The golf industry is an important sector of the recreation and tourism economy in Canada. In 2009, the Canadian golf industry generated an estimated total direct economic activity of CND$29.4 billion dollars and created over 300,000 jobs for Canadian residents. Within Canada, Ontario is the dominant province with regards to golf’s gross domestic product (GDP). In 2009, the 848 golf courses in Ontario generated $11.5 billion, which equates to 38.7% of Canada’s golf GDP (Strategic Networks Group, 2009). Due to the economic and employment benefits of the Ontario golf industry and its sizeable land use, it is important to fully understand the environmental impacts of golf courses. While concerns have been raised regarding water consumption by the Ontario golf industry, the golf industry in Ontario has never responded to these criticisms with actual water taking data to support their claims of environmental sustainability. Water withdrawals and water use efficiency among golf courses have yet to be quantified by the Province, the golf industry or its critics. This study uses daily water withdrawal data, self reported by 129 golf courses, to the Ministry of Environment (MOE) from 2007 to 2012. The water taking data is used to examine biophysical golf course characteristics that influence water use, to estimate annual water use by golf courses in Ontario, to identify the potential for water use reductions through best management practices (BMPs) and to explore how climate change may influence future golf course water use in Ontario. This study provides a first approximation of water use by irrigation for golf courses in Ontario. The analyses that examined the biophysical characteristics of golf courses indicated that soil type and golf course type influenced water use. During a dry season, golf courses composed of sand and silt dominated soils were found to require more water than they did during a climatically normal season. With regards to golf course type, premier private and private golf courses were found to use a greater quantity of water during both normal and dry seasons when compared to public and semi-private golf courses. The provincial water use analysis revealed that during a climatically normal season, 50.5 billion L of water is used to irrigate Ontario golf courses. Irrigation increased (58%) to 79.9 billion L during a season that was 1.2°C warmer and 29% dryer than normal. This finding indicates that under anticipated climate change by the 2050s, water use on golf courses in southern Ontario could increase by 151% current levels. The analysis for potential water savings for Ontario golf courses revealed that water use reductions of 35% are possible if golf courses adopt similar maintenance and irrigation practices to more efficient golf courses (80th percentile) in Ontario. Further research regarding maintenance practices on golf courses should be carried out to understand what best management practices result in water efficiency among courses. Also, due to the self-reporting nature of the water taking program with the MOE, it has been recommended that a more strict and automated monitoring system be implemented. Lastly, it is strongly believed that in order for the province wide water savings to be achieved, collaboration between the government and the golf industry will be needed. This study is the first approximate of water use for Ontario golf courses, however, more research is needed to examine the MOE’s water taking data in detail to better understand the determinants of water use among similar golf courses.

The problem which was investigated in this study was the influence of a child development laboratory experience and the child's discriminatory abilities on the developmental level of children's art productions. Forty-eight children, three and four years of age, of whom 24 had no prior experience, and 24 others had completed approximately six months as participants in a child development laboratory, were included in the study. All children were given a discrimination task to establish their individual levels of discriminatory abilities. Each child painted four pictures, two with easel paint and two with crayons. Each painting was analyzed to determine art content and level of development. The findings indicated that discrimination ability does not appear to be an influential factor on the developmental level of children 's art creations among children of this age. Children demonstrated more advanced art stages when using crayons than when painting with tempra at the easel. Experience in the Child Development Laboratory exerted its strongest influence on the child's production of learned art forms, alphabet letters and numerals. It was concluded that art experiences for three and four year old children tend to be motoric and exploratory responses to the various media in use by them. However, experience is also a factor in the development of children's art, in that the child's use of learned art forms is influenced by an enriched learning environment.

The population of seniors in Canada is increasing, and the numbers of seniors who remain in or return to the workforce rather than retire are also on the rise. However, work experiences of older individuals have been understudied in research. This study explores the meaning of work to a group of individuals over age 65 in Thunder Bay, a city in Northwestern Ontario. The researcher conducted ten interviews following phenomenological methods of inquiry. Using identity theory, life course perspective, and continuity theory, the study also sought to understand the importance of continuity to older individuals’ experiences of work. Findings revealed eight themes that influenced older workers’ experiences: socio-historical trends, the work environment, health, financial circumstances, purpose, choice, life beyond work, and perceptions of age. Ultimately, continuity of behaviours, life stories, and self-understandings are important features of older workers’ experiences and may influence whether this important group will continue to work.

This thesis explores Landmark Education, an American personal development company which claims to transform lives for the better. The purpose of this work is to analyse the pros and cons of various participants and professionals connected with Landmark Education. This work has been carried out as a piece of investigative journalism and reflects the principles of this field. Chapter one addresses contemporary criticisms of Landmark and outlines the main points of the investigation which will be analysed and debated in chapter three. Chapter two gives a historical background to the self-help and personal development realm that Landmark belongs to. This chapter is more informative in tone and provides an indepth discussion on est, the company to precede Landmark. Chapter three is the investigative component of this thesis and contains interviews of Landmark supporters and critics. These include former and current participants of Landmark Education, as well as professionals of clinical psychology and the personal coaching fields. This chapter primarily addresses issues connected with critical claims that Landmark is a cult. The thesis is accompanied by a supporting exegesis which outlines the relevant theoretical, historical, critical and design contexts and also seeks to defend both the applied research methodology and theoretical base.

Thèses (M.Sc.)--Université de Sherbrooke (Canada), 1997. / Titre de l'écran-titre (visionné le 20 juin 2006). Publié aussi en version papier.

Thesis (M.S.)--California State University San Marcos, 2005. / Includes bibliographical references (leaves 81-83).

Th. Etat--Droit-Histoire du droit--Paris 2, 1973. / Bibliogr. p. 241-245.

Texte remanié de: Th. univ.--Histoire--Rennes 2, 1989. / Bibliogr. t. 2, p. 793-809. Notices biographiques.

A postura educativa do enfermeiro tem significado relevante em serviço. A prática da profissão mostra nos que muitos enfermeiros tendem a ter uma postura mais dominante, crítica e de vigilância. Contudo, é importante destacar a necessidade de maior reflexão sobre essas questões, considerando a possibilidade da adesão de uma postura mais aberta, democrática, participativa e dialógica no cotidiano profissional do enfermeiro, tendo em vista as transformações por que passa a sociedade atual. Nesta pesquisa, estudamos esses pressupostos, com base nos referenciais teóricos de Freire, considerando a influência da postura pedagógica dos docentes na formação do enfermeiro psiquiátrico. OBJETIVO: Sensibilizadas com essas questões, propomos levantar o diagnóstico do processo ensino-aprendizagem com os alunos de graduação (3º ano), identificando qual o pensamento deles sobre o significado das concepções pedagógicas tradicional e contemporânea para a enfermagem psiquiátrica e suas implicações no cotidiano profissional; sugerir programa de leituras complementares com eles, visando conhecer melhor a influência positiva de ações crítico-sociais, mais abertas e democráticas nessa área de atuação. METODOLOGIA: Trabalhamos uma pesquisa de cunho qualitativo, humanista, num estudo descritivoexploratório, mediatizado pela pesquisa-ação. Usamos como técnicas: a entrevista e a observação participante, aplicando um questionário aberto. Pesquisamos 24 alunos do Curso de Graduação, que aceitaram participar do estudo. A pesquisa atende aos preceitos éticos e ao rigor científico (aprovada pelo CEP da EERPUSP). Os dados foram categorizados e os achados discutidos e analisados à luz do referencial teórico baseado nas concepções pedagógicas, bancária e problematizadora, isto é, tradicional e contemporânea, preconizadas por Freire. RESULTADOS: De acordo com os achados encontrados, a grande maioria desses sujeitos percebe a postura do enfermeiro como uma postura em fase de transição da tradicional para a contemporânea, reforçando que há enfermeiros com posturas ainda muito rígidas, limitadas e autoritárias. Em contrapartida, há enfermeiros que têm condutas humanizadas, valorativas e integrativas. Portanto, concluímos que os alunos têm uma noção real das questões abordadas, estando abertos à mudança. / The nurse educative position has an important meaning. Nursing experience show us that many of them lean to a position more dominant, critical and vigilant. However, it is important to emphasize the need of a higher reflection about this matter, considering the possibility of the acceptance of an opener position, democratical, participative and dialogic into the nurse professional daily, considering the changes taken by the actual society. In this research, we have studied these presupposed matters, basing on Freire?s reference teoric, considering the influence of the pedagogical position from teachers on the psiquiatric nurse graduation. OBJECTIVE: Being touched with these questions, we propose to raise the Teaching-Learning Process diagnostic with the graduation students (3rd year), identifying which are their thought about the traditional conception meaning and contemporary conception for psychiatric nursing and its implication over the professional daily; and suggest complementary reading programs together with them, aiming to know better the positive influence of the social-critical actions, more open and democratic on this area. METHODOLOGY: We have been working on a qualitative research, humanist, and exploring-description, guided by the researchaction. The techniques used are: interview and participant observation, applying an open questionnaire. Twenty-four students have been inquired from the Graduation Course who accepted to participate on this study. The research considered the ethnical principles and the scientific strictness (approved by CEP from EERP-USP). The dates have been distinguished, discussed and analyzed on the teoric referential based on the pedagogic conceptions, graduated and problematic, e.g., traditional and contemporary, praised by Freire. RESULTS: According to the founded subjects, most of these people realize the nursing position as a transition from traditional to contemporary. Reinforced that there are nurses with severe position imitated and authoritarian. On other hands, there are nurses which behavior is humanized, worthwhile integrative. Therefore, we concluded that the students have a brief knowledge from the questions above mentioned, being open to changes.

Explicit and implicit processes play a role in visuomotor adaptation. (Bond & Taylor, 2015; Werner et al, 2015). The purpose of the current experiment was to investigate the potential contributions of explicit and implicit processes to visuomotor adaptation when awareness was manipulated directly and indirectly. To manipulate the degree of awareness directly, participants were assigned to a Strategy or No-Strategy group, in which they were made aware or remained unaware of the distortion respectively. They were then further subdivided into groups to train with a large (60°), medium (40°) or small (20°) visuomotor distortion, such that participants could become aware of the distortion indirectly with increasing sizes. All participants performed a reaching task to three targets with a cursor that was rotated clockwise relative to their hand by the assigned degrees, and then completed a series of no-cursor reaches without visual feedback to establish the contribution of explicit and implicit processes to visuomotor adaptation. Within the no-cursor reaching trials, the contribution of explicit and implicit processes to visuomotor adaptation were determined by having subjects reach (i) with any strategies they had gained during training (explicit + implicit processes), and (ii) as they did before training with the cursor rotation (implicit processes). Our results showed that the contribution of implicit processes to visuomotor adaptation was greater in the No-Strategy group compared to the Strategy group. Moreover, implicit processes took time to develop, and decayed following a 5-minute break. In contrast, the contribution of explicit processes was greatest in the Strategy group, and increased with rotation size in the No-Strategy group. Explicit contributions also remained consistent over Blocks, as well as when re-tested following a 5-minute break. Thus, the results of the current experiment indicate that there are notable differences in explicit and implicit contributions to visuomotor distortions depending on if, and how participants become aware of the perturbation. The results also highlight the importance of instructions when evaluating reaching performance in aftereffect trials, as they can modulate reaching errors observed.