The purpose of this action research study was to examine strategies that lead to effective and efficient band rehearsals at the junior high level. Participants in the study were 28 grade 8 band students, 11 males and 17 females, as well as one music teacher researcher. Of 35 grade 8 band students, 28 or 80% chose to participate in the study. The school is located in a relatively high social-economic suburban junior high school. The research questions addressed were: 1. What proportion of instructional time do I spend on: teaching musical concepts and skills; conducting active music making; classroom management; waiting or wasting time? 2. How can I change my rehearsal practice to spend more time engaging students in active musical learning, and less time on non-musical tasks, thus improving the effectiveness and efficiency of my middle years band rehearsals? 3. How do students perceive and respond to their band rehearsals? During a 10-week block, from January to March, 2006, specific teaching innovations, drawn from the research and pedagogical literatures, were implemented with an aim to improve the effectiveness and efficiency of the band class. Music classes were video taped and later analyzed using rehearsal frames. Students responded to the instructional innovations by completing exit slips daily and attitudinal surveys at the beginning and completion of the research project. The teacher tracked her perceptions through daily journal entries and reflecting on the classes videotaped. Qualitative data were unitized and then sorted by thematic codes while quantitative data were analyzed using descriptive statistics. Pre- and Post-survey mean scores were calculated and compared using T-tests. The following conclusions were drawn: 1) The majority of class time was spent in active music making followed by “waiting” and “instruction” time; 2) The innovations introduced were effective and improved the efficiency of the band classes; 3) Students strongly agreed that they were involved during band rehearsals conducted throughout the project; and 4) The overwhelming majority of students responded positively to all survey items related to band rehearsals.

Given a symplectic manifold, it is of interest how Lie group actions, their orbit spaces look like and what are some topological requirements on the existence of such actions. In this thesis we present the work of Ono, giving some sufficient conditions for non-existence of circle actions on symplectic manifolds and work of Li, describing the fundamental groups of symplectic reductions of circle actions.

We compared a kinetic method (KM) and a colorimetric method (CM) for measuring erythrocyte aspartate aminotransferase (EAST) activity. Twenty-three healthy college students including 7 men and 16 women, aged from 22 to 40 years, participated in this study. Vitamin B-6 status was assessed by EAST activity coefficient (EAST-AC), the ratio of EAST stimulated activity by adding PLP in vitro (EAST-SA) to basal activity (EAST-BA). These subjects' EAST indices (EAST-BA, EAST-SA and EAST-AC) were compared to their plasma PLP concentration and their dietary intake of vitamin B-6 as determined by the food frequency questionnaire (FFQ) and 3-day dietary record. There was a significant correlation (r=0.59, p<0.01) in EAST-BA obtained by the two methods, while the correlation of EAST-SA values between the two methods was not significant (r=0.40, p=0.06). EAST-AC obtained with KM was linearly associated (r=0.57, p<0.01) to EAST-AC obtained with CM, but was 1.26 times higher (p<0.01) than that with CM. Thus, the method used for the determination of the normal EAST-AC value needs to be noted. None of EAST indices measured were significantly correlated with plasma PLP concentration. There was a high correlation for vitamin B-6 intake (r=0.65, p<0.01) and the ratio of vitamin B-6 to dietary protein (r=0.58, p<0.01) estimated between the FFQ and the 3-day dietary record. The results suggested the high validity of the FFQ for determining vitamin B-6 intake. Neither of these dietary methods was, however, correlated with any EAST activity indices or the plasma PLP concentration. / Graduation date: 1995

This action research project seeks to explore the question, “how can the community dances of Alberta’s past become a context for learning in the Alberta grade four music program?” This question gives the researcher an opportunity to explore several things, one of which is David Elliott’s idea of music education as praxis, which is explored through teaching a unit of instruction “praxially,” and having it culminate in a cultural/ musical event, a historical community “schoolhouse dance” simulation. Because the research method for this project is action research, the researcher is able to interrogate his practice as a music teacher. Finally, at a time of planned change to Alberta’s fine arts curriculum, this study contributes to the discussion about what the nature of arts education in Alberta can - and should - be by exploring the areas of: community involvement; student engagement; and the integration of other subject areas within music learning. / Ethnomusicology

国立情報学研究所で電子化したコンテンツを使用している。

国立情報学研究所で電子化したコンテンツを使用している。

国立情報学研究所で電子化したコンテンツを使用している。

This dissertation covers two different but related topics: the construction of consistent models in type IIB and heterotic string theories, and the higher derivative couplings for D-brane action, which will enable us to relate some models of type IIB to the heterotic side through duality chain. In the first part, we describe an alternative to the KKLT scenario, in which one can achieve de-Sitter space after fixing all moduli. We fix complex structure moduli and the axio-dilaton by deriving the stability conditions for the critical points of the no-scale scalar potential that governs the dynamics of the complex structure moduli and the axio-dilaton in compactifications of type IIB string theory on Calabi-Yau three-folds. In the second part, we show the existence of a class of flux backgrounds in heterotic string theory. The background metric we will consider is a T2 fibration over a K3 base times four-dimensional Minkowski space. Unbroken space-time supersymmetry determines all background fields except one scalar function which is related to the dilaton. The heterotic Bianchi identity gives the same differential equation for the dilaton, and we will discuss in detail the solvability of this equation for backgrounds preserving an N=2 supersymmetry. In the third part, we obtain the higher derivative D-brane action by using both linearized T-duality and string disc amplitude computation. We evaluate disc amplitude of one R-R field C^(p-3) and two NS-NS fields in the presence of a single Dp-brane in type II string theory. We obtain the action for the higher derivative brane interactions among one R-R field C^(p-3) and two NS-NS B-fields after carefully comparing the supergravity amplitudes with the corresponding string amplitude up to alpha^r2 order. We also show that these higher derivative brane couplings are invariant under both R-R and NS-NS B-field gauge transformations, and compatible with linear T-duality.

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.

Lacosamide (LCM) is a new antiepileptic drug with a previously unknown mode of action. Using electrophysiological recording techniques in a range of in vitro preparations I have determined a mechanism of action of the new drug. In a 4-aminopyridine model of tonic-clonic seizures in rat visual cortex in vitro, LCM stereoselectively reduced maximal frequency and duration of tonic activity with EC[50�s] of 71 and 41 [mu]M respectively. LCM (100 [mu]M) significantly reduced excitability in whole cell patch clamped neurons producing non-selective reduction in the incidence of excitatory/inhibitory postsynaptic currents (EPSCs; LCM: 46.1 � 15.5 %, P <0.01, n = 4, IPSCs; LCM: 24.9 � 9.6 %, P <0.01, n = 4) and block of spontaneous action potentials (EC₅₀ 61 [mu]M). The inhibitory effects of LCM did not result from changes in passive membrane properties (including resting membrane potential or input resistance) as assessed by application of voltage ramps between -70 to +20 mV. LCM did not mimic the effects of diazepam as an allosteric modulator of GABA[A] receptor currents, nor did it inhibit evoked excitatory currents mediated by AMPA or NMDA receptors. Unlike phenytoin (DPH), carbamazepine (CBZ) or lamotrigine (LTG) that blocked sustained action potential firing evoked by brief depolarising steps (750 ms) or ramps (-70 to 20 mV, 90 mV.sec⁻�), LCM could weakly reduce the frequency of action potentials evoked by brief depolarisation suggesting a potential interaction with VGSCs. In accordance with this, the effect of LCM upon neurotransmission was negated in the presence of tetrodotoxin (200 nM, TTX). The frequency of miniature EPSCs was not altered by the drug (100 [mu]M). These results discounted some crucial potential anticonvulsant targets for LCM but implied a potential interaction with electrogenic VGSCs. When SRF duration was prolonged (10 s) LCM produced significant (P <0.01, n = 4-10, EC₅₀: 48 [mu]M) inhibition, but not within the first second of the burst EC₅₀: 640 [mu]M). Evoked TTX sensitive sodium currents in N1E-115 neuroblastoma cells were significantly reduced by LCM, CBZ, LTG and DPH when V[h]: -60 mV. Hyperpolarizing pulses (500 ms) to -100 mV could reverse block by CBZ, LTG and DPH but not LCM. The V₅₀ for steady state fast inactivation was more hyperpolarized by CBZ (-79.45 � 2.64 mV, n = 5, P < 0.001), LTG (-72.30 � 1.70 mV, n = 6, P <0.05) and DPH (-77.17 � 2.32 mV, n = 6, P <0.05) but not by LCM (-65.02 � 1.75 mV, n = 6, CONTROL: -65.84 � 0.86 mV). In contrast to CBZ, LCM did not slow recovery from fast inactivation or produce frequency dependent facilitation of block of a 3 s, 10 Hz pulse train. LCM (100 [mu]M) did produce a (V₅₀: CONTROL ~64 mV, LCM -57.47 � 4.53 mV, P <0.001, n = 4-8) hyperpolarizing shift in the voltage dependence of slow sodium channel inactivation and promoted channel entry into the slow inactivated state (P <0.001, n = 6) but did not alter the rate of recovery. I therefore conclude that LCM produces inhibition of epileptiform cellular activity, at least in part, via enhancement of voltage gated sodium channel slow inactivation and represents a molecule possessing a unique anticonvulsant mechanism of action.