Many immigrant (minority language) parents send their children to heritage language programs in hopes of helping their children maintain connections to their mother cultures and languages. This case study aims to explore the challenges minority language parents may encounter with decisions related to heritage language retention through community-based heritage language programs in a Canadian Chinese diaspora community. Five parent participants were recruited based on their diverse geographical and linguistic backgrounds. From interviews with these parents five themes emerged. These are 1) the nature of parental expectations regarding the function of heritage education, 2) the differences between heritage education and mainstream education, 3) varying perceptions of being part of a cultural minority, 4) manners of negotiating ethnic identity, and 5) the issue of diaspora values. The findings may shed light on how heritage education may be further developed, and also provide educators and policy makers with a better understanding of the importance of heritage education from the parents’ perspective.

Children and adolescents with autism commonly struggle with social interactions. In particular, it has been found that children and adolescents with autism struggle with verbal irony in face-to-face interactions where there are many competing cues that require their attention (i.e., body language, facial expressions, intonation). This study made use of Bubble Dialogue (Cunningham et al., 1992), a form of computer-mediated communication, to examine how children and adolescents with high-functioning autism and Asperger’s syndrome (HFA/AS) comprehended verbal irony when these competing cues were removed from social interactions. Speaker attribute information has been shown to be beneficial in aiding typically developing children with successful verbal irony comprehension. In this study, participants with HFA/AS and matched typically developing participants were presented with Bubble Dialogue scenarios where speaker attribute was manipulated such that speakers were labelled as a peer, an adult, or without a speaker attribute label. Participants were presented with scenarios where the speaker made either an ironic criticism or a literal compliment in order to assess whether or not the information about the speaker influenced their comprehension and interpretation of speaker belief, speaker intent and speaker humour. Participants with HFA/AS provided responses along similar themes to their typically developing counterparts for both literal compliments and ironic criticisms in each speaker attribute condition. Participants with HFA/AS performed similarly to typically developing participants on their interpretations of speaker belief, speaker intent, and speaker humour. These findings suggest that, within the context of computer-mediated communication, children with HFA/AS are able to perform as well as typically developing participants on measures of verbal irony comprehension.

The Assessment of Basic Learning Abilities (ABLA) test, developed by Kerr, Meyerson, and Flora (1977) assesses the ease or difficulty with which individuals with developmental disabilities are able to learn a simple imitation and five two-choice discrimination tasks. During ABLA Level 2, referred to as a position discrimination task, the client is presented with a yellow can always on the left and a smaller red box always on the right. The client is required to place an irregularly shaped piece of foam into the container on the left (the yellow can) for a correct response. With this task a client can learn to make a correct response based on position, colour, shape, or size cues, or some combination of these. The current study evaluated the relative difficulty of ABLA Level 2 and two additional types of position discriminations. The first type of task was similar to ABLA Level 2, except that it used identical containers, and thus contained both relative and absolute position cues (the REAB task), but not shape, colour, or size cues. The second type of task was similar to ABLA Level 2; however, it incorporated identical containers that varied in their absolute positions, which required a relative position discrimination to arrive at the correct response (the RE task). In Experiment 1, I used an alternating-treatments design with replication within and across three participants who passed ABLA Level 2 but failed all higher levels, to examine how many trials were required to master tasks analogous to ABLA Level 2, versus REAB tasks, versus RE tasks. In Experiment 2, I used a within-subject design with replication across three participants to further clarify the relative difficulty of the three position discrimination tasks, and to determine whether correct container location (i.e. left versus right) can influence the difficulty of learning the tasks. The results demonstrated that there was no consistent difference in difficulty between the three types of tasks, and the difficulties experienced by P1 and P2 can be accounted for entirely by an interaction between the right-left location of the correct response and handedness.

Musicking is to take part in the creation of music, as defined by musicologist Christopher Small. Whether by performing, listening, producing, or organizing, musicking encompasses all of the activities that surround making music. This shift to addressing the activities of music-making, and not the music itself, is similar to the modern approach to archival appraisal where it is not the records themselves that are appraised, but rather the activities of their creator. By applying Small’s term to making music, a wider lens in which to evaluate the archival value of music records is established. Through that lens this thesis identifies the functions of musicking to be considered when appraising and acquiring archival records, places those functions within the larger Canadian society for context, and examines particular archival collections in Manitoba as a case study to begin developing a strategy in which Manitoba’s musicking records can be preserved for future generations.

This thesis explores the question of adaptation in relation to Paul Thomas Anderson's film There Will Be Blood and Upton Sinclair's novel Oil!. I argue, the reason adaptation studies has not necessarily moved beyond its obsession with fidelity is because theorists have neglected to understand a larger, more general, film going audience does not participate in perpetuating the academic theories that would do so. I then examine There Will Be Blood and its self-awareness of its relation to literature and its use of Upton Sinclair's Oil!. Finally, this line of inquiry leads me to conclude that There Will Be Blood disavows a notion of authority that would always make the adapted book better than the film.

The success of our Canadian national hockey teams in the international arena offers a platform on which to evaluate our current athlete development initiatives in hockey. Following the Molson Open Ice Summit in 1999, Hockey Canada embarked on several initiatives exploring ways to enhance player development. One of these initiatives was the National Coach Mentorship Program, which emphasizes cooperation between coaches, within a highly competitive environment. The purpose of this study was to analyze the implementation of the NCMP in Manitoba to further understand tensions between emphasis on competitive performance outcome principles in Canadian hockey and collaborative approaches to coach education. Using a community of practice model with semi-structured interviews, complemented by participant observation, this study was completed to provide a greater understanding of tensions in mentoring by analyzing the program’s formal parameters and design and its’ current manifestation in concrete mentoring relationships in the Manitoba hockey coaching community.

This qualitative research is a hermeneutic inquiry into learning about democracy through critical literacy in high school English language arts (ELA) education. The purpose of this study was to address the need for greater understanding of why critical literacy should be examined in high school ELA. The literature review connects historical theoretical and praxial implications for democratic practices. Critical literacy was explored through the hermeneutic method situated in one ELA teacher’s experience connected to a world view. Pivotal stages of critical literacy learning were explored in the classroom for transfer across education and democracy. Findings provide insight into the need for teachers to envision themselves as lifelong critical literacy practitioners and to engage in learning communities that explore the evolving needs of students. Essential philosophical underpinnings of the new philosophy of critical literacy education are explored; and suggestions for further professional development to increase subject knowledge are stressed. English language arts educators who wish to enact a critical literacy curriculum need to work together with students to engage in discourses around issues of power in literacy practices so classroom discourse may connect to the world.

Previous work in our laboratory indicates that the diameter of brain arteries and arterioles can be increased by N-methyl-D-aspartate (NMDA) receptor activation. We looked for expression of NMDA receptors and endothelial cell responses to NMDA receptor agonists and antagonists in the mouse brain endothelial cell line bEnd.3. Using RT-PCR and Western blotting we found evidence supporting the presence of NMDA receptor subunits NR1 and NR2C. Treatment of bEnd.3 cells with combinations of 100 μM glutamate and D-serine significantly increased intracellular calcium. However, we saw no direct evidence that NO was produced in response to NMDA receptor activation using the Griess method. We did observe an NMDA receptor-dependent increase in protein nitrosylation. This increase is unlikely related to enhanced NO levels since it was not correlated with NO production and was not inhibited by the endothelial NO synthase inhibitor L-NIO.

Canadian Art Déco sites are often in jeopardy to make way for newer developments. The state of the former Eaton’s Ninth Floor Restaurant is of particular concern, especially in regards to its iconic design and nearly total erasure due to drastic re-development activities. By a practice of interior design, research and design explorations are co-ordinated to contextualize the site and its circumstances. The Ninth Floor is adaptively reactivated as an Art Déco microtopia known as Le 9e. New museum theory and practices are overlapped with critical art to direct the site’s purpose and programming. An approach of bricolage guides the implementation of re-design strategy and conservation processes to craft interior realms that are as much ideological as they are corporeal. Part museum, part commercial enterprise, and even part activist, Le 9e operates as both a social and analytical epicentre in its promotion of Art Déco education and conservation.

This practicum project is an investigation into the design of a second-stage house and the role that interior design can play in creating a healing environment based on a trauma-informed approach. Approaching the design with a knowledge of the trauma of domestic abuse, the effects of this trauma, and the recovery process was central to the project. Through a process of literature review, four key themes in recovery of domestic abuse were found. The key themes of safety, empowerment, social support and psychological healing became the design guidelines for the project. Using these four guidelines as a foundation, concepts in environmental psychology were explored. The concepts of privacy, territory and restorative design were chosen for their relevance to the design guidelines. Through an exploration of these design concepts in conjunction with the four themes of recovery, a trauma-informed second-stage housing design called River Tree is proposed.