Scholars have long debated the causes of late third party state joining in ongoing inter-state wars. This research has generally concluding that peace-time conditions, measured in terms of: third party capabilities; proximity to warring states; and inter-state alliances, are determining factors in the decision to join. However, these studies utilize theories derived from static pre-war measures of capabilities and motivation to explain late joining; indeed, the same measures that fail to predict participation at war's outset. Further, extant research has no explanation for why weak and non-proximate states every participate. Existing theory thus fails to provide a comprehensive explanation of joining behavior. This project contends that a resolution lies the interaction between pre-war conditions and intra-war events. Intra-war events that are allowed to vary on a per battle basis, including change in combat location and alliance entry and exit from combat, reveal new information about the war and its progress, thereby forcing third party states to recalculate their initial decision to abstain in relation to their pre-existing situation. Incorporation of intra-war processes helps to better explain decisions by third party states to join ongoing inter-state wars late in their development, and why states that frequently choose to abstain (e.g., weak states) ever choose to participate. This project is executed using a combination of ex post facto historical case studies, a theory of joining based on pre and intra-war environments, and large-N empirical analysis on all inter-state wars 1823-1988, conducted utilizing a novel collection of event-level data based on inter-state war battles.

The purpose of this study was to determine the interrater reliability of the Texas Teacher Appraisal System instrument. The performance indicators, criteria, domains, and total instrument were analyzed for inter rater reliability. Five videotaped teaching episodes were viewed and scored by 557 to 881 school administrators trained to utilize the Texas Teacher Appraisal System. The fifty-five performance indicators were analyzed for simple percentage of agreement. The ten criteria, four performance domains, and) the whole instrument were analyzed utilizing Ruder-Richardson Formula 20. Indicators were judged reliable if there was 75 percent or greater agreement on four of the five videotaped exercises. Criteria, domains, and the whole instrument were judged reliable if they yielded a -Ruder-Richardson Formula 20 score of .75 or greater on four of the Based on the findings of this study, the following conclusions v/ere drawn: 1. Forty-eight of the fifty-five performance indicators were reliable in evaluation teacher performance. 2. Seven of the performance indicators were unreliable in evaluating teacher performance. 3. None of the ten performance criteria appeared to be reliable in evaluating teacher performance. 4. None of the four performance domains appeared to be reliable in evaluating teacher performance. 5. The whole instrument was reliable in evaluating teacher performance. 6. Reliability problems with the criteria and domains appeared to be an underestimate of reliability of the Kuder-Richardson Formula 20.

Coast redwood (Sequoia sempervirens) ecosystems are strongly influenced by the presence of summer marine fog, and variation in fog frequency is closely linked to climate variation in the NE Pacific region. Because oxygen isotope composition (𝛿¹⁸O) of organic matter records distinct water sources (e.g. summertime fog vs. winter precipitation) and carbon isotopes (𝛿¹³C) are typically sensitive to humidity and water status, it then follows that inter-annual variation in tree-ring isotope ratios, which are coherent across multiple sites, should preserve a potentially powerful proxy for climate reconstruction. Here we present an analysis of a 50-year time series for both 𝛿¹⁸O and 𝛿¹³C values from subdivided tree rings obtained from multiple redwood trees at multiple sites. Within-site and between site correlations were highly significant (p < 0.01) for the 𝛿¹⁸O time series indicating a regionally coherent common forcing of 𝛿¹⁸O fractionation. Within-site and between-site correlation coefficients were lower for the 𝛿¹³C than for the 𝛿¹⁸O time series although most were still significant (at least to p < 0.05). The hypothesized reason for the differences in the correlation is that carbon isotope discrimination is more sensitive to microenvironmental and tree-level physiological variation than is 𝛿¹⁸O fractionation. Stable-isotope variation in tree-ring cellulose was similar between slope, gully and riparian micro-habitats within a single watershed, implying that minor topographic variation when sampling should not be a major concern. These results indicate that stable-isotope time series from redwood tree rings are strongly influenced by regional climate drivers and potentially valuable proxies for Pacific coastal climate variability.

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

Protein-protein interactions (PPI’s) play important roles in biological systems. In particular, intra-protein interactions help create and maintain correctly folded protein states and mutations that result in misfolded states may be associated with significant changes in PPI behavior. Six unrelated protein systems with known structure files, each consisting of a wild-type and mutant strain, were studied using the computational algorithm OpenContact©. OpenContact© is a simple tool that can be used to rapidly identify or map interactions “hot-spots” in a protein and was, consequently, used in this study as a starting point to examine the potential or possible role of PPI’s on the behavior of mutated, misfolded proteins. Specific results include the observations of single chain protein systems exhibiting mutant strains with significantly stronger inter-atomic interactions as well as a surprising gain of secondary structure in the mutant state. These observations stood in contrast to multi-chain systems (proteins with more than two constituent chains) that appeared to display stronger inter-atomic interactions for the wild-type strains. Results also indicated a potential classification scheme for intra-protein interaction behavior in mutated states based on several criteria. It is important to note, however, that observations on PPI behavior presented need to be verified across a greater number of systems than those studied here before any such trends can be concretely established.

Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.

Given the increasing proliferation of public-private partnerships (PPPs) in both developed and developing countries, and the huge challenges that are often associated with establishing and managing them, and ensuring that they achieve their objectives, it is important to understand multiple aspects of their operation. Whilst the structural and economic aspects of PPPs have long been recognised and researched, the relational aspects of PPPs remain under-researched. This thesis is a contribution to addressing this gap in the literature. It uses a dimensional approach to understand the nature of inter-organisations relationships (IORs) in PPPs and considers the factors that shape these relationships. It also investigates whether a particular pattern of relationships is needed for PPPs to deliver more than could have been achieved by each partner working alone (synergistic benefits). These issues are studied empirically in three educational PPP programmes in Pakistan. In two of these, not-for-profit organisations ‘adopt’ state schools. In the third, the state funds private sector schools on the condition that they offer free education to students and achieve threshold quality standards. A case study methodology is used and an integrative conceptual framework, derived from a wide-ranging literature review, is used to guide both data collection and analysis. The research finds that partners’ motives for entering into a PPP play a dominant role in shaping inter-organisational relationships. These motives are, in turn, influenced by a range of contextual and organisational factors. Inter-organisational relationships can be broadly characterised as collaborative, contractual, cooperative or conflictual. Whereas much of the existing literature emphasises that collaborative relationships are a prerequisite for PPPs to deliver synergistic outcomes, this research finds that these outcomes are also present in PPPs characterised by cooperative relationships. However, inter-organisational relationships in PPPs are not static; they develop and change over time. These changes result from a dynamic interplay between contextual factors, organisational factors, partner motives and the perceived outcomes of the partnership. The research reported in the thesis makes a number of contributions to knowledge. It sheds new light on the relational aspects of PPPs and offers a new conceptual framework for explaining and investigating inter-organisational relationships, which integrates insights from the largely separate literatures on PPPs and inter-organisational relations. It counters an apparent pro-collaboration emphasis in the existing PPP literature by documenting and explaining the benefits associated with cooperative relationships. It also offers new empirical evidence on the operation of PPPs in a developing country context, which contributes to redressing the predominance of evidence from developed countries in the existing literature. The insights from the research have theoretical and practical implications for the development and management of PPPs and future research in this area.

Occupational Therapy is a client centred, holistic allied health profession in which the quality of a supportive, empowering therapist-client relationship is seen as having a key and central role in effective therapy. A minimum of a 1000 hours of practice placement education (PPE) must be successfully completed in pre-registration programmes, which are charged with ensuring graduates are fit for practice and purpose. This Work Based Project focussed on how pre-registration education can best equip students for a first PPE in terms of sufficient inter-personal communication skills. Primary data collection was conducted between November 2008 and March 2010. The project firstly employed thematic content analysis of data elicited from two rounds of focus group surveys of practice placement educators (PPEds) to identify a baseline of inter-personal communication skills required prior to embarking on a first PPE. This data was used to formulate an objective structured clinical examination (OSCE) checklist of inter-personal communication skills, which was then utilised as a formative assessment and in role play scenarios in taught sessions with one first year pre-registration occupational therapy cohort. This cohort was surveyed via a questionnaire and in addition five students were interviewed. Subsequently a group of third year students, who role played clients for the OSCE, participated in a facilitated discussion on their perceptions of the OSCE. The data on students’ perceptions and an analysis and comparison of staff and student ratings of performance in the formative OSCE, were utilised in a critical evaluation of the use of this OSCE as a teaching and assessment tool. The findings indicate a level of agreement on the content of the OSCE checklist, providing content validity to this particular assessment. PPEds, and first and third year students are positive about the use of an OSCE when it is used as a formative experience. Students recommend that if used as a summative assessment the OSCE is combined with a reflective piece. Objective structured clinical examinations have long been established in other health care professions such as medicine and nursing. This project has provided evidence indicating that an OSCE of inter-personal communication skills is a valid assessment tool for occupational therapy pre-registration students, and that it can also facilitate student reflection, self-awareness and learning. It has also identified profession specific inter-personal communication skills required for embarking on a first PPE.