The purpose of this study is to determine whether the Colombian government's coordinated national security strategy, developed under the administration of Alvaro Uribe, to enhance security through expanding and strengthening the coercive machinery of its security apparatus, has made Afro-Colombians, paradoxically, less secure? To address this question, the study explores what is meant by security and contrasts traditional understandings of security which are state-centered, with a more expansive and holistic, people-centered theoretical orientation such as human security. In this study, human security is defined as "a condition or state of being characterized by freedom from pervasive threats to people's rights, their safety, or even lives." This study assesses the broad security environment in Colombia, a country ravaged for decades by multiple organized, well-armed and financed armed groups competing for territory, resources, strategic corridors, access to structural power and to a lesser degree political legitimacy. It also examines the role that the United States plays in influencing national and human security in Colombia, with its dominant role in the hemisphere and the world, expressing its national power and wealth through foreign policy initiatives from the "Cold War," the "War on Drugs," and the "War on Terror." The study revealed that while some sectors/spheres of Colombian society have become more secure as reflected in a number of significant improvements in a number of security indicators, the human security of Afro-Colombians is far more difficult to ascertain, and in fact, the findings, extrapolated from the primary research, are paradoxical. Afro-Colombians continued to be disproportionately and systematically dispossessed from their territories and forcibly displaced, terrorized and targeted for violence by all armed actors in the conflict in spite of the unprecedented security initiative orchestrated by the administration of President Alvaro Uribe. Examining their condition requires an analysis which takes into consideration their position within a radicalized socioeconomic hierarchy, geographic distribution, proximity to strategic resources, critical infrastructure and industry and the intersection between private and public forms of discrimination. More specifically, the study demonstrated that Afrocaribeiios, particularly in the Montes de Maria region, were susceptible to various provocative acts of violence propagated by all armed actors and their sense of security is more tenuous than other Afi-o-descendant populations examined. The study suggests that Afro-caribeiios, due to their proximity to the armed conflict and the lack of scholarly inquiry and production of knowledge on the subject require increased scholarly consideration.

This thesis will deal with the hydrographic survey of the BC coast and the international boundary settlement conducted by HM ships Plumper, Satellite, and Hecate from 1857 to 1863. It will examine the geo-political importance of the pursuit of "knowledge as power" in light of American expansionism and the utilisation of the surveyors as a significant force of law and order; their importance to the social and commercial development of BC; and their contribution to the safety of navigation and the exploration of the BC coast.

This study dealt with college registrars in the Canadian province of British Columbia. The purpose of this study was three-fold: (i) to gather information concerning the personal characteristics, career paths and academic preparation of college registrars, (ii) to identify the types of professional development activities to which these individuals subscribe, and (iii) to determine the professional development needs and preferences of college registrars. A review of the scholarly literature revealed a limited number of studies dealing with college registrars. No Canadian studies were found which dealt with this subject matter. Other related literature was sought out, particularly studies which dealt with the personal characteristics and work histories of other nonacademic post secondary educational administrators. A questionnaire was mailed to all college registrars in British Columbia (N = 18). Seventeen individuals responded. From the information gathered via the questionnaire, several conclusions were drawn and a profile of the average college registrar in British Columbia was developed. This profile identifies the registrar as being a male who is roughly forty-six years of age. He is employed by a comprehensive community college and earns approximately $64,000 annually. He has held this position for close to eight years. This individual has completed an undergraduate degree in the field of science or mathematics although, he believes that there is no "preferred" form of undergraduate education for potential registrars. He has developed an understanding of the computer technologies utilized at his college through "hands-on" experience and is largely self-taught. Prior to becoming a registrar he had worked full-time for twelve years and had held at least two other positions within a college or university. When desire or circumstances necessitate a job change, this person would seek a position such as Dean or Director of Student & Ancillary Services or Vice-President, Student Services and Administration. This individual did not actively pursue the goal of becoming a college registrar. Given that this individual did not intend to become a registrar, it is not surprising to find that his academic preparation was not planned with a view to future work as an administrator in an institution of higher learning. The college registrar enjoys attending workshops, seminars and meetings sponsored by the British Columbia Registrars' Association (BCRA). He is a member of this organization as well as the Association of Registrars of Universities and Colleges of Canada (ARUCC) and, the American Association of Collegiate Registrars and Admissions Officers (AACRAO). Several conclusions were drawn and recommendations were made.

This thesis examines and evaluates the British Columbia Community Tourism Action Program (CTAP), a provincial program that aims to help communities broaden their economic bases by developing tourism. Specifically, it questions how isolated single-industry towns implement the British Columbia CTAP, and how they evaluate it, using the examples of Golden and Ucluelet, both of which have been using the program since 1991. The thesis does not base its conclusions on financial data, but on the communities' responses to a questionnaire about the CTAP, on meetings with each community's tourism action committee, and on a comparison of theories of tourism planning with the actual workings of the British Columbia CTAP. After establishing why single-industry towns may have a special need to diversify their economies, the thesis traces the evolution of the British Columbia CTAP from two other programs: its predecessor—British Columbia Tourism Development Strategy— and the Alberta Community Tourism Action Program. Following this history is a brief description of why tourism planning is necessary, including some of the environmental, economic and social effects of tourism, and then a review of the literature concerning tourism planning. A detailed study of the Golden and Ucluelet plans, several evaluations of the program, and recommendations for future research complete the thesis. Since the town representatives responses to the British Columbia CTAP have been favourable and since the program matches several of the most important theoretical requirements of tourism planning, the thesis concludes with qualified approval of the program. Reservations about the program's effectiveness include concerns about how well all the residents of a town are represented, how the program is evaluated, and how the program deals with sustainability issues. The final recommendations section sketches in how these problems might be addressed and also suggests some supplements to the CTAP.

The sureness of the modern educational project has been undermined by shifting epistemological and material conditions. The shift from modernity to postmodernity develops its own incongruencies and anomalies as well as highlighting those extant during modernity. Institutions like British Columbia's community colleges cling to the artifacts of modernity, leaving postmodern environments and discourse unacknowledged. This study applies rhetorical strategies, devices and the methodologies of literature and poststructural social studies, including the use of deliberate ambiguity and unstable signification, to write in opposition to the plain prose privileged by the technical instrumentality of mainstream adult education discourse in the North American academy. This de-centring of traditional academic discourse reframes and challenges prevailing constructions of Canada, education in Canada and community colleges in British Columbia. Exhuming and exposing some of the operational myths of modernity as they found expression in Canada through academic discourse and quotidian practice while offering an alternate story is the means by which my narrative proceeds. This re-storying, in turn, is used as a strategy to challenge modern mainstream educational and educational administrative practice, while attempting to normalize ways of seeing community colleges in British Columbia based outside of modernist orthodoxies.

In 1967, the Vancouver Art Gallery held an exhibition entitled Arts of the Raven: Masterworks by the Northwest Coast Indian in celebration of Canada’s centennial. The following thesis discusses the way in which the curators of the Arts of the Raven exhibit constructed the Northwest Coast “Indian-Master” artist as a strategy that figured into a larger, shifting cultural field. The intention of the exhibit organizers was to contribute to the shift from ethnology to art. While this shift can be dated to the turn of the century, this thesis deals primarily with the period from 1958-1967, a decade described by the preeminent First Nations’ political leader, George Manuel, as the time of “the rediscovery of the Indian”. How the formation of an Indian-master artist (and his masterworks) intervened in art historical practice, and dovetailed with the meaning that the affix “Indian” carried in the public sphere, is considered. In the 1960s, this meaning was fostered, in part, through a reassessment of Canada’s history in preparation for the centennial. This event drew attention to the historical relationship between Canada and aboriginal peoples through public criticism of the government by public interest groups, Indian organizations, and civil rights and anti-poverty movements. The category of mastery, which functions as a sign of class, taste and prestige in European art canons, “included” the Indian under the rubric of white male genius. Yet the Indian as a sign of upward mobility was incommensurable with the Native reality in Canada at the time. In other words, the exhibit produced an abstract equality that eclipsed the concrete inequality most First Nations peoples were actually experiencing. This thesis concludes by arguing that the Arts of the Raven exhibit came to serve the important purpose of creating a space for the “unique individual-Indian” from which collective political First Nations voices would speak.

Teacher-librarians have an important role in education today. That role encompasses a wide spectrum of responsibilities making them an equal and valued partner in the education process. Due to the limited nature of Canadian research into the perceptions of the role of the teacher librarian and School Library Resource Centres, the purpose of this study is to address the changing role through both the literature and models in practice in schools, and discover what change is occurring and will continue to occur, despite economical restraints that limit budgets and cut teacher-librarian positions. The major research questions of this thesis are the following: 1. Do teachers, teacher-librarians and administrators all have the same vision of the role of the teacher-librarian and School Library Resource Centre? 2. Is there a difference in the perception of the role of the teacher librarian in part time schools and full time schools? 3. Is there a difference in the perception of the role of the teacher librarian by teacher-librarians, based on degree of education held? The design of this thesis is survey research. A questionnaire was mailed to all of the elementary schools in one urban school district in British Columbia. In each school the administrator, teacher-librarian, one intermediate teacher and one primary teacher were asked to complete the form. The results, once analyzed, indicate that all of the respondents have a similar vision of the School Library Resource Centre. This vision correlates to that of the Canadian literature reviewed. It was perceived that the primary roles of the teacher-librarian are Instruction, Consultation and Library Management. While there are individual differences between the 4 subject groups based on how important they rate a task, all of the statements are consider a role of the teacher -librarian. Both the education of a teacher-librarian and the amount of time he/she holds in the position do not demonstrate significant differences in their view of the teacher-librarian. In addition, the results of this study also demonstrate some ambiguity between what is perceived as the role of the teacher-librarian by all subject groups and what is happening in elementary schools in reality. This is most evident in the anecdotal comments. While highlighted as a significant change to the School Library Resource Centre program, several teachers comment on the lack of cooperative planning and teaching that actually takes place. A last finding of this study is the importance of technology to School Library Resource Centres, and as a consequence, the importance of the role of the teacher-librarian in consulting with teachers and students to maximize and facilitate the use of that technology. Overwhelmingly, this study demonstrates that teacher-librarians and School Library Resource Centres are both crucial to the education process today. As the understandings of the importance of their role in education continue to increase, so will the support and recognition that are essential to their continued existence in times of restraint.

Significant numbers of Canadians in the 1960s believed their society and their schools required substantial change. A few, believing the public school system was authoritarian, competitive, unimaginative, and unlikely to change, set out to establish their own schools. In British Columbia, like-minded parents, educators, and even high school students founded over twenty alternative schools in the 1960s and early 1970s in the Lower Mainland, Vancouver Island, and the West Kootenays. Most of these people nourished idealistic world views comprising elements of pacifism, socialism, or spiritual mysticism. They claimed to be motivated by a sense of social and democratic responsibility, and also put a high value on personal freedom and the possibility of public and private transformation. Until the 1960s British Columbia independent schools had been organized chiefly on religious, ethnic, or class grounds. However, founders of alternative schools in the early 1960s typically followed a Progressive approach, emphasizing a "child-centred" curriculum based on the ideas of John Dewey. Later in the decade alternative schools took up the Romantic or "free school" ideas of A.S. Neill, and allowed young people almost complete freedom to organize their own educational activities (or none at all), and to be responsible for their own behaviour. They were influenced by the American Progressive and English Romantic educational traditions as well as Canadian social democracy, the American counterculture of the late 1960s, and the Human Potential Movement. By the early 1970s, alternative schools became "therapeutic" with the goal of attracting alienated young people back into the educational sphere and helping them to achieve personal growth. Two fundamental tensions existed in alternative schools-how democratic their decisionmaking would be, and how directive or free the adults would be in regulating the academic learning of the students. Although these schools tried to govern themselves in a participatory democratic manner, consensus was difficult to achieve. Furthermore, the participants could not usually agree on which educational approach they favoured. For students attending alternative schools educational results were mixed. Although most believed they had gained in self-reliance and inter-personal skills, many did not acquire sufficient literary or arithmetic knowledge and found their educational and professional careers limited. Alternative schools were hindered by financial instability, parental divisiveness, and the absence of a workable educational methodology. Further, the schools accepted too many children with special needs, or hired too many young adult teachers whose enthusiasm was greater than their pedagogical skill. Meanwhile, the social and cultural upheavals of the late 1960s had at last caused the public school system to accept some of the pedagogical and psychological premises of the alternate school movement. The examples of the alternative schools of the 1960s and early 1970s, along with the wider cultural changes of the time, led to a more flexible and inclusive public school system in the 1970s.

This table accompanies Douglas C. Harris' book 'Landing Native Fisheries: Indian Reserves and Fishing Rights in British Columbia, 1849-1925' (Vancouver: UBC Press, 2008). It provides additional and supporting detail for the Indian reserves that were specifically allotted for fishing purposes. For more information about the book, see http://www.ubcpress.ca/search/title_book.asp?BookID=5266

In major emergencies or disaster situations it can be anticipated that the normal emergency services will be severely strained, or exceeded, and assistance which is routinely provided by municipal or provincial agencies may not be available. In such abnormal circumstances, there is a need for an expandable emergency response capability, designed to supplement the established agencies. This may involve a number of different agencies, both governmental and private, in a coordinated effort to respond to the increased demands of the situation. This thesis focuses on the component of emergency response known in Canada as 'Emergency Social Services' (ESS) which is based primarily on the involvement of community-based agencies and individual volunteers. ESS is frequently referred to as the 'volunteer component', or the informal sector, as distinct from the formal, day-to-day, emergency response agencies: the police, fire, ambulance, and social services. However, as discussed in Chapter 2, the term 'Emergency Social Services' is not part of the accepted lexicon of the professional literature, and the distinction between ESS and other emergency response agencies, is not the norm in other parts of North America. Chapter 3 reviews the volunteerism literature and concludes that volunteer-based organizations require professional management to be successful, and that without such formal management and support the ESS model is most likely to fall short of its objectives, or may fail completely. In Chapter 4 the evolution of the governing legislation is examined to determine the origins of the isolation of Emergency Social Services from the mainstream of emergency planning, as distinct from a more integrated approach. Chapter 5 describes the ESS model, as presently espoused by the Ministry of Social Services, and analyzes the role of the ESS Director, arguing that this model relies heavily on the personal qualities of the individual ESS Director. Chapter 6 is a case study based on the flooding at Parksville on Vancouver Island. This particular event was selected because it was known to be a case where things had gone wrong and, therefore, merited further investigation. The case study demonstrates that, although Parksville was better prepared than many other municipalities in British Columbia, there were jurisdictional, administrative and perceptual problems which exacerbated the situation. Most particularly, the role of the ESS component, which was well represented by a local service organization, was minimal, and its potential contribution to the multiple needs of the evacuees (e.g., counselling and other personal services) was discounted by the local authorities. Chapter 7 examines some of the major issues identified in the thesis and the case study to determine what lessons can be learned from the event, including the following: perceptual differences between the formal and informal sectors; the need to amend the obsolete legislation; problems related to the respective roles of the Ministry and ESS; the need for professional management for ESS; the ambivalent relationship between the Ministry and the Provincial Emergency Program; and the need for, and the trend towards, a more integrated, holistic, approach to emergency planning. Chapter 8 reviews the thesis, lists the major conclusions, and makes recommendations for changes including: amending the emergency legislation to require municipalities to plan for emergencies which occur within their geographic jurisdiction; transferring formal responsibility for Emergency Social Services from the Ministry of Social Services to the municipalities; and providing professional management and support for Emergency Social Services as an integral part of the emergency preparedness capability of municipalities throughout British Columbia.