This thesis addresses the need for the Vancouver Art Gallery to expand to accommodate its large and ever-expanding art collection. Situated in the current debate of whether to expand on site or move to a new site altogether, this thesis proposes a contemporary addition to the existing neo-classical building which houses the current Art Gallery. To find opportunity in this historic setting, strategies involving scale and perspective, joining the old and the new, and strengthening the connection of art to the downtown core are explored. The site for this thesis is in central downtown Vancouver, BC. The new addition is located adjacent to the existing Vancouver Art Gallery on City Block 51, which is bounded by Robson, Howe, Hornby and West Georgia Streets.

Group 9 transition metal pincer complexes have shown tremendous utility in a variety of E-H (E = main group element) bond activation reactions. In an effort to access new types of highly reactive pincer-like transition metal complexes this research focuses on the development of new late metal complexes supported by tridentate bis(phosphino)silyl ligands of the type [?3-(2-R2PC6H4)2SiMe]- ([R-PSiP]; R = Cy, iPr). The incorporation of a strongly electron donating and highly trans-labilizing silyl group at the central anionic position may promote the formation of new coordinatively unsaturated compounds capable of enhanced reactivity. In this regard, the synthesis of coordinatively unsaturated Rh and Ir complexes supported by R-PSiP ligation and their ability to activate E-H bonds will be detailed. The synthesis of Cy-PSiP ligated Rh and Ir species and the ability to access the products of N–H bond oxidative addition with these species was investigated. Both [Cy-PSiP]Rh and [Cy-PSiP]Ir complexes were shown to form isolable complexes of the type [Cy-PSiP]M(H)(NHR) (M = Rh, R = aryl; M = Ir, R = H, aryl). However, attempts to generate such amido hydride complexes by N-H activation of the corresponding amine led to divergent reactivity, where adducts of the type [Cy-PSiP]Rh(NH2R) were obtained for Rh, while N-H bond oxidative addition was observed for Ir to form the targeted amido hydride complexes, including a rare example of ammonia N-H bond oxidative addition to form a monomeric, terminal parent amido complex that was crystallographically characterized. Due to the scarcity of transition metal complexes that are capable of N-H bond oxidative addition, a thorough investigation of the N-H bond activation mediated by [Cy-PSiP]Rh and Ir with various N-H containing substrates, including alkyl amines, hydrazine derivatives, and benzamides was initiated. Extension of this reactivity to the related diisopropylphosphino derivative [iPr-PSiP]IrI was also probed, as the resulting complexes were envisioned to be less susceptible to potential cyclometalation processes. Indeed, oxidative addition of primary alkyl amines, hydrazines, and benzamides was observed for [R-PSiP]Ir. These results comprise an unprecedented example of a metal complex that is capable of facile N-H bond activation in such a wide range of substrates, including challenging substrates such as ammonia and alkyl amines. A rare example of Rh-mediated N-H oxidative addition was also observed for the reaction of [Cy-PSiP]RhI with benzophenone hydrazone. The potential for these [R-PSiP]Ir(H)(NHR) complexes to insert unsaturated substrates was investigated, as the development of new pathways for the formation of C-N bonds via transition metal catalyzed N-H bond oxidative addition to a metal center followed by insertion of an alkene or alkyne into the M-N or M-H bond may provide a new pathway for accessing intermolecular amination reactions. Insertion chemistry attempts with various alkenes, alkynes, allenes, C=O and C?N containing compounds is described. Lastly, the synthesis of IrIII complexes of the type {[R-PSiP]IrR'}+X? (R = Cy, iPr; R’ = H, Me; X = OTf, BF4, B(C6F5)4) and their interactions with the C-H bonds of arenes and aldehydes, as well as, the Si-H bonds of hydrosilanes is detailed. The Si-H bond activation chemistry observed was typically influenced by the counter anion X. Thus, the more coordinating anions OTF and BF4 were shown to coordinate to and stabilize the highly electrophilic Si in transiently generated Ir silylene species.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

No description available.

Vi använder oss av ett positionssystem när vi skriver tal vilket ofta är en oreflekterad kunskap, denna kunskap förväntas elever tillägna sig redan i årskurs 1-3. Vi har under vår verksamhetsförlagda utbildning sett att vissa elever har svårt att förstå detta system. Därför är syftet med denna litteraturöversikt att undersöka vad befintlig forskning säger om elevers möjligheter och begränsningar i lärandet av positionssystemet. Materialet samlades in genom systematisk litteratursökning i flera databaser. Litteraturen som sedan analyserades och kategoriserades bestod av tretton stycken forskningsartiklar, en avhandling och en proceeding. Resultatet visade att språket är en viktig faktor i förståelsen av positionssystemet. Utvecklingen av förståelsen för positionssystemet tar lång tid men kan stödjas av undervisning som innehåller tio-grupperingar, alternativa räkneord och rätt konkret material. Förståelsen för positionssystemet visade sig även ha ett starkt samband med goda färdigheter i addition.

Ämnesområdet som detta examensarbete utgår ifrån är aritmetikundervisning. Syftet är att undersöka hur förståelse för tals del-helhetsrelationer inverkar på elevers lärande av sambandet mellan addition och subtraktion. Syftet är även att undersöka hur förståelse för tals del-helhetsrelationer påverkar lärandet av talkamrater. Vidare undersöks vilka andra effekter förståelse för tals del-helhetsrelationer har på elevers matematiklärande. Examensarbetets metod är en litteraturstudie där forskning om del-helhetsrelationer i undervisningssammanhang undersöks. Det insamlade materialet innefattar enbart internationell litteratur mellan åren 1925 och 2013. Materialet består av 13 forskningsartiklar och en forskningsrapport samt två böcker. Resultatet visar att förståelse för tals del-helhetsrelationer är en viktig faktor i förståelsen för sambandet mellan addition och subtraktion. Genom förståelsen för tals helhet och delar får elever kunskaper som är användbara vid lärandet av talkamrater. Förståelse för tals del-helhetsrelationer har även positiv effekt på lösningar av additions- och subtraktionsproblem samt på förståelse för positionssystemet och tiotalsövergångar i både addition och subtraktion.

Denna systematiska litteraturstudie undersöker vanliga missuppfattningar inom skriftliga algoritmer inom addition och subtraktion. Vi undersöker även vilka för- och nackdelar som uppkommer av strategin inom lågstadieundervisningen. Syftet med denna studie är att få en överblick av och förståelse för den skriftliga algoritmens roll i lågstadieskolor. I datainsamlingsprocessen har vi sökt efter vetenskapligt granskade artiklar från en databas. Detta gav oss rekommenderade artiklar, vilket resulterade i snöbollsurval som var vår kompletterande sökstrategi. Huvudresultatet som denna studie visar är att de vanligaste missuppfattningarna är de som innehåller växlingar och minnessiffror. De mest centrala fördelarna i denna studie är att algoritmer är en lätt strategi som ger korrekta svar. De största nackdelarna i vår studie är att uppfattning om positionssystemet samt taluppfattningen blir negativt påverkade av denna strategi. Vår slutsats utifrån dessa fynd är att den skriftliga algoritmen inte är anpassad för undervisningen i lågstadiet, utan är mer lämplig för högre årskurser i skolan. / This systematic review investigates common errors within standard addition and subtraction algorithms along with the pros and cons that come with teaching algorithms in primary school. The purpose of this study is to get an overview and an understanding of what standard written algorithms contributes with in primary schools. In the process of collecting data we have searched for peer reviewed articles from a database. This provided us with recommended articles which resulted in our choice of using snowballing as a second data collection strategy. The main results of this study show that the most common misconceptions are the ones involving carrying and borrowing. The main pros regarding standard written algorithms are that this is an easy strategy to get the correct results. The central cons in our study are that the conception of place value and number sense are affected negatively by using this strategy. Our conclusion in relation to our discoveries is that standard written algorithms are not suitable to teach in primary school, the strategy is more appropriate in higher grades in school.

This study examines the teaching and early learning of addition in primary classrooms. The relationship between teaching and learning is examined at the level of classroom interaction, in the completion of mathematical tasks. The mathematics lessons of two classes in each of two schools were observed over a period of six months, involving four teachers and the 4, 5 and 6 year old children in their classes. The mathematical focus of the study was the learning of addition, one of the first formal mathematical concepts taught in school. This formed a basis for exploring the factors involved in the teaching of mathematics to young children, and their learning. The methodology is qualitative, with participant observation the main method of data collection. Detailed fieldnotes were taken of all mathematics lessons observed; short unstructured interviews with teachers were carried out before and after the lessons. The children's understanding of number concepts and addition was assessed at both the beginning and the end of the observation period. The data was analysed using a grounded theory approach, which produced patterns of recurring variables. Analysis of these variables, influenced by the theoretical perspectives of the researcher, provided analytical pictures of teaching and learning, from which the findings emerged. The study highlights the complexity of the classroom for teachers and young children, where curriculum considerations, understanding of the mathematics concepts, social interaction and integration into the community of the classroom, vie for attention. It indicates that children are more likely to make sense of mathematics when the number curriculum is taught with a view to its complexity, rather than broken down into simple steps; the problems young children have learning to use mathematical symbols; and that the use of story is important in helping especially the youngest children understand mathematics. This was a small scale study, but provides a 'thick description' of teaching and early learning of addition, which can form a basis for future studies. Key Words: addition, early mathematical development, primary school, constructivism, socio-cultural theory, situated cognition, symbols, real world scripts, narrative.

Research Doctorate - Doctor of Philosophy (PhD) / Due to advances in information processing technology and storage capacity, nowadays huge amount of data is being collected for various data analyses. Data mining techniques, such as classification, are often applied on these data to extract hidden information. During the whole process of data mining the data get exposed to several parties and such an exposure potentially leads to breaches of individual privacy. This thesis presents a comprehensive noise addition technique for protecting individual privacy in a data set used for classification, while maintaining the data quality. We add noise to all attributes, both numerical and categorical, and both to class and non-class, in such a way so that the original patterns are preserved in a perturbed data set. Our technique is also capable of incorporating previously proposed noise addition techniques that maintain the statistical parameters of the data set, including correlations among attributes. Thus the perturbed data set may be used not only for classification but also for statistical analysis. Our proposal has two main advantages. Firstly, as also suggested by our experimental results the perturbed data set maintains the same or very similar patterns as the original data set, as well as the correlations among attributes. While there are some noise addition techniques that maintain the statistical parameters of the data set, to the best of our knowledge this is the first comprehensive technique that preserves the patterns and thus removes the so called Data Mining Bias from the perturbed data set. Secondly, re-identification of the original records directly depends on the amount of noise added, and in general can be made arbitrarily hard, while still preserving the original patterns in the data set. The only exception to this is the case when an intruder knows enough about the record to learn the confidential class value by applying the classifier. However, this is always possible, even when the original record has not been used in the training data set. In other words, providing that enough noise is added, our technique makes the records from the training set as safe as any other previously unseen records of the same kind. In addition to the above contribution, this thesis also explores the suitability of pre-diction accuracy as a sole indicator of data quality, and proposes technique for clustering both categorical values and records containing such values.

Thesis (M.A.)--Carleton University, 2004. / Includes bibliographical references (p. 56-60). Also available in electronic format on the Internet.