Conditions and practices in the commercialisation of innovations in wood industry

The report 'Conditions and practices in the commercialisation of innovation in wood industry' has been written as a part of the Wood Academy project. The report analyses the commercialisation conditions and practices of wood industry by utilising product categorisation based on a conceptual schema which combines the aspects of the transfer of the procession of utility and the degree of form/service utility (or value-added) created or provided by the company. Open innovation approaches help to perceive the possible new product and service innovations as well as the new business models and earning logics in the industry. The report also contains brief company cases to demonstrate theory-to-practice and showcase company examples from successful Finnish companies.

Evaluation of the PetrifilmTM and TEMPO® systems and the conventional method for counting microorganisms in pasteurized milk

New microbiological methods have been developed and commercialized, but their performance must be guaranteed. The aim of the present study was to evaluate the PetrifilmTM and TEMPO® systems compared to the conventional method for counting microorganisms in pasteurized milk. A total of 141 samples of pasteurized milk were analyzed by counting mesophilic aerobic, Coliforms at 35 ºC, Coliforms at 45 ºC, and Escherichia coli microorganisms. High correlation was found between the methods for counting Coliforms at 35 ºC, but low correlation was found for counting mesophilic aerobic, Coliforms at 45 ºC, and Escherichia coli. No significant statistical difference was found among the three methods for counting Coliforms at 35 ºC; however, the mean counts of mesophilic aerobic, Coliforms at 45 ºC, and Escherichia coli showed significant statistical difference. PetrifilmTM and TEMPO® systems had satisfactory results for Coliforms at 35 ºC in pasteurized milk but low performance for mesophilic aerobic, Coliforms at 45 ºC and Escherichia coli.

Opening a can of worms : perceptions and practices of teachers in Newfoundland and Labrador incorporating the role of a therapist

Educational trends of inclusion and collaboration have led to changing roles of teachers, including an emphasis on personal support. To provide for social, emotional, and behavioural needs, teachers may adopt a therapeutic role. Many models for such support are proposed, with most models including the importance of student-teacher relationships, a focus on social, emotional, and behavioural development, and direct instruction of related skills. This study includes 20 interview participants. In addition, 4 of the 20 interview participants also took part in a case study. It examines whether participants adopt a therapeutic role, their beliefs about student-teacher relationships, whether they provide interventions in personal issues, and instructed social, emotional, and behaviour skills. Findings show that teachers adopt an academic role as well as a therapeutic role, believe student-teacher relationships are important, are approached about personal issues, and instruct social, emotional, and behavioural skills. Talking and listening are commonly used to provide support, typically exclusive of formal curricular goals. The challenges in providing front-line support issues that may be shared within an established student-teacher relationship are considered. Support in turn for teachers who choose to provide support for personal issues in the classroom within a therapeutic role are suggested, including recommendations for support and referral related to specific social, emotional, or behavioural scenarios that may arise in the school community.

The Smiles rearrangement in hydrazidic systems and related syntheses /|nG. A. Pawelchak. -- 260 St. Catharines, Ont. : [s. n.],

This research was directed towards the investigation of the Smiles rearrangement in hydrazidic systems and the synthesis of related heterocyclic compounds. The work can be conveniently divided into two main sections. Section 1 of the thesis relates to the synthesis and examination of the O+N migration of phenoxy- derivatives of hydrazidic halides. In general, hydrazidic halides were found to react with 2-nitrophenol and 4-nitrophenol to give corresponding a-nitrophenoxy- compounds. These a-nitrophenoxy- compounds were found to rearrange in warm base to give the corresponding N-benzoyl compounds via a proposed five-membered transition state. Experiments conducted in styrene revealed no radical contribution to the rearrangement. Cross-over product analysis indicated the rearrangement as intramolecular and consistent with the Smiles rearrangement. The preparation of N-a-chlorobenzylidene-N'-2-nitrophenyl- -N'-(2,4-dibromophenyl)hydrazine from N-benzoyl-N'-2-nitrophenyl- N'-(2,4-dibromophenyl)hydrazine was accomplished using phosphorus oxychloride. Examination of this hydrazidic chloride indicated a marked decrease .in reactivity as compared to the N-a-chlorobenzylidene-N'-phenylhydrazine case. Section 2 concerns itself with the preparation of heterocyclic compounds using an analogy of the five-membered transition state present in the Smiles rearrangement of a substituted benzylidene derivatives A new preparation of 2,4-phenyl1,3,4- oxadiazol-S-one using N-benzoyl-N'-phenylhydrazine and ethyl thiochloroformate is reported. Two new preparations of N-a-thiobenzoyl-N'-(2,4-dibromophenylhydrazine are reported using sodium hydrosulfide in conjunction with N-a-bromobenzylidene-N'-(2,4-dibromophenyl)hydrazine in the first, and phosphorus pentasulfide with N-benzoylN'-( 2,4-dibromophenyl)hydrazine in the second. The latter is preferred due to the formation of a sulfide co-product in the former. Two preparations of 2-phenyl-4-(2,4-dibromophenyl)-1,3,4- thiadiazol-S-one are reported using N-thiobenzoyl-N'-(2,4-dibromophenyl) hydrazine and ethyl chloroformate and ethyl thiochloroformate Two rapid and easy preparations of 2-phenyl-4-(2,4-dibromophenyl)- 1,3,4-triazol-S-one are reported using ethyl chloroformate and ethyl thiochloroformate. Sodium cyanate in conjunction with a-aminobenzylidene-N'-(2,4-dibromophenyl)hydrazine also provided 2-phenyl-4-(2,4-dibromophenyl)-1,3,4-triazol-S-one Section 2 concludes with an examination of two possible mechanistic routes to the prepared heterocycles.

Accommodating College ESL Learner Communication Needs: Perceptions, Policies, and Practices

The purpose of this qualitative inquiry was to determine how the Practical Nursing and Pharmacy Technician programs in one southern Ontario community college could more effectively accommodate ESL learners' communication needs. The literature review examined (a) linguistic issues, such as language testing and second-language learning theories, (b) organizational matters, such as ESL curriculum and teacher training, and (c) affective issues, such as motivation for second-language learning, learning styles, and the student-teacher relationship. I gathered perceptual data from the programs' administrators, faculty members, and ESL learners. Eleven participants took part in individual interviews or a focus group session. The results suggest that ESL learners need assistance with discipline-specific vocabulary and cultural nuances. College ESL learners' weak communicative competence, together with misleading acceptance standards for ESL learners and limited support available to faculty members and to students, decrease opportunities for successful completion of the programs. The results point to re-assessment of the college's admission policies and procedures, program evaluation practices that consider the needs of ESL learners, discipline-specific language support, and strategies to enhance the ESL student-teacher relationship. The study highlights theory relating to ESL learners' self-perception and engagement, as well as the importance of including the voice of college ESL learners in educational research. The results suggest that despite ESL learners' perseverance in completing their studies, power imbalances remain. The college has yet to implement organizational strategies such as discipline-specific communications and ESL courses and extended language support that could meet the communication needs of ESL learners in the two programs.

Investigating Multiple-Choice Assessment: Secondary School Teachers' Perceptions and Practices

Multiple-choice assessment is used within nearly all levels of education and is often heavily relied upon within both secondary and postsecondary institutions in determining a student’s present and future success. Understanding why it is effective or ineffective, how it is developed, and when it is or is not used by teachers can further inform teachers’ assessment practices, and subsequently, improve opportunities for student success. Twenty-eight teachers from 3 secondary schools in southern Ontario were interviewed about their perceptions and use of multiple-choice assessment and participated in a single-session introductory workshop on this topic. Perceptions and practices were revealed, discussed, and challenged through the use of a qualitative research method and examined alongside existing multiple-choice research. Discussion centered upon participants’ perspectives prior to and following their participation in the workshop. Implications related to future assessment practices and research in this field of assessment were presented. Findings indicated that many teachers utilized the multiple-choice form of assessment having had very little teacher education coursework or inservice professional development in the use of this format. The findings also revealed that teachers were receptive to training in this area but simply had not been exposed to or been given the opportunity to further develop their understanding. Participants generally agreed on its strengths (e.g., objectivity) and weaknesses (e.g., development difficulty). Participants were particularly interested in the potential for this assessment format to assess different levels of cognitive difficulty (i.e., levels beyond remembering of Bloom’s revised taxonomy), in addition to its potential to perhaps provide equitable means for assessing students of varying cultures, disabilities, and academic streams.

Examining the Influence of the Patient Declaration of Values on Hospital Policies and Practices

The purpose of this study was to explore how a leading Ontario hospital operationalizes their Patient Declaration of Values (PDoV) in policy and in practice. This was a single case study, which took place in a leading patient-centred Ontario hospital. The study included 18 individual interviews with employees and patient experience advisors, as well as, document analysis of strategic planning reports (n=10). Five themes emerged: (1) setting the stage, (2) inspiring change, (3) organizational structures, (4) organizational and environmental barriers, and (5) reflection and improvement. This study has highlighted the role of the PDoV within a leading Ontario hospital. It lends itself to providing a process with core strategies for creating change in an acute health care organization; to embed a culture of patient and family centred care.

A Teacher’s Formative Assessment Perceptions and Practices in Oral Intermediate English Courses at the Université de Montréal

Au cours des dernières années, les pratiques de l’évaluation comme aide à l’apprentissage (c’est-à-dire l’auto-évaluation, l’évaluation par les pairs, la rétroaction) dans la salle de classe ont été de plus en plus considérées comme des éléments essentiels (Black & Wiliam, 1998; Harlen & Winter, 2004; van de Watering & van der Rijt, 2006). Cependant, dans le domaine de l’apprentissage d’une langue seconde la recherche sur ce sujet est plutôt limitée. En nous fondant sur les études de Colby-Kelly et Turner (2007) et de Lyster et Ranta (1997), nous avons mené une recherche exploratoire visant à combler ce besoin. L’objectif général était de comprendre comment l’évaluation formative se réalise dans deux cours d’anglais intermédiaire à l’Université de Montréal, et de comparer comment ces pratiques sont perçues et vécues par la professeure et ses étudiants. Trois questions de recherche étaient posées: 1. Quelle est la nature de l’évaluation formative dans une salle de classe d’anglais langue seconde? 2. Est-ce que les pratiques de la professeure reflètent ce qu’elle pense de l’évaluation formative? 3. Quels sont les correspondances et différences entre les croyances de la professeure et les perceptions de ses étudiants quant aux bénéfices de l’évaluation formative pour l’apprentissage de l’anglais langue seconde? La collecte de données comprend des observations en classe, des entrevues auprès de la professeure et des questionnaires pour les étudiants. Pour répondre à notre première question de recherche, nous avons analysé la rétroaction donnée par la professeure pendant une production orale réalisée par ses étudiants à partir de la typologie de feedback et de uptake de l’étude de Lyster et Ranta (1997). En ce qui a trait à la deuxième question de recherche, nous avons fait des entrevues avec la professeure en vue d’expliciter ses perceptions relativement à l’évaluation formative. À la fin du trimestre, nous avons comparé ses réponses avec sa pratique à partir des enregistrements vidéo produits en classe. Finalement, pour répondre à notre dernière question de recherche nous avons comparé les réponses données par la professeure aux entrevues avec les réponses des étudiants à un questionnaire adapté à partir de celui de Colby-Kelly et Turner. Finalement, nous présentons et discutons les résultats les plus significatifs obtenus dans cette étude qualitative Nous concluons cette thèse en proposant de avenues pour des recherches futures.

Doctrines and practices of the Burhaniya Sufi Order in the arab world and in the west between 1938 and 2012 : a decolonial and transdisciplinary analysis from an insider perspective

Ce mémoire présente une exploration décoloniale et transdisciplinaire des doctrines et pratiques de la confrérie soufie transnationale Burhaniya, dans le monde arabe et en Occident. Il traite principalement de la période s’étendant de la fondation de la confrérie en 1938 jusqu’en 2012. Pour bien contextualiser les particularités de l’émergence de cette confrérie moderne, ce mémoire présente tout d’abord son ancrage historique par l’étude de ses racines en lien avec l’histoire du soufisme en Afrique du Nord et en Asie de l’Ouest. Puis, ce mémoire offre une analyse comparative de certains des principaux contextes nationaux où s’est disséminée cette confrérie, à partir du Soudan, vers l’Égypte, la France, l’Allemagne, les États-Unis et le Canada. Suite à ses recherches, l’auteur conclut que les cheikhs de la Burhaniya ont facilité l’expansion de la confrérie en occident et ont perpétué un héritage soufi plutôt traditionnel au sein du monde moderne. Ils ont su le faire en préservant les doctrines fondamentales de leur tradition tout en adaptant leurs pratiques à divers contextes.

Activism and participation among people of migrant background : discourses and practices of inclusiveness in four italian cities

Alors que l’intérêt pour les processus d’intégration des immigrants et des minorités ethniques est en pleine croissance parmi les chercheurs européens, les facteurs qui expliquent les différentes formes de participation civique et politique doivent être examinés plus en profondeur. Prenant pour base la littérature sur l’immigration, cette étude examine la question de recherche suivante: Comment peut-on expliquer les variations des formes de participation civique et politique des activistes issus de l’immigration au niveau local? Afin de répondre à cette question, cette étude identifie les formes de participation de la part d’activistes issus de l’immigration dans quatre villes Italiennes et examine les discours et les pratiques de multiples acteurs impliqués dans le domaine de l’immigration dans un contexte national d’hostilité croissante. Cette thèse soutient que pour comprendre différentes formes de participation, il est important de considérer non seulement l’État et les acteurs institutionnels, mais aussi les acteurs non-institutionnels et examiner comment ces derniers influencent les opportunités ainsi que les restrictions à la participation. Par ailleurs, cette recherche examine les canaux conventionnels et non-conventionnels dans quatre villes italiennes et étudie les activistes issus de l’immigration comme des acteurs politiques pertinents, capables de se mobiliser et d’influencer la participation à travers leur interaction et alliances avec les acteurs de la société d’accueil. Cette recherche a permis de produire trois résultats. Le premier montre que les approches d’intégration adoptées par les acteurs sont importantes. Cette étude a identifié trois approches d’intégration: 1) « welfariste », basée sur l’idée que les immigrants sont dans le besoin et doivent donc recevoir des services; 2) interculturelle, basée sur l’idée que les immigrants sont de futurs citoyens et que l’intégration est réciproque; 3) promotion des droits politiques, basée sur l’idée que les immigrants ont des droits politiques fondamentaux ; et qui encourage l’ouverture des canaux de participation politique, surtout aux immigrants privés du droit de vote local. L’analyse empirique démontre que, alors que l’approche welfariste n’encourage pas la participation parce qu’elle conçoit les immigrants comme des acteurs passifs, les autres deux approches ont respectivement un impact sur les formes de participation civique et politique. La deuxième conclusion souligne le rôle des acteurs de gauche. En particulier, cette étude montre que les acteurs qui ouvrent de canaux pour la participation ne sont pas uniquement les acteurs de gauche modérée, comme les autorités locales, les partis politiques et les syndicats, mais aussi les groupes de gauche radicale et non-institutionnelle. Chaque acteur de gauche comprend et agit différemment par rapport aux sujets de l’immigration et de la participation et ce fait influence comment les activistes issues de l’immigration se mobilisent. La troisième conclusion met en évidence le rôle de la perception des opportunités par les activistes issus de l’immigration et la façon avec laquelle ils s’approprient les discours et les pratiques des acteurs de gauche. Ce travail démontre que l’ouverture de canaux est possible grâce à l’engagement de personnes issues de l’immigration qui agissent à travers les opportunités qui leurs sont offertes, créent des alliances avec la gauche et défient les discours et pratiques des acteurs locaux.

Studies on the Effect of Randomness on the Synchronization of Coupled Systems and on the Dynamics of Intermittently driven systems

Nonlinear dynamics has emerged into a prominent area of research in the past few Decades.Turbulence, Pattern formation,Multistability etc are some of the important areas of research in nonlinear dynamics apart from the study of chaos.Chaos refers to the complex evolution of a deterministic system, which is highly sensitive to initial conditions. The study of chaos theory started in the modern sense with the investigations of Edward Lorentz in mid 60's. Later developments in this subject provided systematic development of chaos theory as a science of deterministic but complex and unpredictable dynamical systems. This thesis deals with the effect of random fluctuations with its associated characteristic timescales on chaos and synchronization. Here we introduce the concept of noise, and two familiar types of noise are discussed. The classifications and representation of white and colored noise are introduced. Based on this we introduce the concept of randomness that we deal with as a variant of the familiar concept of noise. The dynamical systems introduced are the Rossler system, directly modulated semiconductor lasers and the Harmonic oscillator. The directly modulated semiconductor laser being not a much familiar dynamical system, we have included a detailed introduction to its relevance in Chaotic encryption based cryptography in communication. We show that the effect of a fluctuating parameter mismatch on synchronization is to destroy the synchronization. Further we show that the relation between synchronization error and timescales can be found empirically but there are also cases where this is not possible. Studies show that under the variation of the parameters, the system becomes chaotic, which appears to be the period doubling route to chaos.