The 2002 ratification of the Kyoto Protocol by the government of Canada represents an interesting case study in Canadian federalism. This thesis seeks to explore the perspective of the government of Saskatchewan during the debate surrounding the ratification of the Kyoto Protocol. In examining Saskatchewans perspective, this thesis uses the theoretical framework developed by Richard Simeon in Federal-Provincial Diplomacy: The Making of Recent Policy in Canada. In particular, the four major sources of intergovernmental conflict identified by Simeon, economic conflict, ideological conflict, political competition, and differences in perspective, will be used to examine Saskatchewans reaction to the ratification to the Kyoto Protocol. Climate change policy provides interesting insights into Canadian federalism. Constitutional authority in environmental policy is concurrently shared between both levels of government. At the same time, the federal government has authority to make international treaties, but requires provincial consent to implement those treaties in areas of provincial jurisdiction. Unlike other previous intergovernmental negotiations, the Kyoto Protocols ratification also introduces international elements and considerations to domestic federal-provincial relations, which have rarely been explored in academic literature surrounding Canadian federalism. As such, this thesis hopes to use the case study of Saskatchewans perspective on Kyotos ratification as a means of expanding on the relevance of Simeons framework through the consideration of unexplored international factors on Canadian federalism.

Gender is an intrinsic part of the colonization process. This thesis examines the social construction of gender in the colonial context of the Indian Industrial Schools of western Canada. Through a case study of the official and hidden curricula of the Regina Indian Industrial School, this thesis explores the attempted imposition of Victorian Euro-Canadian ideals of gender upon Aboriginal youth around the turn of the century. The curricula of the Regina Indian Industrial school, as well as other western Industrial schools, was shaped by Victorian ideologies of gender, which promoted separate spheres for men and women, a cult of domesticity, sexual division of labour, and binary oppositions. The curriculum of the Regina Indian Industrial School became a method of conveying Euro-Canadian discourses of Victorian gender ideals. While boys in the Indian industrial schools were educated to become breadwinners, girls were socialized into domestic roles. Employing feminist, post-colonial, and poststructural theories and research methods, this study provides a textual analysis of records of government and church officials regarding gender and the curriculum of the Regina Indian Industrial School.

The increasing input costs for traditional agriculture has led land owners and producers in search of alternative opportunities to increase on-farm income. Replacing agricultural crops with short rotation woody species such as hybrid poplar trees is a form of agroforestry. The objectives of this project were to evaluate: 1) a suitable planting stock for hybrid poplar, 2) the effect of nitrogen (N) fertilizer application and pruning on hybrid poplar growth and, 3) the response of four hybrid poplar clones to fertilizer application and their suitability in the boreal transition ecoregion of Saskatchewan. <p>Two trials were established near Meadow Lake, Saskatchewan where three stock types (cuttings, root cuttings and rooted plugs) of Walker poplar were planted into former alfalfa and pasture fields. Trees were pruned each spring to remove multiple leaders and fertilized in year 2 with 100 kg N ha-1. The presence of roots on rooted cutting and plug stock types was beneficial in terms of hybrid poplar growth and survival. Trees grown from planting stock without roots had survival rates between 32-37% whereas, the survival of trees with roots at the time of planting ranged from 62-81% after two years of growth. Trees that were planted as a rooted stock were 3.5 to 4.2 times greater in height and 4.0 to 5.6 times greater in root collar diameter than trees planted as an un-rooted stock type. The application of fertilizer N decreased tree volumes by 31% at the Alfalfa site and had no effect on tree growth at the Pasture site. The total amount of fertilizer N recovered by the hybrid poplar trees ranged from 1-3% at the Alfalfa site and 3-5% at the Pasture site. <p>The second study involved planting four clones of hybrid poplar (Hill, Katepwa, Walker and WP-69) at the same two sites and applying fertilizer at rates of 0, 150 and 300 kg N ha-1 the first two years. Following the second growing season, Katepwa and WP-69 clones had the highest tree volumes of 750 and 1147 cm3 of the four clones evaluated. The Walker clone had the poorest survival rates (52-56%) compared to the other three clones (> 90% survival). Foliar N levels were not correlated with tree height at the Alfalfa (p=0.1326) or the Pasture (p=0.1063) sites. The relationship between foliar P concentration and tree height was more pronounced during July at the Alfalfa site with an r2 value of 0.7102. The N:P ratios for foliar tissue decreased with increasing fertilizer N application during August at the Alfalfa site. Foliar N:P ratios were the same among fertilizer and clone treatments at the Pasture site in August. <p>Results from this study suggest that rooted stock types increase the successful establishment of hybrid poplar plantations. However, application of N fertilizer may not increase growth of trees if soil N is adequate. Other soil nutrients need to be measured prior to fertilization to determine what nutrients may be limiting plant growth.

Dry bean (Phaseolus vulgaris) is a sub-tropical crop severely affected by exposure to low temperatures during all of its growing stages. Cool spring temperatures and the risk of frost are major limiting factors for the early sowing of dry bean in Saskatchewan. Due to its economic importance; however, it has been introduced to Saskatchewan, but it needs to be made more cold tolerant to further expand acreage. The genes that can contribute some tolerance to low temperature stress in bean are not found within the primary gene pool, which limits the capability of breeders to generate a cultivar with such characteristics. Consequently studies have being done in order to find a possible source of genes that can induce tolerance to low temperature exposure. Phaseolus acutifolius is a relative of the domesticated dry bean and previous hybridizations with it have been successful. It is also known to be tolerant to abiotic stresses such as drought. For this reason the decision was taken to explore the level of resistance to low temperature stress exposure in several P. acutifolius accessions. Using whole plant freezing tests in controlled environment chambers, P. acutifolius W6 15578 was found to be more tolerant to exposure to sub-zero temperatures than were P. vulgaris genotypes. Interspecies hybrids were produced between P. vulgaris NY5-161 and W6 15578 and BC2 plants were produced using embryo rescue. The whole plant freezing test is a destructive method that cannot be used with unique F1 and BC2 genotypes, so an alternative methodology to evaluate the hybrids was explored. An electrolyte leakage test was used and showed similar results to the whole plant freezing test with the parent plant controls. The F1 hybrids had an intermediate tolerance to low temperature stress and the further generations (BC1 and BC2) had a better level of tolerance to this kind of stress than the cultivated parent (NY5-161). This suggests that the genes that confer tolerance to low temperature exposure are being maintained through several generations of backcrossing and that these interspecies hybrids may offer a chance for the development of improved dry bean cultivars for the Saskatchewan environment.

This dissertation combines the empowering methodology of photovoice with focus groups and in-depth interviews, to develop a contextual understanding of the meaning of breast cancer for Aboriginal women. Photovoice is a participatory action research method, as well as a process towards health promotion. The participants in this study took pictures to document their realities and engaged in critical reflection individually and in a group process, using images and stories to advocate community and policy changes. A combination of epidemiological, sociological, and anti-oppressive theoretical lenses were used to analyze the womens stories and data, which served to acknowledge heterogeneity, while integrating multiple social contexts.<p> The emerging framework revealed multi-faceted identities, commonalities of situation, and prominent social forces that affect identity and cancer experience. Interpretation of the womens stories and pictures resulted in four general themes: 1) adjusting to physical and psychological changes; 2) the need for culturally relevant sources of support; 3) shifting identities; and 4) personal and political advocacy/policy directions. Prominent social forces include: culturally derived meanings of identity and sexuality, cultural and historical experiences/traditions of Aboriginal peoples, racism and racial stigmas, and socio-economic inequalities. Breast cancer experiences are shown to be significantly linked to history and the impact of colonization and neo-colonialism. Findings also point to the importance of recognizing heterogeneity, which does not minimize the impact of colonial histories and oppression, but points to the importance of employing an anti-oppressive theoretical lens and research framework, able to handle complex intersecting social forces and multiple agencies. These findings provide support for using the photovoice methodology with Aboriginal women, especially for its ability to shift power from researchers to insiders, privilege Indigenous knowledges, and for providing opportunities for critical and multiple tellings. The dissertation concludes by introducing a governmentality lens, which questions whether photovoice methods can address the social and historical problems at the level of policy. This study directs our attention to the need for further research on: 1) the link between breast cancer experiences to historical, political, and social contexts of lives of Aboriginal peoples; and 2) the potential of photovoice methods to affect policy and social justice.

Studies were conducted at three different sites in Saskatchewan, Canada (Colonsay, Vanscoy and Rosthern) over two years (2005 and 2006) to determine the effect of dribble banded and coulter injected liquid fertilizer applied in the spring of 2005 at 56, 112 and 224 kg N ha-1 with and without P at 28 kg P2O5 ha-1. A similar study was conducted in 2006 at one site in Mongolia to determine the effect of granular N and P fertilizer application on dry matter yield, and N and P concentration in plant biomass in the year of application (2006) only. The three Saskatchewan sites were unfertilized, 7-8 year old stands of mainly meadow bromegrass (<i>Bromus riparius</i>) dominated haylands, while the Mongolia site was mixed species of native rangeland.<p>All fertilization treatments produced significantly (p≤0.05) higher dry matter yield than the control in the year of application at the three Saskatchewan sites. The addition of 28 kg P2O5 ha-1 P fertilizer along with the N fertilizer did not have a significant effect on yield in most cases. In the year of application, increasing N rates above 56 kg N ha-1 did not significantly increase yield over the 56 kg N ha-1 rate in most cases but did increase N concentration, N uptake and protein content. A significant residual effect was found in the high N rate treatments in 2006, with significantly higher yield and N uptake. In 2005, the forage N and P uptake were in all cases significantly higher than the control in the fertilized treatments. The N uptake at the three Saskatchewan sites increased with increasing N rate up to the high rate of 224 kg N ha-1, although the percent recovery decreased with increasing rate. The P fertilization with 28 kg P2O5 ha-1 also increased P uptake at the three Saskatchewan sites. The site in Mongolia was less responsive to fertilization than the three Saskatchewan sites, with only a significant response in yield, N uptake and no significant effect of P fertilization. <p>For incubation soil cores collected in the fall of 2006, mean respiration rates were similar among the fertilized treatments at all the sites and the pattern of CO2 and N2O evolution measured over a two-week period showed similar trend at the three sites, with no significant difference between treatments. However a significant increase in gas production occured as the soils were wetted during the incubation. By the fall of 2005, the fertilization effect had likely diminished along with available substrate for the soil microbial biomass.<p>Overall, rates of fertilizer of approximately 50 kg N ha-1 appear to be sufficient to produce nearly maximum yield and protein concentration of the grass in the year of application for the Saskatchewan and Mongolia sites. Surface banding placement was as effective as in soil placement and there was limited response to P fertilization. A small amount of N fertilizer that is surface-placed on these grass dominated forage systems appears to be an effective means of increasing production in the year of application. Higher rates are needed to sustain the rejuvenation beyond one year.

A growing body of literature has drawn attention to the ways in which contemporary education reforms are changing how teachers perform their work, but less attention has been paid to what this means for particular social contexts, including the schools and communities attempting to improve learning for Aboriginal peoples. Teachers are increasingly subject to the dynamics of the global economy, and citizens expectations that public schools can solve social and economic problems. Governments have demanded too much from schools and educators given their capacity to be both more productive in education, and to provide more social care than before to Aboriginal students and families, while at the same time achieving the improvement of educational attainment for Aboriginal children and youth. Educational researchers suggest there is evidence that global-productivity and local-community imperatives are contradictory objectives in educational change. Despite the resources and attention given to Aboriginal education, and a more recent resurgence in support for elementary and secondary schooling, teachers have known for some time that citizens expectations are goliath in comparison to the actual resources that schools have at their disposal for educational improvement. In contrast with the lack of attention given to educators perspectives in literature on school reform, teachers are identified in critical analysis within the sociology of education as key agents crucial to the actualisation of educational improvement for Aboriginal peoples This thesis draws on data from a number of studies pertaining to teachers work in Aboriginal communities, conducted between 2002 and 2005, to determine:<p> What do teachers, working in Aboriginal communities located in Saskatchewan, identify as the main factors driving their work? <p> According to teachers, how are the main factors driving their work affected by policies to improve education for Aboriginal students in Saskatchewan?<p> How, if at all, are educators managing to balance the seemingly oppositional policy and program logics of productivity and community while attempting to achieve educational improvement for Aboriginal students in Saskatchewan?<p> Informed by teachers perspectives regarding their work in Aboriginal communities, I argue that teachers working in cross cultural contexts, and where governments share jurisdiction over education with Indigenous peoples, may undergo changes in their professionalism which situates them as cultural mediators in the community. Teachers may mediate between the competing demands of governments, parents, students, and even the demands of competing policy and program logics intended, when combined to improve Aboriginal peoples educational outcomes.

The general purpose of this study was to examine Native content inclusion in the Division one language arts program. Particular attention was given to gaining insight into, a) what Native content was being included, b) how Native content was being included, and c) what help was received affecting inclusion.<p>During the 1988-89 school year, five Division One teachers in two Community Schools with high Native student population, volunteered to participate in the study. Both Community Schools were affiliated with the Saskatoon Public Board of Education. The participating teachers were interviewed through the use of semistructured interviews during the study. Informal observations also took place over the duration of the study, and the participating teachers recorded on log sheets what forms and strategies they used for Native content inclusion. Treatment of data included a presentation of verbatim statements on matrices for each teacher interviewed, a search for general themes, and a comparison of interview and log data which highlighted patterns among responses.<p>Over the course of the school year, all of the participating teachers reported that they had included Native content in their language 'arts program. The degree to which Native content was included varied from teacher to teacher, as did the support they received. They recognized the need for Native content in their language arts programs and felt they were significant participants in the process of Native content inclusion.<p>The study also revealed that the participating teachers believed that they could have included even more Native content in the language arts program, had they more Division One resource materials and urbanized materials to work with.<p>Findings from this study have important implications for educators and for further research. Over the course of the year, support, in-service and the availability of resource materials must be in place to meet the needs of the teachers in their lesson and program planning. Consultants, community coordinators and administrators need to be aware of the individual needs of teachers so they in turn can meet the needs of their students.

In Canada, the prevalence of childhood overweight and obesity has increased dramatically since the 1980s. Few studies have examined factors associated with overweight and obesity in Canadian children. The purpose of this study was to: (1) explore the relationship between physical activity and BMI, (2) examine the prevalence of childhood overweight and obesity, and (3) explore the importance of age, gender, and residency (farm versus town) in relation to childhood overweight and obesity in a sample of rural Saskatchewan children.<p>This cross-sectional study included a self-report questionnaire survey and anthropometric assessment of a sample of children (Grades 4-6) from rural Saskatchewan. Of the 525 questionnaires distributed, 262 were completed with a signed consent form (response rate: 49.9%) and 251 of those students had their height, weight, and sitting height measured. The research questionnaire gathered demographic data about the child and the parents or guardian, data on the childs sedentary leisure activities, and a 7 day physical activity history using the Physical Activity Questionnaire for Older Children (PAQ-C). Each childs body mass index was estimated using the measured height and weight and these estimates were compared to international standards for BMI to estimate the prevalence of childhood overweight (25.5%) and obesity (7.1%) within the study population. There were no statistically significant gender differences in the proportion of children who were overweight or obese. The factors found to consistently have a significant association with the prevalence of overweight and obesity were Aboriginal descent and mothers and fathers BMI category. The mean PAQ-C score was similar for boys (3.3, SD = 0.64) and girls (3.2, SD = 0.57) and did not differ significantly by BMI category. <p>This descriptive study provided information on the prevalence of physical activity, overweight, and obesity in a sample of rural Saskatchewan children and the relationship between physical activity and BMI in the sample. Findings of this study can be used by nurses, other health professionals, and education leaders to develop health promotion programs to promote a healthier lifestyle for children and their families.

Little research has examined the role traditional health care systems play today among Native populations. The present research examined the role these systems play among the urban Native population of Saskatoon, Saskatchewan. The research was conducted at the Westside Community Clinic, located in the downtown core area of Saskatoon. This area of the city has previously been identified as having a high concentration of Native people. The present study represented one component of a much larger project which examined both Native and non-Native utlization patterns of the Western health care system at the Westside clinic. An interview schedule was used to gather data, with a total of 103 Native and 50 non-Native interviews being conducted. Since no sampling frame exists for the Native population of Saskatoon, an availability sampling technique was used. "Native" was defined in this study as status Indian, non-status Indian and Metis.<p> It was discovered that traditional health care systems play an important role in the health care of this population, with the use of these systems being quite extensive. It was determined that the variable of language was a somewhat useful predictor of the utilization of traditional health care systems, although language retention (the ability to speak a Native language) was found to be more important than the frequency with which a Native language was spoken. It was also discovered that use of traditional health care systems was not found only among older respondents, but rather was generalized among the respondents. The economic variables of income and education levels were also found to be related to utilization of traditional health care systems, with those respondents with higher income and education levels reporting greater use of these systems. Use of traditional health care systems was not found to be restricted to respondents with Indian status; rather, use was generalized among status Indian, non-status Indian and Metis respondents.<p>Respondents who utilized traditional health care systems also fully utilized the Western health care system. Further, use of traditional health care systems was not found to be related to difficulty respondents may have encountered in using the Western health care system, such as language or economic problems, or experiences of racism, although such problems were found to exist. Clearly, respondents did not turn to traditional health care systems because of difficulties in utilizing the Western health care system. Rather, traditional health care systems were used to supplement the Western health care system. It was further found that the majority of the respondents in the study desired access to traditional medicines and healers within the city of Saskatoon-and, again, this finding was not confined to any sub-group (I.e. older respondents) of the study but was generalized. The extent to which this access is presently available is questioned, and this could represent an important unmet health need of this population.