Graduate Theses & Dissertations

Ground-truthing effective population size estimators using long-term population data from inland salmonid populations
Effective population size (Ne) is a foundational concept in conservation biology, in part due to its relationship to the adaptive potential of populations. Although Ne is often estimated for wild populations, it is rarely calibrated against actual population estimates (Nc) other than to produce Ne/Nc ratios. This project used demographic and genetic data for from two intensively-studied populations of lake trout (Salvelinus namaycush) in Ontario’s Experimental Lake Area (ELA) as baseline data for evaluating the performance of multiple Ne estimators. Several temporal and single-time (point) genetic methods of estimating Ne were compared against demographic Ne estimates and known population data, as well as variation and consistency within and among Ne estimators. Changes in genetic Ne estimates over time were also compared to changes in demographic structure and fluctuating census estimates, including the effect of an experimentally manipulated population bottleneck on demographic and genetic Ne estimates during population reduction and recovery. Sampling years that included the most pre-, during and post-bottleneck data revealed the lowest estimates using temporal estimators (Ne = 16 to 18) despite pre- and post-bottleneck census estimates of 591 and 565. Estimation of Ne had increasingly tighter confidence intervals as sample sizes approached the actual number of breeding individuals in each population. Performance differences among the tested estimators highlight their potential biases and reliance on different assumptions, illustrating their potential value and caveats for assessing adaptive potential of wild populations. Author Keywords: Effective Population Size, Experimental Lakes Area, Fish Population Assessment, Lake Trout, Population Demographics, Population Genetics
Hoop Dance Project
This dissertation explores a 2017 elementary school Hoop Dance project that was organized by a white music teacher, and taught by an Indigenous artist in Peterborough, Ontario. It aims to respond to the Truth and Reconciliation Commission Calls to Action, numbers 10 and 63, which ask the federal government to sufficiently fund legislation that incorporates the following principles: “… developing culturally appropriate curricula” (p. 2), and “building student capacity for intercultural understanding, empathy, and mutual respect” (p. 7). The dissertation asks the question: In what ways will a seven-week Indigenous Hoop Dance Unit, taught by an Indigenous performing artist and facilitated by a white school teacher, contribute to reconciliation in an elementary school classroom in Ontario? I am the teacher in this study and have worked at this elementary school for five years. Throughout the project, I acted as facilitator, participant, and researcher, while Indigenous dancer and instructor Beany John planned and delivered the Hoop Dance content. Theoretically, the dissertation is organized around the Anishinabek seven grandmother/grandfather teachings, as taught by Ojibwe/Odawa educator and author Pamela Toulouse (2011). I believe that these seven traditional teachings are a meaningful basis upon which to build the project, not only because they inform Indigenous knowledge in the arts, but also because frequent reflection and referral to the teachings help remind me to remain connected to the “higher” purpose of the research throughout the project, which is to further the reconciliation process in Canada, and more broadly, to benefit society. Regarding methodology, I use arts based research (Leavy, 2015) and a constructivist grounded theory analysis, which embraces the subjectivity and positionality of the researcher (Creswell, 2012). The overall conclusion of the dissertation is that although the Hoop Dance project did not significantly address issues of Indigenous sovereignty in education nor our shared inherited legacy of colonial harm, it was a constructive step in the reconciliation project, largely due to the contributions of Beany John, whose teaching gently unsettled conventional educational practice at our school. Author Keywords: Arts Education, Hoop Dance, Indigenous Education, Indigenous Peoples, Settler Colonialism, Truth and Reconciliation

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