The results of an ethnohistorical study of Lethbridge, Alberta led to my questioning current presumptions in the Canadian social inequality literature that social class, income, educational attainment, gender and ethnicity are principal factors in shaping social inequality in Canada. The ethnographic evidence suggests that membership criteria associated with locally-defined, historically-evolved groups mark who has political influence (a specific form of social power), and where the ensuing social inequalities lie in Lethbridge. A theoretical framework describing how historical circumstances lead to the redefinition of which socially-defined characteristics become local status markers is presented as the underlying theoretical orientation of this thesis. The framework does not preclude the possibility that social groups other than those studied in this thesis use social class, occupation, income, education, gender and ethnicity as status characteristics or group membership criteria. The framework is my attempt to clarify the often-unclear relationship among social inequality concepts. A mail-out social survey (N=238) was used to empirically test the hypothesis that Lethbridge group membership is a better predictor than social class, income, educational attainment, gender and/or ethnicity of who has political influence in Lethbridge community decision-making. Data was analyzed using analysis of variance (ANOVA), bivariate correlation, and multiple regression. Mixed levels of support were found for the Lethbridge group hypotheses, with the "fits in" and "local trade/business people" receiving considerable support; North/South/West sider, and religious affiliation receiving some support; and Old-timers receiving no support. In contrast, the only social inequality hypothesis to receive more than minimal support was level of education. It is concluded that status characteristics are more fluid, local and historically negotiated than assumed in the social inequality literature. Suggested directions for future theoretical and empirical work include refinement of the relationships among social inequality variables and further empirical tests of the theoretical framework proposed here.

Every year university bound graduating high school students are faced with the problem of selecting a post secondary institution. The selection process typically spans a number of years and involves considering many factors. Identifying those factors that influence students during the selection process was the goal of this study. Two hundred twenty-seven first year university students attending one of three degree granting institutions in Alberta were surveyed by means of a questionnaire to determine those factors considered during the university selection process. Correlations, means, analyses of variance and qualitative data provided the statistical and descriptive information for interpretation. The principal finding of this study was that parents, particularly mothers, are the most influential persons reported to affect the process. The factors which tend to be important to students at the University of Alberta were not the same factors important to students attending Camrose Lutheran College and the University of Lethbridge, the two smaller universities. University of Alberta students value reputation of the institution, reputation of the program, variety of courses offered, and proximity to home as important factors in their choice. Camrose Lutheran College and University of Lethbridge students value low student/professor ratio, low student population, and reputation of institution. This study may provide an increase in understanding of the selection process and thus assist those involved in guiding students through the process. / x, 106 leaves : ill. ; 28 cm.

This thesis represents an interpretive exploration into the experiences of First Nations' children who were receiving special education services and who had a history of receiving special education services. My purpose was to discover "What is a 'special' education for First Nations' children?" I began with the stories which brought me to this inquiry and the literature which connected with those stories. Then through open-ended interviews, eight First Nations' children gave stories that spoke of their experiences. My interpretations of their stories were reflected within the context of my non-Native culture, knowledge and experiences. The interpretations were offered as possible ways of seeing and knowing the experiences of the First Nations' children and as possible ways of opening oneself to respecting an-'other' way of seeing and knowing. My exploration led me to see anew what a 'special' education might be for First Nations' children. / vii, 160 leaves ; 29 cm.

Two hypothese were considered within the confines of this study. In reference to the first, it has been demonstrated that the strength of perceived school cultures, when defined by meta-orientations, can be measured using culturally related constructs. While respecting the notion that cultures are living entities in a culturally related constructs. While respecting the notion that cultures are living entities in a continual state of change, the researcher found the perceived extant school culture of Southern Alberta during the course of the study appeared to be mainly transormational in nature. From this study, a cultural meta-orientation matrix has been proposed. Should this description have validity for schools in Southrn Alberta, and accepting the results of this study that the perceived working reality of school cultures is transformational in nature, both macro and sub-cultures wishing to work successfully with and within the extant school cultures would also be required to be transformational in order to achieve greater success. Regarding the second hypothesis, this study measured perceived levels of acceptance or resistance to change through the use of an individual change index. This index suggest teachers and principals in Southern Alberta were somewhat resistive to change initiatives at the time this inquiry took place. It is the conclusion of this researcher that such resistance may be attributed to a "clash of cultures"; specifically, the Alberta Education transmissional culture causing conflict within the transformational school cultures. / x, 114 leaves : ill. ; 28 cm.

This study illustrates a utilization-focused program evaluation approach newly applied to resource management. The Alberta Riparian Habitat Management (Cows and Fish) Program provides awareness programming to cattle producers to facilitate community-based action on riparian issues. The rationale is to develop producers' ecological literacy by increasing riparian knowledge and use of sustainable grazing management strategies by sharing appropriate ecological and management information. Attitude change is presumed to underlie the new behaviour(s). Programming contributed to ecological literacy when it was community-based, producer-positive and partnership-oriented, and when opportunities existed for personal interaction among peers. Effectiveness declined when resources were insufficient and when programming seemed unrelated to local landscape or operational features. The attitude-behaviour relationship was weakly associated with ecological literacy; its complexity and relevance to ecological behaviours merits further investigation. Program evaluation is of utility in resource management. Its potential will be fully realized by ensuring that research designs appropriately parallel programming rationale and evaluation requirements. / ix, 316 leaves : ill. ; 28 cm.

Rapidly changing social and economic conditions can impart significant challenges to high school career decisions. Recent career education initiatives have been structured to support this school-to-work and school-to-post-secondary education transition. The student needs assessment focus of study allows a unique insight into the availability, delivery, and effectiveness of high school career programs. This research provides data from a nineteen-item Comprehensive Career Needs Survey, administered to 888, Southern Alberta grade 12 students. The results profile the student responses to questions on career plans after high school the meaning of occupation and career, career choice, reasons for career choice the importance of career planning, factors of encouragement and discouragement in career plans, and what would be most helpful in career plans. Questions on career hlep included the availability, use, and helpfulness of high school services, curriculum and resources, the peple helpful to career, the confidence in career plans after high school and the preferred work location. The results of this study suggest grade 12 students value career plans and the resources both people and informational, to support transitions. These students voice the need to have passion for career, and report a wide range of occupational choices. The large majority who plan post-secondary education or training expressed the need for diverse but specific career development services to support success in career. High school career development resources are available but the efficacy data suggest their under utilization or reports of not being fully helpful to career plans. An important finding is that career resources are used in the school setting but not the community. The results of this study have implications for the delivery of high school career programs and the development of the public policy on career services. / x, 149 leaves ; 29 cm.

There is considerable evidence that delays in diagnosing and treating breast cancer reduce long-term survival. The purpose of this study was to assess the waiting time between diagnosis and treatment for Alberta women with breast cancer and to examine the influence of age, cancer stage, Regional Health Authority (RHA), community size, and year of diagnosis on this time interval. The data were obtained from the Alberta Cancer Board. The information included approximately all Alberta women with breast cancer between 1997 and 2000. The overall median waiting time was 17 days. The mean and median delay increased by an average of two days each year. Only 43.8% of cases were treated within the recommended 14 days. The delay was significantly longer for women younger than 70, with stage 1 disease and from Northern RHAs. Efforts must be made to decrease delay and ensure that all women receive equal access to health services. / xii, 106 leaves : ill. ; 28 cm.

Alberta's first arts legislation, the Cultural Development Act, was passed in 1946. It was followed by numerous policy initiatives to support the arts, including creation of facilities for training of artists, development of agencies and agreements to deal with arts funding, enactment of regulations to guide arts institutions, and creation of various Departmental structures depending on organizational location of this policy sector. The thesis examines the historical evolution of performing arts policy in Alberta from 1905 to 1997 to identify government activities, shifts in policy-making, and methods of implementation. The study utilizes Paul Sabatier's advocacy coalition approach, which treats public policy as determined by the dynamics of the advocacy coalition within a policy sector and the manner in which external factors and system parameters steer policy development. This study concludes that Alberta performing arts policy has largely developed within the context of meta public policies emphasizing economic development and provincial statebuilding. / iii, 97 leaves : ill. ; 28 cm.

A large body of research literature connects the concept of community with schools and other educational organizations. This study: 1. Drew from that educational literature: (a) a typology of the different senses in which the term community is conceptualized; (b) guiding principles for building community. 2. Interviewed thirteen educators from Calgary (Alberta, Canada) Public Board of Education to ascertain: (a) how these educators conceptualize the concept of community; (b) their views on how the concept of community could be operationalized in schools. 3. Analyzed how (1) and (2) do and do not complement each other. 4. Drew conclusions and made recommendations for future study, policy and action which will allow the idea of community in schools to become more attainable. The concept of community, as applied to schools, identifies two types of realtionships: territorial and relational. However, an optimal sense of community will not be experienced until people within territorial stuctures begin to interact with and relate to one another. Such an enlarged notion of community would speak to the caring and trust that exists between people; individuals' faith in process; and a sense of ownership in, commitment to, and shared responsibility for, what occurs between people within lateral structures. Another element would be the valuing of all people; valuing their place in the community, their growth as learners, and the qualities they bring and contributions they make to the community. Finally,larger connections would be made which extend beyond the smaller territorial structures, into the larger school community and beyond into larger communities outside the school. This study may also serve as an heuristic springboard for future research in at least five major areas: 1. How value systems are developed by educators and educational leaders. 2. How educators and eduactional leaders come to value shared leadership and shared responsibility in lateral structures. 3. The potential for one type of community serving as a foundation for others. 4. How currently vague and abstract concepts of community may be expressed in language that is clear, precise and practical. 5. Longitudinal studies of educators and educational leaders addressing the assumptions of what learning communities and communities of leaders are and should be. / xi, 137 leaves ; 28 cm.

The introduction of the Principal Quality Practice Guideline (PQPG) in 2007 by Alberta Education brought forth the question of whether or not school based leaders in Alberta School Division #1 (ASD#1) felt confident to meet the demands as presented by the dimension in the PQPG. Once confidence levels were determined I was also interested in determining how to most effectively build the professional capacity of these leaders as informed by the PQPG. Researched-based key characteristics of highly effective school leadership program design and delivery were examined and compared to perceived priorities of ASD#1 school based leaders. A literature review was completed to determine the key characteristics of effective school leadership development program design and delivery. These program elements were then offered to ASD#1 school based leaders to prioritize and evaluate. The study employed both qualitative and quantitative methods of data collection. A quantitative survey was developed and distributed to 57 ASD#1 principals and vice principals which was then supported by a qualitative interview conducted with eight ASD#1 school based leaders. ASD#1 school based leaders indicated they were highly confident in meeting the demands of the PQPG. The study highlighted the strong support ASD#1 school based leaders have for the key characteristics of leadership program design elements for building capacity. These effective elements included: researched-based curriculum, coherence between curriculum goals and shared values and beliefs, field-based internships supported by expert practitioners, extensive use of problem-based learning strategies, use of collaboration in practice-oriented situations, use of mentoring and coaching, a strong partnerships between school districts and post-secondary institutions, vigorous recruitment of highly qualified candidates and v instructors, and a adoption and promotion of the philosophy of career long learning . ASD#1 school based leaders also strongly supported the research in their perception that the most effective method of delivering this program would be a balance of the practical and the theoretical through a partnership between the local school division and a postsecondary institution. A major outcome of this study was a recommendation for adoption of these key characteristics of effective school leadership program design and delivery to the ASD#1 school board and senior administration through the development of a school based leadership development program. / xii, 190 leaves ; 29 cm