The existence of workplace violence in remote and isolated nursing station settings has been an area of limited knowledge to date. This descriptive study explored the phenomena of workplace and occupational aggression (WPOA), an operational definition of workplace violence created to capture all exposures to verbal and physical aggression in the 21 First Nations and Inuit Health (FNIH) managed Nursing Stations in Manitoba. Using the Manitoba Region Occurrence Reports from 2008, it was found that nurses in nursing stations experience a range of WPOA exposures with verbal incidents being more commonly reported than physical incidents. Quantitative findings related to patterns of reported WPOA with respect to timing, type, perpetrators and concurrent substance use. Themes related to the impact of WPOA on nursing staff and responses of managers to reported incidents were generated from the qualitative analysis. Recommendations for policy, administration, education and future research were generated.

Although a plethora of educational initiatives over the past 30 years were developed with the goal of improving the academic success of Aboriginal students in public schools, there continues to be a significant achievement gap between Aboriginal and non-Aboriginal students in Canada (Battiste, 2000, 2002; Ireland, 2009; St. Denis, 2007, 2010; White & Beavon, 2009). In 2008, the Manitoba Minister of Education attempted to address this gap in part by mandating that faculties of Education across the province restructure teacher education programs to include a compulsory course on Aboriginal perspectives, histories and pedagogies. This mixed methods research explores the perceived impact of the mandate on the student teachers who completed the course entitled, “Teaching Aboriginal Perspectives” at Brandon University Faculty of Education during the 2008 – 2010 academic terms. Donald (2009), St. Denis (2007), and Williams and Tanaka (2007) report that subtle and overt forms of resistance to mandated courses are displayed when students teachers are compelled to study Aboriginal issues as a requirement for teacher certification. As such, this research is conceptually framed using critical race theory (Bell, 1991; Delgado, 1995; & Dunbar, 2008), Indigenous or Aboriginal feminism (Canella & Manuelito, 2008) and Red Pedagogy (Grande, 2004, 2008). The methodology for this research is primarily phenomenological but articulated using Indigenous storywork (Archibald, 2008) and story (Wilson, 2008). The primary data sources include surveys or questionnaires and semi-structured interviews of students within the course, my personal story as an Aboriginal female professor of the course and the stories of new teachers’ experiences embedded throughout the report. The findings are analyzed using descriptive statistics (frequencies, means and percentages) and comparative statistics (chi-squares and t-tests) for quantitative items on the questionnaires, and constant comparative data analysis methods for open-ended questions on the questionnaires and the interview data. Findings show that the student teachers demonstrated growth in FNMI content and knowledge over both years of the study. The findings also indicate an initial resistance to course content which causes angst for both students and the instructor as students engage with contentious issues, the deconstruction of privilege and examples of institutionalized racism within the educational system. Although more positive attitudes regarding FNMI content, worldviews, pedagogies and people developed over the duration of the course, once student teachers move into the school system, their desire to implement their learning are often challenged by racist attitudes and practices, particularly in schools where administrators do not foster FNMI education. The study concludes by suggesting that the mandate and work that has begun in the Aboriginal Perspectives course is important, necessary work, but it must be sustained across the entire educational system and across the career stages of all teachers in order to change the social attitudes that continue to dominate in schools.

The purpose of this thesis is two-fold. First, to bring forth an understanding of the historical relationship between First Nations people and the formal Canadian education system. Second, to investigate how non-First Nations school social workers perceive their role in supporting First Nations youth within the education system. The first goal is accomplished through a literature review, outlining histories that have shaped how many First Nations youth experience education. Additionally, themes of cultural safety, the role of school social work, and whiteness, are explored. Thus, providing the framework for analysis. The second goal is accomplished through interviews with non-First Nations school social workers, working in Winnipeg school divisions. The interviews were qualitative, following a narrative style of inquiry. Three recommendations are made based on this research in the areas of education on colonial histories, self-reflexivity in social work, and understanding when First Nations students feel culturally safe.

We can think about ourselves in a variety of ways, but only some of the thoughts that we entertain about ourselves will be thoughts which we know concern ourselves. I call these first-person thoughts, and the component of such thoughts that picks out the object about which one is thinking—oneself—the self-concept. In this thesis I am concerned with providing an account of the content of the self-concept. The challenge is to provide an account that meets two conditions on first-person thought. The account must show how we are aware of ourselves when we entertain first-person thoughts, so that we have an account that establishes the cognitive significance of first-person thoughts. But, in addition, this awareness must be as robust as the thinker’s ability to entertain first-person thoughts if our account is to respect the guaranteed referential success of the self-concept. I introduce both the subject matter of the thesis, and the constraints on a satisfactory account of that subject matter in the first chapter. In the second chapter I then set up a further problem: much of our self-knowledge is knowledge of our current mental states and it is often argued that we know about and can ascribe those mental states on the basis of introspection alone. The first constraint on an account of first-person thought described in the preceding paragraph requires that we be aware of ourselves in some way if our thoughts are to have the special cognitive significance of first-person thoughts. Yet, I argue, we neither do nor can introspectively observe a subject of thought and experience when we come to know about our mental states and experiences. The failure of introspection to supply us with perceptual information about a subject of thought presents us with the further potential problem. According to Fregean semantics sense determines reference: we count on the content of the elements of thought to determine the reference of terms that are used to express those elements. If we do not introspectively observe a subject of thought then we seem to be at a loss to account for the concept and we are at risk of having to accept that neither the self-concept nor the first-person pronoun are referential. In the remainder of my thesis I consider various responses that we can offer to this problem. First, I examine whether we can avoid the problem with an alternative account of first-person reference according to which reference is fixed by a reflexive rule, and whether we can also base an account of first-person thought on this account of first-person reference. Secondly, I look at the descriptivist view of first-person thought which could potentially provide both an account of first-person thought and first-person reference. These two suggestions must be rejected on the grounds that they fail to accommodate the special cognitive significance of first-person thought. A third approach to first-person thought argues that we employ an objective self-concept when we think about ourselves, a concept that is informed by bodily experience, rather than by introspective observation of a subject. Yet such an account cannot make sense of first-person thoughts in which we question our own embodiment. Lastly I consider whether it is possible to explain the cognitive significance of first-person thought in terms of non-conceptual first-person contents.

This Master of Social Work thesis focused on the healing journeys of urban First Nations women who have overcome trauma. The purpose of this research study was to develop a deeper understanding of healing and trauma from an Indigenous perspective. This Master of Social Work thesis created space for Indigenous knowledges so that Indigenous perspectives on the aspects of healing and trauma could be brought forward. At the centre of this created space were the voices of urban First Nations women and their shared stories of healing. This qualitative research study applied Indigenous research methodology, which also included narrative research methodology. In this study, the stories of five First Nations women who reside in an urban centre in Manitoba and who were well into their journeys of healing from trauma were explored. Manitoba First Nations traditional values, practice and protocol guided this thesis project to ensure that this research was conducted ethically and respectfully. The Medicine Wheel was used as a conceptual framework to understand the journeys of healing as well as the trauma experiences of the five women within the context of the life stages of human development. The meta-narratives and life narratives of the women provided accounts of their healing journeys. The findings of this research identified the following three overarching themes: living colonized lives, relationships, and healing paths. Recommendations were outlined for future social work research, practice, and education.

This essay is about side health indicator in FPS, why they look like they do and what function they provide in FPS and their existence in modern FPS. The essay also contains information about traditional health indicators, psychology in colors, the crosshair focus area and research about FPS in modern times. The author research of 44 FPS games is find out the amount of side health indicators against the more traditional types and the reasons a developer would include a side health indicator instead of the others. In his research he found out that in the selected games, a fair amount of them did include only a side health indicator but a far larger amount of the combination type, using a traditional type as a primary health indicator and a side health indicator when an avatar takes too much damage or nearing death. The author also found out a type he had not thought of, called full screen health indicators, which affects the whole screen to indicate the avatars state of health.

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This study has examined definitions of sex and virginity loss and the influence of gender, religiosity, middle school sex education, and the importance of virginity on those definitions. The study also tests the applicability of social exchange theory to explain how undergraduates define sex and virginity loss. Vaginal intercourse was most often considered to be sex and virginity loss, followed by anal sex and oral sex. The results indicate that women tend to consider more behaviors to be sex and virginity loss than men. Religion and middle school sex education were minimally important. Both viewing virginity as a gift and the importance of maintaining virginity until marriage were related to definitions of sex and virginity loss. Results indicate that the application of social exchange theory in predicting classification of behaviors as sex and virginity loss were mixed. With oral sex receiving the most variation as to whether or not it is sex and virginity loss and being an activity in which young people frequently participate, sex education programs should provide greater attention to oral sex and the associated health risks. / Department of Sociology

Priešmokyklinio ugdymo paskirtis – padėti vaikui pasirengti sėkmingai mokytis pagal pradinio ugdymo programą. Tačiau ne visi priešmokyklinio amžiaus vaikai į pirmą klasę ateina subrendę mokyklinei veiklai. Lietuvoje dar maža tyrimų, atskleidžiančių brandumo mokyklai ir vaiko mokyklinių pasiekimų sąsajas, kurie leistų išskirti intelektinės ir socialinės emocinės brandos gebėjimus, geriausiai numatančius būsimos mokyklinės veiklos sėkmę. Todėl šio tyrimo tikslas – nustatyti vaiko brandumo mokyklai sąsajas su akademiniais pasiekimais pirmoje klasėje. Tyrimas buvo vykdomas trimis etapais. Pirmajame etape dalyvavo 46 priešmokyklinio amžiaus lopšelio –darželio bei mokyklos – darželio vaikai, kuriems 2007 kalendoriniais metais suėjo 7 metai. Tyrimas vyko 2007 m. balandžio – gegužės mėnesiais. Vaikų brandumo mokyklai įvertinimo metodika (2005) buvo įvertinti vaikų kognityvinė, socialinė ir emocinė branda mokyklai. 2007 m. gruodžio ir 2008 m. balandžio mėnesiais buvo vertinami pirmajame etape dalyvavusių vaikų skaitymo, rašymo ir matematinių žinių pasiekimai. Skaitymo, rašymo ir matematinių žinių pasiekimai buvo vertinami užduočių baterijomis, sudarytomis remiantis Bendrojo pradinio ugdymo programomis ir išsilavinimo standartais. Gauti rezultatai atskleidė priešmokyklinio amžiaus vaikų pakankamą socialinę emocinę bei dalies vaikų nepakankamą intelektualinę mokyklinę brandą. Nustatyta, kad mokyklinės brandos rodikliai yra susiję su vėlesniais akademiniais pasiekimais: 1) rastas... [toliau žr. visą tekstą] / Purpose of preschool education is to assist a child to get ready for successful studies according to the programme of primary education. However, not all children of preschool age come to the first grade being mature for the academic activity. In Lithuania, very few surveys have been conducted revealing the links of readiness for school and child‘s academic achievement that would allow characterising abilities of intellectual and social emotional readiness, predetermining the future academic success in the best way. Therefore, objective of this survey is to establish the links of child‘s readiness for school with his academic achievement in the first grade. The survey has been conducted in three stages: in the first stage, 46 children of preschool age from a creche –kindergarten and a school-kindergarten who in calendar year 2007 became 7 took part in the survey. The survey was conducted in April – May of 2007. Referring to the methodology for evaluation of children‘s readiness for school (2005), children‘s cognitive, social and emotional readiness for school was assessed. In December of 2007 and April of 2008, reading, writing and mathematical knowledge achievement of children who participated in the first stage were assessed. Reading, writing and mathematical knowledge achievement was assessed with the series of tasks formed referring to programmes of general primary education and education standards. The results obtained revealed sufficient social emotional readiness of... [to full text]

This thesis provides preliminary, qualitative research that explores whether there is a common understanding of Aboriginal public servant leadership within the British Columbia (BC) Public Service. An interpretive, grounded theory approach underpinned by attention to Indigenous methodologies was used in this thesis. Research was conducted using semi-structured interviews with 22 self-identified Aboriginal peoples within the BC Public Service. The results identify properties of three analytical perspectives of leadership that interact in the context of Aboriginal public servants in British Columbia: (1) individual; (2) Indigenous, traditional or family setting; and (3) bureaucracy/public service. A linking theme across these analytical perspectives, “it’s personal not individual”, is proposed that influences an approach that interviewed Aboriginal public servants use in their professional positions and in their daily life. This study concludes that although there is not one specific understanding of leadership among Aboriginal public servants, their personal commitment to improving the well-being of their peoples may be the basis for their leadership work to facilitate and build bridges of understanding between communities and government. In addition, there is a call to non-indigenous public servants to consider their own leadership and share responsibility for bridge building alongside their Aboriginal colleagues. / Graduate / 0617 / fionnamain@gmail.com