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No description available.

The purpose of this study was to explore aboriginal perspectives of diabetes, nutrition and health so as to eventually develop culturally-appropriate means of implementing diabetes prevention and intervention activities. The participants included community members living in an Eastern James Bay Cree community in northern Quebec. In this qualitative research study, in-depth interviews, focus groups, and participant observation were used for data collection. Key themes that emerged from analyzing the in-depth interviews were "re-presented" using "found poetry" so as to capture the participants' experiences and perspectives using their own words. Focus groups were carried out to share the initial findings from the in-depth interviews as well as to elicit additional feedback from the community.

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The main purposes of this study were to determine if there were (a) correlational relationships between academic self—concept (ASC), general self—concept (GSC), attendance, (ATT), socioeconomic status (SES), and academic achievement (AA) among grades 7 to 11 students in a band—controlled school in Northwestern Ontario; and, (b) if academic self—concept, global self—concept, attendance, and socioeconomic status were predictors of academic achievement. The population sample was 70 Native students; 20 in grade 7, 27 in grade 8, 13 in grade 9, 4 in grade 10, and 6 in grade 11. The results showed: (1) significant correlational relationships between (a) ASC and GSC and SC and ATT for the grades 7—9 students; (b) ASC and ATT for the grades 10-11 students; and, (2) academic achievement was not predicted by any of the variables. Future research concerning Native education is suggested.

Cree communities in Northern Quebec have been going through rapid changes since the first arrival of the Eurocanadians on their lands. Their customs, their houses and their eating habits have been deeply influenced by western living patterns. Today, the houses and the community designs remind more of the suburban Canadian landscape. Yet, Native social, cultural and natural environment still differs from non-Native communities in Canada. / Traditionally, women used to play an important role in the domestic area. Due to colonization, Native women have lost their status and are not part of the decision making process of their homes. Despite that, Native women have continued to play a special role in fostering a sense of identity in their communities. It is therefore important to involve them in housing projects in order to find designs more adapted to the needs of their families. / The case study took place in Chisasibi, a Cree village at the North of James Bay, which has been relocated 17 years ago, and been living in fully equipped houses based on western designs. This thesis aimed at revealing the opinion of Native women about their domestic environment and collect their suggestions for future improvements. The results showed that Native families' lifestyles have become more and more diversified: some want to incorporate traditional behavior patterns, other on the contrary, are more inclined in living the western way. Of course age and social background play an important role in their opinions. Still, the major critic concerns the inappropriate designs, the lack of space and storage which tend to influence the way people use the space in the house. The thesis pointed out the importance of defining housing layouts in accordance to the Native families' choices and sense of identity.

No description available.

The main purposes of this study were to determine if there were (a) correlational relationships between academic self—concept (ASC), general self—concept (GSC), attendance, (ATT), socioeconomic status (SES), and academic achievement (AA) among grades 7 to 11 students in a band—controlled school in Northwestern Ontario; and, (b) if academic self—concept, global self—concept, attendance, and socioeconomic status were predictors of academic achievement. The population sample was 70 Native students; 20 in grade 7, 27 in grade 8, 13 in grade 9, 4 in grade 10, and 6 in grade 11. The results showed: (1) significant correlational relationships between (a) ASC and GSC and SC and ATT for the grades 7—9 students; (b) ASC and ATT for the grades 10-11 students; and, (2) academic achievement was not predicted by any of the variables. Future research concerning Native education is suggested. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate