OPUS Research Repositorygeneral-feed.descriptionhttps://opus.uleth.ca2024-03-19T07:52:18Z2024-03-19T07:52:18Z39241Reimagining music teacher education programs as multimusical constellationsMcArton, Lloydhttps://hdl.handle.net/10133/67202024-03-19T05:04:53Z2020-01-01T00:00:00Zdc.title: Reimagining music teacher education programs as multimusical constellations
dc.contributor.author: McArton, Lloyd
dc.description.abstract: Through the concept of musical practices, adapted from Wenger’s (1998) notion of practice within a community, this paper explores ways in which universities could develop and equalize multiple and diverse musical practices into constellations. Providing future music educators with opportunities to engage and participate in a variety of musical practices is essential, so as to be better prepared to facilitate a wide spectrum of musical experiences with their students. Such practices could include the existing staple genres of choral, orchestral, concert band, and jazz musics, but also more scarcely institutionalized genres of popular music styles, regionally relevant indigenous and vernacular musics, online musical platforms, and music production. The creativity and autonomy characteristic of these musics represent more than deficiencies to be shoehorned into existing Western art music programs: They are skills best developed in the context of actual music making within real musical practices. Equalizing the inclusion and interaction of diverse musical practices as constellations in music teacher education programs would go a long way in disrupting the hegemony of existing programs, preparing teachers to engage with and responsibly guide students in a variety of musical practices rather than tokenizing and underrepresenting all that sits outside the bubble of Western art music
dc.description: Open access article
2020-01-01T00:00:00ZThriving on challenge: examining one teacher's views on sources of support for motivation and well-beingPerry, Nancy E.Brenner, CharlotteCollie, Rebecca J.Hofer, Gigihttps://hdl.handle.net/10133/67192024-03-19T05:05:06Z2015-01-01T00:00:00Zdc.title: Thriving on challenge: examining one teacher's views on sources of support for motivation and well-being
dc.contributor.author: Perry, Nancy E.; Brenner, Charlotte; Collie, Rebecca J.; Hofer, Gigi
dc.description.abstract: Alarmingly high rates of teacher attrition exist in contexts designed for students with considerable needs, such as in alternative education programs serving marginalized youth. Research has linked teachers’ levels of motivation and well-being to their effectiveness and retention. Consequently, we explore what distinguishes teachers who thrive in contexts others find taxing. Specifically, we investigate whether and how their motivation and well-being support their teaching effectiveness. As part of a larger case study of an alternative education program for youth who haven’t found success in mainstream schools, this article reports a semi-structured interview asking whether and how one teacher’s perceived autonomy, belonging, and competence support other facets of his motivation (e.g., teaching efficacy) and his well-being (i.e., constructive responses to potentially stressful events.) Plentiful evidence was found to link our researcher-derived constructs from self-determination theory to the teacher’s professional experiences in general, and to his work with youth in particular, indicating that our conceptual framework is an authentic representation of his experience. Implications for theory and research are discussed.
dc.description: Open access article. Creative Commons Attribution NonCommercial 4.0 International license (CC BY-NC 4.0 DEED) applies
2015-01-01T00:00:00ZComputational investigation of enzyme-facilitated cleavage of the phosphodiester bond in nucleic acidsKaur, RajwinderUniversity of Lethbridge. Faculty of Arts and Sciencehttps://hdl.handle.net/10133/67182024-03-13T05:05:05Z2024-02-05T00:00:00Zdc.title: Computational investigation of enzyme-facilitated cleavage of the phosphodiester bond in nucleic acids
dc.contributor.author: Kaur, Rajwinder; University of Lethbridge. Faculty of Arts and Science
dc.description.abstract: The phosphodiester backbone in nucleic acids is remarkably resistant to degradation. Although high stability is essential for storage of genetic information and proper cell function, some circumstances necessitate the cleavage of the nucleic acid backbone. For example, breaking the DNA backbone is critical to repair damage and maintain genetic integrity, while RNA cleavage is necessary for quality control during protein synthesis. Nucleases are enzymes that facilitate the challenging phosphodiester bond cleavage by accelerating the uncatalyzed reaction. Many nucleases utilize metals to enhance catalysis. Despite several experimental studies on enzymes that cleave phosphodiester bonds in nature, the mechanism for bond cleavage used by many enzymes, including the role and/or number of metal ions involved, is still unclear. Computer modeling is a powerful tool to investigate enzyme-catalyzed reaction mechanisms and discern the roles of the metal/s and amino acids involved in the reaction. This thesis uses computational techniques (i.e., quantum mechanics calculations, molecular dynamics simulations, and quantum mechanics–molecular mechanics calculations) to gain an atomic-level understanding of the phosphodiester bond cleavage reaction catalyzed by nucleases, specifically focusing on APE1, I-PpoI, and EndoV. These enzymes are particularly interesting since they either invoke a single metal ion for catalysis, which conflicts with the two-metal mediated mechanism generally proposed for most nucleases, or the metal-dependence is unknown. The mechanistic details uncovered by this thesis will open the door for new and improved applications of these enzymes in the fields of disease diagnostics, genetic engineering, and therapeutics.
2024-02-05T00:00:00ZAssessment of aryl hydrocarbon receptor mediated toxicity of benzotriazole ultraviolet stabilizers (UV-P, UV-9, UV-090) to fishesJohnson, Hunter M.University of Lethbridge. Faculty of Arts and Sciencehttps://hdl.handle.net/10133/67172024-03-13T05:04:58Z2024-01-01T00:00:00Zdc.title: Assessment of aryl hydrocarbon receptor mediated toxicity of benzotriazole ultraviolet stabilizers (UV-P, UV-9, UV-090) to fishes
dc.contributor.author: Johnson, Hunter M.; University of Lethbridge. Faculty of Arts and Science
dc.description.abstract: Benzotriazole ultraviolet stabilizers (BUVSs) are a class of chemical contaminants used to help counter UV-induced damage to manufactured goods, especially plastics. The broad applicability of BUVSs has resulted in their ubiquitous detection in aquatic ecosystems and biota. Although BUVSs are detected globally in aquatic ecosystems, a limited number of studies have investigated the potential toxic effects of BUVSs to fish. Of the limited toxicity data for BUVSs, studies suggest that certain BUVSs might dysregulate the aryl hydrocarbon receptor (AhR) causing early life-stage toxicity in fishes. Therefore, the objectives of this study were to use in vivo and in vitro approaches to characterize the toxicity of 2-(benzotriazol-2-yl)-4-methylphenol (UV-P), 2-(Benzotriazol-2-yl)-4-methyl-6-prop-2-enyl-phenol (UV-9), and 2-[3-(2H-benzotriazol-2-yl)-4-hydroxyphenyl]ethyl methacrylate (UV-090) as agonists of the AhR across a phylogenetically diverse number of fish species. In vivo toxicity was assessed by exposing zebrafish (Danio rerio) to BUVSs by microinjection and toxicities were assessed by recording embryo mortality and malformations including yolk sac and pericardial edema, and spinal curvature. Each of the tested BUVSs caused dose-dependent increases in embryo mortality following exposure. In vitro activation of the AhR by BUVSs was determined with a luciferase reporter gene (LRG) assay using COS-7 cells transfected with the AhR of zebrafish or eight other species. Results confirm that UV-P and UV-9, cause toxicity via AhR activation whereas, UV-090 lacked the ability to activate the AhR, indicating that its toxicity is independent of the AhR. Furthermore, interspecies differences in sensitivity to AhR activation by BUVSs was observed. Overall, this study fills knowledge gaps regarding the potential toxic effects of BUVSs to fishes and can help guide improved objective assessment of risks posed by BUVS that have AhR agonistic properties for the protection of Canada’s diverse population of fish.
2024-01-01T00:00:00ZThe use of fashion as a mood enhancer and its effect on mental health in emerging adults in Canada during a global pandemicWenderski, MalgosiaUniversity of Lethbridge. Faculty of Educationhttps://hdl.handle.net/10133/67162024-03-13T05:04:18Z2023-01-01T00:00:00Zdc.title: The use of fashion as a mood enhancer and its effect on mental health in emerging adults in Canada during a global pandemic
dc.contributor.author: Wenderski, Malgosia; University of Lethbridge. Faculty of Education
dc.description.abstract: Literature demonstrates that clothing has a positive influence on aspects of mental health, and this study frames the use of clothing to enhance one’s wellbeing as a coping mechanism. The advent of the COVID-19 pandemic disrupted lifestyles as individuals were isolated in their homes in accordance with lockdown restrictions. There were global reports of isolation and diminished mental health (Rajkumar, 2020). It was unknown if emerging adults continued their high engagement with clothing during the peaks of the pandemic. The relationship between clothing, mood, and mental health is also unknown. This thesis surveyed 574 emerging adults (individuals 18 to 29) in Canada to investigate how the peaks of the pandemic had affected both clothing engagement and the use of clothing as a mood enhancer, and how this relationship impacted mental health. The mixed methods study found that participants either increased or decreased their engagement with clothing. Greater fear of COVID-19 predicted and positively correlated with fashion involvement and mood enhancement through clothing. Emerging adults reported multiple motivations to enhance mood through clothing, including bolstering the self concept, self-esteem, and comfort. While there was no relationship between mood enhancement and mental health, the thematic analysis revealed reports of both positive and negative effects of clothing on mental health. The study found that emerging adults used clothing as a coping mechanism to support their wellbeing. Furthermore, engagement with clothing, or a lack thereof had consequences to their experience. Participants shared that clothing enhanced their self-esteem, mood, self-empowerment, self-congruency, and self-efficacy. Emerging adults who did not sustain high engagement with clothing reported negative impacts to self-esteem, self-efficacy, connection with self, and mood. Future research is encouraged to further explore and clarify the relationship between clothing, mood, and mental health.
2023-01-01T00:00:00ZMusic, health and well-being in IJCM articles: an integrative reviewMcArton, LloydMantie, Rogerhttps://hdl.handle.net/10133/67152024-03-18T21:07:18Z2023-01-01T00:00:00Zdc.title: Music, health and well-being in IJCM articles: an integrative review
dc.contributor.author: McArton, Lloyd; Mantie, Roger
dc.description.abstract: The purpose of this study was to assess the ways health and well-being-related terms and concepts (health, well-being, quality of life, wellness) appear in International Journal of Community Music (IJCM) articles. The research questions were: (1) how are health and well-being concepts defined or expressed in IJCM articles? (2) What are the central themes or trends in the use of health and well-being terms in IJCM articles? And (3) what are the implications of the use of health and well-being terms for the practice and research of community music? Utilizing an integrative review methodology and supported by database software Airtable, this study examined the application, discussion, operationalization, and contextualization of music, health and wellness terms and concepts as they appear in IJCM to determine the degree of conceptual coherence on health and well-being related terms. Despite the historical and growing interest in connections between music, health and wellness among community music researchers, analysis revealed a lack of coherence in the use of health-related terms and concepts. Further, health and well-being are rarely operationalized in IJCM articles. As a result, findings from studies are not comparable and it is difficult for the knowledge base to advance.
dc.description: Open access article. Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International license (CC BY-NC-NC 4.0 DEED) applies
2023-01-01T00:00:00ZSelf-regulated learning, self-determination theory and teacher candidates' development of competency-based teaching practicesBrenner, Charlottehttps://hdl.handle.net/10133/67142024-03-06T06:05:14Z2022-01-01T00:00:00Zdc.title: Self-regulated learning, self-determination theory and teacher candidates' development of competency-based teaching practices
dc.contributor.author: Brenner, Charlotte
dc.description.abstract: Self-regulated promoting practices foster students’ development of metacognition, motivation and strategic action. These underlying learning competencies improve students' academic, social, emotional and career outcomes. Although beneficial, the development of self-regulated promoting practices is challenging, particularly for teacher candidates. This article describes self-regulated learning practices and how motivational supports for teacher candidates' self-determined motivation creates contextual conditions that foster teacher candidates’ development of these practices. The article concludes with suggestions for future research.
dc.description: Open access article. Creative Commons Attribution 4.0 International license (CC BY 4.0 DEED) applies
2022-01-01T00:00:00ZOn butterflies and silences: exploring teachers' and students' experiences in high school biology classroomsPelech, Sharonhttps://hdl.handle.net/10133/67112024-03-05T06:05:11Z2019-01-01T00:00:00Zdc.title: On butterflies and silences: exploring teachers' and students' experiences in high school biology classrooms
dc.contributor.author: Pelech, Sharon
dc.description.abstract: This paper is a hermeneutic inquiry into how students and teachers experience the biology classroom and how they navigate between expectations from external factors leading to classrooms that are focused on memorizing facts and the desire to engage students deeply in the discipline of biology. From data collected from semi-structured interviews with teachers and students, and an open-ended questionnaire, the paper explores the experiences and assumptions about teaching biology that is prevalent in the classroom. The inability of teachers or students to be able to point to memorable experiences within the classroom leads to a discussion of students’ experience of biology as a passive transmission of facts that are often considered irrelevant and boring. The paper explores the teachers’ sense of conflict between wanting to instill a love for biology in their students and their perceived role in preparing students to memorize information for tests and prepare students for post-secondary school.
dc.description: Open access article. Creative Commons Attribution 3.0 Unported license (CC BY 3.0 DEED) applies
2019-01-01T00:00:00ZTeacher candidates' self-determined motivation to develop and implement self-regulated learning practicesBrenner, Charlottehttps://hdl.handle.net/10133/67102024-03-05T06:05:17Z2022-01-01T00:00:00Zdc.title: Teacher candidates' self-determined motivation to develop and implement self-regulated learning practices
dc.contributor.author: Brenner, Charlotte
dc.description.abstract: Teaching towards self-regulated learning (SRL) is complex and involved the development of skills and sustained motivation. This study examined teacher candidates' (TCs') identification of supports and constraints for their self-determined motivation to develop SRL practices. Findings from one case within a qualitative, longitudinal study of four teacher candidates enrolled in a teacher education program (TEP) focused on SRL in Canada are presented. Supports and constraints for this TC's self-determined motivation in relation to her development and implementation of self-regulated promoting practices are identified and discussed from the prespective of SRL and self-determination theory. The data analyzed included: a questionnaire, interviews, documents, and in-class observations. The finding reveals detailed descriptive codes and categories for SRL and management practices, as well as codes related to TCs' motivational constraints and affordances for their development of SRL practices.
dc.description: Open access article. Creative Commons Attribution 4.0 International License (CC BY 4.0) applies
2022-01-01T00:00:00ZThe role of beliefs in teacher candidates' development of self-regulated learning promoting practicesBrenner, Charlottehttps://hdl.handle.net/10133/67082024-03-05T01:46:02Z2023-01-01T00:00:00Zdc.title: The role of beliefs in teacher candidates' development of self-regulated learning promoting practices
dc.contributor.author: Brenner, Charlotte
dc.description.abstract: Self-regulated learning (SRL)-promoting practices enhance students' positive academic, social, and emotional development. While effective, these practices are complex and often difficult for teacher candidates (TCs) to learn and implement. This theoretical review presents the benefits and challenges of SRL-promoting practices and examines how TCs' beliefs about SRL are implicated in their development and implementation of these practices. Conditions within teacher education programs that attend to TCs' beliefs about these practices are examined and suggestions are provided for further research in the area of TCs' beliefs and their development of teaching practices that promote SRL.
dc.description: Open access article. Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International license (CC BY-NC-ND 4.0 DEED) applies
2023-01-01T00:00:00Z