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The goal of the current research was to investigate the impact of lying on self-control depletion. I hypothesised that lying would require more self-control than would truth telling. In Study 1, participants were assigned one of two topics, a favourite movie or a personal problem, about which they lied or told the truth in counterbalanced order on camera for two minutes. Following the first video in which they either told the truth or lied, participants completed an anagram task that served as the measure of self-control depletion. I found that participants in the movie condition did not differ as a function of lying or telling the truth although the means were in the expected direction. Also, contrary to my predictions, participants who lied about a personal problem were significantly less depleted than were participants who told the truth about their personal problem. In Study 2, participants were assigned to either deny or confess possession of an object in two interviews, but they actually possessed the object in only one interview creating the lie versus truth-telling manipulations. After both interviews, participants’ reaction times were recorded for the Stroop task, which served as the measure of ego- depletion. I did not find a significant difference between participants who lied first versus participants who told the truth first. Furthermore, participants assigned to deny versus confess to possessing the object did not differ on the Stroop task reaction times. Possible explanations for why the results did not support the hypothesis that lying is ego- depleting are discussed. / Thesis (Master, Psychology) -- Queen's University, 2013-08-02 22:32:53.067

The objective of my MSc thesis is to study the self-assembly process of macrocyclic complexes, as well as the properties that affect the obtained supramolecular architectures. The possibility of substrate recognition within the cavity of these complexes is also of interest. Preparation of three new ligands based on the triazole-pyridine chelating units connected through variable spacer groups, as well as the complexes formed with octahedral metal ions, are described herein. The first ligand contained a naphthalene spacer region, which was longer than the previously examined xylene spacer. This extension increases the distance between metal ions in the complex, as well as the size of the cavity. More work is required to obtain the unsaturated double-stranded complex, which could potentially bind substrate molecules within its cavity. The triple-stranded saturated complexes with [Fe(H2O)6](BF4)2 and [Ni(H2O)6](BF4)2 both gave insight into the process of self-assembly. The next two ligands were designed to probe the effect that increasing the length of an aliphatic spacer had on complex self-assembly. Both ethyl and propyl spacer units had been previously studied, so butyl and pentyl spacer groups were the natural next step to analyze. The length of the alkyl spacer was found to be very important in the nature of the obtained complex. As the length of the alkyl chain, and the corresponding flexibility increased, so too did the complexity of the resulting supramolecular architectures. / Thesis (Master, Chemistry) -- Queen's University, 2013-09-03 12:21:39.581

Background & Purpose: Chronic pain is a prevalent chronic condition for which the best management options rarely provide complete relief. Individuals with chronic pain with neuropathic characteristics (NC) report more severe pain and experience less relief from interventions. Little is known about current self-management practices. The purpose of this dissertation was to inform self-management of chronic pain with and without NC at the individual, health system, and policy levels using the Innovative Care for Chronic Conditions Framework. Methods: The study included a systematic search and review and cross-sectional survey. The review evaluated the evidence for chronic pain self-management interventions and explored the role of health care providers in supporting self-management. The survey was mailed to 8,000 randomly selected Canadians in November 2011, and non-respondents were followed-up in May 2012. Screening questions were included for both chronic pain and NC. The questionnaire captured pain descriptions, self-management strategies, and self-management barriers, and facilitators. Results: Findings of the review suggested that self-management interventions are effective in improving pain and health outcomes. Health care professionals provided self-management advice and referred individuals to self-management interventions. The questionnaire was completed by 1,520 Canadians. Those with chronic pain (n=710) identified primary care physicians as the most helpful pain management professional. Overall, use of non-pharmaceutical medical self-management strategies was low. While use positive emotional self-management strategies was high, individuals with NC were more likely to use negative emotional self-management strategies compared to those without NC. Multiple self-management barriers and facilitators were identified, however those with NC were more likely than those without NC to experience low self-efficacy, depression and severe pain which may impair the ability to self-management. Conclusions: Health care professionals have the opportunity to improve chronic pain outcomes by providing self-management advice, referring to self-management interventions, and addressing self-management barriers and facilitators. Individuals with NC may require additional health services to address their greater self-management challenges, and further research is needed to identify non-pharmaceutical interventions effective in relieving chronic pain with NC. Public policy is needed to facilitate health systems in providing long-term self-management support for individuals with chronic pain. / Thesis (Ph.D, Nursing) -- Queen's University, 2013-09-25 12:57:58.59

EXPLORING IDENTITY THROUGH SELF-PORTRAITURE by ROSE M BARRON Under the Direction of Dr Melody Milbrandt ABSTRACT 1) Statement of the problem: How can art education help students deconstruct stereotypical imagery and develop meaningful artwork? How can art lessons help students construct positive identity imagery and develop meaningful artwork? 2) Procedures: I field-tested a unit of three lessons based on identity through self-portraiture to help students investigate the topic of identity in relation to personal and cultural sense of self. Student’s artworks, reflections and responses were analyzed. 3) Conclusions: Art lessons can help students construct positive identity and develop positive imagery. Art lessons can help students deconstruct negative stereotypical imagery and develop meaningful imagery. INDEX WORDS: Identity, Portrait, Self-Portrait, Race, Gender, Class, Ethnicity, Contemporary Art Education

This thesis focuses on the development of negative body image and disordered eating in adolescence. More specifically, on the role of sociocultural influences in individual vulnerability to experiencing negative body image and using disordered eating behaviours.

At the heart of this dissertation is an examination of self reflection, self presentation and the experiential self within three Buddhist blogs: The Buddhist Blog, The American Buddhist and ThinkBuddha.org. Based upon this original research, my thesis contributes to ongoing discussions relating to the self online and to the emerging field of media, religion and culture. A number of other scholars have already investigated how the internet has provided a new platform in which to engage with online religious communities, participate in rituals and develop religious identity. Up to this point, however, the place of Buddhism online has been largely overlooked or limited to purely descriptive analysis. As I argue in chapter one, this thesis provides a more developed examination of Buddhism on the internet. In chapters two and three, I demonstrate how my analysis and definition of three aspects of the self, namely self reflection, self presentation and the experiential self, within selected Buddhist blogs (online diaries) provides an innovative contribution to the developing area of study related to new media and religion. In chapter four, I consider my four central research questions and the interdisciplinary approach used which draws from the fields of anthropology, visual cultural studies, media studies, as well as Buddhist studies. In chapter five I present the Buddhist interpretative framework used for the analysis of the experiential self. This focuses on the conceptual issues of the self in early Buddhism as well as the Buddhist Theravada Abhidhamma framework for the analysis of the self (anatta), the components of the self (khandhas) and the senses and sense spheres (ayatanas and dhatus). Through the three ethnographic case studies (chapters six, seven and eight) I demonstrate how the genre of life writing (blogs) is used as a medium for self reflection, self presentation and the experiential self, thus emphasising the experiential aspect of human existence online. In the conclusion (chapter nine), I consider the continuities and discontinuities between the three blogs, and in doing so I illustrate how the detailed examination of Buddhist blogs provides an insight into different aspects of popular culture, of Buddhism on the internet and how new media is being used in the twenty first century.

The current investigation provides a preliminary investigation of the "imposed networks" (adults with whom youth interact, but were not necessarily chosen) of youth aged 8 to 12. Also evaluated was the relative influence of parents and teachers on youths' feelings of self-efficacy. Youth reported on levels of warmth, psychological control and decisionmaking at home and at school. Self-efficacy was assessed by both youth and parent report. Results indicated that the emotional climate provided by parents was more influential on girls' feelings of self-efficacy than boys, and that higher warmth was negatively associated with boys' feelings of self-efficacy. Teacher psychological control was consistently negatively related to youths' feelings of self-efficacy. No evidence was found for either additive or interactive effects of home and school environments. Instead, the pattern of results suggested that youth benefit from moderate to high levels of parental warmth, when teachers provide levels of warmth that are either equally high or lower than parents.