The Oyster River Research project begins by exploring the meaning of agriculture, the definition, the history, the cultural context of agri-culture, as well as the role of agriculture in our present day. An overview of the Agricultural Census 1992 is given to outline the Agricultural Industry past and present within Canada, and the major issues and constraints with regards to Agriculture in British Columbia are identified. Elements of farmland conservation, BC's ALR, as well as case studies and precedents regarding farmland conservation strategies are also discussed. From this research exploration, an understanding of the role and scope of UBC, the Oyster River Farm, and the surrounding community, locally and regionally is met, and programs capable of linking these issues are developed. These programs, in conjunction with the overall farm and community site design, exhibit the most beneficial means of defining and developing the relationship of UBC, the farm, and the community, while maintaining the integrity of agricultural land and the practice of farming for local food security. Ultimately, this design thesis offers a solution that attempts to serve UBC, the Oyster River Farm and the local / regional community in a manner most sensitive socially, ecologically, and economically to issues presently facing the Research Farm and the larger community of the Comox-Strathcona Regional District.

This thesis explores the dialectical relationship between aboriginal and anthropological discourses of tradition and cultural performance. Specifically, I examine some ways in which concepts of tradition and culture are invoked in British Columbia's First Nations communities in order to negotiate, validate, and contest contemporary transformations to cultural practice. Two case studies of recent controversies within Kwakwaka'wakw communities are presented, one surrounding the bestowal of the Hamat'sa Dance on the pan-tribal American Indian Dance Theater for use in public presentations, the other involving the performance of the Hamat'sa— customarily a male prerogative— by women. This study addresses both local Kwakwaka'wakw dialogues about history and contemporary values, and the larger public, academic, and political environments in which those dialogues occur. This thesis takes as its broadest context these dialogues and shifts in the scale of identity and representation: between different native communities and different voices within them; between contests for local privilege and global control over "national" heritage; between indigenous peoples and the discipline of anthropology. I argue that tradition is best approached as a critical value emerging from these discourses, a concept which is intentionally used as a marker of present identity through strategic appeal to the past.

This study investigates the reporting and grading, as well as the meaning of letter grades, of students in Science 9 from the perspectives of teachers, students, and parents in five schools from two British Columbia school districts, one urban and one rural. To that end, four research questions guided the data collection and analyses: (1) What reporting methods do teachers use to communicate information about student learning in Science 9 to students and parents, and what are teachers', students', and parents' opinions of those reporting methods? (2) What grading components do teachers incorporate into Science 9 letter grades, and what grading components do students and parents believe teachers incorporate into Science 9 letter grades? (3) What meanings do teachers, students, and parents attribute to Science 9 letter grades? and (4) What are students' and parents' perceptions about some possible effects of student progress reports in Science 9? A mixed-methodology design was employed to collect the data. Quantitative data, collected via self-administered written questionnaires from the five Science 9 teachers, 43 students, and 21 parents who volunteered to participate in the study, were used to identify participants' practices and perceptions about grading and reporting. Qualitative data, collected via individual, audio-taped interviews conducted with a subset of the people who completed questionnaires (all five teachers, 16 students, and seven parents), were used to verify, clarify, and expand the questionnaire data. Observational notes and collected documents (e.g., report card forms) also served as data sources. The results of this study show that most of the participants in the study were generally satisfied with most aspects of the reporting of student progress in Science 9. However, individual teachers consider different kinds of assessment information when they assign Science 9 letter grades, teachers are not always clear and consistent about what they intend letter grades to mean, and students' and parents' beliefs about the grading components and meanings of Science 9 letter grades vary widely. The results pf this study also indicate that the information communicated by a letter grade is not always clear and consistent. That the meaning of a letter grade is not always clear has implications for the ways in which letter grades are used by students and parents. The results of this study indicate that some students' attitudes, behaviours, and decisions could be affected by the grades they receive in Science 9. However, in order for students' attitudes, behaviours, and decisions to be appropriate, their interpretations of the meanings of letter grades must be appropriate. Given the multiple meanings attributed to a Science 9 letter grade, it is likely that peoples' inferences and actions based on a letter grade will not always be appropriate. This study raises a number of issues. Two classes of issues are discussed: those arising from the research findings, and those arising from the methodology of the study. An example of an issue arising from the research findings is that the process of assigning letter grades is problematic. An example of an issue arising from the methodology is that participants do not always interpret questionnaire items in the way they are intended. This study contributes to our understanding of teachers' grading practices with respect to the assignment of Science 9 letter grades, and it provides information about students' and parents' understandings of those grading practices. The study also provides insight into teachers', students', and parents' understandings of the meaning of letter grades. In addition, the results of this study help us understand some possible consequences of reports of student progress from the perspectives of students and parents. Another contribution is a direct result of the methodology of the study — by interviewing a subset of the questionnaire respondents after they had completed the questionnaires, it was possible to learn more about how different people interpreted the questionnaire items; that is, it was possible to explore the internal validity of the study. As a result, this study offers evidence about the value of employing more than one data collection method when conducting research.

The primary objective of this thesis is to examine the opportunities and constraints for transforming "contested" public space into "shared" place in Vancouver's Downtown Eastside. This examination is informed by: a literature review of public space theory; a review of City of Vancouver policies pertaining to public space conditions in the Downtown Eastside; a case study of community-driven public realm initiatives in Pioneer Square in Seattle, Washington; personal experience both working in, and observing conditions in the Downtown Eastside, and a review of current initiatives in the area that are working towards improving the public realm in the area while building consensus between opposing community groups. This research indicates that public spaces play an important role in the everyday lives of city dwellers, particularly for those who, due to homelessness and poverty, rely on public space for recreation and socialization, and in many cases, to live. However, as the central city is becoming an increasingly attractive place to live for middle and upper income households, conflicts can ensue over who has the "right" to use the public realm. What often occurs is the exclusion of the poor and marginalized segment of the population to "make way" for amenities that serve higher income residents and visitors. Conditions in the Downtown Eastside have deteriorated, yet at the same time, development both within and around the area has created distrust and hostility between different community groups. However, recent initiatives are working to make improvements while building trust between different, often hostile community groups. Ideally, planning for the public realm should have a significant amount of community involvement and control. The case study of Pioneer Square indicates that this is possible, although a sufficient amount of trust and consensus is needed from the outset. While the Downtown Eastside possesses many attributes which provide opportunities for public realm improvements, planners from outside the community should play a significant role in any initiatives, due to the lack of consensus and tension between community interests.

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This study examined the role Canadian music plays in the preparation of secondary school music specialists in British Columbia. Programme content was explored through an analysis of course calendars, a review of student, faculty and guest recital repertoire, and interviews with post-secondary instructors and senior music education students. Fourteen music specialists completed a checklist in order to determine what Canadian materials are being used in the classroom. Follow-up interviews were conducted with three teachers to further explore the selection of teaching materials. An official from a local school board and a participant in the development of music curriculum documents were also interviewed to ascertain the value placed on Canadian music by local school boards and the Ministry of Education. Findings identified a need for increased Canadian content in all facets of post-secondary teacher training in order to expose secondary music specialists to available Canadian resources. Implications for further research are discussed.

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Thesis (Ph. D.)--Carleton University, 1986. / Also available in electronic format on the Internet.