Manitoba Heritage Theses
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Contains full text Manitoba-related theses dating from 1902 to the present.
The University of Manitoba Libraries gratefully acknowledges the financial support of the Manitoba Department of Heritage, Culture, Tourism and Sport in the digitization of many of these theses.
The University of Manitoba Libraries gratefully acknowledges the financial support of the Manitoba Department of Heritage, Culture, Tourism and Sport in the digitization of many of these theses.
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- ItemOpen AccessAdélard Langevin, Saint-Boniface (1895-1915)(2023-11-30) Campbell, Jacqueline; Nguyen, Phi-Van (Sciences humaines et sociales); Noël, Patrick (Sciences humaines et sociales); Morris, Paul (Études françaises, de langues et de littératures); Frenette, YvesPendant vingt ans, de 1895 à 1915, un archevêque catholique, Adélard Langevin, se bat pour la question des écoles, une cause qui a marqué l’histoire du Manitoba. S’il est vrai que Langevin s’est engagé activement dans ce combat, là ne fut pas son unique bataille. L’archevêque s’est aussi engagé dans une quête sortie tout droit du renouveau missionnaire qui secoue l’Europe occidentale au XIXe siècle. En plus de ses fonctions épiscopales, il va travailler, avec son clergé, à recruter des francophones catholiques. Puis, peu à peu, il va élargir son combat et se retrouver aux côtés d’Henri Bourassa. Winnipeg vit alors, en accéléré, l’arrivée de l’idéologie libérale portée par un Canada nouvellement formé, et qui poursuit son expansion vers l’Ouest. Adélard Langevin se trouve, alors, dans l’épicentre de cette transformation géopolitique, lui qui s’est juré être le gardien du dépôt, de la foi catholique et de la langue française. La recherche s’intéresse à ce choc des idéologies, libérale et missionnaire, au Manitoba. Elle met en évidence un Langevin, missionnaire oblat, loyal à son Église et à sa foi et porté par le renouveau missionnaire. En concurrence avec les autres Églises chrétiennes dans l’Ouest, l’archevêque va travailler, pendant vingt ans, à maintenir la présence franco-catholique dans l’immense archidiocèse qu’est alors celui de Saint-Boniface. Ce seront vingt années de luttes constantes. Certains historiens vont le décrire comme un archevêque têtu, ultramontain, voire pugnace. Notre compréhension du combat qu’il a livré repose sur son engagement missionnaire. Cela a fait de lui un archevêque en décalage avec les transformations géopolitiques.
- ItemOpen Access“Why would you release fish into a body of water that can’t sustain them?” A community-based experience on the environmental health impacts of hydro dams in O-Pipon-Na-Piwin Cree Nation, Manitoba(2023-11-23) Beta, Gerald; Oakes, Jill (Environment & Geography); Neckoway, Ramona (University College of the North); McLachlan , Stephane; O'Gorman, MelanieThis project emerged as an opportunity to document Indigenous knowledge and strength-based solutions to address the environmental and health impacts of hydroelectric dam projects in the O-Pipon-Na-Piwin Cree Nation. As documented in the pages that follow, Hydro dams adversely affected local food production in these communities in particular traditional hunting and trapping grounds, fisheries were devasted, water quality was impaired, and shorelines were eroded. Members of OPCN have shared stories and narratives about the ways they have experienced the health impacts of hydro dams such as diabetes, cancer, heart attacks and skin diseases that emerged when hydroelectric projects entered the OPCN territory. This thesis was a collaborative research with a hydroelectric dam-impacted community, OPCN. The research objective was to provide an opportunity for the O-Pipon-Na-Piwin Cree Nation (OPCN) community members to document their hydro dam experiences. The research aimed to understand the spatial temporal implications of hydroelectric dam projects in Northern Cree communities before and after hydroelectric dam operations, and how communities experienced the changes in their environment. The research used qualitative research methods to achieve the research goals. Qualitative methods are used here as narrative-based methods and in this thesis, they were undertaken through interviews with Elders, Knowledge Keepers and Users, Fishers, Hunters and Trappers in OPCN. According to OPCN community members' experiences, the cumulative impacts of hydroelectric dams’ increased health and well-being problems. These cumulative impacts have been voiced by the OPCN community through different platforms such as social media, newspapers, conferences and recently at the United Nations Permanent Forum on Indigenous Issues (UNPFII) held on the 17th of April up to the 28th of April 2023 in New York, USA. The 2023 UNPFII theme was focused on “Indigenous Peoples, human health, planetary and territorial health and climate change: a rights-based approach.” (Cultural Survival, 2023). This thesis will document community experience and perspectives on the environmental health impacts of hydroelectric dams and present the impacts to non-community members, and decision-makers including governments, and it will highlight collective solutions used to address such impacts. The maps in this thesis will help communities to understand the changes brought by hydroelectric dam projects on the environment such as changes in land use and flooding. Location-based narratives presented in ArcGIS Storymaps (A web-based digital platform that integrates text, pictures, videos, audio, maps and legends to help users explore the content (Esri Documentation, n.d.)) will help non-community members understand community members' experiences. This thesis is part of a larger, Indigenous-led project, Wa Ni Ska Tan Alliance of Hydro-Impacted Communities, and Kitatipithimak Mithwayawin which are working to increase awareness of hydro impacts.
- ItemOpen AccessExploring teachers’ perceptions of their self-efficacy when responding to students with diverse social-emotional needs(2023-11-30) Sukhan, Sharmila; Mandzuk, David (Educational Administration, Foundations & Psychology); Serebrin, Wayne (Curriculum, Teaching & Learning); Piquemal, NathalieThe purpose of this research project is to gain insight and a deeper understanding of teachers’ perceptions of their self-efficacy when responding to students’ diverse social-emotional needs. Four research questions were asked and answered to explore the problem statement. Teaching is a very demanding profession including evolving expectations, parental, community, and stakeholder demands, and provincial mandates. Stressors include managing student behaviour, high workloads, lack of contact with colleagues, lack of support from parents, and demands from administrators. Teachers are expected to fulfill their professional responsibilities as student numbers increase, financial and human resources decrease, and students’ social-emotional and academic needs become more complex. These responsibilities and requirements weigh heavily on teachers to care for their own wellness, sense of balance, and organizational skills ahead of committing to the wellness of their students. The lack of consistency in the teaching profession can lead to anxiety, stress, frustration, and burnout, which research states contributes to low teacher self-efficacy (Hagenauer, Hasher & Volet, 2015; Skaalvik & Skaalvik, 2014; Sokal et al., 2021; Tze & Betts, 2010; Viel-Ruma, Houchins, Jolivette & Benson, 2010). In addition to ever-evolving teaching demands, at the time of this research, a global pandemic was occurring, which created more uncertainty. To better understand teachers’ perception of their self-efficacy when responding to the diverse social-emotional needs of their students, eight classroom teachers were interviewed over video conferencing. The researcher’s autoethnography was documented to triangulate evidence pertaining to literature on teacher self-efficacy and related topics which integrated the theories of self-efficacy and self-determination. Six themes emerged from the data, including: 1) job stress, burnout, and self-care; 2) challenges of meeting the diverse social-emotional needs of students; 3) the importance of teacher-student relationships; 4) the value of creating an emotionally safe classroom; 5) the political exigencies of schooling during a pandemic; and (6) sociocultural factors of teaching and learning. The findings of the study indicated the need for ongoing dialogue on teacher self-efficacy; professional learning opportunities on self-efficacy; burnout; the importance of self-care and wellness for teachers; resources for teachers to access social-emotional supports; and future research on the impact of teacher self-efficacy and the global pandemic.
- ItemOpen AccessImpact of sedation and vasopressors on in vivo cerebrovascular reactivity in adult moderate/severe traumatic brain injury (TBI)(2023-11-24) Froese, Logan; Kazina, Colin (Neurosurgery); Ashraf, Ahmed (Electrical and Computer Engineering); Unger, Bertram (Otolaryngology); Steiner, Luzius (Anesthesiology and Acute Medicine, University Hospital Basel); Zeiler, Frederick A.Traumatic brain injury (TBI) is one of the leading causes of death and disability both in Canada and worldwide. Despite TBIs’ extensive impact on healthcare there has been limited overall improvement over the past four decades. However, the secondary injuries associated with TBI (those being the cascading physiological events that lead to increased tissue damage) are theoretically targetable by critical care. Of these secondary injuries, cerebral autoregulation (CA; the innate ability to maintain healthy homeostasis of cerebral blood flow) has gained extensive interest given it has been independently linked to mortality and poor outcomes. CA is often measured through the surrogate measure of cerebrovascular reactivity (CVR) and has been assessed in TBI related critical care. To date, current care appears to have a limited impact on CVR, with many patients having extensive periods of care dominated by impaired CVR. This has sparked interest in the mediation of CVR, though there is still a lot unknown surrounding the drivers of impaired CVR after TBI. Thus, this thesis aims to help answer the following questions: a) what is the relationship between current guideline-based agents (vasopressor and sedative agents) administered in vivo and CVR? and b) what is the relationship between objectively measured depth of sedation and CVR/cerebral physiologies? This work evaluated several cerebral physiologic indices and CVR measures with in vivo sedative and vasopressor agents. Current critical care guideline-driven use of vasopressor and sedative agents has a limited impact on CVR measures, when evaluated in a dose-based fashion with high-frequency cerebral physiology. Moreover, impaired CVR measures appear to be relatively treatment independent from current care. Additionally, this work explored the relationship between objective depth of sedation and CVR. Such work documented a unique relationship between these measures, where CVR can in theory be mediated by the depth of sedation within a patient, leveraging the independent dose-response of sedative agents on neurovascular coupling. This work provides the potential foundation for future assessment of CVR measures and its mediation through the novel relationship between depth of sedation. Though like any work in this field, conclusions drawn remain preliminary and much further work is required.
- ItemOpen AccessRegard sur les directions d’école et leur impression de l’impact de la pandémie COVID-19 sur leur travail après plus de deux ans de crise sanitaire(2023-11-05) Miron, Eric; Barrett DeWiele, Corinne (Université de Saint-Boniface); MacLeod, Glenys (Pembina Trails School Division); Godbout, Nanette (Université de Saint-Boniface); Rocque, JulesLa pandémie COVID-19 a eu un impact important sur toutes les communautés mondiales et a forcé des changements importants de notre vie quotidienne. En éducation, l’impact a été considérable étant donné qu’il y a eu des moments où les écoles étaient fermées et que les élèves ont participé à l’enseignement en ligne. De plus, lors de leur retour, il y a eu des restrictions importantes qui ont limité le mouvement dans l’école, l’organisation des salles de classe et la programmation scolaire. Ainsi, pour plus de deux ans, les éducateurs ont été forcés à réimaginer le déroulement de la journée scolaire pour maintenir la programmation scolaire en limitant la prolifération de la COVID-19 dans les écoles. Ce projet qualitatif cherche à évaluer l’impression des directions d’école (les directions et leurs adjointes) de l’impact de la pandémie sur leur travail de leadership et de gestion. De plus, cette étude a exploré les défis qui continuent d’affecter le travail des directions, ainsi que l’effet sur la santé mentale et les leçons apprises après plus de deux ans dans cette pandémie. Par moyen d’entretien semi-structuré, un groupe de dix directions d’une division scolaire manitobaine a répondu à une série de questions qui ont exploré leurs expériences comme direction d’école durant la pandémie. Une analyse thématique a été employée pour identifier et organiser les thèmes qui ont émergé des entretiens. Les résultats de l’étude affirment que le travail de gestion a augmenté considérablement et que le leadership pédagogique était difficile à maintenir. Cela étant dit, certains styles de leadership comme le leadership partagé et le leadership au service des autres (servant leadership) ont été identifiés comme des approches très valables durant la pandémie. La communication, l’appui à la santé mentale et la prise de soin de soi-même ont aussi été identifiés comme des éléments très importants pour les directions d’école durant la pandémie.