The purpose of this study was to examine ideas about disability within social work education within three Bachelor of Social Work programs in Canada, and to identify and describe major perspectives and themes of disability. One important aspect of the study was to determine the extent to which critical disability studies perspectives were presented, explained, and discussed in the classroom within core social work theory courses, and specialized courses addressing disability. Three Bachelor of Social Work programs; St. Thomas University School of Social Work in New Brunswick, the Dalhousie School of Social Work in Nova Scotia, and the University of Manitoba Faculty of Social Work, Fort Garry Campus, were purposefully chosen for this multicase study based on a theoretical replication logic that predicted that social work education on disability within each of the schools would represent different points on a range of disability perspectives, as developed from the disability studies literature. Data collection and analysis included multiple methods, including a manifest content analysis of texts, a modified inductive analysis of transcriptions from interviews with key informants, and a critical discourse analysis of transcriptions from an audio-taped session of classes addressing disability in each case. Findings from the multicase study indicate that the original research suppositions were not supported. Based on the analysis of texts and interviews, the approach to disability followed by each Bachelor of Social Work program was found to incorporate a broad range of disability theory, particularly social pathology and critical disability perspectives. However, there was little evidence of classroom discussion and use of social work practice approaches supporting these perspectives. It was argued in the literature review to the study that anti-oppressive social work approaches, such as structural social work, were congruent with critical disability perspectives, but that there is also a need for an “infused” approach to integrating disability content into core curriculum. In conclusion, I also suggest that the Canadian Association for Social Work Education has an important leadership role to play in providing specific recommendations for disability inclusion in social work education.

The Chinese population in New Zealand has grown rapidly in recent years, and it has become an important component in New Zealand society. In reality, these Chinese people are likely to be under stress in their new lives, and therefore, at high risk of mental health problems. Moreover, evidence shows that Chinese people are the under-users of mental health services, and that mental health issues among the Chinese population tend to be under-recognised, under-reported and untreated. Therefore, the method of descriptive qualitative study was chosen and semi-structured interviews were carried out to describe how health providers perceive and support mental health needs of Chinese patients in Christchurch. Purposive sampling was used to identify potential participants, namely the health providers, who have experience of working with Chinese people‘s mental health issues. They were recruited from a wide range of health services, including general practice, psychiatry, social work, counselling, project leadership, health promotion, different management roles, nutrition, nursing, and Chinese medicine. Data analysis was assisted by the computer software Nvivo 8, with thematic analysis used to identify themes and sub-themes which emerged from the information of the interviews. From the health providers‘ point of view, migration-related stressors and physical problems all pose risks to Chinese people‘s mental health. Although Chinese clients with mental health problems are not commonly seen in the clinical settings, they do potentially have mental health problems and suffer from these issues, but rarely seek mental health support from mainstream services. The health providers pointed out that although good mental health services and information are offered to local people, the existing health care model and health system do not meet Chinese people‘s mental health needs, due to barriers of language and culture. Under these circumstances, the providers indicated that establishing cultural and linguistic mental health services, and offering education to Chinese people and health providers might be helpful in overcoming cultural barriers, improving low access issues and meeting Chinese people‘s mental health needs. This study also identified a range of mental health problems and some groups among the Chinese population with a high risk of mental health issues, both of which need further investigation.

The purpose of this study was to examine ideas about disability within social work education within three Bachelor of Social Work programs in Canada, and to identify and describe major perspectives and themes of disability. One important aspect of the study was to determine the extent to which critical disability studies perspectives were presented, explained, and discussed in the classroom within core social work theory courses, and specialized courses addressing disability. Three Bachelor of Social Work programs; St. Thomas University School of Social Work in New Brunswick, the Dalhousie School of Social Work in Nova Scotia, and the University of Manitoba Faculty of Social Work, Fort Garry Campus, were purposefully chosen for this multicase study based on a theoretical replication logic that predicted that social work education on disability within each of the schools would represent different points on a range of disability perspectives, as developed from the disability studies literature. Data collection and analysis included multiple methods, including a manifest content analysis of texts, a modified inductive analysis of transcriptions from interviews with key informants, and a critical discourse analysis of transcriptions from an audio-taped session of classes addressing disability in each case. Findings from the multicase study indicate that the original research suppositions were not supported. Based on the analysis of texts and interviews, the approach to disability followed by each Bachelor of Social Work program was found to incorporate a broad range of disability theory, particularly social pathology and critical disability perspectives. However, there was little evidence of classroom discussion and use of social work practice approaches supporting these perspectives. It was argued in the literature review to the study that anti-oppressive social work approaches, such as structural social work, were congruent with critical disability perspectives, but that there is also a need for an “infused” approach to integrating disability content into core curriculum. In conclusion, I also suggest that the Canadian Association for Social Work Education has an important leadership role to play in providing specific recommendations for disability inclusion in social work education.

Most aquaculture tenures in British Columbia (BC) are located in coastal First Nation traditional territories, making the aquaculture industry very important to First Nation communities. Marine aquaculture, in particular salmon farming, has been labeled one of the most controversial industries in BC and various groups with differing opinions have created a wide-spread media debate known as the “aquaculture controversy”. Industry, government, and (E)NGO’s are often the most visible players; First Nations, especially those without aquaculture operations directly in their territories, are often excluded or underrepresented in the conversation. In particular, remote communities from the central and north coast are significantly underrepresented. Aquaculture is predicted to expand in BC, making it crucial to know the opinions of these communities. By drawing on twelve key informant interviews conducted in situ in three central and north coast First Nation communities, as well as other literatures and discourses, this thesis explores the aquaculture controversy and perspectives towards finfish, shellfish, seaweed and Integrated Multi-Trophic Aquaculture (IMTA) systems. The thesis suggests that there is little interest in salmon aquaculture in the communities of Oweekeno, Skidegate and Massett; however there is significant interest in shellfish farming and to a lesser extent seaweed and IMTA. It also sheds light on the major issues and concerns of the current industry and potential interest areas in-line with First Nation values. In doing so, the current research contributes to the knowledge mobilization of First Nation perspectives towards coastal aquaculture in BC. / Graduate / 0366 / ktebbutt@uvic.ca

Most aquaculture tenures in British Columbia (BC) are located in coastal First Nation traditional territories, making the aquaculture industry very important to First Nation communities. Marine aquaculture, in particular salmon farming, has been labeled one of the most controversial industries in BC and various groups with differing opinions have created a wide-spread media debate known as the “aquaculture controversy”. Industry, government, and (E)NGO’s are often the most visible players; First Nations, especially those without aquaculture operations directly in their territories, are often excluded or underrepresented in the conversation. In particular, remote communities from the central and north coast are significantly underrepresented. Aquaculture is predicted to expand in BC, making it crucial to know the opinions of these communities. By drawing on twelve key informant interviews conducted in situ in three central and north coast First Nation communities, as well as other literatures and discourses, this thesis explores the aquaculture controversy and perspectives towards finfish, shellfish, seaweed and Integrated Multi-Trophic Aquaculture (IMTA) systems. The thesis suggests that there is little interest in salmon aquaculture in the communities of Oweekeno, Skidegate and Massett; however there is significant interest in shellfish farming and to a lesser extent seaweed and IMTA. It also sheds light on the major issues and concerns of the current industry and potential interest areas in-line with First Nation values. In doing so, the current research contributes to the knowledge mobilization of First Nation perspectives towards coastal aquaculture in BC. / Graduate / 0366 / ktebbutt@uvic.ca

This exploratory case study investigated the ways non-Aboriginal teachers of Biology conceive of incorporating Aboriginal perspectives into their delivery of the Biology curriculum in Alberta. The participants in this study were non-Aboriginal Biology teachers teaching in schools with predominantly non-Aboriginal students. Semi-structured interviews were conducted with each of the teacher participants and explored issues and challenges that they face infusing Aboriginal contexts into their teaching. The qualitative data generated were coded using themes developed from a conceptual framework for curriculum implementation. The majority of the teachers saw value in incorporating Aboriginal perspectives but shared concerns due to: unclear definitions of Aboriginal and Aboriginal perspectives; an inadequate knowledge base; and lack of material resources and professional development opportunities. Recommendations to help non-Aboriginal teachers include: better access to and targeted professional development and resources; greater clarification on the definitions of Aboriginal and Aboriginal perspectives; and greater amounts of administrative and governmental support.

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In this dissertation we identify two problems with current integrated development environments (IDEs) and present JQuery as a tool to address these issues. The first problem is that IDE views answer low level questions and do not provide a mechanism to combine results to answer complex higher level questions. Even relatively simple questions force the developers to mentally combine results from different views. The second problem is that IDEs do not provide an easy way to create perspectives on project specific concerns such as naming conventions or annotations. Most IDEs do offer support for creating custom perspectives but the effort required to create a perspective is considerably more than the benefit a custom perspective provides. JQuery is an Eclipse plugin which generates code views using an expressive query language. We have redesigned JQuery to support a number of new user interface (UI) features and add a more flexible architecture with better support for extending the UI. To address the first problem, we have added multiple views to JQuery where each view supports drag and drop of results, selection linking, and regular expression search. These features enable a user to combine results from different views to answer more complex higher level questions. To address the second problem, we can leverage the fact that JQuery is built on an expressive query language. Through this query language we are able to define project specific concerns such as naming conventions or annotations and then create views and perspectives for these concerns through the JQuery UI.

The purpose of this study was to explore how administrators’ perceived the campus and administrative cultures found on a single campus of a multicampus community college system. A review of the literature revealed that the culture found in higher education institutions contains a high degree of human interactions, has a myriad of cultures, and that individuals play a significant role in the maintenance or the evolution of the cultures present. The study site was Neighborhood Campus which is one campus of a large urban community college system containing a total of eight campuses, Urban College. Kuh’s conventional organizational models served to identify the model on Neighborhood Campus, Levin’s cultural definitions described the campus culture, and cultural definitions from Bergquist and Pawlak formed the framework for the administrative culture. The study was guided by the following research questions: What are the administrators’ perspectives of the campus culture on a community college campus and what are the administrators’ perspectives of the administrative culture on a community college campus? A qualitative case study method was used, data collection included interviews, document and videograph reviews, and observations of administrative meetings. The participants for the interview portion of the study included 10 individuals defined as administrators. The study revealed that administrators’ perspectives of these cultures demonstrated five themes (student-centered, size, location, Hispanics, and family) served as contributors to the campus culture. The administrative culture was supported by six themes (size, team, collaboration, open, Inclusion, and rewards and recognition). The findings revealed three of Kuh’s conventional organizational models (rational, bureaucratic, and collegial models) were seen as being in place at Neighborhood Campus. Levin’s traditional and service cultures were seen in the campus culture with the service culture demonstrating dominance. Using Bergquist and Pawlak’s definitions, components of the collegial, managerial, and developmental cultures appear to be present in the administrative culture with the collegial culture serving as the dominant administrative culture. Through an understanding of these cultures and themes, administrators can provide leadership that is sensitive to these cultures, especially if institutional change is required.

In this dissertation we identify two problems with current integrated development environments (IDEs) and present JQuery as a tool to address these issues. The first problem is that IDE views answer low level questions and do not provide a mechanism to combine results to answer complex higher level questions. Even relatively simple questions force the developers to mentally combine results from different views. The second problem is that IDEs do not provide an easy way to create perspectives on project specific concerns such as naming conventions or annotations. Most IDEs do offer support for creating custom perspectives but the effort required to create a perspective is considerably more than the benefit a custom perspective provides. JQuery is an Eclipse plugin which generates code views using an expressive query language. We have redesigned JQuery to support a number of new user interface (UI) features and add a more flexible architecture with better support for extending the UI. To address the first problem, we have added multiple views to JQuery where each view supports drag and drop of results, selection linking, and regular expression search. These features enable a user to combine results from different views to answer more complex higher level questions. To address the second problem, we can leverage the fact that JQuery is built on an expressive query language. Through this query language we are able to define project specific concerns such as naming conventions or annotations and then create views and perspectives for these concerns through the JQuery UI. / Science, Faculty of / Computer Science, Department of / Graduate