Brock University Digital Repository 


Brock University’s Digital Repository is an online archive showcasing and preserving the Brock community’s scholarly output as well as items from the Library’s Special Collections and Archives. Researchers can disseminate their work by depositing it in this Open Access repository, which provides free, immediate access to users while also allowing Brock scholars to track downloads and views of their scholarship.

For more information, see the repository's policies and procedures.

Share Your Work - Not sure where to start? Have Library Staff deposit your work on your behalf. Just fill in this form and we'll proceed on your behalf.

Self Submission - Deposit your paper or research material directly into the repository. Simply login with your Portal Information at this link and follow along.

Thesis Submission - If you need to submit your thesis to the repository to complete your graduation requirements you can do so here. Login with your Portal Information and fill in the form.

Researcher Profiles

 

 

  • Training Preservice Behaviour Analyst Intervention Skills in a Virtual Reality Environment

    Owusu, Gifty; Center for Applied Disability Studies
    Preservice behaviour analysts need a wide range of professional skills and shaping is one of the critical skills they must learn. This study trained preservice behaviour analysts to acquire shaping skills in a virtual reality environment using the Portable Operant Research Teaching Lab (PORTL). To date no known study has (a) evaluated the effectiveness of shaping skills training to preservice behaviour analyst or (b) attempted to teach these skills in virtual environment format. We used an AB design across participants with three preservice behaviour analysts to learn shaping skills in a virtual reality environment using the PORTL curriculum. The shaping skills comprised creating a teaching plan, setting up for a session, delivering reinforcement, and evaluating a session. For all participants, training resulted in improvement in shaping skills. Participants also maintained the shaping skills for a minimum of two weeks. Further, the effect of the training generalized to a novel learner for all participants. Additionally, participants showed high satisfaction with shaping skills in virtual reality (VR) environment.
  • An Exploration of Canadian and Nigerian High Performance Women Wrestlers’ Authentic Leadership Development Experiences in a Male-Dominated Sport

    Adeniyi, Aminat Oluwafunmilayo; Applied Health Sciences Program
    Sport management scholars have uncovered benefits from adopting an authentic leadership style among sport coaches (Kim et al., 2020), sport administrators/athletic directors (Cotrufo, 2014), and non-profit sport organization board members (Takos et al., 2018). However, there has been no scholarly attempt to learn about the experiences of high-performance women wrestlers who might aspire to become authentic leaders. Given the ongoing disparities between men and women leaders in sport organizations, arguably more should be done to understand the experiences of (and then support) future sport leaders who are women. Thus, this research study addresses these gaps by answering the research questions: (1) What are the authentic leadership development experiences of Canadian and Nigerian high-performance women wrestlers? (2) What are the formal and informal authentic leadership development experiences of women who participate in a male-dominated sport? (3) What are the perceived strengths and weaknesses of formal and informal authentic leadership development training among Canadian and Nigerian high-performance women wrestlers? Participants (n=11) engaged in one semi-structured interview that revealed their mostly informal authentic leadership development (Luthans & Avolio, 2003) experiences as members of their respective national teams. Analysis of the transcripts (65,342 words and 188 pages) followed Braun & Clarke (2006). Findings revealed five major themes and several sub-themes. Canadian and Nigerian high-performance women wrestlers’ authentic leadership development was found to be impacted and influenced by the athletes’ background influences and parental support. Participants reported developing authentic traits (i.e., resilience, optimism, confidence, and hope) that supported their development as authentic leaders both on (and off) the mat. Participants shared their experience being bullied and body-shamed for their participation in a male-dominated sport and indicated feeling both supported by and frustrated with their national sport organization/federation.
  • Solvent-free zinc-catalysed hydroboration of esters

    Zakarina, Raikhan; Department of Chemistry
    This study presents the synthesis of a novel hemilabile bidentate amido phosphine sulfide III-10 ligand and introduces a new synthetic route to the previously reported amido/phosphine III- 12 and amido phosphine oxide III-11 analogues. The present study outlines the synthesis, isolation and characterization of zincII methyl complexes III-13 and III-14 supported by III-10 and III-12, respectively. The catalytic applications of these complexes in the hydroboration of several organic substrates, including esters, nitriles, and quinoline, have been documented. When esters were subjected to the reaction conditions involving III-14 and HBcat, it was shown that ZnMe2 is formed in situ. It was then established that ZnMe2 was an active catalyst for efficient reduction of esters, resulting in moderate to good yields.
  • 'With texting, I'm always second guessing myself': Teenage perfectionists' experiences of (dis)connection online

    Blackburn, Melissa; Zinga, Dawn; Molnar, Danielle S. (2024-03-11)
    Little is known about how perfectionistic adolescents experience social connection in online spaces. The current qualitative study addressed this gap by examining themes related to social (dis)connection in online and in-person settings from semi-structured interviews with 43 adolescents (Mage = 15.16, SD = 2.43; 62.8% female; 58.1% white; 54.4% self-identified perfectionists). Results demonstrated that perfectionists expressed feeling less connected online than non-perfectionists, likely driven by heightened levels of interpersonal sensitivity. However, a subgroup of perfectionists sought out meaningful online relationships, often in response to a fear or experience of rejection by in-person peers. The results highlight the role of interpersonal sensitivity in fuelling feelings of disconnection among adolescent perfectionists in both online and in-person settings, as well as the importance of self-monitoring in the social experiences of perfectionistic youth.

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