The purpose of this study was to investigate, with or without prompts, students’ small group discussions of their solutions to mathematical problems and to determine the extent to which the students demonstrate mathematical power. Mathematical power was defined in terms of student assessment standards (SAS) and their integration. SAS, each of which has associated with it categories of mathematical activities, comprise communication, problem solving, mathematical concepts, mathematical procedures, and mathematical disposition. Other insights perceived to be important from the discussions were also documented. Grade 9 students of the regular school program were used for the study. There were 18 students in the class but only one group of students comprising 2 females and 2 males was the focus of the study. They responded to mathematical problems individually for 20 minutes and then used 40 minutes to discuss, in groups, their solutions to the problems. Also, they responded to questionnaire items. The group discussions were video recorded and analyzed. Data were collected on 7 different occasions using 7 different problems over a period of 3 months. - Results of the study indicate that students demonstrated mathematical power to the extent that at least one category of the mathematical activities associated with each SAS was reflected by the small group discussions of students’ solutions to mathematical problems. Other results indicate that combining students written scripts with students’ talk provides a better insight into the things about which students are talking. Also, monitoring students and providing them with prompts while they work in groups is useful in helping them accomplish tasks in which they are engaged. Finally, when students work in groups, they can shift their viewpoints consensually or conceptually to align their viewpoints with majority viewpoints. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This study investigated how a therapist and clients created couple change over the course of 15 sessions of Experiential Systemic Therapy (ExST) for the marital treatment of alcohol dependency. The aim of this research was to explore how change occurred during a single case of successful ExST and to refine and expand ExST theory. ExST has been shown to be an effective treatment for couple recovery from alcohol dependence yet little research has focused on how change occurs in ExST. The case selected for analysis was an exemplar of successful ExST couples therapy. The case met several criteria for success including therapist and client satisfaction with therapy, the cessation of alcoholic drinking, increased marital satisfaction at posttest and follow-up periods, and evidence of in-session couple change. Two therapy episodes containing relational novelty (couple change) were analyzed using the Comprehensive Discourse Analysis procedure. The results of this study highlighted the existence of a subtype of relational novelty called syncretic relational novelty. Syncretic change refers to the generation of intimacy by therapist and couple where initially there existed disparate beliefs and behaviour that isolated system members. The study found that the couple’s distance oriented beliefs and practices were reconciled and intimacy was enhanced through the employment of intense experiential activities and the provision of a collaborative therapeutic atmosphere. These two activities fostered increased couple intimacy by encouraging clients to engage one another through self disclosure, empathy, shared vulnerability, increased cooperation and greater personal awareness. Couple intimacy was fostered during experiential activity through a carefully paced intensification of clients’ thoughts, feelings and physical sensations. In addition, intimacy was facilitated by the therapist when she accepted clients’ experiences and adopted clients’ language styles. As well as working collaboratively, the therapist acted as a therapeutic guide interceding during harmful spousal interactions, altering the therapy agenda at client request, promoting joint decision-making and valuing marginalized client experience. Recommendations based on these findings were made for the refinement and expansion of ExST theory. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Five cases of resistance to authority in the United States Navy in 1971 and 1972 were studied intensively. These included anti-war campaigns to keep the USS Constellation and the USS Kitty Hawk from sailing to Vietnam, a movement defense of a sailor charged with sabotage on the USS Ranger, a racial fight of over 200 crew members on the USS Kitty Hawk off Vietnam and two strikes by 130 Black sailors aboard the USS Constellation. White Jacket, Herman Melville’s documentary report of life aboard a navy Man O'War in 1843 and 1844 was also studied. The social construction of authority, that is, the way that authority was produced, strengthened or weakened by participants, was taken as a problematic. Published letters, reports, pamphlets and articles by members and supporters of the groups involved were the primary sources of information. Officers were found to use either a militarist or a managerial ideology when they commented on authority. Each ideology included assumptions about the practical actions necessary for the exercise of authority and justifications of the right of the few in leadership to demand compliance of the many. The militarist ideology assumed an opposition of interests between officers, and men and that authority was manifested by and depended on an inferior's exact obedience to a superior's commands in a face-to-face situation such as the social and technological setting of Melville's sailing Man O'War. The managerial ideology identified authority as the manipulation of institutional paths to career opportunity so that all levels of personnel were channeled into compliant behavior. Anti-war resisters and Black movement sailors were very critical of authority but at the same time held parallel ideas with one of the two models of how authority was; constructed. Anti-war sailors assumed authority depended on a face-to-face command situation as in the militarist ideology and Black movement sailors based their analysis of racism on institutional channeling which was consistent with the managerial view. The actions of the Black movement sailors were the most effective challenge to authority because their solidarity obviated extensive planning: or organization and because their analysis of racism tended to delegitimize managerial authority. The atomization of personnel by the requirements for organizing the technologically complex work of the ship and the militarist maintenance of oppositions between officers, senior NCOs and enlisted men made cooperation in resistance unlikely. At the same time the authoritarian style of lower level leadership also produced an anti-NCO solidarity among enlisted people. The anti-war sailors had hoped to capitalize on this solidarity but their understanding of the base of authority was incorrect and the Navy was able to absorb their actions without direct impact; however, their libertarian attack on authority along with the Black actions precipitated a conflict between 'managerial' and 'militarist' officers throughout the Navy. / Arts, Faculty of / Sociology, Department of / Graduate

This research was concerned with some physiological effects of supra-normal CO₂ concentrations on cucumber, tomato and Japanese Morning Glory (Pharbitis nil), and with measurement of CO₂ levels in a commercial greenhouse. Measurements of CO₂ concentrations in a cucumber greenhouse showed that, in the early stages of crop development, early morning CO₂ levels reached 0.18% as a result of straw decomposition in the plant beds. Later in crop development, daytime levels were much lower and required gas combustion to restore high concentrations. Stomatal resistances in cucumber leaves were relatively insensitive to high greenhouse concentrations. Variation in stomatal resistance through the crop canopy was, however, detected. Generally, the two most recently developed leaves showed higher resistances than those of a slightly greater physiological age. Differences in leaf irradiance could not fully explain this effect, which may be related to the stage of leaf development. Subsequent experiments on greenhouse tomato crops showed that CO₂-enriched (0.09% CO₂) plants flowered earlier and produced 30% more fruit than those grown in normal air. Photosynthetic rates were inherently higher in apical and basal leaves developed under CO₂enrichment at irradiances above 50 m⁻²s⁻¹ .Behavioral indicies of photosynthetic efficiency indicated an enhanced capacity to utilize CO₂ in enriched plants. Measurements of CO₂ exchange in leaves of plants grown in chambers at 3 CO₂ concentrations (0.03, 0.1 and 0.5%) confirmed the enhancement of inherent photosynthetic rates in young leaves of 0.1% grown plants. Reduced rates of photorespiration, total O₂ inhibition of photosynthesis, glycolate oxidase (GaO) activity, and an increased rate of ribulose-biphosphate-carboxylase (RuBP-case) activity, contributed to this enhancement. Maximum photosynthetic rates in young leaves developed at 0.5% CO₂ were similar to those developed in 0.03% CO₂. Growth rates of the 0.1% CO₂-grown plants were higher than the similar rates of plants from the 0.03 and 0.5% regimes. Apparently maximum benefit from CO₂ enrichment is achieved by maintaining atmospheric CO₂ concentrations close to 0.1%. At a later stage of development, however, GaO and RuBP-case activities were similar in the 0.03 and 0.1% CO₂-grown plants and photosynthetic rates did not differ between growth regimes. Observations on the effects of 0.03, 0.1, 1.0 and 5.0% CO₂ on development in the Short-Day Plant Pharbitis nil revealed that 1.0 and 5.0% CO₂ modified normal flowering. These concentrations induced a weak flowering response in Long-Days and Short-Days and promoted stem elongation and leaf production under both photoperiods. These modifications were apparently unrelated to patterns of CO₂ exchange which showed a relatively small increase above 0.5% CO₂. These results are discussed in relation to possible mechanisms for the effects of supra-normal CO₂ concentrations on development. The diversity of physiological effects mediated by CO₂, and their relationship to one another are discussed. / Land and Food Systems, Faculty of / Graduate

The purpose of the study was to find out more about verbal and visual aspects of teaching art and learning to draw in the classroom. It was to determine what influence language has on visual processes in drawing and to examine effects of talking and verbal thinking on the acquisition of drawing skills of pre-adolescent students in grade seven. The study consisted of a 10-week drawing course for four classes of grade seven students in an elementary school in Vancouver, British Columbia. Instruction was the same for all classes except that in two of the classes students were permitted to talk to each other while drawing and in two classes students were instructed not to talk while drawing. Data were collected and observations recorded using scores on drawing tests, student evaluations, drawing surveys and teacher logs. Although scores on drawing tests showed little difference between the two groups, consistent observations indicated that students did not talk and draw at the same time. Students who talked stopped drawing, completed fewer drawings, made less frequent reference to the model and followed fewer directions. When comparing the work of the two groups, teacher attitude toward the talking group reflected more dissatisfaction because of the higher incidence of incomplete work and the necessity of having to raise the voice in order to be heard. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The purpose of this study was to understand the meaning of change through therapeutic enactment in psychodrama. Existential and hermeneutic phenomenology conducted from the perspective of a dialectic between storied narrative and thematic analysis was used to investigate the essential meaning of the experience. Eight co-researchers who had experienced significant change through therapeutic enactment in psychodrama were interviewed in depth. Transcripts from these interviews were transposed into narrative form in order to straighten the story of change through enactment in a before, during, and after sequence. These eight individual narratives were validated by the co-researchers. An independent reviewer checked each narrative against the original transcript, video tapes of the enactments, and comments of each co-researcher for trustworthiness. Each validated narrative provided a rich description of the lived experience of change through therapeutic enactment. In addition, fifty-nine (59) essential themes were formulated from the individual narratives: Fourteen (14) in the planning stage, twenty-four (24) in the enactive stage, and twenty-one (21) in the reflective, or integrative stage, of the enactment process. These themes were then woven into a common story representing the pattern and meaning of change through therapeutic enactment for this group of co-researchers. Finally, notations made during the transposing of the transcripts into personal narratives, formulation of the essential themes, and construction of the common story were used to develop a theoretical story of change through therapeutic enactment, as a final level of hermeneutic interpretation. This theoretical story was then presented in summary form as a thematic sequence of multi-modal change processes representing a model of change through therapeutic enactment. The results of this study suggested numerous theoretical and technical implications. Foremost among theoretical implications was the suggestion that Tomkins (1992) script theory of affect may best illuminate the effects and processes of psychodrama and enactment. This study also had implications for interactional theories of development, contemporary psychoanalytic theories of interpersonal functioning, theories of moral development, theories of dream functioning, and ethological theories of myth and ritual. The results of this study also suggested a number of additional qualitative and comparative outcome studies for future research. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This thesis uses data collected from a sample of thirty-nine Canadian and thirty-nine American manufacturing firms to provide an empirical foundation for the assessment of the performance of Canadian manufacturers through most of the twentieth century. The unbalanced panel of Canadian firms covers the years 1907-1990. The unbalanced panel of American firms covers the years 1902-1990. To quantify the performance of Canadian manufacturers I measure relative technical efficiency by calculating the total factor productivity (T.F.P.) and labour, capital and intermediate input partial factor productivities of the Canadian firms in my sample relative to the American firms. On average I find that the Canadian firms have had lower labour productivity and intermediate input productivities, but superior capital productivity. When measuring the productivity of the entire production process simultaneously there appears to have been no consistent and substantial T.F.P. difference between the Canadian and American firms, on average. To explain the variation in the partial factor productivities between my Canadian and American firms I disaggregate the total variation into differences due to domestically unique input prices, output levels, biased technology and neutral technology. In general the Canadian firms appear to have been responding to lower labour and intermediate input prices and higher capital costs by using the relatively expensive inputs conservatively and the relatively inexpensive inputs liberally. The Canadian firms also appear to have been adapting their technology in response to the unique input market conditions they faced. The evidence that the Canadian firms in my sample were choosing input combinations and technology which reflected the domestic input prices they faced indicates behaviour consistent with competent entrepreneur ship. Additional evidence illustrating the Canadian producers' responsiveness to idiosyncratic and continental changes in their input market conditions reinforces the partial factor productivity evidence: The performance of the Canadian manufacturers' in my sample of firms, with respect to total factor productivity and responsiveness to domestic input market conditions, suggests that on average Canadian manufacturers have traditionally performed at least as well as their American counterparts. / Arts, Faculty of / Vancouver School of Economics / Graduate

This research examined how the needs of elderly women are being met in the hospital setting. Qualitative data were gathered through in-depth interviews with eleven women between the ages of 70 and 93 who had had a hospital stay in the previous year. Data analysis revealed that the system failed to attend to participants' age specific needs. This failure created gaps in care which were particularly troubling for elderly female patients whose frailty made them susceptible to additional health problems. Participants received inadequate care in such areas as bathing, walking assistance and help with eating. Hearing impairments and denture issues were at times overlooked. These gaps in care caused participants to view a hospital stay as a matter of survival. Participants developed strategies to cope with gaps in care which included lowering their expectations, developing support networks and relying on family members to meet their basic needs and advocate on their behalf. Recommendations for change include identifying elderly women as a vulnerable patient population and defining the problems they face as structural issues as opposed to individual problems. / Arts, Faculty of / Social Work, School of / Graduate

Children, over the course of development, experience numerous situations capable of eliciting fear; however, the behaviours which children exhibit in these situations remain unclear. The investigation presented here pursued the question "how do young children express fear in a non-painful medical situation where they perceive threat from physical harm?". It is important to note that this study differentiated between fear and anxiety, however it did not examine differences between these two emotions. 116 children, between the ages of 12 and 87 months, and their parents participated in the study. Children's fine-grained behavioural responses, (i.e., facial activity) and broader behavioural displays (e.g., crying, protective behaviours) were examined during a fearful situation. The specific threat used to provoke fear was orthopedic cast removal with an oscillating saw. Few people, including adults, who have had a cast removed would challenge the notion that the oscillating saw can effectively elicit fear. Facial activity was measured with the Baby-FACS coding system and global behaviours were assessed with the Observational Scale of Behavioral Distress. Results demonstrated the existence of a constellation of facial actions and a group of more global behaviours indicative of fear in young children. The facial actions and global behaviours identified in the total sample were examined on a subset of the children who were rated as displaying clinically significant fear. The same 13 facial actions were found to cluster together in the sample of children displaying clinically significant fear. Further, global behaviours occurred with a higher frequency in this sub-sample. Age and cast location were found to predict children's fear for both classes of behaviour in that younger children and children with casts on their legs had higher facial action factor scores and OSBD scale scores than older children or those with arm casts. Finally, facial activity and global behaviours appeared to be valid measures of fear as they were both correlated to an independent observer's and the cast technician's ratings of fear. Results are discussed in relation to current theories of emotional development and implications for clinical applications are reviewed. / Arts, Faculty of / Psychology, Department of / Graduate

Traditional psychological research on resilience has focused on individual traits and abilities and minimized the role of cultural and socio-political contexts in its analyses. In this tapestry, I use a narrative framework to learn about ten Vietnamese refugee youths, who have received university scholarships to attend university, but whose life chances would otherwise be considered, at high risk of failure because of their race, ethnic, and income status. I also interviewed their parents. Their narratives are discussed in the light of historical, cultural and social contexts in which they live and learn. In reporting the students' life stories, I use the concepts of "dance of life " that takes place within a context of shared human stories. The parents' endurance, struggles, and hopes accumulated over generations, become a story of collective resiliency. This story provides the informative thread for a collaborative weaving of the students' "dance of life" in which the children's individual responsibility for their academic (achievements. For the refugees academic resilience is a pervasive individual and collective experience, rooted in the distortions of social relations and the disruptions of community life that are the product of an oppressive society. Resiliency becomes the common "process" of participation open to all individuals, and conjoins deep personal meaning and shared common purpose. Thus, academic achievement is seen by the refugees as an effective instrument of empowerment and liberation for the entire family, community, and the hope for the future The self as narrated by these students orchestrates a dance between and among themselves within a family, a community, and across generations. The students' achievement is motivated by a debt of love and gratitude to those members of the family achievement is motivated by a debt of love and gratitude to those members of the family and the community to which they belong. Students stated that through their own efforts and the "right attitudes" they could reach their goals in school and break down the barriers of discrimination. They reported growing closer and more emotionally dependent on their parents over time. They struggled more with how to have and maintain satisfying peer relationships without becoming independent from their parents. This study opens a door to the discussion of socio-cultural perspectives that may partially explain previously reported outcomes of high achievement among Vietnamese refugee youths, despite their humble origins and their parents' low level of in come and education. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate