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The purpose of this study was to develop an adequately reliable and valid measure to assess five dominant life values held by adults. Additionally, by using the developed instrument, the study also compared major life values held by Anglo and black subjects. Items for the initial draft of the instrument were drawn from a pool of items obtained from surveying a group of community college students who were asked to list 10 to 20 important life values. Once these values were listed, the students were asked to rank order them in terms of their importance to their life and survival. These rank ordered values were categorized into five areas which formed the basis for the final version of the values scale. The final version of the draft included 50 items grouped into five value areas which were labeled as: moral outlook, family-mate relationships, work values, personal growth, and values related to creative use of leisure time. This instrument was then administered to a group of 723 secondary students whose ages ranged from 17 to 31 years. The data obtained from this sample was used to determine the internal consistency measure of reliability for the total as well as individual sub-scales. The reliability coefficients ranged from a low of .82 to a high of .91, indicating high reliability of the scale. The concurrent validity of the scale was developed by correlating five value sub-scales to the Taylor-Johnson Temperament Analysis (TJTA). The validity coefficients obtained by this procedure indicated a moderately high construct validity of the developed scale. The intercorrelations of five sub-scales also revealed that there was some overlap among these scales; however, low to moderate correlations provided some justification for using them as separate sub-scales of human values. For the purposes of comparing values of subjects from two ethno-cultures, 72 students were randomly selected from each group, and their responses to the value scale were analyzed by a factorial analyses of variance design. The results obtained from a three-factor ANOVA (sex x race x religion) revealed no significant differences in values of Anglo and black subjects in terms of ethnic and religious attributes. However, significant differences were observed in values held by male and female subjects. The greater sex differences occurred in the values related to creative use of leisure time. Male subjects placed significantly higher importance upon leisure time activities than their female counterparts. The significance and implications of the findings were discussed.

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It is a commonly held notion among many Aboriginal people that one’s worldview, knowledge, values and identity are shaped through the connection one has with the physical and spiritual components of their traditional territory; the land and waters, the beings which occupy these places and one’s ancestors. For the members of Missanabie Cree First Nation, the connection with their traditional territory was disrupted as a result of the failure of the Crown to set aside land in the treaty process in the early 20th Century. Through a review of literature on the Cree of Northern Ontario and Quebec, this thesis answers questions raised by the community concerning their ancestors’ traditional resource management methods, and the kinship roles associated with these methods. Q-method is used to determine the current day values the members hold regarding the land and waters in and around Missanabie. Knowledge of these values, where members agree and disagree, can assist leadership in making decisions about how to proceed in the reestablishment of a viable Aboriginal community within the traditional territory. From the Q-method, three factors which represent the members values emerged; Cultural and Spiritual Values, Economic and Conservation Values, and Community Infrastructure Values. The factors demonstrate that the First Nation holds a mix of traditional and contemporary values with differences appearing in how each factor describes members’ connection to the land and the desires of what members want the land to provide. To move forward in their journey toward reestablishment on their traditional lands, compromises and accommodations within the community need to be reached, and can best be achieved through comprehensive land management planning.

This project investigates how team sports can be used to include young women in public space aswell as how through the addition of a sporting facility adjacent to three schools can be used as a stepping stone for the young people of Dharavi to have a chance at a brighter future.

This study examined the extent to which the espoused values and ethics of rural Manitoba school principals were reflected in their practice. The present study was framed around the possibility of seeing the rural Manitoba school principalship, ultimately, as a moral practice. To do this, attention was given primarily to Western philosophical approaches to human understanding and their relationship to the development of values and based on contemporary understandings of the Western philosophical traditions that have dominated the conversation around ethical administrative practice. The social context of this research concentrated on leadership experiences of four school principals in rural Manitoba. A form of naturalistic inquiry model was used to gather a sense of the stories of these principals through the lens of their personal value structures and the impact their values structures have on their professional decision-making processes. The analysis of the data showed no evidence of the principals separating their personal values from their professional values. Also, the local community context figured strongly in the working lives of the principals, and was a main factor in their decision-making priorities. Values of democracy, faith, respect, and common vision were cited as having a stronger impact than things such as policy, law and even consensus in their leadership approaches. There is much more to be said about the experiences of the rural Manitoba school principals than merely the role of the local community context in their working lives. A comparison to the experiences of urban Manitoba school principals might disclose a greater attention other variables such as justice and critique in the rural principalship than is readily apparent. A deeper and more comprehensive examination of rural stories would potentially bring to light the compelling nature of their character.

We, as a society, have been presented with a massive problem to solve. As the northern hemisphere (and increasingly parts of the southern hemisphere) continue efforts for economic growth, security, and personal comfort; topics of ecological damage, climate change, hunger, disease, poverty, exploitation, and war become more and more commonplace in our collective psyche. In order to find solutions, we must stop using old ways of thinking in favor of a ‘new story’, one that places humans within nature instead of in control over it. While top level efforts are important, even more critical to this topic are the people charged with teaching these new ideas, beliefs, and behaviors. The question that arises from this is, what are the beliefs and values of the teachers who are viewed as passionate or leaders in the field of Education for Sustainable Development (ESD)? What have they learned or experienced that has led them to teach from an ecologically literate perspective and/or towards a greater understanding and acceptance of social responsibility? This study collects the stories and experiences of six high school science teachers and ESD practitioners currently working in Winnipeg, Manitoba, Canada. Stories were analyzed to discover: individual values and belief sets of teachers as well as their progression from childhood to novice teacher to ESD practitioner; and experiences that promoted currently held beliefs and values. As a result, the data shows ESD practitioners to be dedicated and committed individuals, whose values and attitudes stem directly from childhood experiences in nature coupled with parental/adult encouragement. From their stories and experiences, it is clear that successful implementation of values based ESD programs rests sole on the shoulders of the people asked to teach it.

Canada’s urban forests play a critical role in local environmental systems and conditions, and will likely be the most influential forest of the 21st century (Nowak et al. 2001; Dwyer et al. 2003). Winnipeg is home to the largest remaining elm forest in North America and has a long and unique history with its residents. While a great deal of research has examined the many urban forest benefits, there was opportunity to further develop an understanding of residents expressed values and preferences in relation to Winnipeg’s urban forest ecosystems. The study adopted a qualitative research approach, collecting data through multiple methods including site tours, participant journals, photo elicitation, and follow-up semi-structured interviews. The results indicate that Winnipeggers have deeply held urban forest values, particularly in relation to aesthetics, naturalness and biodiversity, and social values such as recreation and alternative uses. Personal development of the values held began early in life, has occurred over time, and is continually reassessed through critical reflection.

The thesis examines the samurai image portrayed within the film 'Tasogare Seibei' by Yamada Yōji and three novellas by Fujisawa Shūhei, upon which the film is based. An historical outline of the evolution of the samurai and their ideals is provided as a background to the works studied, with emphasis placed on the Tokugawa period. It is demonstrated that through their depictions of samurai, the novellas and the film make a significant social commentary about modernisation and Japanese values concerning power, status and wealth in the postwar period. Two of Fujisawa's novellas relevant to this thesis, 'Hoito Sukehachi' and Tasogare Seibei', have been translated here from Japanese into English. As these works have hitherto not been translated, this will facilitate a degree of access for English readers to Fujisawa's literature, which, aside from a single existing selection of short stories, is to date available in Japanese only.