No description available.

Regional development in Canada is uneven. However, it is less clear whether native development in Canada is similarly patterned as non-native development. As well, it is not evident whether variations exist in the differences between the level of development of native and non-native people in different regions of Canada.<p> Development is a multi-dimensional process involving economic and social change. The primary purpose of this thesis is to examine the use of the indicator approach to create a measure of development which encompasses both the economic and social dimensions of development. The secondary purposes of the thesis are: (1) to use the indicator approach to compute a measure of development to identify spatial variations in the level of development of native people in Canada in 1981, and (2) to use development indicators to examine the spatial variations in the concept of dualism as it applies to native and non-native residents of Canada.<p> The data source for this analysis is the 1981 Native Summary Tape, a special tape produced by Census Canada containing a multitude of socio-economic data for natives and non-natives at the national, provincial, census division and census subdivision level. The primary statistical technique used in the computation of the development measures is principal components analysis. The development measures are computed at the census division level and mapping aids in the identification of the spatial patterns.<p> The results from this analysis suggest that the indicator approach to measuring development presented in this thesis is a valuable tool in the identification of spatial variations in development. This is an important procedure for researchers who wish to examine development in its socio-economic totality. Native development and dualism between native and non-native Canadians do vary spatially. The general pattern is higher native development and lower dualism between natives and non-natives in the larger urban centers and in central Canada.

Regional development in Canada is uneven. However, it is less clear whether native development in Canada is similarly patterned as non-native development. As well, it is not evident whether variations exist in the differences between the level of development of native and non-native people in different regions of Canada.<p> Development is a multi-dimensional process involving economic and social change. The primary purpose of this thesis is to examine the use of the indicator approach to create a measure of development which encompasses both the economic and social dimensions of development. The secondary purposes of the thesis are: (1) to use the indicator approach to compute a measure of development to identify spatial variations in the level of development of native people in Canada in 1981, and (2) to use development indicators to examine the spatial variations in the concept of dualism as it applies to native and non-native residents of Canada.<p> The data source for this analysis is the 1981 Native Summary Tape, a special tape produced by Census Canada containing a multitude of socio-economic data for natives and non-natives at the national, provincial, census division and census subdivision level. The primary statistical technique used in the computation of the development measures is principal components analysis. The development measures are computed at the census division level and mapping aids in the identification of the spatial patterns.<p> The results from this analysis suggest that the indicator approach to measuring development presented in this thesis is a valuable tool in the identification of spatial variations in development. This is an important procedure for researchers who wish to examine development in its socio-economic totality. Native development and dualism between native and non-native Canadians do vary spatially. The general pattern is higher native development and lower dualism between natives and non-natives in the larger urban centers and in central Canada.

The purpose of this study was to identify ways Indigenous theoretical perspectives may guide current and future substance abuse prevention programs. As the majority of current theories guiding substance abuse prevention programs in American Indian and Alaska Native communities stem from Western ideologies and lack Indigenous perspectives, there is a paucity of research on theoretical underpinnings for Indigenous perspectives in AI/AN communities and their potential role in substance abuse prevention programming. It is well known that when programs are theoretically connected to the communities in which they are implemented, they are more likely to be accepted, accurately measured, and sustained for longer periods of time. Using a multi-method approach, in-depth qualitative interviews were conducted, followed by a content analysis of interviewee publications, and member check interviews to validate findings. Participants were asked about their perceptions on the role of theory in substance abuse prevention in American Indian and Alaska Native communities; with a focus on what Indigenous perspectives would look like in current and future programming. Results provided evidence of a complex, yet essential, topic area in which additional future studies are necessary. Identification of missing or lacking cultural elements and future recommendations are provided. Implications from the current study show the need for integration of Indigenous perspectives into substance abuse prevention programs for American Indian and Alaska Native communities.

Thesis (M.Ed.)--University of Hong Kong, 1989. / Includes bibliographical references. Also available in print.

The Internet has become one of the indispensable approaches to information exchange and acquisition in the daily lives of people in most of the world. The emerging Internet and vigorous development of information technology in the recent years have brought us a more convenient and reliable means to access information. With the rapid information transmission, it not only changes the traditional social mode of operations, but also enables immediate commercial activities on the Internet. The development of e-negotiation systems benefit the enterprises in the competitive global environments for saving financial and time costs in travels, transportations and accommodations, as well as assists international negotiators to negotiate with counterparts more efficiently, with no time difference and no boundaries in the global village of e-commerce. While Internet and Information technologies breaking the spaces and limitations in terms of geography, the international negotiators have to break the habits of using native language instead and using the world language ¡V English ¡V to negotiate with their counterparts from different backgrounds and countries with various native languages spoken. Languages and communication are the most important elements in the negotiation, and they affect the success of negotiation processes and outcomes. This research is to explore the impact of language familiarity on negotiators and negotiation strategies, an asynchronous e-negotiation system was developed accordingly and experiments conducted in the groups of native language (Mandarin) and non-native language (English). Research results showed that negotiators who negotiated with native language had higher self-efficacy than the group with non-native language. The language self-efficacy showed significant positive influences on communication efficiency, but revealed negative impact on the relation with anxiety. The findings also indicated that communication efficiency showed statistically positive significance in all the three strategies adapted in this research ¡V Contending strategy, Problem-Solving strategy, and Persuasive strategy. The higher the communication efficiency, the more positively it would impact on the strategies of contending, problem-solving and persuasive. As for anxiety, the results indicated that negotiators with higher anxiety would tend to use contending strategy more, but with no obvious impacts on the relations between anxiety vs. problem-solving, and anxiety vs. persuasive.

The general purpose of this study was to examine Native content inclusion in the Division one language arts program. Particular attention was given to gaining insight into, a) what Native content was being included, b) how Native content was being included, and c) what help was received affecting inclusion.<p>During the 1988-89 school year, five Division One teachers in two Community Schools with high Native student population, volunteered to participate in the study. Both Community Schools were affiliated with the Saskatoon Public Board of Education. The participating teachers were interviewed through the use of semistructured interviews during the study. Informal observations also took place over the duration of the study, and the participating teachers recorded on log sheets what forms and strategies they used for Native content inclusion. Treatment of data included a presentation of verbatim statements on matrices for each teacher interviewed, a search for general themes, and a comparison of interview and log data which highlighted patterns among responses.<p>Over the course of the school year, all of the participating teachers reported that they had included Native content in their language 'arts program. The degree to which Native content was included varied from teacher to teacher, as did the support they received. They recognized the need for Native content in their language arts programs and felt they were significant participants in the process of Native content inclusion.<p>The study also revealed that the participating teachers believed that they could have included even more Native content in the language arts program, had they more Division One resource materials and urbanized materials to work with.<p>Findings from this study have important implications for educators and for further research. Over the course of the year, support, in-service and the availability of resource materials must be in place to meet the needs of the teachers in their lesson and program planning. Consultants, community coordinators and administrators need to be aware of the individual needs of teachers so they in turn can meet the needs of their students.

The aim of this study is to investigate whether upper-secondary school students, studying English as a foreign language (EFL) in Sweden, prefer to learn from Native English speaking teachers (NEST) as opposed to Non-native English speaking teachers (NNEST). Furthermore, the present study seeks to identify, from the EFL learners’ perspective, why certain characteristics of both NNEST and NEST are felt to be more prestigious than others which in turn might affect the students’potential to acquire a desired identity.

The general purpose of this study was to examine Native content inclusion in the Division one language arts program. Particular attention was given to gaining insight into, a) what Native content was being included, b) how Native content was being included, and c) what help was received affecting inclusion.<p>During the 1988-89 school year, five Division One teachers in two Community Schools with high Native student population, volunteered to participate in the study. Both Community Schools were affiliated with the Saskatoon Public Board of Education. The participating teachers were interviewed through the use of semistructured interviews during the study. Informal observations also took place over the duration of the study, and the participating teachers recorded on log sheets what forms and strategies they used for Native content inclusion. Treatment of data included a presentation of verbatim statements on matrices for each teacher interviewed, a search for general themes, and a comparison of interview and log data which highlighted patterns among responses.<p>Over the course of the school year, all of the participating teachers reported that they had included Native content in their language 'arts program. The degree to which Native content was included varied from teacher to teacher, as did the support they received. They recognized the need for Native content in their language arts programs and felt they were significant participants in the process of Native content inclusion.<p>The study also revealed that the participating teachers believed that they could have included even more Native content in the language arts program, had they more Division One resource materials and urbanized materials to work with.<p>Findings from this study have important implications for educators and for further research. Over the course of the year, support, in-service and the availability of resource materials must be in place to meet the needs of the teachers in their lesson and program planning. Consultants, community coordinators and administrators need to be aware of the individual needs of teachers so they in turn can meet the needs of their students.

With the rapid growth of the Internet, more and more business conducted commercial activities electronically. It brought more and more electronic negotiations. Electronic negotiations solve the time and space problems between negotiators, and they could raise efficiency and effectiveness of negotiation. Furthermore, world-wide Internet access and globalization have increased the amount of international negotiations conducted online. To communicate with others coming from different countries, people maybe force to use non-native language as communication tool. Language usage is an important factor in electronic negotiation. Some studies on language usage on communication and traditional negotiation, and the findings can¡¦t apply to the e-negotiation because of the degree of media richness has been shown to affect negotiations. E-negotiation provides the function of recording negotiation history, and the negotiation history could be used to analyze the negotiation process. This study used content analysis methodology to analyze the strategic behavior of negotiators. This study is an exploration study, and provides four propositions: first, the language usage (native vs. non-native language) will impact e-negotiation behavior. Second, negotiators using native language employ more claiming value strategic behaviors than negotiators using non-native language. Third, compared with non-native language, negotiators will have higher communication effectiveness and efficiency when using native language in negotiation. Forth, compared with non-native language, negotiators will be easier to reach agreement when using native language in negotiation.