This study was motivated by the writer's observation that the provision of solved examples to students learning to devise computer algorithms did not assist and even seemed to hinder in the development of such skills. It was surmised that this might be due to a number of factors. The learner might be delayed in hiso.development of the heuristics necessary to create algorithms using self-generated mediators. He might be misled in his expectation of the difficulty of performing such tasks independently. He might display rigidity (an Einstellung effect) in his later use of the techniques demonstrated by previously provided examples. Grade nine students were assigned to two groups at random. Both groups were given a printed introduction to computer program writing in the BASIC language and were asked to solve two problems, an easy problem and a harder criterion problem. Before the problems were assigned one group was given a solved example which was very similar to the easy problem. The second group was given a short history of computers to read. A Chi-square- test was used to test each of the following hypotheses: 1. The first problem was easier than the second problem for all students. 2. The example helped the first group in doing the easy problem comparing the proportion of correct solutions to the easy problem in each group. 3. The second group had a higher proportion of correct solutions for the "hard" problem than the first group. k. The second group had a higher proportion of correct solutions for the "hard" problem than the first group when only those students who correctly solved the first problem were considered. The first, second, and fourth hypotheses were found to be significant beyond the .05 level. The conclusion was drawn that the use of examples to teach algorithm development on the computer is at least sometimes inadvisable in that examples may hinder transfer of training from easy problems to harder problems and do not increase the numbers who can independently solve a harder problem. (This assumes that the independent solution of harder problems is the only instructional goal.) At best the provision of such examples may be a waste of time, at worst it may be a distraction. It was felt that further research using a greater number and variety of examples, classified in some way, and using a variety of textual material is both warranted and desirable. It was also felt that a test instrument could he devised which would identify those students who would most benefit from a course in algorithm development on the computer. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The Fraser estuarine area is characterized by an abundance of biophysical resources interacting with high levels of human demand for food, recreation, transportation, industrial location, and other uses. Our society frequently relies on the market to allocate resources in a socially optimal fashion. But for estuarine resources this approach is often inadequate because externalities from resource uses are not considered, or because a competitive market is not operative. In such cases government intervention is considered necessary to allocate resources in accordance with societal preferences. This thesis seeks to evaluate the effectiveness of government intervention in allocating estuarine resources in the Fraser estuarine area for navigation and port development in a socially optimal fashion, through an examination of the planning process leading to the generation of a proposal to train the lower reaches of the main are of the Fraser River. The purpose of the proposal is to create, through a self-scouring channel, an improved draft for deep sea shipping. This proposal has been chosen for analysis because it represents a major demand on the resources of the estuary, and has considerable potential for affecting a wide range of interests. As such it should prove a good test of the effectiveness of government intervention in allocating estuarine resources in a socially optimal manner. This thesis thus has the following objectives: 1. To evaluate the effectiveness of the "ports provision system" in arriving at a socially optimal allocation of estuarine resources for navigation and port development. To achieve this objective it is necessary to achieve the following sub-objectives: 2. To identify those interests who will benefit and those who will bear a significant share of the costs that will result if the training works proposal is implemented. 3. To describe the activities and interactions among affected interests in the process of deriving the training works proposal. 4. To determine whether adequate information for the evaluation of alternatives has been generated. These objectives were pursued as follows. Normative criteria were derived for evaluating the effectiveness of an ideal process for allocating estuarine resources for navigation and port development. A basic assumption behind these criteria was that societal preferences can be elicited through a process of bargaining amongst legitimate interests. The interests affected by the training works proposal were identified by reviewing the potential effects on biophysical processes, by identifying other uses displaced by the project, and by a description of anticipated economic effects. The available literature on these factors was reviewed, and interviews were held with representatives of likely affected interests. Next, the involvement of interests in the planning process was determined. This historical antecedents to the training works proposal were outlined to place the project in context and to define the extent of past involvement by interest in port development. Those interests with a formal legislative basis for involvement in the process were then identified. The involvement of other interests was determined by reviewing written material and by informal discussions with as many affected interests as could be contacted within time constraints. For convenience, the planning process was considered in three stages: conceptualization of the problem, derivation of alternatives, and evaluation of alternatives. The decision stage, yet to come, was not considered. The effectiveness of the process in arriving at a socially optimal proposal was analyzed in terms of the extent to which affected interests were able to bargain "for the consideration of alternatives which they favoured, and the extent to which evaluative information generated on alternatives identified the effects on the various legitimate interests. Six general categories of information were evaluated. Finally, a number of behavioural factors which appear to have inhibited the generation of alternatives and of evaluative information were noted, based on a review of the literature on limits to rationality, and on interviews with actors involved in the planning process. The analysis showed that the planning process failed to meet the normative criteria and that the problem was of sufficient magnitude to seriously affect the optimal allocation of estuarine resources for navigation and port development. The ports problem was conceptualized in a manner that precluded the consideration of a wide range of alternative solutions, because only the values of those interests who would benefit from the proposal were brought to bear on the problem. Similarly, the alternative generated, and the evaluative information did not meet the concerns of many affected interests because they were excluded from the bargaining process. The attitudes of those interests involved were thus permitted to guide the process. There was little bargaining amongst interests to determine social preferences because many interests were excluded from the process or lacked the necessary evaluative information to become involved. Finally, elected representatives played a limited role in the process, permitting civil servants in powerful agencies to interpret societal preferences. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Unknown

Availability of six minerals (Ca, P, Mg, Mn, Zn, and Cu) in commercial wheat, triticale, corn and barley samples was estimated with three-week old growing chicks. Effects of soybean meal and wheat fed at different dietary concentration on availability of these minerals were studied. The availability of minerals from specific inorganic sources were also evaluated. Availability value was determined by a balance procedure corrected for endogenous minerals. Results indicated that the availability of calcium, phosphorus, magnesium, manganese, zinc, and copper was 71.0, 67.4, 53.5, 48.4, 49.6 and 78.5%, respectively for the wheat and triticale samples. Copper availability was the highest in corn (87.2%), followed by calcium (70.0%), phosphorus (60.9%), manganese (60.0%), zinc (57.5%) and magnesium (51.0%). The availability of Ca, P, Mg, Mn, Zn and Cu in barley was 68.9, 68.8, 54.9, 54.9, 49.1 and 77.5%, respectively. Significant variation (P ≤ 0.05) exists among the cereal grains tested. Results indicate that mineral availability is influenced by the origin of the samples obtained. Availability of minerals is affected by the concentration of ingredients in the test diet. Significant differences (P ≤ 0.05) were observed in availability for all the minerals tested when soybean meal and wheat were supplied in the test mixture at five levels. Calcium and phosphorus from calcium phosphate were highly available to growing chicks. However, the availability decreased rapidly when the mineral level was in excess of the dietary requirement. Six levels of magnesium (150, 300, 450, 600, 750, and 900 ppm) from magnesium carbonate were evaluated. Results showed that magnesium was highly available to growing chicks. The values ranged from 82.3 to 61.9%. Excess amounts of magnesium in the diet tended to reduce the availability value. Various levels (25, 50, 75, 100 and 125 ppm) of manganese from manganese sulfate were tested. Manganese appeared to be poorly available for the levels tested. Zinc availability from zinc oxide was highly available for the chick. The availability values/ranged from 84.4 to 93% for all the diets containing 25 to 125 ppm of zinc. The availability of copper from copper sulfate was moderate to high (72.1-80.2%) for the low dietary copper concentrations (2-32 ppm). However, the copper availability values (61.8-63.6%) tended to decrease at higher dietary concentration (50-250 ppm). / Land and Food Systems, Faculty of / Graduate

This study investigates how school advisors, in a secondary-school science context, conceive of and enact their roles in working with student teachers. It describes the interactions between school advisors and student teachers in relation to their personal conceptions of teaching, learning, and the process of learning to teach. The study provides a better understanding of the practicum setting with particular attention to the school advisor's perspective. Detail-rich cases highlight a range of issues for school advisors as they enact their responsibilities in attending to the student teachers' learning. These cases poignantly depict the complexities of the school advisor/student teacher dynamic and the various tensions that arise when conflicts emerge as the practicum unfolds. There are three questions that guide this study: (1) How do teachers perceive their roles as school advisors?; (2) How do teachers enact their roles as school advisors, and what are the foci of the school advisors' work with student teachers?; and (3) How do student teachers perceive the role of the school advisors? The practicum is a context in which one person assists the other in learning (to teach) and for this reason the conceptual framework used for data analysis is a curriculum perspective. Two levels of curriculum are discussed; level one of the curriculum framework is meeting the needs of the students while level two is meeting the needs of the student teacher. Both levels must be attended to throughout the teaching practicum. Five thematic areas were identified: (a) the student teachers' learning, (b) the working relationship, (c) experiences outside of the classroom, (d) lesson planning, and (e) classroom management. This study makes a significant contribution to the research literature on teacher education. First, it focuses upon the school advisor's role within the practicum. Second, one of the two case studies that deteriorated to the point where a change of venues was in order, serves as a rare example of a less-than-ideal practicum experience. Third, the conceptual framework of regarding the practicum as curriculum provides a new perspective for gaining insights into the complexities of learning to teach. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

As I investigate, construct, and tell autobiographic narratives of mothering, of loss, and of hope, both the process of research and the "story fabric" evolve as both written and visual, an interplay of image and text. I involve myself in this investigation as I expect that it is in these places of loss, disability, and dependence that one can find things of great value, perhaps a way of being with each other, of caring, of sharing of self, and of receiving the other that does not depend on growth or achievement or on progress in learning. Ted Aoki writes of "face to face living" (1993, p. 59) of teacher and student. Living, as it were, not at a distance, but face to face and engaged as we open ourselves to the daily struggles and challenges we bring to our work, our teachingAearning, and to our research. Autobiographic narrative offers a way in, extends an invitation to give and to receive. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

M.A. / Please refer to full text to view abstract

This study is aimed at elucidating the meaning of therapeutic change within the context of a person's life story. The author believes that delineation of therapeutic change within this context may help to overcome the incongruence among counselling theory, research, practice, and the experience of counselling clients. After reviewing the traditional literature on therapy outcome and change, the new options coming from narrative approaches were considered. The qualitative method of a multiple-case study was chosen as the most appropriate for the posed question. Three participants in this project completed either individual (1 woman) or group (1 woman and 1 man) therapy, and believed that they achieved a substantial therapeutic change; all of them had written their autobiography in the beginning of their therapy. In each case study, the autobiography was interpreted, the interpretation refined in the Life story interview, and validated in another interview with the participant. Then the Current life interview and the Interview with a significant other were conducted, and the Portrait of change was construed; again, the product was reviewed and validated with the participant. All interpretations, and the videotapes of interviews were reviewed by two independent judges. The three Portraits of change were mutually compared, and the working delineation of the therapeutic change within the context of a person's life story was abstracted from this comparison. In all 3 cases, the change seemed to be connected with a substantial reinterpretation of the individual's life story. This reinterpretation seemed to be based on the change of the individual's fundamental beliefs about self and others in-the-world, on greater and more flexible acceptance of self and others in their relational complexity, and on positioning one's Self as an agentic hero in his or her own life story. These changes were also reflected in the genre, the formal structure, and the explanatory reasoning of the new stories the participants told about their current lives, and lived by. The limitations of this study, and the implications of the findings for counselling theory, practice, and future research are discussed. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The major purpose of the study was to determine whether there are observable differences in the interactions of day care supervisors with three and four year old children whom they perceive as behaviourally different and with children who are not perceived in this manner. It was hypothesized that a day care supervisor's interaction with three and four year old children perceived as behaviourally different would be unlike that supervisor's interaction with children who are not perceived in this manner. The interactions of six day care supervisors with 48 three and four year old children were recorded on video tape in a natural day care setting. A questionnaire completed by the supervisors, was used to identify children they perceived to be behaviourally different and behaviourally adapted. As a result, eight children from each center were selected; two girls and two boys identified as behaviourally different, and two girls and two boys identified as behaviourally adapted. Video-taped observations were subsequently coded using the Brophy and Good Teacher-Child Dyadic Interaction System (1969). After minor modification of the codes, 61 codes were employed to describe the interaction of the day care supervisor with each child. Thirty-three variables were selected by combining codes; the variables were grouped into nine clusters for analysis. The nine clusters are: Total support, child created support, teacher created support, total non-support, child created non-support, teacher created non-support, child created praise, teacher created praise, and response opportunities. Multivariate analysis of variance was used to test the hypothesis. The results revealed that some interactions had not been observed. Some clusters of interactions were not differentiated between behaviourally different and behaviourally adapted children by the day care supervisor, and some clusters of interactions were significantly differentiated between behaviourally different and behaviourally adapted children by the day care supervisor. The sex of the child did not affect the day care supervisor's interaction with the child in any way. The findings indicate that day care supervisors do respond differently to young children whom they perceive to be behaviourally different and to those they perceive to be behaviourally adapted. Behaviourally different children receive less total support, and less nurture; they receive more total non-support and criticism than behaviourally adapted children. In general it is concluded that if day care supervisors are given knowledge about the nature of their interactions with children they will be able to enhance the quality of care they provide each child and to provide optimal opportunities for acceptable behavioural responses by virtue of their own supportive interaction with children. / Education, Faculty of / Graduate

Pineview clay originates from a lacustrine deposit and has a clay content of approximately 55%. During the spring the soil is generally quite moist due to melting snow and rainfall, while ambient air temperatures are relatively cool. These factors cause soil warming on Pineview clay to be slow. Due to the slow soil warming process in the spring and due to the fine texture of this soil, it is important that the Pineview clay maintains a good soil structure. Little research has been carried out on Pineview clay as to the effect of tillage practices on soil structure. It was the purpose of this project to study changes in the properties of Pineview clay brought about by different tillage systems. In the first part of the project major adverse soil conditions that occur on Pineview clay were evaluated with respect to the emergence of barley. In the laboratory the effects of soil compaction and soil temperature were evaluated in terms of barley seedling emergence. The second part of the study consisted of determining the feasibility of several tillage systems and the use of a herbicide prior to tillage on Pineview clay. In the last part of the study four fall sod breaking tillage systems were evaluated in terms of their effect on soil physical properties, N transformations, crop growth and development, and economic returns. Barley seedling emergence in the laboratory was found to be affected by soil compaction and soil temperature. Between 5⁰ and 20⁰C the rate of barley emergence approximately doubled for every 5⁰C increment in soil temperature. Applying the herbicide Gramaxone prior to tillage improved soil break-up and control of sod regrowth, but the cost of this herbicide may be prohibitive. For sod breaking operations a stubble plow proved to be inadequate and a special sod breaking plow should be used. Rotovation prior to moldboard plowing improved soil break-up and control of sod re-growth. Chisel plowing resulted in a rough, mulched soil surface condition, which required many passes before a satisfactory level soil surface had been created. The four fall sod breaking systems were moldboard plowing (using a sod breaking plow) with and without prior rotovation, and chisel plowing with and without prior rotovation. The results indicate major differences due to the type of plow used (moldboard vs chisel) rather than the additional use of the rotovator prior to plowing. Moldboard plowing resulted in superior soil physical conditions, higher soil NO₃-N levels, higher crop yields and N uptake by the crop, and better economic returns than chisel plowing. The four tillage systems reached maximum profits under various fertilizer rates; $208.00/ha for moldboard plowing at 112 kg N/ha, $104.00/ha for rotovating and moldboard plowing at 56 kg N/ha, $71.00/ha for chisel plowing at 168 kg N/ha, and $39.00/ha for rotovating and chisel plowing at 0 kg N/ha. / Land and Food Systems, Faculty of / Graduate

The study was an investigation into the workflow structure of junior and senior secondary schools. It constituted an attempt to develop a conceptual framework for identifying dimensions of school workflow structure and possible determinants thereof. The study incorporated seven stages: (1) development of a theoretical model of possible determinants of school workflow structure, (2) adaptation and refinement of an existing instrument to measure school workflow structure in junior and senior secondary schools, (3) use of the instrument to identify underlying dimensions of school workflow structure, analysis of the relationships between variables of organizational context and school workflow structure, (5) examination of a particular orientation of professional staff towards students, namely, the degree to which staff are concerned with the control of pupil behavior, (6) analysis of the control orientation, or Pupil Control Ideology (PCI), of professional staff with respect to school type, size, and school district affiliation and, (7) clarification of the relationship between pupil control ideology and school workflow structure. School workflow structure was measured by Kelsey's Diversification of workflow instrument. This instrument is based on the notion of diversification of workflow structure in schools and is an adaptation of Perrow's concept of technological routinization. Two separate major dimensions, 'Diversification of Control' and 'Diversification of Equipment', were found to underlie workflow structure. School districts and school types (junior or senior secondary) differed significantly on school scores on both dimensions. School types were significantly different in size but when size was controlled for type, size was not associated with scores on either dimension. PCI scores differed significantly across school districts in only two of eighteen pair wise comparisons. Junior secondary schools and senior secondary schools were, however, significantly different with respect to their mean PCI scores. Size of school, controlled for type, was not significantly associated with Pupil Control Ideology scores. School mean PCI scores and Diversification of Control scores showed a significant positive association in junior secondary schools. The attempt to explain this finding and the evident lack of relationship in senior schools led to the discovery that the amount of within-school variance on the PCI scores may be a mediating variable between school PCI score and Diversification of Control. When PCI variance is taken into account, prediction of the probable extent of diversification of control is possible for low variance schools but not for high variance schools. PCI scores were also significantly inversely related to Diversification of Equipment in junior secondary schools. The findings were incorporated into a revised model of possible determinants of school workflow structure. The revised model carries implications of a theoretical, methodological, and practical nature. The theoretical implications are found in the clarification of the nature of the relationships among dimensions of school workflow structure, variables of organizational context, and a psycho-sociological variable. Methodologically, the results indicate that, while it is possible to take an instrument such as Kelsey's, which was designed for comparative research, and apply it to a geographically restricted study, it is wise in such cases to consider using the unrefined form of the instrument in order to test not only the applicability of the instrument but also its initial conceptualization. Finally, the relationship of pupil control ideology to school workflow structure has implications for school principals and for the recruitment and placement of professional staff. / Education, Faculty of / Graduate