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No description available.

Cette thèse fait la lumière sur les activités, les pratiques et les ressources touristiques de la Saskatchewan francophone. Elle s'appuie sur une enquête de terrain menée auprès de nombreuses personnes investies dans la mise en valeur de leur localité fransaskoise dans une perspective touristique. L'étude s'inscrit dans le champ de recherche sur les francophonies canadiennes et dans l'ensemble des travaux sur le tourisme. L'espace francophone de la Saskatchewan constitue à la fois le cadre spatial de l'étude et une partie de son objet : la Fransaskoisie est d'abord un milieu de vie, un environnement physique et social dans lequel évoluent des individus et la collectivité étudiés ; elle est ensuite un concept qui renvoie à une sorte de lieu d'appartenance et de rassemblement auquel s'identifient les francophones de la Saskatchewan, mais dont les contours souvent flous apparaissent comme une réalité abstraite, voire utopique. Les Fransaskois cheminent dans un environnement qui ne leur est pas toujours favorable, un milieu dans lequel ils doivent revendiquer leur place. Par le biais des activités touristiques qu'ils organisent dans leurs communautés, les Fransaskois sont amenés à prendre conscience de leurs particularités, cherchent à affirmer leur différence et à faire connaître leur expérience ou leur « réalité » francophone aux touristes. Ils doivent ainsi choisir l'image qu'ils veulent donner d'eux-mêmes, ce qui entraîne un questionnement identitaire, une réflexion sur le « nous » et « les autres ». L'étude montre que l'espace commun des Fransaskois, la Fransaskoisie, est une construction ; des individus au profil varié en sont les architectes. Ses fondations présentent quelques fissures qui fragilisent la structure : le temps est au renforcement et le tourisme apparaît comme un outil pour les maçons de la Saskatchewan francophone qui veulent moderniser leur image et celle de leur espace collectif.

This study explores and describes the perceived needs of women living with HIV/AIDS in Saskatchewan. A purposive sample was used to recruit women to participate in three focus groups. A total of eleven women from urban and rural areas of Saskatchewan participated. Based on seroprevalence estimates this number may represent one third to one half of all expected cases of women with HIV/AIDS in Saskatchewan. Recursive analysis was used to validate the themes identified in the first two focus groups with participants in a third focus group. Content analysis of the data identified four themes from the women's experiences: 1) medical needs, 2) economic needs, 3) mental health needs, and 4) service needs. The results support previous studies which indicate that women with HIV have a number of unmet heeds. Women from rural areas were found to have more unmet needs and limited access to appropriate services and supports than urban women. Three types of coping strategies were found to be used by the women in getting their needs met: avoidance, maintenance, and mastery. Those who utilized a mastery coping strategy were more successful in having their needs met than those who did not. A number of individual, organizational, systemic, and policy interventions are identified to assist women in moving towards mastery coping strategies. Social workers can work at the clinical, family group, and policy levels to improve the situation for women living with HIV/AIDS in Saskatchewan.

This study explores and describes the perceived needs of women living with HIV/AIDS in Saskatchewan. A purposive sample was used to recruit women to participate in three focus groups. A total of eleven women from urban and rural areas of Saskatchewan participated. Based on seroprevalence estimates this number may represent one third to one half of all expected cases of women with HIV/AIDS in Saskatchewan. Recursive analysis was used to validate the themes identified in the first two focus groups with participants in a third focus group. Content analysis of the data identified four themes from the women's experiences: 1) medical needs, 2) economic needs, 3) mental health needs, and 4) service needs. The results support previous studies which indicate that women with HIV have a number of unmet heeds. Women from rural areas were found to have more unmet needs and limited access to appropriate services and supports than urban women. Three types of coping strategies were found to be used by the women in getting their needs met: avoidance, maintenance, and mastery. Those who utilized a mastery coping strategy were more successful in having their needs met than those who did not. A number of individual, organizational, systemic, and policy interventions are identified to assist women in moving towards mastery coping strategies. Social workers can work at the clinical, family group, and policy levels to improve the situation for women living with HIV/AIDS in Saskatchewan. / Arts, Faculty of / Social Work, School of / Graduate

This dissertation deals with the organized commuting of native labour in northern Saskatchewan, it causes, and the economic consequences for the communities involved. A neo-marxist approach is used towards those objectives. The search for explanations is carried out through the analysis of the scenario of implementation of the commuting programs: the role of Capital, the initiator of the programs, is examined in the light of its imperatives (accumulation, legitimation); State action is discussed with respect to its roles of integration, legitimation, support to accumulation, and that of a capitalist; the participation of the native people is seen from a perspective where their culture and social fabric have been altered, in spite of apparently strong idiosyncrasies. The consequences of participation in commuting, and of the revenues thereby brought to the communities, are consistent with already existing trends among northern native population: a decline of reciprocity; an assimilation to capitalist society (consumption and monetization); a local circulation of income which varies in importance from a place to another, but which everywhere favors exclusively the local bourgeoisie; the survival of subsistence economy; and the enhancement of dependence and economic vulnerability.

No description available.

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.

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.