The use of sources to frame coverage of the softwood lumber dispute was examined with a content analysis of newspaper stories from 1999 through 2001 in the Prince George 'Citizen', the Vancouver 'Sun' and the 'Globe and Mail' newspapers, along with three alternative news magazines. In addition, an e-mail questionnaire with three reporters and two editors at the 'Sun' and 'Citizen ' obtained data on how newsgathering routines and organizational structures influenced decisions on source use and overall coverage. Despite their differences, all three newspapers framed the dispute to varying degrees through political and industrial sources, while economic, social, environmental and First Nations perspectives appeared far less frequently. The three alternative magazines featured other perspectives, particularly the two First Nations publications, which used First Nations perspectives exclusively. Newspaper coverage also featured pro-Canadian sources more often than pro-American sources. The questionnaire found that reporters were given great latitude to cover the story the way they saw fit.
The recent discovery (1995) of a petroglyph located within the traditional territories of the Gitxsan people leads me to an investigation of settlement at this site and the relocation of the residents. Information about the settlement at Anlagasimdeex, located on the Babine River three kilometers west of the village of Gisaga'as, is researched in the ethnographic, historical, and archaeological literature. As well, interviews with Gitxsan and non-Gitxsan informants are conducted, to add to the description of Anlagasimdeex obtained from these secondary sources. Settlement at Anlagasimdeex is shown to have extended over a time period of at least two hundred years, and possibly much longer. The settlement was notable for its excellence as a salmon harvesting site, of which the petroglyph may be a graphic representation. The relocation of Gitxsan people from Anlagasimdeex, and, at a later date, from the village of Gisaga'as, during the period 1880-1950, is found to be result of a number of factors. Finally, village residency is understood to be of secondary importance to the overarching definitions of Gitxsan identity through adaawk, wilp, and wilnaa'tahl.--Page ii.
This study investigated the impact of creative drama as a prewriting strategy, on both, the content and the process, of short story writing. Two grade 6/7 classes were involved in the study for a period of ten weeks, one receiving drama and the other one a lesson/discussion prewriting instruction. With regard to the scores the drama students received on their compositions in the nine categories measured (ideas, detail, audience awareness, sentence structure, language style, plot, setting, character, and narration/dialogue), they were slightly higher than those of the alternate group in the first of the two stories and highly significantly higher in the third story. The progressive increase in scores suggests that using creative drama as a prewriting activity is even more effective when used over a longer time span. The results also showed that students exposed to drama wrote longer stories, used more dialogue, and wrote more frequently in the first person. Other qualitative differences in the content of thestories between the two groups included students' approach to plot development, characterization, and setting description. The study also demonstrated that the students who received drama were generally positive about the prewriting activities, they enjoyed the writing process, and most frequently referred to their experience as being "fun".
How can moral development be fostered in the classroom? To answer this question, this project examines education literature, the author's own experiences, current brain research relating to self regulation, an overview of moral development theories, moral development research, and the instructional implications of this research. There is evidence that certain conditions foster moral development and that these conditions can be promoted in the classroom. Moral development depends on social experiences that teach developmental building blocks such as emotional knowledge, self-regulation and pro-social behavior. Without these building blocks, moral development is unlikely to occur. Linking the fostering of moral development to content embedded in Manitoba's Social Studies curriculum will be made through the example unit plans included.