This article focuses on digital role-playing games produced by BioWare in which the decisions made by players can have a profound impact on the narrative of each game. My approach relies heavily upon the dissection of examples from Dragon Age: Origins, Mass Effect, and Mass Effect 2 as I found that scholarship about video games focused heavily on theory rather than analysis of in-game content, at least compared to the size and popularity of the genre. I work with key concepts such as narrative, simulation, and sideshadowing in order to analyse the dialogue options and scenarios presented to the player in these games. I claim that we can compare decision-making in real life and decision-making in role-playing games in order to examine the emotions and thoughts that go into the decision-making process. I task myself with discussing the implications of choosing ones own narrative and analysing the mechanics of these games that urge players to make morality-based choices. I consider the ideas of Gary Saul Morson and Mikhail Bahktin as a way of using literary theory to deconstruct the complexities of navigating through these unique game worlds. My aim is to show that the multi-linear structures of modern, digital role-playing games represent simulators through which players can explore their own decision-making processes. BioWare constructs emotional and intellectual decision-making opportunities that entice players to consider their own morality in the face of life or death decisions. I argue that these role-playing games urge us to consider the ways we make decisions in our everyday lives and allow us to simulate how we might act given the chance to play hero or villain.

As demands on school-based administrators continue to increase, so do their responsibilities. Historically the roles and responsibilities of school principals have been clearly delineated in both the legislation governing in-school administrators and also in principals' job descriptions. Principals typically know the expectations of their leadership roles, however, the same cannot be said for all vice-principals (VPs). The pattern that emerges is one that shows the VP as being a jack-of-all-trades. Typically, Saskatchewan rural VPs do not have clearly delineated expectations formally or informally in either legislation or job description. Most often VPs positions are advertised as containing a teaching component and "other duties as assigned." The 2001 Saskatchewan Teachers' Federation (STF) recommendations for improving in-school administration positions have led to little change (p. 3). The conceptual framework focused on the relationship between geographical location (distance), gender and rural Saskatchewan VP perceptions of employee-made and employer-made workplace obligations. VPs are a critical yet often overlooked component of school effectiveness. This emphasized the need for advancing our understanding of VPs' employment relationship and connecting this to the "VP role restructured" blueprint found in the literature. The purpose of this study was to investigate, explore and describe the pattern of the psychological contract among Saskatchewan rural VP's and facilitate better utilization of their skills and leadership. Quantitative and qualitative methods were used in this study. The quantitative data was derived from Rousseau's (2000) Psychological Contract Inventory (PCI) survey questionnaire. This survey was used to determine the extent of employee-made and employer-made workplace obligations from the VP perception. The sample consisted of 42 VPs employed in rural Saskatchewan schools. The qualitative data were generated from participant responses to the open-ended questions attached to the end of the PCI. The responses to the survey and the open-ended questions were analyzed according to the research questions, emerging themes and recurring themes. After the data were analyzed, relationships were revealed between geographical location, gender, and rural VPs' perceptions of workplace obligations. The findings in this study revealed VPs were generally in agreement that relationships between distance, gender and perceptions of workplace obligations were slight at best. It was also revealed that VPs' perceptions of employee-made and employer-made workplace obligations were characterized as well-being items representative of loyalty and security features of a relational psychological contract. VPs indicated a willingness to commit to the organization regardless of distance or gender. Participants almost unanimously expressed their aspirations for the inclusion of professional growth, skill enhancement and increased leadership responsibilities in their assigned, expected and assumed role behaviors. Participant responses were generally consistent with the literature. Derived from participants' qualitative responses, VPs lead busy work lives. As revealed in the findings, VPs indicated they had aspirations for enhanced leadership opportunities. This study generated many implications for practice, policy and research.

As demands on school-based administrators continue to increase, so do their responsibilities. Historically the roles and responsibilities of school principals have been clearly delineated in both the legislation governing in-school administrators and also in principals' job descriptions. Principals typically know the expectations of their leadership roles, however, the same cannot be said for all vice-principals (VPs). The pattern that emerges is one that shows the VP as being a jack-of-all-trades. Typically, Saskatchewan rural VPs do not have clearly delineated expectations formally or informally in either legislation or job description. Most often VPs positions are advertised as containing a teaching component and "other duties as assigned." The 2001 Saskatchewan Teachers' Federation (STF) recommendations for improving in-school administration positions have led to little change (p. 3). The conceptual framework focused on the relationship between geographical location (distance), gender and rural Saskatchewan VP perceptions of employee-made and employer-made workplace obligations. VPs are a critical yet often overlooked component of school effectiveness. This emphasized the need for advancing our understanding of VPs' employment relationship and connecting this to the "VP role restructured" blueprint found in the literature. The purpose of this study was to investigate, explore and describe the pattern of the psychological contract among Saskatchewan rural VP's and facilitate better utilization of their skills and leadership. Quantitative and qualitative methods were used in this study. The quantitative data was derived from Rousseau's (2000) Psychological Contract Inventory (PCI) survey questionnaire. This survey was used to determine the extent of employee-made and employer-made workplace obligations from the VP perception. The sample consisted of 42 VPs employed in rural Saskatchewan schools. The qualitative data were generated from participant responses to the open-ended questions attached to the end of the PCI. The responses to the survey and the open-ended questions were analyzed according to the research questions, emerging themes and recurring themes. After the data were analyzed, relationships were revealed between geographical location, gender, and rural VPs' perceptions of workplace obligations. The findings in this study revealed VPs were generally in agreement that relationships between distance, gender and perceptions of workplace obligations were slight at best. It was also revealed that VPs' perceptions of employee-made and employer-made workplace obligations were characterized as well-being items representative of loyalty and security features of a relational psychological contract. VPs indicated a willingness to commit to the organization regardless of distance or gender. Participants almost unanimously expressed their aspirations for the inclusion of professional growth, skill enhancement and increased leadership responsibilities in their assigned, expected and assumed role behaviors. Participant responses were generally consistent with the literature. Derived from participants' qualitative responses, VPs lead busy work lives. As revealed in the findings, VPs indicated they had aspirations for enhanced leadership opportunities. This study generated many implications for practice, policy and research.

The study had two purposes: (A) to examine the relationship between the ideal and the real roles associated with pre-student teaching experiences in the laboratory school as perceived by (1) pre-student teachers, (2) cooperating teachers, and (3) university supervisors and (B) to determine if the position of the respondent conditioned the agreement-disagreement in their perceptions of the ideal and real roles. The term "ideal'' role described the optimum in pre-student teaching experiences; the term "real" role related to the existing situation experienced by the respondents.An opinionnaire was developed specifically for this study; it was submitted to a panel of experts for refinement; it was pilot tested for validity; and it was administered during the Winter Quarter of 1977-1978. The total population which responded to the instrument included 168 student teachers, 38 cooperating laboratory school teachers, and 17 university supervisors.Contingency tables were constructed for fifteen discrete areas of concern, which were organized into the following categories: Purposes of the Program, Organization of Pre-Student Teaching Experiences, Classroom Management, Teaching Skills, and Evaluation. The chi-square statistical treatment was used to test a series of null hypotheses. The .05 level of significance was required for rejection of the null hypotheses.An extensive review of prior research and a study of professional literature was completed. Six generic areas were determined as a basis for the organization of the review.1. The Development of Role Concept2. The Importance of Pre-Student TeachingExperiences3. The Significance of the Laboratory School 4. The Salient Factors in the Role of the Pre-Student Teacher5. The Influential Role of the Cooperating Teacher6. The Functions of the University SupervisorIn addition to the forty-five tables which contained data regarding each area of concern studied, a series of summary tables was presented. In ten of the fifteen areas o concern there was found to be a relationship between the position of the respondents and the perception of the "ideal." In seven of the fifteen areas of concern there was shown to be a relationship between the Position of the respondents and the reported perception of the "real." In eight instances the null hypothesis was rejected when the position of the respondents was compared to the level of satisfaction expressed.Additional summary data were presented concerning the specific responses most frequently selected as "ideal" and as "real" by each of the respondent classifications. The levels of agreement were similarly reviewed and summarized for all areas of concern for each of the population classifications.Among the conclusions reported were:1. The student population was found to be moredissatisfied with the existing situation thaneither the cooperating teachers or the uni-versity supervisors.2. When identifying the "ideal" response, amajority of the respondents in all three population classifications agreed on one specific item (student teachers, nine times; cooperating teachers, ten times; and university supervisors, nine times). In the remaining instances, choice was sufficiently distributed to result in a lack of a majority in any one response item.The study concluded with a list of recommendations for action and for further study.

The recent waves of immigration have dramatically changed the urban landscape of Canada’s metropolitan regions. One of the significant markers of this change are ethnic retail activities that manifest in ethnic shopping strips and centres. The dynamics of ethnic retailing pose various challenges for municipalities; yet, our knowledge of its complexities is limited, especially in terms of its relationship with and implications for city planning. Current literature on multicultural planning advocates for cultural sensitivity in planning practice based on a limited number of empirical studies. It generally overlooks planners’ professional mandate and the constraints inherent in the planning system that hinder planners’ capacity to be proactive, and is regularly disregarded in practice. This research focuses on the phenomenon of ethnic retailing and provides empirical data to bridge the research gaps. Several research objectives were pursued in this thesis, including: the exploration of ethnic retail activities among different ethnic groups in different commercial settings, the examination of the ethnic retail development process and key players in the production of ethnic retail spaces, and the identification of the role of municipal planning in ethnic retailing. The study targets the Chinese, South Asian, and Italian business communities; four case studies were conducted, including three retail strips in the inner city of Toronto, namely East Chinatown, the Gerrard India Bazaar, and Corso Italia, and one suburban Asian theme mall, the Pacific Mall in the Town of Markham. The four case studies demonstrate that planners play an inactive or a reactive role in the context of ethnic retail area development. The major reason for their limited role is that planners must abide by the legislative structure and the procedures of the planning system. They must, by the nature of their profession, focus on city-wide issues. The planning profession’s mandate confines planners’ capacity and flexibility in dealing with the multicultural challenges presented by local ethnic communities. Another major area this research explores is the nature of ethnic retailing. There are important inter-group and intra-group differences among the case studies. There are also significant differences between the inner-city retail strips and the suburban shopping mall. The relationship of the dynamics of ethnic retailing and urban planning is explored, with particular focus on community building, the relationship between the City vision and local diversity, and ethnic expression. These findings demonstrate the dynamic, fluid, and complex nature of ethnic retailing that constantly changes and evolves. Considering these dynamics, the findings indicate that there can be no templates in planning approaches to ethnic retailing. Planners must respect the local diversity and reject universal treatments of ethnic retail areas. Planners do not have authority to initiate ethnic retailing, nor is it possible for them to create a universal template to regulate the development of ethnic retail areas. Yet, there are other innovative ways for planners to balance city-wide and local interests, helping to recreate community focal points and serve the ultimate goal of “planning for all”. This study provides several recommendations for municipal planning: First, planners must reinvent themselves by adopting a proactive and holistic planning approach. Planners must think beyond the technical dimensions of urban development and consider the social and cultural aspects, especially the ethno-cultural elements, of the community, and incorporate them in the planning process. Several conventional planning tools, including ethno-racial and business data collection at the neighbourhood level, Secondary Plans that recreate community focal points, and (multicultural) public participation can be effectively applied to ethnic retail development. Another important step is to establish a Multicultural Planning Office to deal with ethnic-oriented development projects and the consequent multicultural challenges. Second, the study suggests developing strong and explicit policy statements in support of ethno-cultural diversity. Securing political backing from City councillors is as important in providing planners with the authority they need to contribute to ethnic retail development. Third, municipal planning requires interdepartmental collaboration. The two core municipal functions, the Planning Department and the Economic Development Office should set up a joint task force to work together in dealing with ethnic retail challenges. Finally, building community-based partnerships is an effective and efficient means to involve all stakeholders boarding the process. This includes outreach to the ethnic communities and alliance with community agencies.

ABSTRACT CAMP factor is a 25kDa extracellular protein from Streptococcus agalactiae (Group B streptococci) that contains 226 amino acid residues. CAMP factor has been characterized as a pore-forming toxin (PFT). The typical mechanism of pore formation of PFTs involves three main stages, namely binding of toxin monomers to the membrane surface, oligomerization of the monomers on the cell membrane, and finally the insertion of oligomers into the membrane. This study focused on second stage, and investigates the oligomerisation of CAMP factor on sheep red blood cell membranes. It is known that the hemolytic activity of CAMP factor is greatly enhanced by interaction with sphingomyelinase from Staphylococcus aureus. We here focused on understanding the role of sphingomyelinase in the oligomerisation step. Experimental data were obtained using Förster resonance energy transfer (FRET) studies. The fluorescence dyes IAEDANS and Fluorescein-5-maleimide were used as donor/acceptor fluorophores and attached to mutant single cysteine residues in CAMP factor. Samples of donor- and acceptor-labelled protein were mixed and incubated with red cell membranes that had or had not been pre-treated with sphingomyelinase. Energy transfer was monitored with time-resolved and steady-state fluorescence measurements. In the time-resolved experiments, the fluorescence lifetime of the donor was measured in the presence and the absence of the acceptor, on membrane samples that were or were not treated with sphingomyelinase. We observed a decrease in the fluorescence lifetime of the donor with the presence of the acceptor. The decrease in lifetime due to acceptor interaction signifies the occurrence of energy transfer between the donor and acceptor fluorophores, which indicates proximity due to oligomerisation of the CAMP factor protein on the cell membrane. This was only observed when the membranes had been treated with sphingomyelinase. When membranes were used that had not been treated with sphingomyelinase, the donor lifetimes are very low, suggesting the inability of the CAMP factor to undergo membrane insertion and oligomerisation.

The recent waves of immigration have dramatically changed the urban landscape of Canada’s metropolitan regions. One of the significant markers of this change are ethnic retail activities that manifest in ethnic shopping strips and centres. The dynamics of ethnic retailing pose various challenges for municipalities; yet, our knowledge of its complexities is limited, especially in terms of its relationship with and implications for city planning. Current literature on multicultural planning advocates for cultural sensitivity in planning practice based on a limited number of empirical studies. It generally overlooks planners’ professional mandate and the constraints inherent in the planning system that hinder planners’ capacity to be proactive, and is regularly disregarded in practice. This research focuses on the phenomenon of ethnic retailing and provides empirical data to bridge the research gaps. Several research objectives were pursued in this thesis, including: the exploration of ethnic retail activities among different ethnic groups in different commercial settings, the examination of the ethnic retail development process and key players in the production of ethnic retail spaces, and the identification of the role of municipal planning in ethnic retailing. The study targets the Chinese, South Asian, and Italian business communities; four case studies were conducted, including three retail strips in the inner city of Toronto, namely East Chinatown, the Gerrard India Bazaar, and Corso Italia, and one suburban Asian theme mall, the Pacific Mall in the Town of Markham. The four case studies demonstrate that planners play an inactive or a reactive role in the context of ethnic retail area development. The major reason for their limited role is that planners must abide by the legislative structure and the procedures of the planning system. They must, by the nature of their profession, focus on city-wide issues. The planning profession’s mandate confines planners’ capacity and flexibility in dealing with the multicultural challenges presented by local ethnic communities. Another major area this research explores is the nature of ethnic retailing. There are important inter-group and intra-group differences among the case studies. There are also significant differences between the inner-city retail strips and the suburban shopping mall. The relationship of the dynamics of ethnic retailing and urban planning is explored, with particular focus on community building, the relationship between the City vision and local diversity, and ethnic expression. These findings demonstrate the dynamic, fluid, and complex nature of ethnic retailing that constantly changes and evolves. Considering these dynamics, the findings indicate that there can be no templates in planning approaches to ethnic retailing. Planners must respect the local diversity and reject universal treatments of ethnic retail areas. Planners do not have authority to initiate ethnic retailing, nor is it possible for them to create a universal template to regulate the development of ethnic retail areas. Yet, there are other innovative ways for planners to balance city-wide and local interests, helping to recreate community focal points and serve the ultimate goal of “planning for all”. This study provides several recommendations for municipal planning: First, planners must reinvent themselves by adopting a proactive and holistic planning approach. Planners must think beyond the technical dimensions of urban development and consider the social and cultural aspects, especially the ethno-cultural elements, of the community, and incorporate them in the planning process. Several conventional planning tools, including ethno-racial and business data collection at the neighbourhood level, Secondary Plans that recreate community focal points, and (multicultural) public participation can be effectively applied to ethnic retail development. Another important step is to establish a Multicultural Planning Office to deal with ethnic-oriented development projects and the consequent multicultural challenges. Second, the study suggests developing strong and explicit policy statements in support of ethno-cultural diversity. Securing political backing from City councillors is as important in providing planners with the authority they need to contribute to ethnic retail development. Third, municipal planning requires interdepartmental collaboration. The two core municipal functions, the Planning Department and the Economic Development Office should set up a joint task force to work together in dealing with ethnic retail challenges. Finally, building community-based partnerships is an effective and efficient means to involve all stakeholders boarding the process. This includes outreach to the ethnic communities and alliance with community agencies.

ABSTRACT CAMP factor is a 25kDa extracellular protein from Streptococcus agalactiae (Group B streptococci) that contains 226 amino acid residues. CAMP factor has been characterized as a pore-forming toxin (PFT). The typical mechanism of pore formation of PFTs involves three main stages, namely binding of toxin monomers to the membrane surface, oligomerization of the monomers on the cell membrane, and finally the insertion of oligomers into the membrane. This study focused on second stage, and investigates the oligomerisation of CAMP factor on sheep red blood cell membranes. It is known that the hemolytic activity of CAMP factor is greatly enhanced by interaction with sphingomyelinase from Staphylococcus aureus. We here focused on understanding the role of sphingomyelinase in the oligomerisation step. Experimental data were obtained using Förster resonance energy transfer (FRET) studies. The fluorescence dyes IAEDANS and Fluorescein-5-maleimide were used as donor/acceptor fluorophores and attached to mutant single cysteine residues in CAMP factor. Samples of donor- and acceptor-labelled protein were mixed and incubated with red cell membranes that had or had not been pre-treated with sphingomyelinase. Energy transfer was monitored with time-resolved and steady-state fluorescence measurements. In the time-resolved experiments, the fluorescence lifetime of the donor was measured in the presence and the absence of the acceptor, on membrane samples that were or were not treated with sphingomyelinase. We observed a decrease in the fluorescence lifetime of the donor with the presence of the acceptor. The decrease in lifetime due to acceptor interaction signifies the occurrence of energy transfer between the donor and acceptor fluorophores, which indicates proximity due to oligomerisation of the CAMP factor protein on the cell membrane. This was only observed when the membranes had been treated with sphingomyelinase. When membranes were used that had not been treated with sphingomyelinase, the donor lifetimes are very low, suggesting the inability of the CAMP factor to undergo membrane insertion and oligomerisation.

The purpose of this qualitative study was to examine the ways in which the primary Discourse and school experiences inform the literate identity of a male teacher, as well as his professional practice. The research looks at the various influences and relationships that come to bear on male literate identity from childhood to professional practice. As well, it responds to the contention of the popular media that boys lagging literacies might be remediated through the presence of more male literacy role models in the classroom. This study suggests that although role models may be influential under particular circumstances, the development of literate identity is far more complex and nuanced.<p> This study focuses on six male teachers and describes their experiences of literacy, particularly reading, from childhood into professional practice. Data were collected through semi-structured interviews and informal observations. The interviews revealed that male literate identity is a product not only of parental attitudes toward literacy, but it is also determined by the individuals sense of competence and purpose, as well as sometimes serendipitous encounters with other readers.

This article focuses on digital role-playing games produced by BioWare in which the decisions made by players can have a profound impact on the narrative of each game. My approach relies heavily upon the dissection of examples from Dragon Age: Origins, Mass Effect, and Mass Effect 2 as I found that scholarship about video games focused heavily on theory rather than analysis of in-game content, at least compared to the size and popularity of the genre. I work with key concepts such as narrative, simulation, and sideshadowing in order to analyse the dialogue options and scenarios presented to the player in these games. I claim that we can compare decision-making in real life and decision-making in role-playing games in order to examine the emotions and thoughts that go into the decision-making process. I task myself with discussing the implications of choosing ones own narrative and analysing the mechanics of these games that urge players to make morality-based choices. I consider the ideas of Gary Saul Morson and Mikhail Bahktin as a way of using literary theory to deconstruct the complexities of navigating through these unique game worlds. My aim is to show that the multi-linear structures of modern, digital role-playing games represent simulators through which players can explore their own decision-making processes. BioWare constructs emotional and intellectual decision-making opportunities that entice players to consider their own morality in the face of life or death decisions. I argue that these role-playing games urge us to consider the ways we make decisions in our everyday lives and allow us to simulate how we might act given the chance to play hero or villain.