Organic Chemistry has been described as a challenging and confusing course for undergraduate students. Novices in the field have been struggling to understand fundamental concepts relating to organic mechanisms and organize their knowledge around surface features such as functional groups rather than deep underlying features. At the University of Ottawa, a new “Mechanistic patterns and principles” curriculum was designed and implemented, organized by the underlying mechanistic patterns that govern reactions rather than the traditional surface features approach. The redesigned curriculum emphasizes principles of reactivity in organic chemistry and is organized in a gradient of difficulty. The three studies included within this work act as part of a larger evaluation of the redesigned curriculum, specifically investigating an instrument to assess the formation of expertise in organic chemistry and an instrument to capture self-efficacy beliefs in organic chemistry as students progress throughout the curriculum. In the first two studies, an open and closed online categorization task was delivered to Organic Chemistry II students at both the beginning and end of their course. The open sort provided insights regarding how participants choose to sort, while the closed sort measured participants' ability to categorize reactions according to their underlying mechanistic pattern. In the first study, we provide an in-depth analysis of the changes in expertise that occur with respect to the expertise of their choices and ability. Findings from this work demonstrated a positive shift from students attending to surface to process-oriented features in the open sort, as well as an increase in students’ ability in the closed sort. The following-up study investigates the relationship between the expertise demonstrated by participants in the open and closed sorts. Additionally, this work compares these measures of expertise against varies other metrics, including a high-stakes categorization task, and academic performance to increase the validity, and probes at the reliability of findings. Findings from this work demonstrate a strong relationship between the expertise demonstrate in the online task and academic performance, as well as describe an evolving relationship between the expertise demonstrated in students’ choice and ability as they progress throughout the course. While previous work in the evaluation of the curriculum demonstrated that students possess greater ability, it is unknown whether this also translates to an increase in their beliefs about their abilities. The last study included within this work moves beyond cognitive outcomes of the curriculum to investigating the role of self-efficacy beliefs in the curriculum. Self-efficacy beliefs are defined as an individual’s belief in their capability to perform a specific task or objective successfully. This work intends to construct and validate a task-specific, multi-dimensional self-efficacy beliefs instrument for undergraduate students in the domain of organic chemistry. Pre-administration validity evidence, including test content and response process validity, was collected. Data for internal structure validity evidence was collected from a single administration with Organic Chemistry I students (N=78) to 7-factor structure within the final 39 item instrument. Due to the small sample size, these results are interpreted with extreme caution. Future work with this instrument aims to improve the validity evidence collected by expanding the sample size and evaluate the influence curriculum on self-efficacy beliefs, and who, based on demographic variables, may be benefiting the most from the transformed curriculum.

In the discipline of fashion, wardrobe staples and evening wear are two clothing categories with different purpose and used for different occasions. Wardrobe staples consist of classic garments used in our everyday life in contrast to evening wear which stands for elegant and decorative expression. This study was aimed at developing garment hybrids in between the clothing categories wardrobe staples and evening wear. Wardrobe staples and evening wear are separated because of their different characteristics, this study aims to developing garment hybrids in between the clothing categories wardrobe staples and evening wear. The motive is to look beyond the categorizations and combined their differences to a new whole, for example, a wrinkled shirt in contrast to lace gloves. These two categories consist of design that for a long time, has been settle and the same, with a clear expression and usage there are room and opportunity for renovation and change. In these established categories there are distinct right and wrong regarding shape, materials and details and minor changes can transform the whole expression. The sample was selected from a visual investigation of what characterize wardrobe staples and evening wear. These characteristics were explored physically through deconstruct the expression of wardrobe staples by adding features from evening wear to create hybrids. The contrast and differences of wardrobe staples and evening wear are altered both in shape, materials and details and therefore, in this study, various ways of changing the appearance of wardrob staples will be demonstrated. The experiments were evaluated how and how much the added feature from evening wear affects the final outcome, depending on the chosen wardrobe staple how obvious the feature has to be. The collection is showcasing garments and outfits that more or less implanted of evening wear features as well as in different ways are implanted by the features, for example as a garment or material. This study suggesting new expressions of what we already use but for long has been unchanged.

Thesis advisor: Mary Ann Glynn / Categories are persistent features of cultural fields and markets, used to delineate boundaries between different kinds of cultural products and cultural producers. Categories are dynamic social constructions, evolving over time as their constitutive practices and meanings change, through a variety of processes that scholars are still describing and unpacking. This dissertation explores, in three papers, the processes through which categories change over time in the context of the field of jazz music, describing mechanisms of category change and theorizing processes of category evolution and decline. The first paper (chapter two) examines the emergence of a novel subcategory of jazz, called bebop, in the mid-1940’s, and the changes to jazz consumption practices and category meanings that bebop’s emergence wrought. It contributes to the categorization literature by highlighting the role of consumption practices in shaping category meanings. The second paper (chapter three) examines the emergence of another subcategory, called jazz fusion, in the 1960’s and 1970’s, and unpacks gatekeeper responses to its emergence in the form of critical discourse, revealing how category gatekeepers codify category change by reordering their standards of value, quality, and category membership through their discourse. It contributes to the literature by showing how gatekeepers discursively modify categories as they make sense of new practices. The third paper (chapter 4) explores the processes through which subcategories are absorbed into broader umbrella categories, falling out of use even as their constitutive practices and meanings live on. This paper contributes to the literature by expanding our understanding of category decline. Overall, this dissertation contributes to literature on category dynamics and the practice turn in organization theory. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Carroll School of Management. / Discipline: Management and Organization.

付記する学位プログラム名: グローバル生存学大学院連携プログラム / 京都大学 / 0048 / 新制・課程博士 / 博士(工学) / 甲第21735号 / 工博第4552号 / 新制||工||1710(附属図書館) / 京都大学大学院工学研究科社会基盤工学専攻 / (主査)教授 堀 智晴, 教授 寶 馨, 准教授 佐山 敬洋, 教授 立川 康人 / 学位規則第4条第1項該当 / Doctor of Philosophy (Engineering) / Kyoto University / DGAM

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The purpose of this dissertation is to examine Quintilian' s discussion of the progymnasmata, or elementary rhetorical exercises, in the Institutio Oratoria against an historical background. The study of evidence for the development of the exercises will therefore be important, as well as comparison with the Greek Progymnasmata of Aelius Theon, who was probably a contemporary of Quintilian, and of Hermogenes, Aphthonius and Nicolaus, who all lived during the period of the Roman Empire. Authors after the fifth century A.D. have not been considered, since the progymnasmata seem to have been fixed by then and collections appeared in the Byzantine period added no new exercises. The comparison of Quintilian's work with Greek texts has necessitated a good deal of Greek terminology, for which I apologize to the reader. Since the Greek progymnasmatists have a love of classification and categorization, the reader will also find discussion of rhetorical terms. At the same time, this study shows how often the ideas of Quintilian and Theon are similar, especially in regard to teaching method, which was not usually an interest of ancient rhetorical writers, and it seems likely that Quintilian was acquainted with Theon's work. It is also instructive to see Quintilian's affirmation of the value of the progymnasmata, at a time when they were not popular with Roman rhetoricians, as part of an educational tradition which continued for many centuries. It was hoped to add an appendix containing the parts of Theon's work which are missing from the Greek text but which are found in an Armenian translation of the sixth century A.D. Unfortunately, I have not yet found anyone who can translate sixth-century Armenian. The missing passages, when translated, should be of considerable worth, not only for understanding Theon's Progymnasmata, but also for throwing more light on Quintilian's use of these exercises, especially paraphrase, and praise and denunciation of laws, concerning which little is known. / Thesis / Doctor of Philosophy (PhD)

The purpose of the present study was to detect the existence of a general pattern in the development of meaning over time, and if such a pattern existed, to compare it with certain points in Jean Piaget's theory of intelligence and in a theory concept formation as suggested by Lev Vygotsky.

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Phonemic categorization is the ability to discriminate and organize speech sounds into categories. This ability begins soon after birth and continues to refine as an individual matures. An association between categorical labeling and phonological awareness has been reported. A strong link between perception and production has been established. The present study examined phonemic categorization of two groups of four listeners. Eight-to ten-year-old children with an articulation disorder were compared with typically speaking peers to determine if the two groups differed in their ability to categorize speech sounds. Behavioral and electrophysiological measures were used to ascertain if any differences existed. These measures were obtained in response to four stimulus pairs (/pɑ/-/tɑ/, /tɑ/-/kɑ/, /pɑ/-/kɑ/, /sɑ/-/ʃɑ/). Three of the pairs (/pɑ/-/tɑ/, /tɑ/-/kɑ/, /pɑ/-/kɑ/) differed by place of articulation only and the fourth pair (/sɑ/-/ʃɑ/) consisted of sounds that are more commonly found in error for the age group of the participants. Behavioral data showed differences in reaction time between the two groups as well as between correct and incorrect responses. Electrophysiological data including the mismatch negativity showed that both groups perceived a distinction between the stimuli presented, but the normal control group generally displayed a higher SD for peak latency and amplitude. The normal control group also generally displayed a higher mean amplitude. These results suggest a difference between the two groups in the underlying processes of phonemic categorization. Specifically, these results support that the normal control group's ability to distinguish and categorize speech sounds is better established than that of their peers with an articulation disorder.