Canada and the United States have the largest, bilateral trade relationship of any two nations. Fittingly, they also exchange the largest volume of international air travellers of any pair of countries. The terms under which Canada-United States air transportation are provided are set forth in the Canada-United States Bilateral Air Services Agreement. The current Agreement was founded upon the consumer demands and industry operating practices that prevailed in 1966. Although the Agreement was substantially modified in 1974, the essence of the regime has been rendered obsolete by the developments of transborder airline market characteristics. Canada and the United States have recognised that a new bilateral air services agreement is a necessity. Three general strategies have been proposed as the bases for a new regime: the specified rights option, the open border option, and the cabotage rights option. Specified rights is the genre of the current regime: all routes having entry strictly controlled. The open border option would entail complete freedom for either country’s carriers to contest all transborder routes. Cabotage rights allow carriers to contest any market within or between the two countries. A new agreement has yet to be achieved. The delay in finding an acceptable scheme has been the difficulty in meeting both major objectives for the new policy: efficiency and equity. This report examines the alternative schemes for a new Canada-United States air services regime. The structure-conduct-performance paradigm of industrial analysis is utilised to evaluate the nature of the distribution of benefits that would arise following the adoption of the various alternatives. The report concludes that the adoption of a phased-in, open border regime would best meet the twin objectives of efficiency enhancement and equity of opportunity. / Business, Sauder School of / Graduate

Online Arbitration is an online alternative dispute resolution (OADR) process that resolves disputes without litigation outside national courts. Due to globalisation and increased e-commerce, international commercial online arbitration has become more important and it is therefore essential to look at the legal and technical requirements for a more effective international online arbitration regime or lex electronica arbitralis, specifically focused on disputes that arise from cross-border, low value e-commerce transactions for both goods and services, and especially between online businesses and consumers (B2C), but also between online businesses (B2B). The lex electronica arbitralis should lead to swift outcomes that will be able to be enforced efficiently anywhere in the world, without impairing the requirements of accountability, due process, efficiency, impartiality, independence, fairness, transparency, etc. The 'UNCITRAL Technical Notes on ODR of 2016' follows a non-binding guideline format, so there is currently no legal outline that exclusively regulates online arbitration. Due to this lacuna, the guidelines of the 'Technical Notes' and rules of traditional international commercial arbitration will have to be used as far as they accommodate online arbitration. Due to its unique features, online arbitration however needs an exclusive set of rules that will deal with its legal and technical requirements. The most comprehensive manner to have realised an online arbitration regime or lex electronica arbitralis would have been by the proposed 'UNCITRAL Draft Procedural Rules (DPR) on OADR for Cross-Border E-Commerce Transactions'. Unfortunately, since Working Group III (WG.III), who was mandated by UNCITRAL to compile the 'DPR', could not manage to reach consensus on many aspects, the 'Technical Notes' was adopted instead. The thesis will review WG.III's progress to complete the 'DPR' and how it eventually led to the adoption of the 'Technical Notes'. The 'Technical Notes' still leaves many questions and uncertainties on many of online arbitration's legal and technical requirements that will be pointed out. The thesis will indicate that these legal and technical requirements do not compose insurmountable challenges, but that UNCITRAL will have to address them when they decide to revise the 'Technical Notes' in the future or when they decide to compile a set of legal standards exclusively for online arbitration in the future. The focus will also be directed to the future of international arbitration legislation in a developing country such as SA, while a plea is made to SA lawmakers to make provision for online arbitration.

A growing number of higher education leaders and pedagogues in the United States have sought to include popular music into their curricula. One of the core tenets for any music program is the study of music theory. Although there have been investigations into the inclusion of popular music in undergraduate music courses, little attention has been given to how popular music theory has been taught in higher popular music education (HPME) institutions. According to Shulman (1987), scholars and educators agree that there is a knowledge base for teaching specific to each academic subject, which by extrapolation includes popular music theory. Shulman (1987) additionally argued that all educators utilized a process of pedagogical reasoning and action, in which educators progressed through a cyclic process of comprehension, transformation, instruction, evaluation, reflection, and arrive at new comprehensions. The purpose of this study was to explore the pedagogy of popular music theory in higher education institutions by examining the pedagogical reasoning and action of professors who taught popular music theory courses in HPME institutions. The following research questions guided this study: 1. What resources do popular music theory pedagogues explore, and what are their criteria for inclusion, when selecting curricular materials? 2. How do popular music theory pedagogues prepare (analyze, interpret, transform, and organize) curricular materials? 3. How do popular music theory pedagogues adapt and tailor instruction, as well as evaluate student understanding? 4. How do popular music theory pedagogues reflect on the instructional process, and what new comprehensions of subject matter, students, and self arise from their reflection? To address these research questions, I conducted a multiple-case study researching the methods, reasonings, and knowledge of three university professors who taught popular music theory at select higher education institutions. The participants in this study were selected using purposeful, criterion-based sampling. Data collection was primarily completed utilizing interviews, observations, and document collection. The interviews were transcribed from their recordings, and the observation data were transcribed from field notes. A coding system was adapted from Shulman’s (1987) framework, which included the knowledge base for learning and the areas of pedagogical reasoning and action, and a report for each case was generated proceeding the cross-case analysis. Triangulation of the data occurred through repetitious review of all recordings, transcriptions, observational data, journal notes, provided course materials, and member checks that occurred at multiple points throughout the development of the case and cross-case reports. Contextualization data were included to provide thick, rich descriptions of each case to bolster credibility in this study and help the reader understand the context for each professors’ pedagogical decisions. It was discovered that each professor in this study had a sizable amount of subject matter knowledge in popular music theory, but that most of their useful knowledge for teaching popular music was learned primarily autodidactically. The aural tradition of music transmission, which is influenced by personal interests, sociocultural influences, and experiences in popular music groups, was found to be a prominent part of these professors’ knowledge base. The context in which each professor taught was found to influence their pedagogical decisions and affected their choices of materials, listening examples, and internet-based resources. Students’ sociocultural background and personal goals, along with the vision and mission of the institutions in which the professors taught, were found to be the strongest influencers in the pedagogues of this study. All three professors also valued limiting class size to around 16 students, and preferred formative assessments over summative assessments when evaluating student comprehension. To aid the readers understanding of the implications of the findings of this research, existent resources for popular music pedagogy, such as peer-reviewed databases, journals, compilations, popular music organizations, and current research in the field of popular music pedagogy, are also discussed.

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published_or_final_version / abstract / toc / Transport Policy and Planning / Master / Master of Arts in Transport Policy and Planning

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