The purpose of this study was to identify and describe the variables related to the occupational choice of Indian/Native teachers in Saskatchewan. In addition, four questions were posed to determine the extent of influence of specific people, internal agents, and ethnic concerns.<p>The sample for the study consisted of 115 Indian/Native teachers, all graduates of the Indian/Native Teacher Education Programs, and employed within Saskatchewan schools. Data was collected by a mail-out questionnaire. Through analysis of the data, the variables were identified, as was the extent of influence of specific people, internal agents, and ethnic concerns.<p>The major finding of this study was that Indian/Native teachers chose teaching as an occupation for reasons related primarily to ethnic concerns, rather than to variables identified in occupational choice approaches. Important differences were found in the variables of choice between Status Indian and Metis teachers; between younger and older teachers; and among those who had decided to become teachers within different age groups. These findings suggested the need for specially designed career education programs and the presentation of occupational information that would be relevant to Indian/Native students.<p>The five statements ranked most important by the total group in the decision to become a teacher were:<p>1.I enjoy working with children and/or youth. <p>2.Indian/Native teachers were needed in the school.<p>3.I wanted to help my people. <p>4.Indian/Native people are responsible for their own survival as a people.<p>5.I wanted to help Indian/Native people gain control of their education system.<p>Only the first statement related to occupational choice approach with the remaining four stemming from Indian/Native concerns.<p>Five research hypotheses were tested to answer the research questions. Significant differences were found leading to the acceptance of the hypotheses and the findings that differences existed between the variables related to the occupational choice of teachers classified on the basis of:<p>1. Age when the questionnaire was completed: The younger teachers, 19 30 years, differed from older teachers in their search for improved self identity; in being influenced by the opportunity to be a role model; and in desire to work against discrimination in schools. The older teachers, 31 years and older, were more influenced by positive family support; by the need to be with people; and by the desire for better living conditions.<p>2. Age when the decision was made to become a teacher: Respondents who had chosen teaching between the ages of 6 to 18 years,highlighted the importance of having supportive family; the desire to develop a positive self image; and the wish to gain professional recognition. Those who made the choice between 19 to 25 years, also pointed out self image needs. For them, the opportunity to be a role model was important, but family influence had been a minor factor. Those who decided at a later age, 26 years or older, wished to work with people and thought that teaching matched their interests.<p>3. Ethnic identity: Status Indian teachers had been strongly influenced by the family in contrast to the Metis group, which did not include family elements in their selection of 10 very important statements. The Me.tis teachers were motivated to teach because of perceived discrimination within schools; the need for an improved self image; and the perception that in teaching they could do what they liked to do.<p>4.Type of school attended.<p>5.Source of funding received while attending a teacher education program.<p>Teachers who had attended either a federal or residential school, and had received funding from Indian and Northern Affairs Canada were likely to be Status Indians.They had been strongly influenced by their families, by wanting to attend an Indian training program, and by wanting a better standard of living.Teachers who had attended a provincial school and received funding from the province of Saskatchewan were likely to be Metis.They had been strongly influenced by personal concerns for identity and independence. Family influence was a lesser factor.<p>In a further step of data analysis, the computation of mean response scores, individual family members, teachers, and the community were found to be relatively unimportant variables related to the decision to become a teacher.<p>Personality needs, interests, and abilities were important; the desire to improve socio-economic status and identification with a role model were found to be relatively unimportant.<p>The demand for Indian/Native teachers, the desire to help Indian/Native people, and Indian/Native control of the education system were found to be important variables. The desire to attend an Indian/Native training program and to receive funding during training were relatively unimportant variables related to the decision to become a teacher.

This inquiry answered the questions: What is the most culturally respectful method for a cross-cultural researcher to discover how northern Aboriginal people learn and make decisions about their health? What will be the common patterns of learning among northern Saskatchewan Aboriginal people who have altered their life path? And what strategies will any common patterns suggest for the development of health promotion and community development programs specific to the cultures and people of northern Saskatchewan? Six Aboriginal people, whom I call my teachers, were selected because they had turned their lives around to more closely approximate a Cree idea of health called mithwayawin or the Dene idea of health called hote Zgehenai. A literature search and consultations with my teachers suggested that a respectful form of cross-cultural inquiry was possible in northern Saskatchewan communities. Furthermore, there were common themes suggesting a foundation of wellness and resilience indicating that similar resiliency factors exist in northern cultures as exist in other cultures. As well, common patterns suggested a lateral thinking and learning style or creative problem solving that is different from vertical or linear thinking common to the scientific-industrial cultures. Moreover, other themes suggested that the teachers had a preference for accumulating experience over abstract analysis indicating the desirability of active participation by community members in defining health challenges, arriving at solutions and planning and implementing changes. Furthermore, other themes suggested that the teachers life long learning occurred in a holistic context indicating that health promotion strategies could provide rich social, physical, spiritual and mental contexts within which Northerners can learn. As well, other themes suggested that the teachers used an Aboriginal ecological learning process indicating that health promotion efforts could consider working to revitalize the cultural beliefs, values and practices and could provide a rich environment of spiritual, physical and social activities so that the people would have the opportunity to fully develop their brain, mind, body, memory continuum and thereby achieve balance. The findings further implied that increasing general health knowledge among Northerners and using a community health development process in northern communities are strategies that northern health promotion and community development workers could consider employing in their work. More detailed and specific strategies are suggested.

In past decades historians have become increasingly focussed on Native political activism in Canada. This has brought greater understanding to Native political issues and a degree of legitimization to Native political activism. Despite historians interest in Native politics, however, some general weaknesses remain within the historiography. In particular, there has been a general tendency to document the political actions only of eras known to be politically prominent. This practice has led to an abundance of studies focussed on the Riel Uprisings and the surge of Native activism in the 1960s but has left other periods such as the interwar era significantly underrepresented. When the interwar era is mentioned, it is generally done in order to frame such political activities as context for other issues. These tendencies have created the impression that Native political activism was sporadic and reactionary, and therefore, not an established and legitimate response to longstanding grievances. This thesis attempts to rectify this gap within the historiography of Native political activism in Saskatchewan by illustrating the extent to which Native peoples during the interwar era were politically active. In establishing that Saskatchewan Native political activism was a force throughout the interwar era, this thesis elucidates the reasons for the rise in political activism within Saskatchewan Native communities, tracing the development of First Nations and Métis political organizations which began in the early 1920s and 1930s. This work then draws attention to the political strategies developed by Natives to achieve their political goals. Highlighting the period between 1922 and 1946 as a politically significant era for Natives in Saskatchewan, this work fundamentally demonstrates that the challenges facing Native political actions did not result in a failure of Native political identities as one might expect, but rather forced adaptation and growth.

Registered Nurses (RNs) have a history of policy leadership that has altered the health care system and the profession. The purpose of the qualitative inquiry was to describe the experiences of six select Saskatchewan formal Registered Nurse leaders (RNLs) in policy. Through open-ended interviews and letters, personal experiences were interpreted using content analysis. The researcher identified key ideas from the interview data and requested a reflective letter expanding or clarifying the chosen text, serving to enhance triangulation and member-checking of personal transcripts. Meaningful patterns and/or similarities describing three themes of values, vision, and career paths emerged from the textual data. The coding framework evolved into ten categories describing individual experiences, such as mentoring, change management, and work-life balance. Three RNLs described how they wished more RNs were involved in policy, as they believed that RNs could harness more power in policy processes. Five RNLs told stories about how graduate education influenced their thinking and they gained appreciation for leading action on policy issues.<p> The qualitative data were presented in categories for discussion. One RNL described how organizational structures may a limiting factor to RNs participation in policy. Implications and recommendations of the findings are outlined for education, practice, administration, research, and policy. Findings are relevant for professional, health care, and government organizations, as well as education programs. Relevance may be found by individual practitioners considering a leadership role, to assist in informing potential career paths.

The Black Bay Shear Zone, northwestern Saskatchewan, lies within the Rae Province of the Canadian Shield. It is one of several major, northeast trending, steeply dipping shear zones that were active during the Paleoproterozoic Trans-­Hudson or Thelon Orogenies. For part of its exposed length of approximately 50 km it separates Archean supracrustal gneisses of the Tazin Group to the northwest, from the unconformably overlying Paleoproterozoic, red-bed sequence of the Martin Group to the southeast. Deformation fabrics along the Black Bay Shear Zone indicate the sequential development of early ductile to late brittle episodes of movement. The early ductile episode (D_{<font size=1>1</font>}, pre-Martin Gp) is characterized by a 1 km-wide mylonite belt in the Tazin gneisses, with mylonitic lamination (C-fabric), dextral ä-asymmetric winged porphyroclasts, stretch lineation (L<ub><font size=1>1</font></sub>) and rare sheath folds. This was followed by a ductile to brittle transition (D_{<font size=1>2</font>}, also pre-Martin Gp) characterized by small asymmetric folds in C, and small post-C compressional and extensional shear bands (SB) ranging from thin ductile shear zones to brittle fractures commonly vein filled. The late brittle phase (D_{<font size=1>3</font>}, post-Martin Gp), to which uranium vein mineralization is related, included the formation of a major brittle fault zone along the southeastern side of the mylonitic shear zone, and several sets of vein filled joints. Movement directions during D_{<font size=1>1</font>} to D_{<font size=1>3</font>} are reflected by various shear sense indicators. The D_{<font size=1>1</font>} dextral ä-asymmetrical winged porphyroclasts, combined with the gently NE and SW plunging L_{<font size=1>1</font>}, stretch lineation, indicate sub-horizontal dextral displacement during the ductile phase of deformation. Predominantly NE-verging and steeply dipping SW plunging minor D_{<font size=1>2</font>} folds, along with the predominantly dextral-verging, post-C shear bands, indicate that oblique dextral SE-side-up slip occurred during the ductile to brittle transition. Brittle movement (D_{<font size=1>3</font>})resulted in the preservation of an approximately 8-km thick succession of Martin Group on the SE-side of the fault, indicating a SE-side-down vertical throw of at least 8 km. The local presence of poorly preserved, down-dip slickenlineations suggests that at least some of this movement was dip slip. Time constraints on deformation are poor, tentatively all of the Black Bay Structure deformational history took place between 2300 Ma and 1700 Ma.

In a society where adolescent technology use is a dominant presence, the potential for adolescent cyberbullying has increased. It has become a phenomenon that warrants research attention. In North America, adolescent cyberbullying research is still in the exploratory stages. Current North American research has focused on younger populations (Beran & Li, 2005; Cochrane, 2008; Li, 2005; 2006; 2007; Patchin & Hinduja, 2006). However, adolescence is a period of dramatic change that encompasses all areas of development (Arnett, 2004; Berk, 2004; Hinduja & Patchin, 2008). These factors form the basis and motivations for this research. This study explored adolescent cyberbullying in Canada with the hope of providing preliminary research attention on a serious issue. Specifically, this study explored the following questions:<p> 1. What was the extent of cyberbullying among grade ten, eleven and twelve students in urban Saskatchewan?<p> 2. What was the relationship between traditional bullying and cyberbullying?<p> 3. What did the experiences of cyberbullying look like (both as a perpetrator and as a victim)? How were the victims impacted?<p> 4. How did individuals respond to cyberbullying (as a bystander)?<p> 5. What were the students opinions on adult responses to cyberbullying?<p> Answering these questions were 476 students from one large Catholic and two large public high schools in urban Saskatchewan. Students from grade 10 and, primarily, grades 11 and 12 anonymously completed a paper-pencil questionnaire. Of these students, 44.0% disclosed they had been a victim of cyberbullying and 31.3% reported they had been a cyberbully. Two-thirds (64.5%) also admitted knowing at least one individual who had been a victim of cyberbullying. Students shared a range of negative emotions and effects that they experienced as a result of being a victim of cyberbullying. The most commonly reported were anger and sadness or hurt. Overall, significant differences in students experiences with cyberbullying were found between gender, grade levels, and among levels of achievement.<p> Two-thirds (66.2%) of students also admitted telling at least one person that they had been a victim of cyberbullying. Students most often told a friend (53.8%) over telling anyone else. This was reflected in students overwhelming perception that adults (e.g., parents or teachers) could not prevent cyberbullying or successfully intervene when it was occurring. Students did offer ideas on possible ways of intervening or preventing cyberbullying that ranged from increased education to effective consequences.

Statistics Canada data indicates that between 2002 and 2006, the late stillbirth incidence (at or beyond 28 weeks gestation) was 3.0/1000 and 4.0/1000 among Canadian and Saskatchewan births respectively. This difference questions the characteristics and associations of late losses in our province; this work aims to assess late Saskatchewan stillbirths in regard to incidence, causes, characteristics, and area-level factors.<p> Accessing Vital Statistics cases (1987 to 2007, n=1119), descriptive statistics and incidence were examined utilizing Chi-square testing and Poisson regression. Associations between variables were evaluated by log-linear models. Area-level factors relating to incidence within census divisions were explored using Poisson regression.<p> Although some variation existed by time and region, women were most often less than 35 years, of moderate parity, non-Aboriginal, had no previous stillbirths, and were not carrying multiple fetuses. Approximately half of the losses were preterm and half were inadequately grown. Incidence per 1000 births differed significantly for Saskatchewan (3.86) and Canada (3.43) with only Canada declining. Several division values were also higher than Saskatoons Division 11. Associations were seen between characteristics; most notably the combination of Aboriginality, increased maternal age, and large-for-gestational-age appeared over-represented compared to live births. Regions with higher proportions of Aboriginal preschoolers or land area with herbicide application had higher incidence (RR = 1.53 and 1.55, p-value less than 0.001). Further work is required to understand Saskatchewans lack of decline, what can be done about areas where incidence is increased, the significance of the associated characteristics as actual risk factors, and how Aboriginality and herbicide influence risk at the individual level.

This thesis conducted a secondary quantitative analysis to test predictors of punitive attitudes about the best overall and youth crime reduction methods in Saskatchewan, and to examine an integrated perspective developed from Bourdieu’s concept of habitus. My research questions were twofold: 1) What are the valid predictors of punitive attitudes toward overall and youth crime respectively? 2) Is there a difference in punitive attitudes between overall crime and youth crime? For my research methodology, I relied on a secondary quantitative analysis of data from Taking the Pulse of Saskatchewan 2012, a survey conducted by the Social Sciences Research Laboratories (SSRL) of the University of Saskatchewan. The data used in this thesis was taken from Section (F), Crime and Public Safety in Saskatchewan, and Section (H), demographics. I examined three types of predictors: demographics, fear of crime, and perception of crime trends. The demographic variables were gender, age, education, marital status, race, and total annual household income. The relationship between these predictors and the public’s punitive attitudes were first examined with a bivariate analysis. Then logistic regression analysis was used to determine the effect of a selected predictor of punitive attitudes when other predictors were controlled. This thesis reported three major findings. First, the mutual predictors of punitive attitudes towards overall and youth crime are age, education, marital status, and perceived crime trends, while gender is significant only for overall crime, and race is significant only for youth crime when other variables are controlled. Secondly, with regard to the magnitude of influence, the variables perceived crime trends and education are the strongest predictors among all the predictors considered in this study, but any single predictor only has small impact on punitive attitudes. Finally, respondents are generally less punitive towards youth crime than overall crime. This thesis revealed that an integrated Bourdieuian perspective used in this study helped link the predictors in a more explanatory manner, and contributed to a more critical and contextual understanding of punitive attitudes. The empirical results reported in this thesis produced knowledge about punitive attitudes in Saskatchewan, and contributed to the literature on predictors of such attitudes.

The Cenex uranium deposit occurs in gneisses and schists of the Tazin Group which represent supracrustal rocks folded and metamorphosed to amphibolite rank during the Hudsonian orogeny. During the late stages of the orogenic uplift, cataclastic deformation caused partial retrogression of the rocks to greenschist facies assemblages and their transformation into mylonites, ultramylonites, and mylonite schist. Continued uplift of these rocks led to their brittle fracture, and, contemporaneous erosion on surface resulted in the formation of successor basins in the area. The orebody occurs at the intersection of northwest and northeast-trending fault zones and the ore is localized in breccia zones, along faults, and in veins and the adjacent wallrocks. The host rocks are quartzo-feldspathic mylonites and ultramylonites and chlorite, sericite, quartz, graphite, feldspar mylonite schist. The uranium-bearing minerals are pitchblende and a uraniferous titanate, which commonly occur finely disseminated in the host rocks. Cross-cutting relationships between mineralized structures indicate five stages of uranium mineralization separated by fracturing events· The earliest episode of mineralization is associated with late-stage retrograde metamorphic processes in the mylonite schist, whereas later stages of mineralization are dominated by the intense hematization, carbonatization, and chloritization of the quartzo-feldspathic mylonites and ultramylonites. Traditional genetic models, which metamorphic-hydrothermal sources propose magmatic for the uranium and ore-bearing fluid, have been evaluated and found to be ·inconsistent with the geological history of the rocks and the relative time of emplacement of uranium mineralization. In the Cenex mine area there appears to have been contemporaneity of late uplift, erosion, and deposition of continental clastics on the one hand, and· brittle fracture and uranium mineralization in the basement, on the other. This suggests that the hydrologic system, during and after sedimentation, may have played an important role as a source for ore-bearing fluids- This source would be most important in areas of the basement which were faulted, fractured, and occurred close to the continental clastics - hence the close spatial relationship of the uranium deposits in the Beaverlodge area with the basal unconformity of the Martin Group.

ABSTRACT Background: Pharmacists are a rapidly growing segment of certified diabetes educators (CDEs) in Canada; however, little is known about their practice experiences. Objective: This study aimed to describe the practice experiences of CDE pharmacists and the impact of the CDE designation. Methods: A qualitative research approach was used. A purposive sample of 14 CDE pharmacists in Saskatchewan was selected to obtain data by means of in-depth semi-structured interviews. Data were analysed using thematic analysis and NVivo10 software. Findings: Four themes emerged from the data: (1) CDE pharmacists engage in a multitude of diabetes-related activities, (2) becoming a CDE has been beneficial, (3) certain challenges still exist when trying to provide diabetes-related education, and (4) strategies were proposed to try and overcome these challenges. CDE pharmacists are engaging in both broad and focused diabetes management, such as insulin starts and adjustments. Pharmacists are satisfied that the CDE designation has helped achieve some of their goals and have benefited from improved relationships with other health care professionals. Although some solutions were offered, CDE pharmacists still face challenges in putting their knowledge to full use with respect to devoting time to diabetes management and remuneration for providing diabetes services. Conclusions: CDE pharmacists in Saskatchewan report enhanced diabetes-related activities prior to becoming a CDE and that designation has had a positive impact on them and perhaps their patients. This information could prove useful to employers and payers as the number of CDE pharmacists continues to increase. However, more information is necessary to describe CDE pharmacist practice experiences across Canada.