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When you want to pick up an object, it is usually a simple matter to reach out to its location, and accurately pick it up. Almost every action in such a sequence is guided and checked by vision, with eye movements usually preceding motor actions (Hayhoe & Ballard, 2005; Hayhoe, Shrivastava, Mruczek, & Pelz, 2003). However, most research in this area has been concerned about the sequence of movements in complex “everyday” tasks like making tea or tool use. Less emphasis has been placed on the object itself and where on it the eye and hand movements land, and how gaze behaviour is different when generating a perceptual response to that same object. For those studies that have, very basic geometric shapes have been used such as rectangles, crosses and triangles. In everyday life, however, there are a range of problems that must be computed that go beyond such simple objects. Objects typically have complex contours, different textures or surface properties, and variations in their centre of mass. Accordingly, the primary goals in conducting this research were three fold: (1) To provide a deeper understanding of the function of gaze in perception and action when interacting with simple and complex objects (Experiments 1a, 1b, 1c); (2) To examine how gaze and grasp behaviours are influenced when you dissociate important features of an object such as the COM and the horizontal centre of the block (Experiments 2a, 2c); and (3) To explore whether perceptual biases will influence grasp and gaze behaviours (Experiment 2b). The results from the current series of studies showed the influence of action (i.e., the potential to act) on perception in terms of where we look on an object, and vice versa, the influence of perceptual biases on action output (i.e. grasp locations). In addition, grasp locations were found to be less sensitive to COM changes than previously suggested (for example see Kleinholdermann, Brenner, Franz, & Smeets, 2007), whereas fixation locations were drawn towards the ‘visual’ COM of objects, as shown in other perceptual studies (for example see He & Kowler, 1991; Kowler & Blaser, 1995; McGowan, Kowler, Sharma, & Chubb, 1998; Melcher & Kowler, 1999; Vishwanath & Kowler, 2003, 2004; Vishwanath, Kowler, & Feldman, 2000), even when a motor response was required. The implications of these results in terms of vision for Perception and vision for Action are discussed.

Since the introduction of the Employment Equity Act in 1986, organizations in Canada's federal jurisdiction have been required to adopt Employment Equity Programs (EEPs) designed to increase the presence of four traditionally under-represented groups: women, aboriginal peoples, disabled persons, and visible minorities. This dissertation reports the results of a study that identifies the type of EEPs organizations subject to the Act have adopted, examines the impact that EEPs have had on hiring and promotion, and identifies what makes an EEP effective. Results suggest that organizations that adopt EEPs that are more formalized, more comprehensive, and better supported are more likely to hire and promote a representative number of designated group members (especially non-minority women and members of visible minorities). Implications for practitioners and policy makers are discussed.

In this study I explored the research questions, how do students understand membership in a community and the responsibilities of our various locations and what pedagogical rationales and practices move students from awareness of social injustice towards acting to transform the societal structures that reinforce injustice? This project engaged in a critical and classroom action research using ethnographic tools with a class of Grade 7 students from a Vancouver elementary school. The purpose was to create spaces in curriculum for student initiated social justice oriented actions while testing a pedagogy founded in student inquiry, criticality and praxis. This was an experiment in applying critical discourse to instructional design. While teaching about social justice issues, the teacher- researcher sought to employ the principles of social justice in the pedagogy as well as the methodology of this study. The methodology sought to be consistent with the principles of social justice through attempting to create a collaborative critical research cohort with students through using data collection to foster a dialogic relationship between teacher- researcher and students. The data collection was in the forms of teacher and student generated fieldnotes, a communal research log, photography, questionnaires, interviews and written reflections. The findings from this research were analyzed through the themes of teacher tensions, constructs of student and teachers, and resistance. The analysis of the data provided opportunities for identifying power dynamics within the concepts being critiqued, exploring the makings of the cognitive unconscious and entering into a dialogic relationship with students about official and hidden curricula. Conclusions drawn from this research included that the experiment of teaching and researching for social justice in a socially just manner requires not only a grounding in theory and an awareness of the normative discourse, but an investigation of and critical reflection on those social constructions of teacher and student that are deeply embedded in the collective cognitive unconscious of the classroom. Teacher tensions and student resistance are productive as they provoke awareness of these constructions and their effects on the classroom.

A size-weight illusion (SWI) occurs when a large object and small object of equal mass but different volume are lifted and the small object is perceived as heavier than the large object. All previous studies of the SWI used similar coloured objects and found that individuals initially use more force to lift the large object, compared to the small object but then use similar forces for the two objects on subsequent lifts. In contrast to the change in lifting forces over trials, the perceptual illusion stays consistent across all trials. The goal of the current study was to determine if introducing different colours for the SWI stimuli could alter participants’ expectations about the masses of the two objects and therefore modify the perceptual SWI. Participants lifted SWI stimuli that were either identical in colour or stimuli of different colour.

This work is dedicated to the development of a unified account of both theoretical and practical rationality. I adopt a particular view of evaluative properties, according to which entities are evaluated as good or bad according to how well they fulfill the constitutive functions of their kinds. I argue that the function of belief is to accurately represent reality, while the function of action is to satisfy the agent’s desires. These functions fix the goodness- or success-conditions of belief and action. With these functions in place, I adopt a reliabilist conception of reasoning which evaluates reasoning processes by how well they allow us to achieve the constitutive aims of belief and action. Moreover, I argue that the process of determining which action will best satisfy our desires is a cognitive matter – non-cognitive states like desire do not actually provide the agent with reasons.

Phosphodiesterases (PDEs) are the enzymes responsible for the hydrolysis of cyclic nucleotides including cAMP and cGMP. We recently discovered that natriuretic peptides elicit effects in the atrial myocardium via a PDE dependant pathway; however, the role(s) of specific PDE subtypes in atrial myocytes are not clear. Thus, I studied the effects of PDE selective blockers on mouse atrial action potentials (APs) and L-type Ca2+ currents (ICa,L). AP duration (APD) was significantly increased in the presence of IBMX (inhibits all PDEs) as well as EHNA (PDE2 inhibitor) and rolipram (PDE4 inhibitor). The PDE 3 inhibitor milrinone had no effect on APD. Applying milrinone and rolipram (PDE3/PDE4 inhibition) or EHNA, milrinone, and rolipram (PDE2/ PDE3/PDE4 inhibition) in combination prolonged APD as effectively as IBMX. A similar pattern of results was obtained for atrial ICa,L. These data provide novel insight into the unique effects of PDE inhibitors in atrial myocytes

Grounded theory methodology blended with action research can provide creative approaches to addressing policy-oriented questions with practical outcomes. Practical policy-oriented research outcomes are illustrated through an integrated constructivist grounded action research policy case study applied to collaborative natural resource management for Fisheries and Oceans Canada's (DFO) consideration. The study developed grounded theory, which reflexively informed collaborative strategies and supported action-oriented collaborative tool development. Outcomes were developed to address each of three research questions through cyclical reflexivity of researcher action shifts. Each action shift entailed cyclical reflexivity through re-visitation of data in light of both developed grounded theory and previous research question outcomes. As such, each question was addressed in reflexive cycles that built upon previous research outcomes, which was complimented by authorial reflexively. This constructivist grounded action bricolage demonstrates a reflexive, pragmatic, systematic approach to policy-oriented recommendations and tool development. Reflexive constructivist grounded action shift research supported strategic, integrated policy-oriented research outcomes for DFO Pacific Region's consideration. The hope of this research is to encourage further exploration of constructivist grounded action research as a dynamic, reflexive avenue that can support integrated adaptive organizational policies and management.

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The Vasoactive Intestinal Peptide (VIP) is an agonist of the CFTR chloride channel in the human airways. In the genetic disease Cystic Fibrosis, where CFTR is defective or absent from the apical membrane of epithelial cells, VIP innervations are lost. Our group has demonstrated that VIP increases CFTR membrane stability through PKCε. However, the mechanism remained to be determined. Here we found that VIP stimulation increases the interaction of NHERF1 and P-ERMs with CFTR through PKCε phosphorylation. Moreover a reduction of the interaction between intracellular CFTR and the Golgi associated protein, CAL was observed following VIP stimulation. Silencing either ERMs or NHERF1 with siRNA prevented the VIP ability to increase CFTR surface expression and function, confirming that NHERF1 and P-ERMs are necessary for VIP regulation of the sustained activity of membrane CFTR. This study shows the cellular mechanism by which prolonged VIP stimulation of airway epithelial cells regulates CFTR-dependent secretions.