchasing prescription medicine from online pharmacies. The main purpose is to find determinants affecting the adoption of online pharmacies, and to consider the role of usability in the adoption process. The theoretical part of the paper provides the overlook on adoption constructs and their relations. In addition, usability factors used in prior studies are presented, as well as how they have been connected to IS adoption research. The specialties of Finnish pharmacy business and the requirements set to online pharmacies are also discussed. The empirical part of the study is conducted with the qualitative approach. Four respondents were interviewed and observed while they tried online pharmacies. The data gathered indicates respondents’ initial beliefs toward the service, perceptions of the usability, and the changes in the perceptions and beliefs after using online pharmacies. The results indicate that usability factors and adoption determinants are interrelated. Usability influences perceived ease of use, which affects both perceived usefulness and behavioral intention. Regulations restrict the design of online pharmacies, which has affect on the both the perceived ease of use and perceived usefulness, and thus the whole adoption process.

Sopeutumattomien oppilaiden tunne- ja itsesäätelytaitojen kehittyminen: Oppilaiden ja opettajien arvioita ja kokemuksia Aggression portaat -interventiosta

Tässä tutkimuksessa tarkastellaan sopeutumattomien erityisoppilaiden tunne- ja itsesäätelytaitojen kehittymistä Aggression portaat -interventio-ohjelman avulla kolmen vuoden tutkimusjakson aikana. Käsite sopeutumaton oppilas ei ole yksiselitteisesti määriteltävissä, mutta tässä tutkimuksessa sillä tarkoitetaan yleisopetussuunnitelman mukaan opiskelevaa oppilasta, joka käyttäytymiseen ja tunne-elämään liittyvien haasteidensa vuoksi on saanut siirron erityisopetuksen oppilaaksi ja saa enintään 10 oppilaan opetusryhmässä erityistä pedagogista tukea. Tutkimuksen yksi keskeinen tehtävä oli tutkia, onko tunne- ja itsesäätelytaitojen opettamisesta hyötyä sopeutumattomien oppilaiden tunteiden hallinnan ja käyttäytymisen itsesäätelyn kannalta. Tutkimuksen teoreettisena viitekehyksenä on Rose-Krasnorin (1997) malli yksilön sosioemotionaalisesta kompetenssista täydennettynä muiden tutkijoiden näkemyksillä. Sosioemotionaalinen kompetenssi on yläkäsite, johon kuuluvat alakäsitteinä tunne- ja itsesäätelytaidot, sosiokognitiiviset taidot ja sosiaaliset taidot. Lisäksi sosioemotionaaliseen kompetenssiin vaikuttavat kiintymyssuhteet ja osallisuus sekä tavoitteet vuorovaikutuksessa ja konteksti. Tässä tutkimuksessa keskitytään tunne- ja itsesäätelytaitoihin. Interventioryhmän (N=36) muodostivat Varsinais-Suomen alueella opiskelevat sopeutumattomien oppilaiden erityiskoulun 8-13-vuotiaat oppilaat, joille opetettiin tunne- ja itsesäätelytaitoja Aggression portaat -opetusmateriaaliin (Cacciatore 2007) pohjautuvan intervention avulla. Kontrolliryhmän (N=26) oppilaat olivat interventioryhmän oppilaiden ikäisiä ja he opiskelivat Varsinais-Suomen alueen kouluissa pienluokissa myös käyttäytymiseen ja tunne-elämään liittyvien haasteidensa vuoksi. Kontrolliryhmän oppilaat eivät saaneet tutkimusjakson aikana interventio-ohjelman mukaista opetusta. Interventioryhmän oppilaat kävivät erityiskoulua, jossa kaikilla oppilailla oli sopeutumisongelmia ja kontrolliryhmän oppilaat opiskelivat yleisopetuksen koulujen yhteydessä olevilla sopeutumattomien oppilaiden pienluokilla. Tutkimusaineisto on kerätty vuosina 2010-2012. Tutkimusmetodeina olivat sekä oppilaille että opettajille laaditut Webropol-alustaiset kyselyt ja oppilaiden kirjoittamat väkivalta-aiheiset tekstit. Tutkimus- ja kontrolliryhmän oppilaille pidettiin ”Tunteiden hallinta ja käyttäytyminen”- kyselyn avulla alkumittaus syksyllä 2009 ja mittaus toistettiin keväällä 2010, 2011 ja 2012. Kyselyiden avulla selvitettiin, miten oppilaiden tunteiden kokeminen ja ilmaiseminen sekä tunteiden hallinta ja käyttäytymisen itsesäätely muuttuivat tutkimusjakson aikana. Kyselyssä kartoitettiin myös oppilaiden kokemuksia kiusaamisena ilmenevästä väkivallasta. Aineistolähtöisen sisällönanalyysin avulla selvitettiin oppilaiden kirjoitelmista heidän ajatuksiaan ja näkemyksiään väkivallasta ja ehdotuksia keinoista väkivallan vähentämiseksi. Keväällä 2012 interventioryhmän oppilaille ja opettajille laadittujen erillisten kyselyiden avulla selvitettiin sekä oppilaiden että opettajien arvioita ja kokemuksia oppilaiden tunne- ja itsesäätelytaitojen muutoksesta interventio-ohjelman avulla. Lisäksi oppilaat ja opettajat arvioivat pidettyjen tunnetaitotuntien hyödyllisyyttä oppilaille. Interventioryhmän opettajat arvioivat myös Aggression portaat -interventiomateriaalin käyttökelpoisuutta. Vuoden 2014 Perusopetuksen opetussuunnitelman perusteissa esitetyt velvoitteet opettaa kouluissa oppilaille tunne- ja vuorovaikutustaitoja edellyttävät tietoa konkreettisista käytänteistä ja tutkimusperustaisista interventio-ohjelmista. Tämän tutkimuksen tulokset osoittavat, että interventioryhmän muodostaneet sopeutumattomat oppilaat hyötyivät Aggression portaat -interventiosta. Heidän tunne- ja itsesäätelytaidoissaan tapahtui myönteistä kehitystä etenkin myönteisten tunnekokemusten lisääntymisen ja toisiin kohdistuneen fyysisen väkivallan vähenemisen osalta. Myös suhtautuminen väkivaltapelien ikärajoihin oli merkittävästi myönteisempää kuin kontrolliryhmän oppilailla, joilla kielteinen asenne lisääntyi selvästi tutkimusjakson aikana. Lisäksi interventioryhmän oppilailla oli keinoja itsensä rentouttamiseksi, päinvastoin kuin kontrolliryhmän oppilailla, joilla keinottomuuden kokemus jopa lisääntyi. Interventioryhmän oppilaat suhtautuivat hyvin kielteisesti toisen yllyttämiseen väkivaltaiseen tekoon ja kirjoittivat enemmän ajatuksiaan väkivallasta tuoden esille runsaasti ehdotuksia keinoista väkivallan vähentämiseksi. Myös oppilaat ja opettajat kokivat interventio-ohjelman oppilaiden kehityksen kannalta hyödylliseksi ja opettajat myös interventiomateriaalin käyttökelpoiseksi.

Integroitua päästöjen hallintamallia soveltavan öljynjalostamon normaalitoiminnan ja monitoroinnin määrittäminen

Tässä diplomityössä määritettiin Nesteen Suomen jalostamoiden normaalitoiminta ja integroidun päästöjen hallintamallin mukainen monitorointi. Työn ensimmäisenä tavoitteena oli selvittää määritelmä integroidun päästöjen hallintamallin mukaiselle normaalitoiminnalle öljynjalostamolla. Toisena tavoitteena oli löytää ratkaisut integroidun päästöjen hallintamallin monitoroinnin heikosti ohjeistettuihin kohtiin. Jalostamoiden normaalitoiminnan määrittäviä kohteita selvitettiin keskustelemalla jalostamon käyttöhenkilökunnan kanssa kriittisistä kohteista päästöjenhallinnan sekä jalostamokokonaisuuden toiminnan kannalta. Keskusteluissa esiin tulleiden kohteiden hyödyllisyyttä jalostamon normaalitoiminnan määrittämiseksi tutkittiin Nesteen jalostamoiden automaatiojärjestelmän historiatietojen perusteella. Selkeästi normaalista poikkeavaksi toiminnaksi lisääntyneiden päästöjen takia tunnistettiin polttoaineiden ja savukaasujen puhdistusprosessien häiriöt sekä Porvoon jalostamolla voimalaitoksen höyryntuotantohäiriöt. Lisäksi jalostamon normaalitoiminnan kuvaajaksi tunnistettiin toiminnassa olevien yksiköiden määrä. Monitoroinnin ohjeistuksen puutteisiin etsittiin ratkaisua olemassa olevista muiden soveltamisalojen ohjeistuksista. Integroidun päästöjen hallintamallin monitorointitarpeista tunnistettiin paljon samaa päästökaupan monitoroinnin kanssa. Monitoroinnin lisäohjeistuksena suositeltiin käyttämään päästökaupan monitorointiohjetta ja sieltä löytyviä määräyksiä. Integroidussa päästöjen hallintamallissa tunnistettiin uusia haasteita viranomaisseurannan toteuttamisessa.

Pienyrityksen arvonmääritys yrityskauppatilanteessa

Tämän Pro-gradu tutkielman tavoitteena on tutkia, miten pienyrityksen arvo määrittyy yrityskauppatilanteessa. Tämän lisäksi tutkimus pyrkii selvittämään millaisia erityispiirteitä pienyrityksen arvonmääritykseen liittyy ja miten eri arvonmääritysmenetelmät soveltuvat pienyrityksen arvonmääritykseen. Empiirinen tutkimus koostuu kolmesta yrityskauppaan ja arvonmääritykseen keskittyneen asiantuntijan haastattelusta. Haastattelujen avulla on tarkoitus lisätä ymmärrystä pienyritysten arvonmäärityksestä, sen erityispiirteistä, soveltuvista arvonmääritysmenetelmistä sekä siitä, miten lopullinen arvo muodostuu. Tutkimuksen tulokset osoittavat, että pienyrityksen arvon määrittäminen on vaativa prosessi, jossa on otettava huomioon monia erityisiä piirteitä. Yhtä oikeaa arvonmääritysmenetelmää ei ole vaan useita eri menetelmiä käytetään rinnakkain luotettavan arvon muodostamiseksi. Tärkeimpänä huomioitavana piirteenä esille nousi yrityksen tulevaisuuden ennustamisen hankaluus, minkä takia tulevaisuudelle ei anneta paljoa painoarvoa pienyrityksen arvonmäärityksessä. Tämä vaikuttaa olennaisesti käytettäviin arvonmääritysmenetelmiin ja niiden luotettavuuteen. Rahoitusteoreettisesti oikeaoppisin arvonmääritysmenetelmä, vapaan kassavirran malli, ei tulosten perusteella ole soveltuvin malli kaikkien pienyritysten kohdalla. Syynä tähän on, että suuri osa yrityksen arvosta muodostuu tulevaisuuden kassavirroista, joita pienyrityksen kohdalla on haasteellista ennustaa. Kaikki asiantuntijat käyttivät jokaisen pienyrityksen arvonmäärityksen yhteydessä markkinapohjaisia kertoimia, mutta tämänkin mallin käytön yhteydessä on omat haasteensa ja vaatii arvonmäärittäjältä syvällistä osaamista yrityksen toimialasta. Arvonmäärityksen lisäksi pienyrityksen toiminnan luonne lisää omat erityispiirteet, jotka huomioidaan arvoa laskevina riskitekijöinä. Pienyrityksen toiminta kiteytyy usein yrittäjän osaamiseen, joka koetaan suurena riskinä yrityskaupassa ja täten lopullista arvoa laskevana tekijänä. Voidaankin todeta, että pienyrityksen kohdalla arvonmääritys luo pohjan sekä raja-arvot ostettavasta yrityksestä maksettavalle hinnalle, mutta lopullinen kauppahinta muodostuu neuvottelujen lopputuloksena.

An examination of the mediation process as it is used to resolve sexual harassment complaints in Canadian universities /

The ways in which the process of mediation affected those involved in the resolution of sexual harassment complaints in Canadian universities were explored. Questionnaires were sent to forty- six Canadian universities and interviews were conducted with fifteen advisors. An analysis of the twenty- two questionnaires returned indicated that mediation was utilized in 11% of the sexual harassment complaints and effected a successful resolution in 67% of these. Both complainants and those con^lained against were reported to have spoken more favourably than unfavourably about the process and outcome of mediation. Questionnaire respondents in general found mediation a slightly less than satisfactory method of complaint resolution. Those respondents who had successfully used mediation; however, describe its usefulness within a university context.

Emergence of normative beliefs legitimizing antisocial behaviour in adolescents : the roles of monitoring, attachment, and temperament /

Beliefs about the rightness or wrongness of engaging in various antisocial acts, referred to here as nonnative beliefs legitimizing antisocial behaviour (nblab), have been shown to playa role in the emergence oflater antisocial behaviour. The current study represented an attempt to understand whether parental monitoring and parent-child attachment have differential relationships with these antisocial nonnative beliefs in adolescents of different temperaments. The participants, 7135 adolescents in 25 high schools (ages 10- 18 years, M = 15.7) completed a wide-ranging questionnaire as part of the broad Youth Lifestyle Choices - Community University Research Alliance project, whose goal is to identify and describe the major developmental pathways of risk behaviours and resilience in youth. Two aspects of monitoring (monitoring knowledge and surveillance/tracking), attachment security, and two measures of temperament (activity level and approach) were examined for main effects and in interactions as predictors of adolescent nonnative beliefs. All of these measures were based on adolescent self-ratings on either 3- or 4-point Likert-type scales. Several important results emerged from the study. Males were higher than females in nblab; parental monitoring knowledge and adolescent attachment security were negatively related to nblab; and temperamental activity level was positively related. Monitoring knowledge, the strongest of the predictors, was much more strongly related to nonnative beliefs than was parental surveillance/tracking, supporting the contention that it is how much parents actually know, and not their surveillance efforts, that predict adolescent nonnative beliefs. A surprising finding that is of the utmost importance was that, although several of the interactions tested were significant, none were considered to be of a meaningful magnitude (defined as sr^ > .01). The current study supported the suggestion that normative beliefs legitimizing antisocial behaviour are multiply determined, and the results were discussed with respect to the observed differential relations of parental monitoring, parent-child attachment, temperament, age, and gender to antisocial normative beliefs in adolescents. Also discussed were the need to test other parenting, temperament, and other variables that may be involved in the development of nblab; the need to directly test possible mechanisms explaining the links among the variables; and the usefulness of longitudinal research in determining possible directions of causality and developmental changes in the relationships.

Irrigation scheduling for Sovereign Coronation grapevine based upon evapotranspiration calculations and crop coefficients /

Several irrigation treatments were evaluated on Sovereign Coronation table grapes at two sites over a 3-year period in the cool humid Niagara Peninsula of Ontario. Trials were conducted in the Hippie (Beamsville, ON) and the Lambert Vineyards (Niagara-on-the-Lake, ON) in 2003 to 2005 with the objective of assessing the usefulness of the modified Penman-Monteith equation to accurately schedule vine irrigation needs. Data (relative humidity, windspeed, solar radiation, and temperature) required to precisely calculate evapotranspiration (ETq) were downloaded from the Ontario Weather Network. One of two ETq values (either 100 or 150%) were used in combination with one of two crop coefficients (Kc; either fixed at 0.75 or 0.2 to 0.8 based upon increasing canopy volume) to calculate the amount of irrigation water required. Five irrigation treatments were: un irrigated control; (lOOET) X Kc =0.75; 150ET X Kc =0.75; lOOET X Kc =0.2-0.8; 150ET X Kc =0.2-0.8. Transpiration, water potential (v|/), and soil moisture data were collected each growing seasons. Yield component data was collected and berries from each treatment were analyzed for soluble solids (Brix), pH, titratable acidity (TA), anthocyanins, methyl anthranilate (MA), and total volatile esters (TVE). Irrigation showed a substantial positive effect on transpiration rate and soil moisture; the control treatment showed consistently lower transpiration and soil moisture over the 3 seasons. Transpiration appeared accurately reflect Sovereign Coronation grapevines water status. Soil moisture also accurately reflected level of irrigation. Moreover, irrigation showed impact of leaf \|/, which was more negative throughout the 3 seasons for vines that were not irrigated. Irrigation had a substantial positive effect on yield (kg/vine) and its various components (clusters/vine, cluster weight, and berries/cluster) in 2003 and 2005. Berry weights were higher under the irrigated treatments at both sites. Berry weight consistently appeared to be the main factor leading to these increased yields, as inconsistent responses were noted for some yield variables. Soluble solids was highest under the ET150 and ET100 treatments both with Kc at 0.75. Both pH and TA were highest under control treatments in 2003 and 2004, but highest under irrigated treatments in 2005. Anthocyanins and phenols were highest under the control treatments in 2003 and 2004, but highest under irrigated treatments in 2005. MA and TVE were highest under the ET150 treatments. Vine and soil water status measurements (soil moisture, leaf \|/, and transpiration) confirmed that irrigation was required for the summers of 2003 and 2005 due to dry weather in those years. They also partially supported the hypothesis that the Penman-Monteith equation is useful for calculating vineyard water needs. Both ET treatments gave clear evidence that irrigation could be effective in reducing water stress and for improving vine performance, yield and fruit composition. Use of properly scheduled irrigation was beneficial for Sovereign Coronation table grapes in the Niagara region. Findings herein should give growers some strong guidehnes on when, how and how much to irrigate their vineyards.

Coaches' use of and impressions of computer-mediated communication (CMC) media /

The study examined coaches' usage of text-based computer-mediated communication (CMC) media (e.g., text-messaging, email) in the coach-player relationship. Data were collected by surveying Ontario-based male baseball coaches (n = 86) who coached players between 15 and 18 years old. Predictions were made regarding how demographic factors such as age and coaching experience affected coaches' CMC use and opinions. Results indicated that over 76% of respondents never used any CMC media other than email and team websites in their interactions with players. Results also revealed that coaches' usage rates contrasted with their opinion of the usefulness of the media, and their perception of players' use of the media. Coaches characterized most CMC media as limited, unnecessary, and sometimes inappropriate. Additional research should explore players' CMC usage rates and possible guidelines for use of the new media in authority relationships. Academia needs to keep pace with the developments in this area.

A school-based cognitive behavior modification intervention strategy for learned helpless mentally retarded students

This study assessed the usefulness of a cognitive behavior modification (CBM) intervention package with mentally retarded students in overcoming learned helplessness and improving learning strategies. It also examined the feasibility of instructing teachers in the use of such a training program for a classroom setting. A modified single subject design across individuals was employed using two groups of three subjects. Three students from each of two segregated schools for the mentally retarded were selected using a teacher questionnaire and pupil checklist of the most learned helpless students enrolled there. Three additional learned helplessness assessments were conducted on each subject before and after the intervention in order to evaluate the usefulness of the program in alleviating learned helplessness. A classroom environment was created with the three students from each school engaged in three twenty minute work sessions a week with the experimenter and a tutor experimenter (TE) as instructors. Baseline measurements were established on seven targeted behaviors for each subject: task-relevant speech, task-irrelevant speech, speech denoting a positive evaluation of performance, speech denoting a negative evaluation of performance, proportion of time on task, non-verbal positive evaluation of performance and non-verbal negative evaluation of performance. The intervention package combined a variety of CBM techniques such as Meichenbaum's (1977) Stop, Look and Listen approach, role rehearsal and feedback. During the intervention each subject met with his TE twice a week for an individual half-hour session and one joint twenty minute session with all three students, the experimentor and one TE. Five weeks after the end of this experiment one follow up probe was conducted. All baseline, post-intervention and probe sessions were videotaped. The seven targeted behaviors were coded and comparisons of baseline, post intervention, and probe testing were presented in graph form. Results showed a reduction in learned helplessness in all subjects. Improvement was noted in each of the seven targeted behaviors for each of the six subjects. This study indicated that mentally retarded children can be taught to reduce learned helplessness with the aid of a CBM intervention package. It also showed that CBM is a viable approach in helping mentally retarded students acquire more effective learning strategies. Because the TEs (Tutor experimenters) had no trouble learning and implementing this program, it was considered feasible for teachers to use similar methods in the classroom.

Exploring the impact of a hands-on intervention on grade 7 girls and their feelings about self, mathematics, science, technology and related careers

Forty-five 12- and 13-year-old females attending Grade 7 in North York, Ontario were randomly selected from a group of 100 females who had volunteered to participate in a oneday hands-on workshop called It's Your Choice at Seneca College. The goals of this intervention were to broaden the career horizons of these students and to help them realize the need to continue mathematics and science through high school in order to keep occupational options unlimited. The young women were given a pre- and post-attitude survey to provide background information. In the month following participation in the workshop the students were interviewed in small groups (S students per group) to discover their perceptions of the impact of the workshop. The interviews revealed that participants felt that after the workshop their feelings of self-confidence increased, specifically with respect to working with their hands. Participants felt more aware of the usefulness and importance of the study of mathematics, science and technology, They also felt that It's Your Choice increased their interest in careers in these domains and helped them to see that these careers are viable choices for females. The interviews also revealed that many of the participants felt that in this society their roles and their choices were influenced and probably limited by the fact that they are female.