First Nations peoples in Canada are increasingly referred to as an ‘at risk’ population for the development of poor health outcomes. While these health inequalities are well established in the literature, there is a lack of understanding of how health is both defined by First Nations peoples. This thesis describes a community-based participatory research project with First Nations girls in the Battlefords Tribal Council region. The purpose of this project was to explore the ways in which these girls negotiate different meanings of health and the body, as guided by their words and stories. The project design incorporated various methods including individual interviews, sharing circles, photovoice, and art collages. The participants were given cameras with which to take photographs that represented their understandings of health in their communities; they also completed art collages that further explored the healthy body and body image. Following the completion of the photovoice and art projects, the girls discussed their photographs and their understandings of the healthy body and body image in further detail in both individual interviews and sharing circles. This research has been informed by feminist and sociological theories of the body, which acknowledge social and historical influences on health and the body and the agency of individuals. The thesis is organized in a manuscript style format and, as such, contains three analysis chapters comprised of manuscripts either published in or submitted to academic journals. The findings of this study reveal that the girls have both insightful and holistic definitions of both the healthy body and body image. The first manuscript discusses findings of the girls’ perceptions of health as a holistic concept. The second manuscript details findings of the girls’ personal resilience showcased in their narratives of the healthy body and body image. The third and final manuscript discusses in detail the undertaking of this community-based participatory project, focusing on the strengths and challenges of this particular research project. The discussions and knowledge created by the girls make a valuable contribution to the literature by increasing our collective understanding of how the healthy body and body image are defined by First Nations girls living on-reserve. In this thesis, I argue, as guided by the words of the girls, that health needs to be understood in a more holistic manner, particularly in the design of health promotion materials, programs, and services designed for First Nations youth. This compliments recent literature that views health in a holistic manner. I also discuss the empowering potential that a community-based participatory project presents when working with First Nations youth.

This thesis examines the discourse surrounding the debate over whether the Canadian Charter of Rights and Freedoms ought to apply to First Nations governments in Canada. This is a constitutional and legal grey area at present because Section 32 of the Canadian Charter of Rights and Freedoms stipulates that this constitutional document applies to the federal, provincial and territorial governments, but does not mention Aboriginal governments. The lack of constitutional clarity on this issue has generated a debate involving three schools of thought. The first school proposes that the Charter ought to apply to First Nations governments just as it does to other governments in Canada. The second school of thought argues that the Charter should not apply to First Nations governments because it is an imposition of western liberal values on their governments that could limit their self-governing authority. Proponents of this view assert that recognition of Aboriginal and treaty rights in the Constitution should entitle First Nations to develop their own rights practices, consistent with Aboriginal laws and customs. A third school of thought suggests that there may be alternatives between accepting the Charter as it is and rejecting it altogether. Two options have been advocated by this school. One option is for the Charter to apply with a caveat that it be done in a manner that is consonant with traditional Aboriginal laws and customs. The other option is that a parallel Aboriginal Charter of Rights and Freedoms be developed that better reflects Aboriginal traditions on rights. While this debate has been ongoing, the Government of Canada and some First Nations have entered into self-governing agreements that acknowledge the application of the Canadian Charter to those particular governments. This thesis concludes that there is no easy resolution to the debate, that it may take the courts to resolve the issue in law, and this outcome itself may be unsatisfactory to First Nations communities.

Thesis (Ph.D.)--Liberty University, 2009. / Includes bibliographical references.

Thesis (Ph.D.)--Kent State University, 2008. / Title from PDF t.p. (viewed Dec. 14, 2009) Advisor: Dr. James Henderson. Keywords: mentoring, curriculum, first year teachers, reflective inquiry, narrative inquiry. Includes bibliographical references (p. 183-195)

This mixed methods study sought to investigate the professional learning of induction year teachers in Scotland and the factors which influence this learning. New teachers' professional learning does not simply consist of continuing professional development days but also includes the informal learning from colleagues, peers and pupils that takes place every day at work. The factors which may affect induction year teachers' learning include the situation or context of a particular school workplace, the teacher's individual learning disposition, their level of micro-political literacy and their relationship with pupils. The school context may be regarded as a workplace learning environment which has expansive and/or restrictive practices. Through interviews and questionnaires, new teacher learning was examined in relation to the learner, their learning and their context, all three being inextricably linked. Induction year teachers in Scotland are learners with individual needs. There is no longer a one-size-fits-al/ mentality in relation to pupil learning and so it is anachronistic that new teachers are treated identically. In order to examine new teachers at an individual level it is necessary to examine their attitudes towards learning, their learning biography and their engagement with learning opportunities. These personal aspects can be encapsulated in the term individual learning disposition. In a similar way to learning environments having expansive and restrictive elements, people may exhibit expansive and/or restrictive characteristics in relation to their individual learning disposition.

A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine.

This thesis is an investigation of the lived experience of first generation female students in their first year of study at the University of Guelph in Guelph Ontario, Canada. The study highlights the importance of learning about the lived experience of first-generation female students, from their perspectives and in their own words. As previous research focuses most often on the demographics, academic performance, and persistence rates of first-generation students, this study is significant as it approaches the female first-generation student experience from a phenomenological standpoint. The women spoke at length about the effect their parents and siblings had on their academic lives. They talked of their experiences transitioning to university and the issues and challenges associated with their new environments. The participants in this study also shared what advice they would give to other first-generation students entering higher education.

No description available.

In the first section of the critical part of this thesis, we study the phenomenon of simultaneous narration in first-person singular prose fiction. In the second section of the critical part, we outline the defining traits of the omniscient "I"; by proposing this figure, we fill in a gap in current narratological theory. / The second part of this thesis, a short piece of prose fiction, is written in the first-person singular and uses simultaneous narration. The "I" is omniscient and occasionally exercises this power. The text begins when the heroine, Sarah, decides to tell the story of the rest of her life. No particular event justifies that she begin her story where she does, other than a sudden impulse to communicate what will be the story, that she still doesn't know, of her life.

Photocatalysis is a promising technology that can effectively convert the solar energyinto sustainable green energy. However, theoretical studies on the molecular mechanisms of photocatalytic reactions are rare. This thesis is devoted to investigate several typical photocatalytic reactions on the surfaces of the most popular photocatalysis TiO2 with density functional theory. We start our study with the characterization of both the free and trapped hole on the surface generated by the light. The oxidation of physisorbed H2O molecule by the hole trapped at bridge oxygen on rutile TiO2(110) surface has been studied. The hole is found to transferto the molecule via the anti-bonding orbital as a result of the hybridization between the hole orbital and the HOMO of the molecule. The energy and symmetry mismatching between the trapped hole orbital and the HOMO of the molecule explains why the trapped hole cannot directly transfer to the chemisorbed H2O molecule. On the other hand, we have found that the chemisorbed H2O moleculecan be more efficiently oxidized by the free hole with a lower barrier and higher reaction energy compared to the oxidation by the trapped hole. In this reaction, the free hole is transferred to the chemisorbed H2O after the dissociation. This is different from the oxidation of chemisorbed H2O on anatase TiO2(101) surface by free hole, in which the hole is transferred concertedly with the dissociation of themolecule.     In order to understand the hole scavenger ability of organic molecules, the oxidation of three small organic molecules (CH3OH, HCOOH and HCOH) onanatase TiO2(101) surface has been systematically investigated. The concerted hole and proton transfer is found for all these molecules. The calculations suggestthat both kinetic and thermodynamic effects need to be considered to correctly describe the hole transfer process. The order of hole scavenging power is found tofollow: HCOH &gt; HCOOH &gt; CH3OH &gt; H2O, which agrees well with experiments.     Photo-selective catalytic reduction of the NO by NH3 and the photooxidationof CO by O2 are closely related to the environment application. Both reactionsinvolve the formation and/or breaking of non R–H bonds. The mechanism for the photoreduction of NO proposed by experiment has been verified by our calculations.The role of the hole is to oxidize the adsorbed NH3 into ·NH2 radical, which canform a NH2NO complex with a gaseous NO molecule easily. The photooxidation of CO by O2 is the first multi-step photoreaction we ever studied. By combining thepotential energy surfaces at the ground and excited state we have found that thehole and electron both take part in the reaction. A molecular mechanism which is in consistent with various experiments is proposed.     These studies show that density functional theory is a powerful tool for studying the photocatalytic reaction. Apparently, more work needs to be done in orderto improve the performance of the existing materials and to design new ones thatcan take advantage of the solar light more efficiently / <p>QC 20140522</p>