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Kvinner Og Natur
Women and Natural Resource Management in the Rural North Arctic Council Sustainable Development Working Group 2004-2006 By Lindis Sloan (ed) Joanna Kafarowski Anna Heilmann Anna Karlsdóttir Bente Aasjord Maria Udén May-Britt Öhman Nandita Singh Sanna Ojalammi Women and Natural Resource Management in the Rural North Arctic Council Sustainable Development Working Group 2004-2006 By Lindis Sloan (ed) Joanna Kafarowski Anna Heilmann Anna Karlsdóttir Bente Aasjord Maria Udén May-Britt Öhman Nandita Singh Sanna Ojalammi Published by Forlaget Nora Kvinneuniversitetet Nord N-8286 Nordfold Layout: Pure Line Design, Nordfold. www.PureLine.Norge.cc Cover photo: International Steering Committee member Lene Kielsen Holm on the lulissat ice fjord, June 2006. Photo: Anna Heilmann. ISBN: 82-92038-02 Contents Preface . 7 Concluding remarks from the project work group and international steering committee . 9 A human security perspective . 10 Women and Natural Resource Management in the Rural North . 12 Project summaries . 17 Canada . 19 Greenland . 37 Iceland . 73 Norway . 97 Sweden . 129 Finland . 155 5 6 Preface “Women and Natural Resource Management “Management of natural, including living, in the Rural North” is a continuation of the resources”. Analysing natural resource-based 2003-2004 Arctic Council SDWG project industries in the Arctic in terms of women’s “Women’s participation in decision-making participation in these sectors covers both processes in Arctic fisheries resource manage- these points. ment”, which presented its report to the Developing prosperous and resilient local Ministers in Reykjavik. communities depends on achieving social sustainability, including economic activities The “Women and Natural Resource in the primary, secondary and tertiary sectors. -
The ICD-10 Classification of Mental and Behavioural Disorders Diagnostic Criteria for Research
The ICD-10 Classification of Mental and Behavioural Disorders Diagnostic criteria for research World Health Organization Geneva The World Health Organization is a specialized agency of the United Nations with primary responsibility for international health matters and public health. Through this organization, which was created in 1948, the health professions of some 180 countries exchange their knowledge and experience with the aim of making possible the attainment by all citizens of the world by the year 2000 of a level of health that will permit them to lead a socially and economically productive life. By means of direct technical cooperation with its Member States, and by stimulating such cooperation among them, WHO promotes the development of comprehensive health services, the prevention and control of diseases, the improvement of environmental conditions, the development of human resources for health, the coordination and development of biomedical and health services research, and the planning and implementation of health programmes. These broad fields of endeavour encompass a wide variety of activities, such as developing systems of primary health care that reach the whole population of Member countries; promoting the health of mothers and children; combating malnutrition; controlling malaria and other communicable diseases including tuberculosis and leprosy; coordinating the global strategy for the prevention and control of AIDS; having achieved the eradication of smallpox, promoting mass immunization against a number of other -
Appendix Charles C
APPENDIX CHARLES C. HUGHES GLOSSARY OF 'CULTURE-BOUND' OR FOLK PSYCHIATRIC SYNDROMES INTRODUCTION As suggested by Hughes in his Introduction to this volume, the term "culure bound syndromes" has an elusive meaning; in fact, the several conceptual elements that might imply a focused and exclusive reference for the phrase vanish upon examination, leaving a phrase that still has currency but little discriminable content. What remains appears to be more a feeling tone about certain patterns of behavior so unusual and bizarre from a Western point of view that, regardless of defmitional ambiguities, they have continued to be accorded by some writers a reified status as a different "class" sui generis of psychiatric or putatively psychiatric phenomena. Even if such a unique class were defensible, the topic is beset with sheer nota tional confusion. A reader may wonder, for example, whether terms resembling each other in spelling (e.g., bah tschi, bah-tsi) are reporting different disorders or simply reflecting differences in the authors' phonetic and orthographic tran scription styles for the same disorder. Or perhaps the various renderings are ac curately transcribed but represent dialectical differences in names used for a given syndrome by various groups having the same basic cultural orientation (e.g., win diga, witika, wihtigo, whitigo, wiitika)? In addition, of course, there may be entirely different terms for what is claimed to be essentially the same condition in diverse cultural groups (e.g., karo and shook yang). Dr. Simons noted in the foreword to this book that, as colleagues at Michigan State University over ten years ago, we began to think about such a volume. -
Danish Foreign Policy Yearbook 2014
DANISH FOREIGN POLICY YEARBOOK 2014 FOREIGN POLICY DANISH DANISH FOREIGN POLICY YEARBOOK 2 014 ISBN: 978-87-7605-691-9 ISSN 1397-2480 EDITED BY NANNA HVIDT AND HANS MOURITZEN 9 7 8 8 7 7 6 0 5 6 9 1 9 DIIS · DANISH INSTITUTE FOR INTERNATIONAL STUDIES DIIS 2011 OMSLAG.indd 1 7/4/14 12:19 PM DANISH FOREIGN POLICY YEARBOOK 2014 Edited by Nanna Hvidt and Hans Mouritzen DIIS Danish Institute for International Studies 2014 danish_foreign_policy_2014.indd 1 7/8/14 2:53 PM © Copenhagen 2014 DIIS ∙ Danish Institute for International Studies Østbanegade 117, DK-2100 Copenhagen, Denmark Ph.: +45 32 69 87 87 E-mail: [email protected] Web: www.diis.dk Editors: Nanna Hvidt ([email protected]) and Hans Mouritzen ([email protected]) Assistant: Jakob Dreyer Linguistic Consultant: Jessica Lerche Graphic Design: Carsten Schiøler Print: Gullanders Bogtrykkeri a-s, Denmark ISBN: Print: 978-87-7605-691-9 PDF: 978-87-7605-692-6 ISSN 1397-2480 The full text of this book can also be found electronically in EBSCO Publishing’s databases. DIIS publications can be obtained from the booksellers or ordered at [email protected] Editorial Advisory Board Clive Archer, Manchester Metropolitan University Hans Branner, Retd. Eric Einhorn, University of Massachusetts Daniel Hamilton, The Paul H. Nitze School of Advanced International Studies Christine Ingebritsen, University of Washington, Seattle Tonny Brems Knudsen, University of Aarhus Henrik Larsen, University of Copenhagen Sverre Lodgaard, Norwegian Institute of International Affairs Ove Kai Pedersen, Copenhagen Business School Sten -
Clinical Psychological Science: Then And
CPXXXX10.1177/2167702616673363LilienfeldThen and Now 673363research-article2016 Editorial Clinical Psychological Science 2017, Vol. 5(1) 3 –13 Clinical Psychological Science: © The Author(s) 2016 Reprints and permissions: sagepub.com/journalsPermissions.nav Then and Now DOI: 10.1177/2167702616673363 journals.sagepub.com/home/cpx Scott O. Lilienfeld Department of Psychology, Emory University In case you were wondering (and in case you weren’t), open to work drawn from a variety of subdisciplines the title of this article possesses a double meaning: It within basic psychological science, including physiologi- refers to both the Association for Psychological Science cal, evolutionary, comparative, cognitive, developmental, (APS) journal Clinical Psychological Science (CPS), of social, vocational, personality, cross-cultural, and mathe- which I am the new Editor, and to the field of clinical matical psychology, as well as from scientific disciplines psychological science at large. In this editorial, I examine that fall outside the traditional borders of psychological where our journal has been and where it is headed over science, including genetics, neuroscience, economics, the next several years, using past and ongoing develop- business, sociology, anthropology, microbiology, medi- ments in our field as context. Along the way, I will share cine, nursing, computer science, linguistics, and public my, at times, heterodox views of the field and explain health. Secondarily, CPS’s mission is translational, as we where I see CPS fitting into the broader domain of clini- aim to bridge the often yawning gap between basic and cal psychological science. In particular, I highlight CPS’s applied science relevant to clinical problems. long-standing emphases as well as a few novel ones. -
Kodebog, Spørgsmål Til Ministeren
Codebook Question Time on Wednesday Agenda Setting, Party Competition and Public Policy Other Variables than Codes for Contents Variable 1: Identification number Each question has a particular number in the database. This number is generated by the computer. Variable 2: Sessional year of Parliament/parliamentary session 1997-1998, 1st session = 34 1997-1998, 2nd session = 35 1998-1999 = 36 1999-2000 = 37 2000-2001 = 38 2001-2002, 1st session = 39 2001-2002, 2nd session = 40 2002-2003 = 41 Variable 3: The number of the question to the Minister for the Question Time on Wednesdays Number of sessional year of parliament followed by the number of the question according to the Yearbook of the Danish parliament. Thus, question no. 128 in session 2002-2003 is coded 41128. Variable 4: Party colour of the questioner 1 = Social Democratic Party 2 = Social Liberal Party 3 = Conservative Party 4 = Centre Democrats 6 = Socialist People’s Party 8 = Danish People’s Party 10 = Christian Democrats/Christian People’s Party 11 = Liberal Party 12 = Red-Green Alliance 14 = Progress Party/Liberty 2000 15 = Members from Greenland and the Faroe Islands who are not affiliated with any party group 16 = Members with no party affiliation or members representing small parties who have not been mentioned already Variable 5: The Minister who answered the question 1 = The Prime Minister 2 = The Minister for Foreign Affairs 3 = The Minister for Finance 4 = The Minister of Labour/The Minister for Employment 5 = The Minister for Social Affairs 6 = The Minister of Justice -
Inuit Concepts of Mental Health and Illness
TABLE OF CONTENTS Acknowledgment..........................................................................................................4 Summary ........................................................................................................................5 1. Introduction ...............................................................................................................9 1.1 Outline of Report...............................................................................................10 1.2 The Inuit of Nunavik. .......................................................................................10 1.3 Psychiatric Epidemiology Among the Inuit..................................................13 1.4 Traditional Concepts of Illness........................................................................17 1.5 Contemporary Concepts of Mental Health and Illness...............................17 2. Methods......................................................................................................................21 2.1 Ethnographic Studies of the Meaning of Symptoms and Illness...............21 2.2 Study Sites..........................................................................................................22 2.3 Selection of Respondents & Sampling ...........................................................22 2.4 Procedure for Ethnographic Interviews ........................................................25 2.5 Data Analysis.....................................................................................................28 -
Factors Influencing University Sport Participation Among Rural and Remote First Nations Athletes in Manitoba
Factors Influencing University Sport Participation among Rural and Remote First Nations Athletes in Manitoba by Nickolas J. Kosmenko A Thesis submitted to the Faculty of Graduate Studies of The University of Manitoba In partial fulfillment of the requirements of the degree of DOCTOR OF PHILOSOPHY Applied Health Sciences University of Manitoba Winnipeg Copyright © 2021 by Nickolas J. Kosmenko ii Abstract This research focused on the Truth and Reconciliation Commission of Canada’s Call to Action 90(ii): “[a]n elite athlete development program for Aboriginal athletes” (TRC, 2015, p. 10). Numerous barriers impede Indigenous peoples’ sport participation (e.g., racism, cultural exclusion, few Indigenous coaches, geographic isolation of reserves). University sport programs can be helpful in this regard by providing access to sport resources (e.g., expert coaches, athletic therapists, sport nutritionists, sport psychologists, quality facilities and equipment) yet many obstacles affect university education for Indigenous students (e.g., racism, cultural irrelevance, limited academic direction in communities). Approximately 18% of people in Manitoba identify as Indigenous, suggesting efforts to overcome barriers to university sport/education would be impactful. Using socioecological frameworks and following an Indigenous research paradigm, the overarching focus of this research was to identify factors influencing university sport participation specifically among rural and remote First Nations athletes in Manitoba. Chapter 5 used conversational interviews to gather insights from rural and remote First Nations athletes at the high school level, as well as their coaches and teachers. Similar methods were used in Chapter 6, but with university-level athletes, their coaches, and university athlete alumni. Due to the importance of Indigenous coaches to athletic development of Indigenous athletes, Chapter 7 used conversational interviews to examine the factors influencing Canadian First Nations coaches’ coaching paths. -
Academic Achievement and Minority Individuals
A-Jackson.qxd 7/12/2006 2:10 PM Page 1 A achievement gaps between certain racial or ethnic groups ACADEMIC ACHIEVEMENT on standardized tests in different subject areas and across AND MINORITY INDIVIDUALS grade levels. Other measures of academic achievement, such as grades and class rankings, show similar differ- The academic achievement of some minority individ- ences in minority and majority achievement. uals and groups remains a ubiquitous and seemingly Beyond the consistency of the disparities in minor- intractable problem in the United States. The problem ity and majority achievement, it is by no means clear is usually defined in terms of mean differences in what these discrepant scores really mean. To character- standardized achievement test scores between certain ize racial and ethnic differences as minority differences racial or ethnic groups. There is good reason for con- suggests that these groups have had similar experiences cern because on virtually every measure of academic and that these experiences influence their behavior in achievement, African American, Latino, and Native a similar way. However, this is not the case. There is American students, as a group, score significantly tremendous variability within and across racial and lower that their peers from European backgrounds. ethnic groups even though they are ascribed minority Moreover, it appears that gaps first manifest early in status in U.S. society. For example, native-born African school, broaden during the elementary school years, Americans and immigrants of African ancestry are sim- and remain relatively fixed during the secondary ilar in terms of race and minority status, but they have school years. -
Evaluating Aboriginal Curricula Using a Cree-Métis Perspective with a Regard Towards Indigenous Knowledge
Robert-Falcon Ouellette Evaluating Aboriginal Curricula using a Cree-Métis Perspective with a regard towards Indigenous knowledge Thèse présentée à la Faculté des études supérieures et postdoctorales de l'Université Laval dans le cadre du programme de doctorat en anthropologie pour l'obtention du grade de philosophiae doctor (Ph.D.) Département d‘anthropologie Faculté des sciences sociales Université Laval Québec 2011 © Robert-Falcon Ouellette 2011 Summary There has been much development in Aboriginal curriculum guides across Turtle Island since the 1970s by education authorities. This development has been due to a need by many Aboriginal communities to decolonize their education systems. After all this development there is now a need to determine the direction this decolonization has taken and how far the process has progressed. To do this an analysis was conducted of the curriculum currently in use. Three different evaluation models were developed using an Indigenous philosophy to help assess current Aboriginal curricula in relation to an Indigenous philosophical and holistic worldview. To this end, five subgoals were set forth: 1. define a pan-Aboriginal philosophy of Indigenous knowledge; 2. review the history of Aboriginal education; 3. determine the objectives of Aboriginal education; 4. construct multiple frameworks to assess Aboriginal curricula; and 5. analyze over 48 Aboriginal curricula currently in use by Canadian Aboriginal education authorities. This research aims to improve the quality of education for Aboriginal peoples, in response to concerns raised by the Canadian federal government and more importantly by Aboriginal Canadians. Among the latter, multiple debates are going on about the type of education they wish for their children. -
Current Approaches to Aboriginal Youth Suicide Prevention
CMHRU Working Paper 14. Current Approaches to Aboriginal Youth Suicide Prevention Laurence J. Kirmayer Sarah-Louise Fraser Virginia Fauras Rob Whitley Culture & Mental Health Research Unit Institute of Community & Family Psychiatry Jewish General Hospital 4333 Cote Ste Catherine Rd. Montreal, Quebec H3T 1E4 Tel: 514-340-7549 Fax: 514-340-7503 2 TABLE OF CONTENTS Preface & Acknowledgment ................................................................................... 6 Summary .................................................................................................................. 7 1. Introduction .......................................................................................................... 9 1.1. Objectives 1.2. Outline 1.3. Methods 1.4. Terminology 1.5. Levels and Targets of Intervention 2. Background ........................................................................................................ 12 2.1. Patterns and Prevalence of Suicide 2.1.1 Global Patterns of Suicide 2.1.2 Patterns of Suicide in Canada 2.1.3 Patterns of Suicide among Indigenous People Outside Canada 2.2. Causes of Suicide: Risk and Protective Factors 2.2.1 General Risk Factors 2.2.2 Gender Related Risk Factors 2.2.3 Risk factors Specific to Adolescents and Young Adults 2.2.4 Protective Factors 2.2.5 Summary of Risk Factors 2.3. Approaches to Suicide Prevention 2.4. Previous Reports on Aboriginal Youth Suicide Prevention 3. Suicide Prevention Programs and Interventions ................................................ 27 3.1. Education and Awareness Programs 3.1.1. School-based Programs 3.1.1.1 Agir Ensemble pour Prévenir le Suicide chez les jeunes 3.1.1.2 Psychoeducation in Belgium 3.1.1.3 Lifelines New Jersey 3.1.1.4 The South Elgin High School Suicide Prevention Project 3.1.1.5 SOS Suicide Prevention Program 3.1.1.6 Raising Awareness of Personal Power 3.1.1.7 Analysis 3.1.2. -
Verbatim Record 1993/2
CR 93/2 International Court Cour internationale of Justice de Justice THE HAGUE La HAYE YEAR l993 Public sitting held on Tuesday 12 January 1993, at 10 a.m., at the Peace Palace, President Sir Robert Jennings presiding in the case concerning Maritime Delimitation in the Area between Greenland and Jan Mayen (Denmark v. Norway) VERBATIM RECORD ANNEE 1993 Audience publique tenue le mardi 12 janvier 1993, à 10 heures, au Palais de la Paix, sous la présidence de sir Robert Jennings, Président en l'affaire de la Délimitation maritime dans la région située entre le Groenland et Jan Mayen (Danemark c. Norvège) COMPTE RENDU - 2 - Present: President Sir Robert Jennings Vice-President Oda Judges Ago Schwebel Bedjaoui Ni Evensen Tarassov Guillaume Shahabuddeen Aguilar Mawdsley Weeramantry Ranjeva Ajibola Judge ad hoc Fischer Registrar Valencia-Ospina - 3 - Présents: Sir Robert Jennings, Président M. Oda, Vice-Président MM. Ago Schwebel Bedjaoui Ni Evensen Tarassov Guillaume Shahabuddeen Aguilar Mawdsley Weeramantry Ranjeva Ajibola, juges M. Fischer, juge ad hoc M. Valencia-Ospina, Greffier - 4 - The Government of Denmark is represented by: Mr. Tyge Lehmann, Ambassador, Legal Adviser, Ministry of Foreign Affairs, Mr. John Bernhard, Ambassador, Ministry of Foreign Affairs, as Agents; Mr. Per Magid, Attorney, as Agent and Advocate; Dr. Eduardo Jiménez de Aréchaga, Professor of International Law, Law School, Catholic University of Uruguay Mr. Derek W. Bowett, C.B.E, Q.C., F.B.A., Emeritus Whewell Professor of International Law in the University of Cambridge, as Counsel and Advocates; Mr. Finn Lynge, Expert-Consultant for Greenland Affairs, Ministry of Foreign Affairs, Ms.