In Canada, many large-scale assessments are administered in English and French. The validity of decisions made from using these assessments critically depends on the meaningfulness and comparability of scores from using different versions of assessments. This research study focused on examining (1) the degree of construct comparability and (2) possible sources of incomparability of the Canadian English and French versions of the programme for international student assessment (PISA), 2003 problem-solving measure (PSM). In this study, statistical and qualitative linguistic reviews were used to examine construct comparability and potential sources of incomparability. These procedures sought to (1) determine the degree of comparability of the measure (2) identify if there are items that function differentially and (3) identify the potential sources of differential item functioning in the two language versions of the measure. Evidence from these procedures was used to determine the comparability of the inferences based on test scores from PISA 2003, PSM. A comparative analysis of the two language versions of the measure indicated that there were some psychometric differences at the scale and item level between the two languages which may jeopardize the comparability of assessment results.

In Canada, many large-scale assessments are administered in English and French. The validity of decisions made from using these assessments critically depends on the meaningfulness and comparability of scores from using different versions of assessments. This research study focused on examining (1) the degree of construct comparability and (2) possible sources of incomparability of the Canadian English and French versions of the programme for international student assessment (PISA), 2003 problem-solving measure (PSM). In this study, statistical and qualitative linguistic reviews were used to examine construct comparability and potential sources of incomparability. These procedures sought to (1) determine the degree of comparability of the measure (2) identify if there are items that function differentially and (3) identify the potential sources of differential item functioning in the two language versions of the measure. Evidence from these procedures was used to determine the comparability of the inferences based on test scores from PISA 2003, PSM. A comparative analysis of the two language versions of the measure indicated that there were some psychometric differences at the scale and item level between the two languages which may jeopardize the comparability of assessment results.

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In Canada, many large-scale assessments are administered in English and French. The validity of decisions made from using these assessments critically depends on the meaningfulness and comparability of scores from using different versions of assessments. This research study focused on examining (1) the degree of construct comparability and (2) possible sources of incomparability of the Canadian English and French versions of the programme for international student assessment (PISA), 2003 problem-solving measure (PSM). In this study, statistical and qualitative linguistic reviews were used to examine construct comparability and potential sources of incomparability. These procedures sought to (1) determine the degree of comparability of the measure (2) identify if there are items that function differentially and (3) identify the potential sources of differential item functioning in the two language versions of the measure. Evidence from these procedures was used to determine the comparability of the inferences based on test scores from PISA 2003, PSM. A comparative analysis of the two language versions of the measure indicated that there were some psychometric differences at the scale and item level between the two languages which may jeopardize the comparability of assessment results.

In Canada, many large-scale assessments are administered in English and French. The validity of decisions made from using these assessments critically depends on the meaningfulness and comparability of scores from using different versions of assessments. This research study focused on examining (1) the degree of construct comparability and (2) possible sources of incomparability of the Canadian English and French versions of the programme for international student assessment (PISA), 2003 problem-solving measure (PSM). In this study, statistical and qualitative linguistic reviews were used to examine construct comparability and potential sources of incomparability. These procedures sought to (1) determine the degree of comparability of the measure (2) identify if there are items that function differentially and (3) identify the potential sources of differential item functioning in the two language versions of the measure. Evidence from these procedures was used to determine the comparability of the inferences based on test scores from PISA 2003, PSM. A comparative analysis of the two language versions of the measure indicated that there were some psychometric differences at the scale and item level between the two languages which may jeopardize the comparability of assessment results. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

<p> The importance of neighbourhood identification as part of the overall urban image is outlined. The manner in which individuals cognitively structure neighbourhood is examined along two major lines of enquiry. Firstly, differences in the spatial extent of neighbourhood with which respondents identify, are related to their socio-economic and role profiles. The second section of the study uses the methodology of Personal Construct Theory, in particular, the repertory grid test, to elicit the constructs or attributes which individuals use in deciding that certain segments of the surrounding district are within their cognitive neighbourhood while other segments are felt to be outside. The findings indicate that statements about social class and surrogates for this variable, are the primary discriminator between neighbourhood and non-neighbourhood.</p> / Thesis / Master of Arts (MA)

The purpose of the present study was to investigate the effect of ease of evaluation of dimensions on the construct validity of a selection assessment center conducted in 1993. High ease of evaluation dimensions, operationalized as the greatest proportion of highly diagnostic behaviors, were expected to demonstrate greater construct and criterion related validity. Multitrait-multimethod analysis and confirmatory factor analysis results indicated that high ease of evaluation dimensions demonstrated greater convergent and discriminant validity than low ease of evaluation dimensions. Contrary to predictions, however, there was little difference in the criterion related validity of the high versus low ease of evaluation dimensions. Moreover, the entire assessment center yielded extremely low predictive validity using both dimension and exercise scores as predictors. The implications of the findings from this study are discussed. / Ph. D.

The adrenal gland is an important endocrine organ, protecting the body against acute and chronic stress. The adrenal cortex consists of three morphologically and functionally distinct zones: the outer zona glomerulosa (zG), the zona fasciculata (zF), and the innermost zona reticularis (zR). In rodents, zG cells produce mineralocorticoids (mainly aldosterone), while zF cells secrete glucocorticoids (mainly corticosterone). The functions of zG and zF are defined by the mutually exclusive expression of Cyp11b2 and Cyp11b1 that encode the enzymes aldosterone synthase and 11β-hydroxylase, which catalyze the terminal reactions in the production of aldosterone and corticosterone, respectively. This thesis aims to investigate the maintenance of the definitive mouse adrenal cortex. This involves studies to identify the location of adrenal stem/progenitor cells, and the mechanisms by which differentiated adrenocortical cells are replenished in the adult mice. BrdU pulse-chase studies provided valuable information about cell division and cell fate under physiological or pathophysiological stimulations. The distribution of adrenocortical cells with nuclei stained positively for BrdU and/or Ki67 was identified. Ki67 labelling marked actively dividing cells and showed that adrenocortical cells originate at or around the zG/zF interface. BrdU labelling indicated that, following cell division, cells are displaced inwards and outwards. Acute angiotensin II treatment was shown to have no significant effects on the cell proliferation or turnover in any of the adrenocortical zones. The pathophysiological effects of long-term ACTH treatment were analyzed in a mouse model of congenital adrenal hyperplasia caused by a null mutation of Cyp11b1. Cell hypertrophy was evident in all regions of the adrenal cortex due to the impaired negative-feedback of the HPA axis. Adrenocortical cell proliferation was also increased particularly in the outer zona fasciculata at the border between zG and zF where adrenocortical stem/progenitor cells might be located. The intervening steps between cell proliferation and the final differentiation into steroidogenic zG and zF cells have yet to be discovered. A visual method of monitoring levels of Cyp11b2 and Cyp11b1would offer a convenient approach to track the stages of adult stem cell differentiation that lead to normal adrenal maintenance in vivo and in vitro. In the present study an AS-mCherry-11B-EGFP BAC construct was successfully engineered, in which Cyp11b2 and Cyp11b1 were substituted by mCherry and EGFP, respectively. This BAC construct was characterized in mouse adrenocortical Y1 cells. It was determined that EGFP faithfully recapitulated the expression of Cyp11b1. Forskolin or cAMP treatment induced a rapid cell rounding effect and caused the increased expression of EGFP transgene and endogenous Cyp11b1. An attempt was made to establish a transgenic mouse model, in which zG and zF cells would be marked with mCherry and EGFP respectively, allowing the differentiation of an adrenocortical stem cell to be traced. Following microinjection of the BAC into mouse zygotes, twoAS-mCherry-11B-EGFP transgenic founder mice were identified. Unfortunately, neither of them was able to transmit the transgene through germline, suggesting the mosaicism of transgene integration. Indeed, mosaicism of the transgenic adrenals was demonstrated by RT-PCR and immunostaining, which also revealed that the exogenous EGFP expression faithfully recapitulated the endogenous Cyp11b1 in adrenals. Although it is assumed that expression of Cyp11b2 and Cyp11b1 are mutually exclusive, zG and zF cells may have the plasticity to allow the transition from one cell type into another. The AS-mCherry-11B-EGFP BAC construct is a useful tool for studying in vitro ES cell differentiation towards the adrenocortical lineage. Transgenic AS-mCherry-11B-EGFP ES cells were successfully differentiated into mesenchymal stem cells, as identified by the expression of molecular markers for the mesenchymal lineage. It has been reported that steroidogenic factor (Sf1) can promote the differentiation of MSCs into steroidogenic cells, and Shh plays an important role in Sf1 expression and the consequent adrenal development. However, Shh treatment failed to achieve transformation of mesenchymal cells into adrenocortical cells. It is thought there might be a requirement for additional factors to combine with Shh in promoting the transdifferentiation of ESC-derived mesenchymal cells. Future studies will focus on the genetic control of Cyp11b1 and Cyp11b2 in transgenic AS-mCherry-11B-EGFP ES cells. In conclusion, the location and fate of the adrenocortical progenitor cells were demonstrated by the BrdU pulse-chase studies in different mouse models. An AS-mCherry-11B-EGFP BAC construct was generated, and used to study the mutual and differential controls of Cyp11b1 and Cyp11b2 expression in adrenocortical cells in vitro and in transgenic mice in vivo.

This study used component R-analysis factor technique with orthagonal rotation to investigate the construct validity of the Values for Working, Values for Teaching, and Values for Helpers value system analysis instruments, by a factor analysis of the items on each. Random selection was used to compile a sample of 100 for each. Items measured tribalism, existentialism, sociocentrism, egocentrism, and manipulativeness on the first test, egocentrism and existentialism on the second, and only two items, measuring egocentrism, on the third. The study recommends that other items be eliminated or revised, and that data be reanalyzed for the presence of higher order or obligque factors corresponding to the value systems.

This research study examines two recent conceptualisations of leadership that have evolved from previous leadership research. They are the Level 5 leadership theory and the romance of leadership theory. These concepts have been chosen as they represent conflicting perspectives of leadership. The aim of this research study is to investigate whether a recent historical profile of publicity given to a prominent Level 5 leader lends itself to a romance of leadership interpretation. The present study addressed this aim by adopting a research methodology that is qualitative in nature and by utilising archival case history research and theory-based sampling. The two measuring instruments that were used are the items comprising the romance of leadership scale (RLS-C) and archival data. An exemplar of a Level 5 leader that has received ample press coverage, Bill Gates, was chosen. 201 articles from the following five sources and four years were collected and their content analysed: the Wall Street Journal, the Economist, Forbes, Fortune and Business Week in 1990, 1995, 1998 and 2006. The positive period included 1990 and 2006, and negative period 1995 and 1998. Once the 201 newspaper articles were randomly selected, the researcher analysed the content via 17 sub-categories. The eight sub-categories from the principles of Level 5 leadership were used as a criterion to find supportive evidence in the data for the Level 5 leadership theory. The researcher concurrently used the nine items from the RLS-C, which comprised nine sub-categories as a criterion to find supportive evidence in the data for romance of leadership theory. This research study resulted in a follower-centric, non-traditional recognition of leadership as it provided clear support for the romance of leadership theory. In the positive period, subcategory 1 and 5 dominated. Four trends were extracted: Ability, Image, Philanthropy and Innovation, constituting altogether 82 percent of the total propositions. Ability was the most salient trend. In the negative period, sub-categories 1 and 5 dominated. Five trends were extracted: Power, Image, Ability, Innovation and Competition constituting altogether, 85 percent of the total propositions. Power and Image were the most salient trends. Conceptual and methodological reasons for the findings were offered, followed by a discussion of the limitations and some theoretical and practical implications. Finally, future considerations for research were suggested.