Thesis (M.A.) -- Memorial University of Newfoundland, 1989. / Typescript. Bibliography: leaves 92-105. Also available online.

Thesis (Ph. D.)--University of Alberta, 2008. / Includes Vita. Title from PDF title page (viewed on May 25, 2010) Available through UMI ProQuest Digital Dissertations. Includes bibliographical references (leaves 261-266). Also issued in print.

Le gîte Turgeon est un sulfure massif volcanogène (SMV) riche en Cu-Zn, encaissé dans les roches volcano-sédimentaires ordoviciennes du Groupe de Fournier dans la Boutonnière Elmtree-Belledune, au Nouveau-Brunswick (Canada). Le Groupe de Fournier comprend les formations Devereaux et Pointe Verte, qui sont tous les deux composées de gabbros et de basaltes cousinés. Le gîte Turgeon est composé de deux lentilles de sulfures massifs Cu-Zn avec des stockwerks chalcopyrite-pyrite sous-jacents aux deux lentilles. La géochimie indique que les roches encaissantes sont des basaltes et des andésites d’affinité tholéiitique de type MORB. Les roches encaissantes proximales aux lentilles de sulfures massifs sont composées de chlorite + quartz dans les zones stockwerks, tandis que les zones adjacentes aux lentilles de sulfures massifs sont altérées en calcite + sidérite + pyrite + talc. Les sulfures à Turgeon ont une valeur δ34S moyenne de 6.9 ‰ (5.8 – 10‰), indiquant que le soufre est principalement dérivé de la réduction thermochimique de sulfate d’eau de mer ordovicienne. / The Turgeon deposit is a mafic-type Cu-Zn volcanogenic massive sulfide (VMS) deposit hosted in the Middle Ordovician gabbros, sheeted dykes, and pillow basalts of the Devereaux Formation of the Fournier Group in the Elmtree-Belledune Inlier, northern New Brunswick (Canada). The Turgeon deposit consists of two lensed-shaped Cu-Zn massive sulfide zones (“100m Zinc”, “48-49”) composed of pyrite, chalcopyrite, pyrrhotite, and sphalerite, underlain by chalcopyrite-pyrite stockworks. Trace element geochemistry indicates that the host rocks are composed primarily of tholeiitic basalts and andesites with mid-ocean ridge basalt (MORB) signatures. Alteration mineral assemblages of the footwall basalts proximal to mineralization are dominantly chlorite ± quartz in the stockwork zone, and calcite ± siderite ± pyrite ± talc near the massive sulfide lenses. Sulfides at Turgeon have an average δ34S of 6.9 ‰ (5.8 – 10‰), indicating that sulfur was derived from thermochemical reduction of Ordovician seawater sulfate.

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Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.

On s'intéressera, dans le cadre de la présente thèse, à l'un de ces moments précis où la collectivité acadienne du Nouveau-Brunswick transforme sa conception d'elle-même, celui de la modernisation institutionnelle s'amorçant durant les années 1960, allant jusqu'au Congrès mondial acadien de 1994. L'année 1960, avec l'élection d'un premier acadien à la tête de la province du Nouveau-Brunswick, et 1994, avec le Congrès mondial acadien, constituent deux moments où l'on remet en question l'héritage référentiel, le traditionalisme catholique, le nationalisme ethnique, le retard économique et culturel, l'absence de présence et de pouvoir politique, deux moments donc où la collectivité acadienne s'attache à se définir. Deux dates, deux moments, deux points charnières dans l'histoire acadienne récente où la présence et l'évolution d'une modernisation institutionnelle et politique marque la collectivité acadienne de façon indélébile, et transforme son rapport à soi et au monde.

En raison de la demande grandissante des systèmes d’éducation pour des écoles plus efficaces et des défis de la réussite scolaire des élèves défavorisés, il est indispensable d’examiner les pratiques préconisées dans les écoles. C’est dans cette visée que cette thèse consistait à identifier les déterminants de la réussite scolaire des élèves en mathématiques dans les écoles primaires. Plus spécifiquement, nous tentons d’identifier les déterminants reliés à l’élève, à l’enseignant et à l’école qui expliquent la réussite scolaire et nous examinons les différences entre les écoles efficaces et celles moins efficaces. Un total de 111 enseignants et directions d’école provenant d’écoles francophones du Nouveau-Brunswick ont répondu à un questionnaire portant sur les pratiques préconisées dans les écoles. Comme indicateur de la réussite scolaire, nous avons utilisé 2 436 résultats d’élèves aux évaluations du ministère de l’Éducation du Nouveau-Brunswick. Les résultats des analyses quantitatives révèlent que la réussite scolaire s’explique par des déterminants reliés à l’élève, à l’enseignant ainsi qu’au contexte des écoles. Les analyses de régression multiple montrent que la réussite scolaire est expliquée par les résultats antérieurs des élèves, la qualité de l’enseignement et le contexte de l’école (milieu urbain versus milieu rural). Les analyses à multi-niveaux indiquent que la réussite scolaire est expliquée par les résultats antérieurs des élèves, la qualité de l’enseignement et le statut socio-économique des élèves. La comparaison entre les écoles efficaces et celles moins efficaces montre qu’il existe des différences dans les pratiques retrouvées dans ces deux types d’école. L’analyse de contenu des réponses aux questions ouvertes montrent que les enseignants et les directions d’école attribuent la réussite scolaire principalement à des facteurs reliés à l’élève et à l’enseignant. L’analyse de contenu de ces attributions révèle que la réussite scolaire est expliquée par la qualité de l’enseignement ainsi que la motivation et l’engagement des élèves. / Because of the educational system’s ever-increasing demand for more efficient schools and because of challenges faced by underprivileged students, it is imperative to study current practices in schools. This thesis thus aimed to identify contributing factors of academic success in mathematics for elementary students. Specifically, we wish to identify predictors related to students, to teachers, and to schools that would explain academic success and we examine differences between effective schools and schools that are less effective. A total of 111 teachers and school administrators from francophone schools in New Brunswick have replied to a survey on school practices. We have based the academic success indicator on 2436 student results from the New Brunswick Education Department. Results of quantitative analyses reveal that academic success is explained by predictors associated to students, teachers as well as to the educational context. Multiple regression analyses indicate that academic success is explained by students’ prior achievements, teaching quality and educational context (urban vs. rural settings). Multilevel analyses reveal that students’ prior achievements, teaching quality and students’ socio-economic status influence academic success. The comparison between effective schools and schools that are less effective reveals that there are differences in the practices found in those two kinds of schools. Content analysis of answers from open-ended questions indicates that teachers and school administrators mostly credit academic success to factors related to students and teachers. Content analysis of these elements reveals that teaching quality as well as student motivation and commitment contribute to academic success.

The health of pregnant women is a major concern to health care providers. This grounded theory study of 40 women examined the health of pregnant women and the special threat that poverty and violence posed to their capacity for health. Pregnant women experienced their health as an integrated part of their daily lives; that is, they reported that their health was affected by 'everybody and everything." Women's main concern during pregnancy was to have a healthy newborn and, to this end, they engaged in the process of creating a healthy pregnancy by engaging in health-enhancing behaviours. In this process, the woman focused primarily on ensuring the birth of a healthy baby. Three conditions were essential to a woman's capacity to create a healthy pregnancy: (1) the acceptance of the pregnancy, (2) adequate financial resources, and (3) supportive relationships (especially having a supportive partner). Pregnancies invariably carried with them some uncertainty, and this caused the 40 women in this study to experience a state of vulnerability which, in turn, triggered attempts to create healthy pregnancies. This led to a cycle of improving health: the more energy women had to carry out health-enhancing behaviours the better they felt physically and mentally; the more able they were to conduct their daily activities; and, consequently, the better their health. However, living within a context of poverty and/or violence increased pregnant women's vulnerability and decreased their capacity for creating a healthy pregnancy, leading to extreme stress and the experience of threat. Male violence threatened the women's ability to be connected to those who were important sources of emotional, financial, task-oriented, and knowledge-oriented support, and, thus jeopardized their ability to meet their fundamental needs. Furthermore, the lack of sufficient financial resources limited women's abilities to leave their abusive partners. In order to survive, women in these circumstances sometimes reverted to previous, often harmful, ways of coping in an attempt to reduce their high levels of stress. These coping strategies usually took the form of behaviours that required little energy, such as smoking, not eating properly, and consuming alcohol. Having financial support and a safe place to go were crucial with regard to enabling women to decide to leave abusive partners. Regaining control of their lives in this way allowed women to refocus their energy on health-enhancing behaviours. The women in this study showed incredible strength as they met the challenges imposed by poverty and abuse. They did not remain victims but took hold of their lives with courage and conviction. In order to promote the adoption of health-enhancing behaviours by childbearing women, health care providers must recognize poverty and violence as factors that significantly threaten women's capacity for health. Further to this, special efforts must be made to render culturally sensitive care to First Nations women (i.e., recognizing their cultural identity and heritage, their connection to nature, and the importance of the elders of their community). To this end, we must recognize the connections between racism, colonization, poverty, and violence. For until we have eradicated poverty, and the cycle of violence and degradation that is its legacy, we will not have succeeded in doing all we can to ensure the health and well being of our citizens.

The health of pregnant women is a major concern to health care providers. This grounded theory study of 40 women examined the health of pregnant women and the special threat that poverty and violence posed to their capacity for health. Pregnant women experienced their health as an integrated part of their daily lives; that is, they reported that their health was affected by 'everybody and everything." Women's main concern during pregnancy was to have a healthy newborn and, to this end, they engaged in the process of creating a healthy pregnancy by engaging in health-enhancing behaviours. In this process, the woman focused primarily on ensuring the birth of a healthy baby. Three conditions were essential to a woman's capacity to create a healthy pregnancy: (1) the acceptance of the pregnancy, (2) adequate financial resources, and (3) supportive relationships (especially having a supportive partner). Pregnancies invariably carried with them some uncertainty, and this caused the 40 women in this study to experience a state of vulnerability which, in turn, triggered attempts to create healthy pregnancies. This led to a cycle of improving health: the more energy women had to carry out health-enhancing behaviours the better they felt physically and mentally; the more able they were to conduct their daily activities; and, consequently, the better their health. However, living within a context of poverty and/or violence increased pregnant women's vulnerability and decreased their capacity for creating a healthy pregnancy, leading to extreme stress and the experience of threat. Male violence threatened the women's ability to be connected to those who were important sources of emotional, financial, task-oriented, and knowledge-oriented support, and, thus jeopardized their ability to meet their fundamental needs. Furthermore, the lack of sufficient financial resources limited women's abilities to leave their abusive partners. In order to survive, women in these circumstances sometimes reverted to previous, often harmful, ways of coping in an attempt to reduce their high levels of stress. These coping strategies usually took the form of behaviours that required little energy, such as smoking, not eating properly, and consuming alcohol. Having financial support and a safe place to go were crucial with regard to enabling women to decide to leave abusive partners. Regaining control of their lives in this way allowed women to refocus their energy on health-enhancing behaviours. The women in this study showed incredible strength as they met the challenges imposed by poverty and abuse. They did not remain victims but took hold of their lives with courage and conviction. In order to promote the adoption of health-enhancing behaviours by childbearing women, health care providers must recognize poverty and violence as factors that significantly threaten women's capacity for health. Further to this, special efforts must be made to render culturally sensitive care to First Nations women (i.e., recognizing their cultural identity and heritage, their connection to nature, and the importance of the elders of their community). To this end, we must recognize the connections between racism, colonization, poverty, and violence. For until we have eradicated poverty, and the cycle of violence and degradation that is its legacy, we will not have succeeded in doing all we can to ensure the health and well being of our citizens. / Applied Science, Faculty of / Nursing, School of / Graduate