No description available.

The students and teachers who provided data for this study were participants in school dropout prevention programs in the province of New Brunswick, Canada. The research was initiated to identify the strategies used by those teachers who are viewed to be effective in their work with students in at-risk situations. The study evolved as an interpretative account of the teachers' reflections. The multiple roles of the researcher in the pursuit of action research were explored, and the reciprocal interaction of the researcher with the research was recognized. The processes used to formulate and examine themes in the teachers' stories were given detailed explanations. These approaches were compared with the methodologies reported in the literature on qualitative research. In addition to using the techniques of grounded theorizing, biographical readings were undertaken to present a holistic perspective of the stories given by individual teachers. An emphasis on the teachers' stories precluded extensive examination of the students' accounts, but illustrations were provided of the students' statements corroborating the teachers' reflections. As well as references to the substantive literature on students in at-risk situations, the data were considered in respect to psychological, sociological, anthropological and philosophical theories. The theories that developed from this study were presented in relation to formal theories. The noted implications included actual classroom applications as well as suggestions for teacher preservice and inservice training and proposals for future research.

Authoritative, top-down forms of environmental governance are presently giving way to more collaborative approaches in which decision making is an ongoing negotiation between government and non-government actors. There is growing consensus that critical environmental concerns—such as contamination of drinking water—relate as much to political, economic and social issues, as to technical and scientific issues. As the trend toward collaborative environmental governance continues, and as science-based knowledge increasingly shares a role in decision-making processes with more “local”, non-scientific knowledge, questions arise concerning how diverse knowledge contributions are understood and engaged in these governance processes. This research explored the relationships between knowledge and collaborative environmental governance processes. The purpose of the research was to identify (1) types of knowledge that individual actors bring into collaborative governance pertaining to water resource protection, (2) uses of that knowledge, and (3) features of collaborative processes that affect the engagement of actor knowledge. Collaborative water governance in New Brunswick provided the context for the research. Most actors did not see a definitive distinction between “expert”, scientific and “local”, non-scientific knowledge; they considered both to be important contributions. Nonetheless, science-based knowledge, especially natural science, was found to be a predominant knowledge type among actors involved in collaborative water governance. Science-based, expert knowledge was more readily used than local knowledge types in the various stages of collaborative governance. Leadership and the definition of actor roles were considered paramount for engaging a wide range of knowledge types in collaborative governance processes.

Thèse (M.A.)--Dalhousie University, 1999. / Comprend des réf. bibliogr.

Thèse (M.A.)--Université de Moncton, 1997. / Comprend des réf. bibliogr.

Thèse (M.A.)--Dalhousie University, 1999. / Comprend des réf. bibliogr.

This study investigates Discourses of language use (Gee, 2005) in a community of artists and artistic promoters associated with the Centre culturel Aberdeen in Moncton, New Brunswick, Canada. Members of this network are described as Acadian social actors, those who have cultural and linguistic capital, thus the potential capacity to influence Discourses of language use circulating in Acadian society, through language use accompanying their art and artistic promotion (Bourdieu, 2001; Heller, 2003; Heller & Labrie, 2004). This study specifically explores this group’s discursive constructions of their roles within social spaces (Lefebvre, 1991) in which they participate as artists, beginning with the Centre Aberdeen itself, expanding to Greater Moncton, Acadie, Canada, and finally, to the international space of la francophonie. Their discourse shows these roles to be highly dependent on the linguistic marketplace associated with each space. The findings indicate that in the space of the Centre culturel Aberdeen, formerly conceived of as a minority language space, French remains the dominant language of practice; however, many participants affirm that the use of other languages in the Centre is not censured. Some participants even refer to Aberdeen as a bilingual space. In the social space of Greater Moncton, the discourse of bilingual participants demonstrates their inner conflict between using French in their art to affirm their Acadian identity and using English in order to have a greater audience. In Acadie, the participants’ discourse focuses principally on how to represent regional varieties of French in writing, including Chiac, the variety of French local to Southeastern New Brunswick. In the space of Acadie and beyond, participants speak to the need for a normative register of French in extra-regional communications. In the national Francophone social space, participants express their frustration at lack of exposure and the essentialization of their identity in Canada’s Francophone media. In speaking of la francophonie, participants again insist on the necessity of a standard form of French for global communication, while affirming that they also assert their cultural distinctiveness in their art with regional expressions. These findings are in line with elements of Heller and Labrie’s (2004) post-nationalist discours mondialisant. / text

The role of Eriophorum vaginatum in carbon dioxide (CO 2) and methane (CH4) dynamics of two restored peatlands in eastern Canada was examined. Sites were established in Riviere-du-Loup, Quebec from May to October of 1999 and 2000, and Shippagan, New Brunswick from May to October of 2001. / CH4 emissions from E. vaginatum collars were positively related to maximum photosynthesis in 1999 and 2001, when the water table was close to the surface. CH4 emissions were also positively related to end of season above ground plant biomass at both sites. CH4 emissions from E. vaginatum collars ranged from -0.015 to 14.7 mg CH4-C m-2 h-1 at Riviere-du-Loup and -0.15 to 5.4 mg CH4-C m -2 h-1 at Shippagan. It is likely that E. vaginatum provides substrate for methanogenesis through plant production and acts as a conduit transporting CH4 to the atmosphere. / Patterns of NEE from E. vaginatum depended on site-specific and year-specific conditions. E. vaginatum was a net sink for CO2 at high and low light levels at Shippagan, and a net source of CO2 at low light levels at Riviere-du-Loup.

No description available.

No description available.