Dissertations / Theses: 'Aboriginal-non-Aboriginal'

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Saville, Deborah M. "Language and language disabilities : aboriginal and non-aboriginal perspectives." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ44273.pdf.

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Grigas, Lee C. (Lee Christian) Carleton University Dissertation Sociology and Anthropology. "Medicine wheels: tools of adaptation in aboriginal and non-aboriginal society." Ottawa, 1995.

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3

Todd, Helen Joan. "The Third Space: Shared Understanding between Aboriginal and Non-Aboriginal People." Thesis, Curtin University, 2018. http://hdl.handle.net/20.500.11937/73533.

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A concept of Baldja Leadership is presented following a study of enablers and inhibitors of shared understanding between Aboriginal and Non Aboriginal people working in the Western Australian civil construction industry. Leadership traits perceived by members of both cultures as creating positive and negative regard for their leaders were identified. This constructivist, interpretivist investigation recommends actions to achieve a 'third space' of understanding that will help to retain Aboriginal people in organizations

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Graf, Elke K. "Causal attributions for crime involving Aboriginal and non-Aboriginal juvenile offenders." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/996.

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The purpose of the study was to examine the impact of crime-specific racial stereotypes upon the Jay person's judgement about the cause of and appropriate punishment for juvenile crime. A pilot investigation (n= 30) revealed that the crimes of motor vehicle theft and possession of an illegal drug were perceived to be more strongly associated with the Aboriginal and non-Aboriginal offender respectively. This information formed the basis for the type of crime and offender's race experimental manipulations of the main study. Attribution theory variables and the revised version of a previously validated questionnaire (Furnham & Henderson, 1983) were the two approaches to the measurement of cause in the present study. One hundred and eighteen residents from a random sample of suburbs belonging to the City of Wanneroo in Western Australia participated in the study. Consistent with previous research utilising attribution theory, no significant variation in the attributions based on the race of the offender and the type of crime were observed. The expected influence of crime stereotypes upon causal evaluations received little support. Interestingly, differences for all three independent variables were observed with the questionnaire approach to measurement. Further research is needed to clarify the apparent inconsistency in the findings.

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Welsh, Andrew. "Aboriginal peoples and the criminal justice system, differences in full parole release rates between Aboriginal and non-Aboriginal offenders." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0027/MQ51503.pdf.

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Lutz, John S. "Work, wages and welfare in aboriginal-non-aboriginal relations, British Columbia, 1849-1970." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9710.

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This dissertation focuses on the work-for-pay exchange between aboriginal people and immigrants of European stock--the two most prominent cultural groups in the early history of British Columbia--and follows the patterns of this exchange from its origins through to the 1970s. It examines both the material and the rhetorical construction of the "Indian" as a part of British Columbia's labour force, a process described as racialization, and emphasizes, as well, the transformation of meaning inherent in cross-cultural exchange. It is a province-wide analysis, the core of which is a micro-history of one aboriginal group, the Songhees people, who live in the area now occupied by Victoria, the capital city. This examination challenges the long-standing view that aboriginal people were bystanders in the economic development and industrialization of British Columbia outside, and after, the fur trade. From the establishment of the Colony of Vancouver Island in 1849, through Confederation with Canada in 1871 and to the 1885 completion of the Canadian Pacific Railway, aboriginal people comprised the majority of the population in present-day British Columbia, and the majority of the work force in agriculture, fishing, trapping and the burgeoning primary industries. This dissertation charts the subsequent decline in participation of aboriginal people in the capitalist economy from 1885 to 1970. Using a micro-historical study and close attention to aboriginal voices it offers a set of explanations for the changing proportions of work, both paid and unpaid, and state welfare payments. The micro-history reveals that the Songhees people engaged in two distinct but connected economies and were already familiar with forms of labour subordination prior to the European introduction of a capitalist economy. The Songhees participation in paid labour for Europeans was facilitated by these existing forms of labour organization and depended on the co-existence of their other economies; the Songhees used earnings from capitalist paid labour to expand their non-capitalist economies. After 1885, new state policies repressed the non-capitalist aboriginal economics and therefore diminished the underlying motivation for aboriginal participation in capitalist work. At the same time, an influx of labour-market competition and a variety of racialized laws and practices restricted the Songhees' ability to get work. Increasingly they were left with seasonal, low-skill and low-wage labour, a niche that maintained them so long as it was combined with a subsistence economy and involved the full participation of adult and adolescent family members. In the late 1940s and 1950s this pattern too was remade. Legal restrictions dramatically limited the subsistence economies; technological change curtailed the demand for seasonal labour in the canning, fishing and agricultural sectors, particularly affecting aboriginal women workers; and, compulsory schooling regulations began to reduce labour available to the family economy. At the same historic moment when the combined wage and subsistence economies ceased to be able to support them, the state extended some existing social welfare programs, such as Old Age Pension, to Indians, and expanded other programs, including Family Allowance, to all Canadians. In examining the patterns of aboriginal-non-aboriginal exchange relations over the long-term, this dissertation argues that high rates of unemployment and welfare-dependency among contemporary aboriginal communities are relatively recent historical phenomena, with observable roots and causes.

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Heaman, Maureen Isabella. "Risk factors for spontaneous preterm birth among aboriginal and non-aboriginal women in Manitoba." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ62639.pdf.

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Tikoft, C. "Transition to Secondary School for Aboriginal and Non-Aboriginal Students in High-Ability Settings." Phd thesis, Australian Catholic University, 2021. https://acuresearchbank.acu.edu.au/download/38adc20f5166c28fe44496aa8b38e02f4def66e9ca22bc1ea2702da77a46a9c4/4249230/Tikoft_2020_Transition_to_Secondary_School_for_Aboriginal.pdf.

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High-ability Aboriginal students are not achieving educational outcomes commensurate to their non-Indigenous peers. High-ability Aboriginal students are also underrepresented in selective academic environments. Transition from primary school to Year 7 in high school is known as a vulnerable period at an age that is a particularly sensitive phase for self-concept development. In addition, when transitioning from primary to high school selective education settings, many high-ability Aboriginal students find that class-average achievement is higher and that they are no longer one of the top students in their class. Researchers have suggested that early streaming of high school classes based upon ability can contribute to negative stereotyping, internalising labels of “ability”, diminishing confidence and motivation in school, and accelerating the formation of deficit beliefs of intelligence as a fixed ability. Other studies have found that experiencing education in a selective setting impacts positively upon high-ability students’ educational striving and achievement. However, there is a paucity of research that has examined high-ability Aboriginal students’ experiences of transition. It is well established from a variety of educational psychology theories that social and emotional factors are influential in the transition to secondary school. These theories include big-fish-little-pond effect (BFLPE) theory (self-perceptions), growth mindset theory (self-beliefs), expectancy–value theory (self-goals), and ethnic congruence theory (sense of belonging). The quadripolar model is also a useful theoretical framework in that it integrates consideration of two self-protective strategies (success orientation and failure avoidance) on a matrix. The purpose of this study was to investigate how Aboriginal adolescents experience ability grouping, such as gifted and talented classes, in the transition to secondary school. The study aimed to identify the psychosocial determinants of high-ability Aboriginal and non-Aboriginal primary and secondary students’ educational outcomes and wellbeing in different geographical settings (rural and urban) based on the perceptions of multiple stakeholders from rural (n = 1) and urban locations (n = 2) who participated in a 1-hour interview: high-ability Year 7 Aboriginal (n = 5) and non-Aboriginal students (n = 6), Aboriginal and non-Aboriginal parents/carers (n = 5), teachers (n = 12), Aboriginal education officers (n = 7), and school principals (n = 8). Multiple stakeholders participated in a series of interviews prior to transition to secondary school, after initial transition, and at the end of the first year of secondary school. Interview data were transcribed verbatim, key themes were identified using intercoder reliability, and word-frequency tabulation was employed to identify change in reasoning over time, with the results triangulated across multiple stakeholders. Students’ self-perceptions and confidence were significantly associated with their school stratification position, academic self-concept, sense of belonging, and their personal perceptions of the relevance of school. In addition, it was found that effort investment was associated in distinct ways with the ability levels of classmates. The findings suggest that many high-ability Aboriginal students can experience difficulty transitioning to secondary school when placed in classes where the average-ability levels are higher than theirs, forcing upward comparisons that impact adversely on their academic self-concept. Cooperative learning environments were found to enable Aboriginal students to negotiate difficulties and succeed in challenging learning environments. It was also found that a second transition from a selective context to a mixed-ability context could positively affect self-concept and motivation. The study supports and enhances the quadripolar model by identifying the classroom compositional effects that foster strategies that students use to avoid failure and approach success. Examination of the data revealed that high-achieving students strategically manage the representation of their identities in school. These findings support and extend the BFLPE theory and its application to Aboriginal students. It was found that in NSW schools, the achievement levels of Year 7 “gifted and talented” classes are hetrogeneous and disparate, and the classroom climate is often competitive with adverse impacts on self-concept. Conversely, cooperative learning environments increased academic self-concept resulting in growth in achievement, enjoyment, and participation. On this basis, it is recommended that gifted and talented classes reduce comparisons and competition and foster peer social support for Aboriginal students. In transition, strategies need to be employed that account for students’ academic self-concept to avoid competition and maladaptive social comparisons.

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Holton, Tara L. "The cultural construction of suicide as revealed in discursive patterns among aboriginal and non-aboriginal caregivers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0020/MQ48013.pdf.

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Markey, Peter. "The prevalence of ischaemic and rheumatic heart disease and risk factors in Aboriginal and non-Aboriginal footballers /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09MPM/09mpmm345.pdf.

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11

Whiting, Elizabeth. "Experience of six non-Aboriginal teachers living and working in remote Aboriginal communities during the 1990's." Thesis, Australian Catholic University, 1999. https://acuresearchbank.acu.edu.au/download/c6c654d5d936c1b0d6bc1ea1ee59876072a331de62cab28a3147287634e4884a/9491275/65141_downloaded_stream_366.pdf.

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In Australia, non-Aboriginal people have been involved in Aboriginal education since the end of the 19th century. There has been ongoing criticism of non-Aboriginal involvement in Aboriginal education and a movement towards Aboriginalisation in education. This study addresses the issues faced by six non-Aboriginal teachers in remote Aboriginal communities in the 1990's. The purpose of this study is to explore the experiences and perceptions of non-Aboriginal teachers living and working in remote Aboriginal communities in the 1990's. Through this research I found that the non-Aboriginal teachers faced difficulties living and working in remote Aboriginal communities. They talked about the distinctive lifestyle and living conditions. They reported a need for pre-service and ongoing professional development focusing on aspects influencing their lives. The discussion topics included: their living circumstances; Aboriginal world view; Aboriginal health issues; community issues; Aboriginal teaching and learning styles and school policies. The study is consistent with previous research about non-Aboriginal teachers living and working in remote Aboriginal communities. It argues that pre-service and ongoing professional development is vital for the success of non-Aboriginal teacher in remote communities. Community based educational programs for non-Aboriginal teachers are needed. These programs should include non-Aboriginal teachers learning about Aboriginal culture, Aboriginal learning and teaching styles and the development and implementation of educational policies. These programmes need to include discussion of aspects of living in isolated settings. Schools and governing bodies involved need to develop closer liaison with non-Aboriginal teachers to support their living in this setting. It is also important that policies in place address the problem of the high turnover of non-Aboriginal staff experienced by remote community schools.;This study also poses the question what is the future for non-Aboriginal teachers in remote Aboriginal communities? Aboriginalisation in remote Aboriginal communities is highly recommended.

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Harrison, Jane. "Indig-curious : what are the challenges for non Aboriginal theatre practitioners in accessing and interpreting Aboriginal themes?" Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/32152/1/Jane_Harrison_Thesis.pdf.

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How do non-Indigenous theatre practitioners, especially actors, access and incorporate Aboriginal themes in the plays they create or perform in? Will it ever be acceptable for a non-Aboriginal actor to play an Aboriginal role? In literature there are clear protocols for writing Aboriginal characters and themes. In the visual arts and in dance, non-Indigenous practitioners might 'reference' Aboriginal themes, but what about in theatre performance? This research embodies one cultural dilemma in a creative project and exegesis: exploring the complex issues which emerge when an Aboriginal playwright is commissioned to write an 'Aboriginal themed' play for two non-Aboriginal actors.

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Kyaw-Myint, Su Mon, and N/A. "Salivary IgA responses during the first two years of life: a study of aboriginal and non-aboriginal children." University of Canberra. Applied Science, 2003. http://erl.canberra.edu.au./public/adt-AUC20050523.095413.

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Nontypeable Haemophilus influenzae (NTHi), Streptococcus pneumoniae and Moraxella catarrhalis are common bacterial agents of otitis media which is a major cause of morbidity in young children. Mucosal immune responses are an integral part of the immune defense against middle ear infection and it is known that certain populations, including Australian Aboriginal children, are highly susceptible to disease. The current study focussed on the development of the mucosal immunity to the three bacterial pathogens in Aboriginal and non-Aboriginal children from birth to two years of age, living in the Kalgoorlie-Boulder region of Western Australia. Salivary and breast milk IgA levels were measured by the enzyme Linked immunosorbent assay. The measured IgA levels, combined with socio-economic, demographic and bacteriological data were analyzed statistically to determine the influential factors on the mucosal IgA response in these children over time. This study found that each antigen-specific IgA examined followed a distinct ontogeny pattern and IgA responses differed significantly according to age, indigenous status and feeding type. Indoors smoke exposure, maternal smoking, and sibling day care attendance had some impact on salivary IgA levels in the children. However, household crowding and the presence of older siblings had the most significant impact on salivary IgA levels for children of different age groups. These two factors were correlated to increased nasophayrngeal colonization by H. influenzae, S. pneumoniae and M. catarrhalis and colonization status was also found to influence salivary IgA levels in the children. No correlation between maternal breast milk IgA levels and child salivary IgA levels was observed. The results suggest that the degree of exposure to environmental factors rather than immunological deficit is responsible for the observed differences in salivary IgA responses between Aboriginal and non-Aboriginal children and modifying these factors could lead to a reduction in the burden of otitis media experienced by the children. Further studies correlating specific salivary IgA levels to diseases such as otitis media will reveal the role of specific salivary IgA responses in the prevention of infection by respiratory pathogens.

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Whiting, Elizabeth, and res cand@acu edu au. "The Experience of Six Non-aboriginal Teachers Living and Working in Remote Aboriginal Communities During the 1990's." Australian Catholic University. Master of Education (Research), 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp222.15092009.

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In Australia, non-Aboriginal people have been involved in Aboriginal education since the end of the 19th century. There has been ongoing criticism of non-Aboriginal involvement in Aboriginal education and a movement towards Aboriginalisation in education. This study addresses the issues faced by six non-Aboriginal teachers in remote Aboriginal communities in the 1990's. The purpose of this study is to explore the experiences and perceptions of non-Aboriginal teachers living and working in remote Aboriginal communities in the 1990's. Through this research I found that the non-Aboriginal teachers faced difficulties living and working in remote Aboriginal communities. They talked about the distinctive lifestyle and living conditions. They reported a need for pre-service and ongoing professional development focusing on aspects influencing their lives. The discussion topics included: their living circumstances; Aboriginal world view; Aboriginal health issues; community issues; Aboriginal teaching and learning styles and school policies. The study is consistent with previous research about non-Aboriginal teachers living and working in remote Aboriginal communities. It argues that pre-service and ongoing professional development is vital for the success of non-Aboriginal teacher in remote communities. Community based educational programs for non-Aboriginal teachers are needed. These programs should include non-Aboriginal teachers learning about Aboriginal culture, Aboriginal learning and teaching styles and the development and implementation of educational policies. These programmes need to include discussion of aspects of living in isolated settings. Schools and governing bodies involved need to develop closer liaison with non-Aboriginal teachers to support their living in this setting. It is also important that policies in place address the problem of the high turnover of non-Aboriginal staff experienced by remote community schools. This study also poses the question what is the future for non-Aboriginal teachers in remote Aboriginal communities? Aboriginalisation in remote Aboriginal communities is highly recommended.

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Pollard, Elizabeth Melinda (Lisa). "An examination of the policy implications of incorporating hermeneutic social impact assessments in Aboriginal and non-Aboriginal domains." Thesis, Pollard, Elizabeth Melinda (Lisa) (1998) An examination of the policy implications of incorporating hermeneutic social impact assessments in Aboriginal and non-Aboriginal domains. PhD thesis, Murdoch University, 1998. https://researchrepository.murdoch.edu.au/id/eprint/50602/.

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This thesis examines the policy implications of incorporating social impact assessments, in both Aboriginal and non-Aboriginal domains, with a hermeneutic approach, where meanings, interpretation and understanding are emphasised. The key findings are that social impact assessment is influenced by a wide range of disciplines and epistemologies. Hermeneutics offers an approach to social impact assessment which breaks down the dichotomies between epistemology and practice; and between technical and interpretive considerations. This promotes a more emancipatory and communicative process. Issues arising from social impact assessments in Aboriginal domains include the need for: community oriented outcomes; cultural definitions of impacts; a clearer understanding of the role of the practitioner and other stakeholders; an understanding of cumulative impacts; and an understanding of the issues arising from incentives. These issues can also be seen in non-Aboriginal domains. Hermeneutic approaches which have been developed in Aboriginal domains can therefore lead us to solutions in non-Aboriginal domains. Limitations and constraints imposed by the bureaucratic and political structures of representative democracy are also identified. Participatory forms of democracy are found to be more receptive to hermeneutic social impact assessment. People's increasing desire to create a sense of place and articulate aspirations for the future are becoming important for governments and bureaucracies. Hermeneutic approaches in non-Aboriginal, as well as Aboriginal domains, offer one way to accommodate these desires in political and bureaucratic processes.

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Thistleton-Martin, Judith, University of Western Sydney, of Arts Education and Social Sciences College, and School of Humanities. "Black face white story : the construction of Aboriginal childhood by non-Aboriginal writers in Australian children's fiction 1841-1998." THESIS_CAESS_HUM_ThistletonMartin_J.xml, 2002. http://handle.uws.edu.au:8081/1959.7/799.

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This thesis is a seminal in-depth study of how non-indigenous writers and illustrators construct Aboriginal childhood in children's fiction from 1841-1998 and focuses not only on what these say about Aboriginal childhood but also what they neglect to say, what they gloss over and what they elide. This study probes not only the construction of aboriginal childhood in children's fiction, but explores the slippage between the lived and imagined experiences which inform the textual and illustrative images of non-Aboriginal writers. This study further contends that neo-colonial variations on the themes informing these images remain part of Australian children's fiction. Aboriginal childhood has played a limited but telling role in Australian children's literature. The very lack of attention to Aboriginal children in Australian children's fiction - white silence - is resonant with denial and self-justification. Although it concentrates on constructions of aboriginal childhood in white Australian children's fiction, this study highlights the role that racial imagery can play in any society, past or present by securing the unwitting allegiance of the young to values and institutions threatened by the forces of change. By examining the image of the Other through four broad thematic bands or myths - the Aboriginal child as the primitive; the identification of the marginalised and as the assimilated and noting the essential similarities that circulate among the chosen texts, this study attempts to reveal how pervasive and controlling the logic of racial and national superiority continues to be. By exploring the dissemination of images of Aboriginal childhood in this way, this study argues that long-lived distortions and misconceptions will become clearer
Doctor of Philosophy (Literature)

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Thistleton-Martin, Judith. "Black face white story : the construction of Aboriginal childhood by non-Aboriginal writers in Australian children's fiction 1841-1998 /." View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031024.100333/index.html.

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Mills, David. "The role of goal setting in the diabetes case management of aboriginal and non-aboriginal populations in rural South Australia /." Title page, table of contents and abstract only, 2005. http://web4.library.adelaide.edu.au/theses/09MD/09mdm6571.pdf.

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Thesis (M.D.)--University of Adelaide, Dept. of General Practice, 2005.
Includes publications published as a result of ideas developed in this thesis, inserted at end. "April 2005" Includes bibliographical references (leaves 210-242).

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Celis, Morales Carlos Alberto. "The effects of genes, environment and ethnicity on insulin resistance and obesity in Aboriginal and non-Aboriginal South American populations." Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/3063/.

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The worldwide prevalence of type 2 diabetes (T2D) has increased dramatically over the past half-century and is continuing to rise at a rapid rate, along with increasing levels of obesity. These changes are having a profound effect on healthcare planning and provision in many countries. Strong environmental effects in T2D risk are clear from longitudinal studies. In addition, groups with traditional lifestyles who migrate to a more ‘Westernised’ environment and lifestyle suffer increased diabetes prevalence. Environmental factors, however, do not seem to explain all of the variance in type 2 diabetes prevalence, nor all the variance in response to intervention studies. Offspring of patients with type 2 diabetes have about a three-fold higher risk of developing the disease than those with no diabetes family history. Diabetes prevalence also differs between ethnic groups within countries. South Asian populations living in the UK and US have approximately 4-6 times the risk of developing diabetes compared to those of European descent. This effect may also be evident in other Native American populations such as the Mapuche in Chile. Mapuche populations living a traditional rural lifestyle appear to be relatively protected, on limited data, against diabetes risk (prevalence of ~1% to ~4%; but this risk increases markedly in the urban environment (6.2 to 8.2%). These observations suggest that genetic predisposition is also a factor in determining diabetes risk, but this is complicated by gene-environment interactions, where individuals with different genotypes respond differently in different environments.

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au, M. Carey@murdoch edu, and Michelle Carey. "Whitefellas and Wadjulas: Anti-colonial Constructions of the non-Aboriginal Self." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20100514.132152.

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In this thesis, I argue for anti-colonial constructions of the non-Aboriginal self. I take as my starting point that members of the invader/settler society in Australia must place them/ourselves in an embodied awareness of being in Indigenous sovereignty (Nicholl, 2004: 17) and name them/ourselves accordingly. An anti-colonial construction of non-Aboriginality formed within the locus of Aboriginal Sovereignty undermines the potency of post-colonial processes of identity formation, which privilege the colonialist centre, and the concomitant marginalised position of Indigenous people. Thus, an anti-colonial construction of non-Aboriginality constitutes a radical recentring for processes of identity construction within invader/settler societies. This work responds to critical whiteness studies and post-colonial discourses of belonging. I acknowledge both whiteness studies and work on invader/settler belongings have gained traction in recent years as a means to problematise the whiteness of the settler/invader group and the legitimacy of their/our belongings. However, I argue they continue to operate within colonialist paradigms and perpetuate (neo)colonial power relations. In this thesis, I argue anti-colonial constructions of non-Aboriginality are constructed in dialogue with Aboriginal people. I conceive non-Aboriginality as a political identity that rejects race and colour as markers for identity. Non-Aboriginality enables members of invader/settler societies to articulate support for Aboriginal Sovereignty and Aboriginal claims for social justice and human rights.

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Carey, Michelle. "Whitefellas and wadjulas: anti-colonial constructions of the non-aboriginal self." Thesis, Carey, Michelle (2008) Whitefellas and wadjulas: anti-colonial constructions of the non-aboriginal self. PhD thesis, Murdoch University, 2008. https://researchrepository.murdoch.edu.au/id/eprint/1757/.

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In this thesis, I argue for anti-colonial constructions of the non-Aboriginal self. I take as my starting point that members of the invader/settler society in Australia must place them/ourselves in “an embodied awareness of ‘being in Indigenous sovereignty’” (Nicholl, 2004: 17) and name them/ourselves accordingly. An anti-colonial construction of non-Aboriginality formed within the locus of Aboriginal Sovereignty undermines the potency of ‘post-colonial’ processes of identity formation, which privilege the colonialist centre, and the concomitant marginalised position of Indigenous people. Thus, an anti-colonial construction of non-Aboriginality constitutes a radical recentring for processes of identity construction within invader/settler societies. This work responds to critical whiteness studies and post-colonial discourses of ‘belonging’. I acknowledge both whiteness studies and work on invader/settler belongings have gained traction in recent years as a means to problematise the whiteness of the settler/invader group and the legitimacy of their/our belongings. However, I argue they continue to operate within colonialist paradigms and perpetuate (neo)colonial power relations. In this thesis, I argue anti-colonial constructions of non-Aboriginality are constructed in dialogue with Aboriginal people. I conceive non-Aboriginality as a political identity that rejects ‘race’ and ‘colour’ as markers for identity. ‘Non-Aboriginality’ enables members of invader/settler societies to articulate support for Aboriginal Sovereignty and Aboriginal claims for social justice and human rights.

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Carey, Michelle. "Whitefellas and wadjulas: anti-colonial constructions of the non-aboriginal self." Carey, Michelle (2008) Whitefellas and wadjulas: anti-colonial constructions of the non-aboriginal self. PhD thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/1757/.

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In this thesis, I argue for anti-colonial constructions of the non-Aboriginal self. I take as my starting point that members of the invader/settler society in Australia must place them/ourselves in “an embodied awareness of ‘being in Indigenous sovereignty’” (Nicholl, 2004: 17) and name them/ourselves accordingly. An anti-colonial construction of non-Aboriginality formed within the locus of Aboriginal Sovereignty undermines the potency of ‘post-colonial’ processes of identity formation, which privilege the colonialist centre, and the concomitant marginalised position of Indigenous people. Thus, an anti-colonial construction of non-Aboriginality constitutes a radical recentring for processes of identity construction within invader/settler societies. This work responds to critical whiteness studies and post-colonial discourses of ‘belonging’. I acknowledge both whiteness studies and work on invader/settler belongings have gained traction in recent years as a means to problematise the whiteness of the settler/invader group and the legitimacy of their/our belongings. However, I argue they continue to operate within colonialist paradigms and perpetuate (neo)colonial power relations. In this thesis, I argue anti-colonial constructions of non-Aboriginality are constructed in dialogue with Aboriginal people. I conceive non-Aboriginality as a political identity that rejects ‘race’ and ‘colour’ as markers for identity. ‘Non-Aboriginality’ enables members of invader/settler societies to articulate support for Aboriginal Sovereignty and Aboriginal claims for social justice and human rights.

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Chanteloup, Francoise (Francoise Noelle) Carleton University Dissertation Sociology and Anthropology. ""Modelling drinking behaviour among aboriginal and non-aboriginal males and females in the Yukon; an analysis of the Yukon alcohol and drug survey."." Ottawa, 1994.

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Drake, Darren, and mikewood@deakin edu au. "Secularism exhausted?: Non-Indigenous postcolonial discourses and the question of aboriginal religion." Deakin University. School of Communication and Creative Arts, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.152649.

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Petersen, Natacha Wirenfeldt. "Perceptions of public relations in Australian Aboriginal community-controlled non-profit organisations." Thesis, Petersen, Natacha Wirenfeldt (2016) Perceptions of public relations in Australian Aboriginal community-controlled non-profit organisations. Masters by Research thesis, Murdoch University, 2016. https://researchrepository.murdoch.edu.au/id/eprint/36328/.

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This thesis examines how staff working within Aboriginal community-controlled non-profit organisations (ACCOs) perceive and practice Public Relations (PR), and foregrounds how ACCO staff, in the role as the organisations’ key communicators, can be seen as facilitating communicative processes of social change that lead to positive social outcomes within Australian Aboriginal communities. This relationship between PR and social change has been increasingly acknowledged in scholarship. Although most of the PR literature continues to focus on the management of communications between organisations and their publics, recent scholarship sheds light on PR’s influence on society and culture, and vice versa. This indicates PR is more than just a practical tool for an organisation. Rather, PR has the potential to be a much-needed voice for marginalised groups in society. More specifically, this thesis explores PR in the non-corporate environments of the Indigenous sector in Perth, Western Australia. A selection of six ACCOs based in the metropolitan area of Perth represent the sample, and seven ACCO staff members participated in this research. Drawing on a postcolonial theoretical framework and employing a qualitative research approach and Indigenous methodology, this thesis found that ACCOs predominantly practice PR-like activities in reactive ways on an ad hoc basis due to their limited communicative resources or lack of knowledge on how to integrate PR into their organisational structure. It was further established that short-term government funding programs challenge the ACCOs’ ability to budget for PR. A key finding was the importance of Aboriginal culture and kinship systems that must be factored in to understanding the ACCOs’ working environments and ways of communicating with members, communities and other stakeholders. This thesis calls for further research and development of theoretical frameworks embracing and extending the cultural diversity of PR practices. Moreover, it contends that there is a need to introduce culturally sensitive and sector-specific PR that sheds light on Indigenous contexts particularly within postcolonial societies, as PR holds the potential to give voice to and drive social change for minorities in our communities locally and abroad.

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Palmer, David. "Spurning yearning and learning Aboriginality: ambivalence shaping the lives of non-Aboriginal Australians." Thesis, Palmer, David (1999) Spurning yearning and learning Aboriginality: ambivalence shaping the lives of non-Aboriginal Australians. PhD thesis, Murdoch University, 1999. https://researchrepository.murdoch.edu.au/id/eprint/243/.

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Much academic work concerned with social and cultural processes in Australia takes as its field of inquiry how the lives of Aboriginal Australians have been changed and impacted on by colonisation. Rarely has scholarship attempted to uncover some of the ways Aboriginality and Aboriginal people have become integral in the shaping of the lives of non-Aboriginal Australians. Ths thesis takes to heart the challenge of subjecting oneself and one's own social and cultural position to the rigours of sociological scrutiny and sets out to examine how crucial Aboriginality and Aboriginal people have been in shaping the lives, identities and economies of non-Aboriginal Australians. Drawing on the work of Homi Bhabha the thesis argues that ambivalence, whch underlies much of colonial discourse, can have a tremendously disruptive and unsettling effect on the authority, identities and everyday social lives of non-Aboriginal people. The thesis explores something of the diversity of this ambivalence by focusing attention on five groups of people (One Nation Supporters, retired tourists, 'alternative lifestylers', governmental workers and early colonists); two historical moments(early colonial times and the late 1990s); and two regions (the south-west and Kimberley of Western Australia). The thesis argues that one of the effects of ths ambivalence is that the social worlds of non- Aboriginal Australians are often subjected to challenge and change. In early colonial times many 'settlers' were tom between the will to colonise and economic and cultural reliance on the efforts and knowledge of Aboriginal people. More recently, One Nation supporters attempt to distance themselves from Aboriginal people by constituting them as the barbaric and parasitical other. At the same time, Hansonites indirectly position Aboriginality as central to their own identity and political future. Another group, retired tourists, regularly perpetuate old colonial tropes and publicly express their disdain of Aboriginal people. At the same time, these people yearn for and engage in social practices otherwise associated with Aborigrnal culture. Behind both groups' public attacks on Aborigines as cannibals and the 'Aboriginal Industry' as spongers lies a deep political and cultural reliance on Aboriginality. Romantics and others who aspire to consume and mimic Aboriginal culture are likewise regularly ambivalent and contradictory in their treatment of Aboriginality. It is arguable that many are selfinterested and seek to plunder Aboriginal cultural. However, the very romance that prompts their mimicry can and does act to unsettle the certainty of non-Aboriginal dominance. This prompts people to re-examine their identities and social practices. Ambivalence and complexity is also central to the lives of those involved in the business of Aboriginal governance. On the one hand, these people are clearly implicated in the government and regulation of Aboriginal people. On the other hand, liberal discourse on fairness and equality of opportunity force governmental workers to increase their contact and reliance on Aboriginal people. This often has the effect of provoking changes in non-Aboriginal people's personal and working lives. The thesis concludes that the engagement of colonial discourse with Aboriginalities inevitably leads to an ambivalence that disables the monolithic dominance of non-Aboriginal Australians. In a range of ways this ambivalence can and does produce conditions whch undermine and transform the cultural lives and identities of non-Aboriginal Australians.

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Palmer, David. "Spurning yearning and learning Aboriginality: ambivalence shaping the lives of non-Aboriginal Australians." Palmer, David (1999) Spurning yearning and learning Aboriginality: ambivalence shaping the lives of non-Aboriginal Australians. PhD thesis, Murdoch University, 1999. http://researchrepository.murdoch.edu.au/243/.

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Much academic work concerned with social and cultural processes in Australia takes as its field of inquiry how the lives of Aboriginal Australians have been changed and impacted on by colonisation. Rarely has scholarship attempted to uncover some of the ways Aboriginality and Aboriginal people have become integral in the shaping of the lives of non-Aboriginal Australians. Ths thesis takes to heart the challenge of subjecting oneself and one's own social and cultural position to the rigours of sociological scrutiny and sets out to examine how crucial Aboriginality and Aboriginal people have been in shaping the lives, identities and economies of non-Aboriginal Australians. Drawing on the work of Homi Bhabha the thesis argues that ambivalence, whch underlies much of colonial discourse, can have a tremendously disruptive and unsettling effect on the authority, identities and everyday social lives of non-Aboriginal people. The thesis explores something of the diversity of this ambivalence by focusing attention on five groups of people (One Nation Supporters, retired tourists, 'alternative lifestylers', governmental workers and early colonists); two historical moments(early colonial times and the late 1990s); and two regions (the south-west and Kimberley of Western Australia). The thesis argues that one of the effects of ths ambivalence is that the social worlds of non- Aboriginal Australians are often subjected to challenge and change. In early colonial times many 'settlers' were tom between the will to colonise and economic and cultural reliance on the efforts and knowledge of Aboriginal people. More recently, One Nation supporters attempt to distance themselves from Aboriginal people by constituting them as the barbaric and parasitical other. At the same time, Hansonites indirectly position Aboriginality as central to their own identity and political future. Another group, retired tourists, regularly perpetuate old colonial tropes and publicly express their disdain of Aboriginal people. At the same time, these people yearn for and engage in social practices otherwise associated with Aborigrnal culture. Behind both groups' public attacks on Aborigines as cannibals and the 'Aboriginal Industry' as spongers lies a deep political and cultural reliance on Aboriginality. Romantics and others who aspire to consume and mimic Aboriginal culture are likewise regularly ambivalent and contradictory in their treatment of Aboriginality. It is arguable that many are selfinterested and seek to plunder Aboriginal cultural. However, the very romance that prompts their mimicry can and does act to unsettle the certainty of non-Aboriginal dominance. This prompts people to re-examine their identities and social practices. Ambivalence and complexity is also central to the lives of those involved in the business of Aboriginal governance. On the one hand, these people are clearly implicated in the government and regulation of Aboriginal people. On the other hand, liberal discourse on fairness and equality of opportunity force governmental workers to increase their contact and reliance on Aboriginal people. This often has the effect of provoking changes in non-Aboriginal people's personal and working lives. The thesis concludes that the engagement of colonial discourse with Aboriginalities inevitably leads to an ambivalence that disables the monolithic dominance of non-Aboriginal Australians. In a range of ways this ambivalence can and does produce conditions whch undermine and transform the cultural lives and identities of non-Aboriginal Australians.

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au, D. Palmer@murdoch edu, and David Palmer. "Spurning yearning and learning Aboriginality: ambivalence shaping the lives of non-aboriginal Australians." Murdoch University, 1999. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051108.160550.

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Much academic work concerned with social and cultural processes in Australia takes as its field of inquiry how the lives of Aboriginal Australians have been changed and impacted on by colonisation. Rarely has scholarship attempted to uncover some of the ways Aboriginality and Aboriginal people have become integral in the shaping of the lives of non-Aboriginal Australians. Ths thesis takes to heart the challenge of subjecting oneself and one's own social and cultural position to the rigours of sociological scrutiny and sets out to examine how crucial Aboriginality and Aboriginal people have been in shaping the lives, identities and economies of non-Aboriginal Australians. Drawing on the work of Homi Bhabha the thesis argues that ambivalence, whch underlies much of colonial discourse, can have a tremendously disruptive and unsettling effect on the authority, identities and everyday social lives of non-Aboriginal people. The thesis explores something of the diversity of this ambivalence by focusing attention on five groups of people (One Nation Supporters, retired tourists, 'alternative lifestylers', governmental workers and early colonists); two historical moments(early colonial times and the late 1990s); and two regions (the south-west and Kimberley of Western Australia). The thesis argues that one of the effects of ths ambivalence is that the social worlds of non- Aboriginal Australians are often subjected to challenge and change. In early colonial times many 'settlers' were tom between the will to colonise and economic and cultural reliance on the efforts and knowledge of Aboriginal people. More recently, One Nation supporters attempt to distance themselves from Aboriginal people by constituting them as the barbaric and parasitical other. At the same time, Hansonites indirectly position Aboriginality as central to their own identity and political future. Another group, retired tourists, regularly perpetuate old colonial tropes and publicly express their disdain of Aboriginal people. At the same time, these people yearn for and engage in social practices otherwise associated with Aborigrnal culture. Behind both groups' public attacks on Aborigines as cannibals and the 'Aboriginal Industry' as spongers lies a deep political and cultural reliance on Aboriginality. Romantics and others who aspire to consume and mimic Aboriginal culture are likewise regularly ambivalent and contradictory in their treatment of Aborigmality. It is arguable that many are selfinterested and seek to plunder Aboriginal cultural. However, the very romance that prompts their mimicry can and does act to unsettle the certainty of non-Aboriginal dominance. This prompts people to re-examine their identities and social practices. Ambivalence and complexity is also central to the lives of those involved in the business of Aboriginal governance. On the one hand, these people are clearly implicated in the government and regulation of Aboriginal people. On the other hand, liberal discourse on fairness and equality of opportunity force governmental workers to increase their contact and reliance on Aboriginal people. This often has the effect of provoking changes in non-Aboriginal people's personal and working lives. The thesis concludes that the engagement of colonial discourse with Aboriginalities inevitably leads to an ambivalence that disables the monolithic dominance of non-Aboriginal Australians. In a range of ways this ambivalence can and does produce conditions whch undermine and transform the cultural lives and identities of non-Aborignal Australians.

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Beatch, Michelle. "Taking ownership: the implementation of a non-aboriginal program for on-reserve children /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2694.

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Young, Mary Isabelle. "Anishinabe voice, the cost of education in a non-aboriginal world : a narrative inquiry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23564.pdf.

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31

Barrett, Susan, and N/A. "Pathways to Detention." Griffith University. School of Criminology and Criminal Justice, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070824.112806.

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This research utilised a range of deterministic and stochastic analyses to establish whether Queensland's juvenile justice system processes Aboriginal and non-Aboriginal young male offenders differently. The impetus for this research stemmed from the continued high rates of Aboriginal over-representation within Australia's criminal justice system, despite diversionary measures to reduce such over-representation, and a commitment by the Queensland Government to reduce by 50% the number of Aboriginal peoples in custody by the year 2011. There are two competing hypotheses concerning the cause of this over-representation, (i) external factors such as socioeconomic disadvantage, unemployment or substance abuse, or (ii) systemic disparity within the criminal justice system. For this research, disparity is defined as the unacceptable use of discrimination; discrimination can be appropriate if it is used to define or enhance a situation, such as discriminating between offenders who are recidivists and those who are first time offenders. The inappropriate use of discrimination occurs for example, when harsher sentences are issued to offenders based on non-legal factors such as race or gender. Systemic disparity is therefore used here to represent the inappropriate use of discrimination against an offender by the criminal justice system. The second hypothesis, one of systemic disparity, provided the framework for this research, which posed the following primary question: Is there quantifiable evidence to support the existence of disparity acting against young male Aboriginal offenders within Queensland's juvenile justice system? Two separate but complementary studies were designed to address this issue: the pathways study and the trajectory study. The pathways study utilised 20,648 finalised appearances for Aboriginal and non-Aboriginal young male offenders in Queensland's juvenile courts, during 1999 to 2003. Three custodial decision-making stages (police custody, remand, and sentencing) were examined and two questions initially posed: Does the custodial decision made at one stage of the juvenile justice system impact on a subsequent custodial decision-making stage? Does criminal history, Aboriginal status, offence type or an interaction of these factors significantly influence the probability of (i) detention in police custody (ii) court remand (iii) a custodial order at sentencing? It was recognised that other legally relevant factors such as family structure and stability, school attendance and community ties might also influence these custodial decisions; however, for the purposes of this research it was not possible to include these variables in the analyses. Controlling for criminal history, findings from logistic regression analyses indicated that being detained in police custody increased the odds of being remanded into custody, and being remanded into custody increased the odds of a custodial order. Whilst Aboriginal status was not a consistent factor at any of these three custodial stages, there was clear evidence of disparity acting against the young male Aboriginal offender, particularly early in their criminal career. To examine these disparities further, these three custodial stages were modeled as eight processing pathways: four of which resulted in a custodial order and four in a noncustodial order. Using this processing model, a third question was posed: Do young Aboriginal and non-Aboriginal male offenders have different custodial pathways? Findings indicated that Aboriginal and non-Aboriginal young male offenders were in general, processed along similar custodial pathways that did not include police custody, remand or a custodial order. However, young male Aboriginal offenders were less likely than equivalent non-Aboriginal offenders to have been processed along this pathway and more likely to be processed along the pathways that included remand. It was found that young offenders with a chronic criminal history were more likely to be processed along these remand pathways, and Aboriginal offenders were more likely to have a chronic criminal history than non-Aboriginal offenders; there was clear evidence of disparity at specific custodial stages of the system. In addition, as young male Aboriginal offenders progressed deeper into the system there was evidence of cumulative disparity, particularly along the remand pathways, meaning that the probability of being in custody increases as the offender progresses from one custodial stage to the next custodial stage. Given the existence of disparity, acting within the juvenile justice system and against the young male Aboriginal offender, it was important to formulate viable solutions to such disparity, particularly in light of the Queensland government's commitment to reduce Aboriginal offenders in custody by 50%. Deterministic analyses and computer simulations were used to test the viability of various reduction scenarios suggested by the data. Despite in some instances, different results from the deterministic analyses and the computer simulations, overall findings indicated that to reduce custodial disparity whether at the remand stage, the custodial order stage, or in custody overall (the summation of police custody, remand and custodial orders) that reducing remand, regardless of whether the young offender had been in police custody or not, was the best overall solution. The trajectory study built on the findings of the pathways study, which had identified criminal history as an important factor in the processing pathways of young male Aboriginal and non-Aboriginal offenders. Using the semi-parametric group based method, the criminal trajectories of Aboriginal and non-Aboriginal young male offenders in Queensland were modeled. These trajectories were based on the finalised appearances of two cohorts of young offenders aged 10 to 17 years of age: those born in 1983 and 1984 and who had turned 18 years of age in 2001 and 2002 respectively. All of these young male offenders had entered the adult system when they turned 17 years of age, and this data provided their complete juvenile history in Queensland. Prior analyses using this method had not considered Aboriginal status or race as a determining factor in these trajectory models, nor had these models been validated either internally or externally in published works. For this research, internal validity was considered as the correct classification of offenders into trajectory groups, and external validity as the ability to reproduce these results in a second or subsequent sample of juvenile offenders. Two questions were therefore posed in the trajectory study: Do young Aboriginal and non-Aboriginal male offenders have different criminal trajectories? Can the predicted model(s) be validated, both internally and externally? Initial findings indicated that the optimal trajectory models selected on prior knowledge and the Bayesian Information Criterion did not validate internally. This finding brought into question the trajectory results of other published works that had not internally validated their models. The models finally selected as optimal indicated that Aboriginal and non-Aboriginal young male offenders did not have a common criminal trajectory and could not be modeled as one population. Both Aboriginal and non-Aboriginal young offenders were modeled by a low-frequency group, a late-onset group, and a chronic trajectory group. However, the young male Aboriginal offender was more likely than the non-Aboriginal to have been in the chronic or the late onset group and less likely to have been in the lowfrequency group. External validation utilised an innovative but simple method that utilised all of the data in the modeling process along with a sample of this same data for validation purposes: 10% of the criminal profiles, which were characteristic of the trajectory groups, and a further 5% of randomly selected profiles were chosen for validation. All of the characteristic profiles, but only 50% of the randomly selected profiles were validated, and of the latter, the majority not validated was in the late-onset group. In total, 79.2% of the Aboriginal trajectories and 85.6% of the non-Aboriginal criminal trajectories were correctly externally validated. Overall, there are two important implications from this research for government. First, even though young male Aboriginal offenders are more likely to have a chronic criminal history than non-Aboriginal offenders, this factor does not account for all of the observed disparity acting against the young Aboriginal offender within Queensland's juvenile justice system: there is evidence of disparity within the system that is unaccounted for by either offence type or criminal history. Second, given this chronic criminal history, systemic solutions to systemic disparity whilst viable, will not ultimately resolve this problem: they are only short-term measures at the end of a very long justice system. Longer-term solutions are needed to address external factors such as socio-economic disadvantage, unemployment and substance abuse in Aboriginal communities, before these young people are exposed to the system. Continuing to concentrate on systemic solutions, to such an entrenched problem as Aboriginal overrepresentation and disparity, is a misdirection of system resources and is inconsistent with social justice.

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32

Juillet, Luc. "Aboriginal rights and the Migratory Birds Convention, domestic institutions, non-state actors and international environmental governance." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58255.pdf.

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33

Darwell, Marcus Thomas. "Canada and the history without a people, identity, tradition and struggle in a non-status aboriginal community." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28189.pdf.

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34

Snowball, Andrew. "Aboriginal education for non-Aboriginal students." 2009. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=958111&T=F.

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35

Bernacki, Jonk Luella. "Aboriginal and non-Aboriginal mothers’ views on language acquisition." 2009. http://hdl.handle.net/1993/3175.

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Language development is central to how children learn and participate within their environment and specific cultural milieu. There is little information available on the process of language acquisition for Aboriginal children. The purpose of this study was to investigate caregiver-child interactions regarding language development from the perspectives of Aboriginal mothers. Thirty Aboriginal mothers from the remote northern community of Lac Brochet, Manitoba, and 30 non-Aboriginal mothers from an urban area of Winnipeg were administered a 36-item survey. Discriminant statistical analysis was carried out on the data. Results indicated there were few items within the survey that assisted in the identification of cultural groups. The differences in beliefs that were noted included Aboriginal mothers’ placing a higher value on grandparents’ roles in child rearing, the influence of spirituality, positive views on “baby talk”, and the use of instructions when teaching their children. Differences were also noted in the frequency with which the two groups used language facilitation techniques, with the Aboriginal mothers reporting more frequent use overall. . The results of the surveys suggested that one group of Aboriginal mothers in a northern Manitoba Dene community may have many of the same perspectives on language facilitation as urban non-Aboriginal mothers. Thus educators and speech-language pathologists may find they can recommend some of the same Western-based practices for language facilitation with some Aboriginal caregivers. However, each community and individual family is different, therefore and thus , it remains crucial for practitioners to determine the appropriateness of the Western-based assumptions for each community and individual family.. The findings also indicated that Aboriginal mothers valued native language preservation. Clinicians providing services within Aboriginal communities must be aware of each family’s use of native languages and the presence of dual language acquisition and exposure. Dual language acquisition beganin the caregivers’ homes and should be supported throughout the school years, so that a collaborative network of language facilitation can occur.

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Davidson, Bonita Marie. "Comparability of test scores for non-aboriginal and aboriginal students." Thesis, 2004. http://hdl.handle.net/2429/16873.

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The purpose of this study was to examine the comparability of the B C Ministry of Education's Grades 4 and 7 Reading and Numeracy Foundation Skills Assessment (FSA) scores for aboriginal and non-aboriginal students. It was found that the compositions of the constructs being measured had many similarities across the aboriginal and nonaboriginal populations and were congruent for the reading assessments but not for the numeracy assessments. The reliability estimates of the scores for each population were high and very similar. The Grade 7 Numeracy assessment provided more measurement accuracy for the aboriginal group than the non-aboriginal group, while the Grade 4 Numeracy assessment and the Grades 4 and 7 Reading assessments provided less measurement accuracy for the aboriginal group than the non-aboriginal group. For all assessments, items were ordered similarly in terms of their difficulty level and their degree of discrimination, and were ordered moderately similar in their inherent possibility of being answered correctly based on chance. For all assessments there was a low level of differential item functioning. Overall, the results indicated that for this study, there was a high degree of comparability across the aboriginal and non-aboriginal populations for the Reading FSA scores because all four analyses for both grades showed them to be highly comparable. There was a moderately high degree of comparability across the two populations for the Grade 4 Numeracy FSA scores because three out of the four analyses showed them to be highly comparable. There was a moderate degree of comparability across the two populations for the Grade 7 Numeracy FSA scores because two out of the four analyses showed them to be highly comparable.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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He, Chang Ching, and 張靖禾. "Comparisons of Health Status between Aboriginal and Non-aboriginal Primary Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/v35y5a.

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碩士
國立臺東大學
身心整合與運動休閒產業學系
100
Abstract Children are the country's greatest assets, and child health is an important indicator of national competitiveness, enough to affect the future of the country. World Health Organization (World Health Organization, referred to as WHO) pointed out that children represent the future, adults face many health problems can be traced back to childhood, is to ensure the growth and development of children's health and to understand the health of school children is an extremely important thing. The purpose of this study is to compare Aboriginal and non-aboriginal elementary school Tongjian Kang status of the current situation and differences. This study used secondary data analysis (Secondary Data Analysis), a cross-sectional (cross-sectional) study. The research data SPSS19.0 statistical software for descriptive statistics, chi-square test, the percentage of the homogeneity test and the Fisher's exact test, and other analysis. The findings: A total of 226 elementary school students participated in the study, including 97 aboriginal students, 129 non-aboriginal students. Children the average age of 9.19 years (SD = 1.84), begin with high school for the majority. Aboriginal elementary school Tongqi Cheng three two uncorrected visual acuity are 0.9; more than 88% of dental caries; 67% of the position for the moderate, more than 45 percent of the injury is a surgical disease. Tongwu Cheng eight non-aboriginal elementary school two bare, as are 0.9; 86% of dental caries; position for over eight five moderate; more than 44 percent of the injury is a surgical disease. King Village aboriginal elementary school students of vision is better, living in aboriginal elementary school students oral status Pandan Village and parental occupation for persons who is better. No caries of the aboriginal and non aboriginal elementary school students, fourth grade, sixth grade girls are more healthcare visits. Surgical diseases of non-aboriginal elementary school students in first grade, p = .007. 9-year-old, 10-year-old non-aboriginal elementary school students overweight and overweight, 7-year-old non-aboriginal elementary school students of medical illness and surgical diseases, p values were .02, .01, .01. The boy non-aboriginal elementary school students overweight and overweight are more p-value is .03. King Village aboriginal elementary school students, two bare, as are 0.9, p value is .03. Uncorrected visual acuity of parental education for the aboriginal elementary school students in high school two more are all 0.9, p = .03. Two bare as the parents' occupation of the people in aboriginal elementary school students are 0.9 p-value is .03. Conclusions of this study: Aboriginal elementary school students on average health status than non-aboriginal elementary school students in the health status of the current situation are good. Keywords: aboriginal elementary school students, non-aboriginal elementary school children, health status.

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Offler, Naomi Robyn. "An exploration of collaboration: Aboriginal and non-Aboriginal relationships in ethnographic filmmaking." Thesis, 2018. http://hdl.handle.net/2440/112441.

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This doctoral project explores the collaborative process and relationships formed between anthropologists and/or filmmakers and the Aboriginal people they work with. I use the making of film as the research site to explore the collaborative process and the building of relationships within this process. As anthropologists/filmmakers, the Aboriginal people we now work with, are situated in, and identify themselves within an environment that is a product of more than twenty years of requesting ownership and control of their representations. Aboriginal people are in many cases, highly politicised and direct how they work with anthropologists/filmmakers. This has called for the development of a collaborative practice that honours this altered environment and the way in which Aboriginal people are positioning themselves within it. Through the exploration of my own collaborative practice and those of other anthropologist/filmmakers, I argue that collaborative engagement with Aboriginal people is strongest when it is long term and grounded in the core tenets of respect, trust and shared ownership. This results in a visual product that stems from a process that incorporates the conflicting and differing perspectives and desires of a group of people, versus fulfilling the singular agenda of the anthropologist/filmmaker. I also argue that a long term collaborative relationship is visually evident in the film through the way the people being filmed represent themselves on screen. In this exegesis, I critically analyse the collaborative relationships I developed in my project and the evidence in the films for the intimacy developed in these relationships. This project is a body of material that includes a series of photographs, two films and an exegesis. Incorporated into the film Stitch by Stitch (2017) and the exegesis are still images taken from the films and B&W photographs taken during my fieldwork. Stitch by Stitch (2017) is an ethnographic film that was made with a group of Ngarrindjeri women who live in and around The Coorong and Lower Murray Lakes in South Australia. It focuses on a number of core issues of importance to these women. These are linked throughout the film by the process of weaving from the freshwater rushes that grow in the estuary environment of The Coorong. These core issues include yarning together, teaching, the degradation of the environment and preparing the next generation as custodians for continuing the cultural and artistic practice of weaving. There is also a second film that is strictly pedagogical and a documentation of the key stages of the weaving process. This film was made at the request of the woman who has been my central collaborator and friend in the project, Aunty Ellen Trevorrow. The making of these films constituted my research site for exploring collaboration between myself as an anthropologist/filmmaker, and my Ngarrindjeri colleagues. I spent seven years making the films with the Ngarrindjeri women. This was incorporated into a total of eleven years fieldwork and ongoing engagement with Ngarrindjeri men and women. My fieldwork was defined by periods of long and short-term stays, multiple conversations and communication with my Ngarrindjeri colleagues. Using the making of the film as the research site as a means to explore collaboration, has resulted in identifying collaborative engagement based on respect, trust and shared ownership as a pathway for ethnographic filmmaking practice that honours the contemporary environment in which Aboriginal people are now requesting ownership of their representations and enlisting the skills of anthropologist/filmmakers in furthering their cultural and political goals. This is a pathway that encapsulates the building of trust, respect and intimacy between filmmakers/anthropologists and their Aboriginal colleagues, as well as acknowledging that any collaborative process is marked by conflicts and differing perspectives that potentially allow for multiple outcomes and products. It also argues that deep long term relationships are the foundation for building powerful partnerships between Aboriginal people and anthropologists and/or filmmakers into the future.
Thesis (Ph.D.) -- University of Adelaide, School of Social Sciences, 2018

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Blood, Tracy. "Integrating an aboriginal perspective: issues and challenges faced by non-aboriginal biology teachers." Master's thesis, 2010. http://hdl.handle.net/10048/1345.

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This exploratory case study investigated the ways non-Aboriginal teachers of Biology conceive of incorporating Aboriginal perspectives into their delivery of the Biology curriculum in Alberta. The participants in this study were non-Aboriginal Biology teachers teaching in schools with predominantly non-Aboriginal students. Semi-structured interviews were conducted with each of the teacher participants and explored issues and challenges that they face infusing Aboriginal contexts into their teaching. The qualitative data generated were coded using themes developed from a conceptual framework for curriculum implementation. The majority of the teachers saw value in incorporating Aboriginal perspectives but shared concerns due to: unclear definitions of Aboriginal and Aboriginal perspectives; an inadequate knowledge base; and lack of material resources and professional development opportunities. Recommendations to help non-Aboriginal teachers include: better access to and targeted professional development and resources; greater clarification on the definitions of Aboriginal and Aboriginal perspectives; and greater amounts of administrative and governmental support.

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"Insights found in the narratives of non-Aboriginal teachers working with Aboriginal students." Thesis, 2015. http://hdl.handle.net/10388/ETD-2015-04-1832.

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This qualitative case study explored the response of four practicing non-Aboriginal teachers related to preservice training and effectiveness. Each of the participants involved in this research project was an experienced teacher with a minimum of five years of teaching experience. This case study is framed within the conceptual context of cultural responsivity. The research questions were: What do four non-Aboriginal teachers with over five years experience working with Aboriginal students describe as qualities of effective teaching in this context? What are some of the major social justice issues that teachers need to address in order to be both successful and effective when working with Aboriginal students? Methods for data collection included semi-structured interviews during which the participants shared their stories. These conversations were audio taped and the audio tape recordings were transcribed. The transcriptions were analyzed to determine insights from the stories. Those teachers who are interested in learning about being an effective teacher of Aboriginal students will find the stories insightful. While the researcher and participants were non-Aboriginal the stories may be helpful for all teachers, regardless of their ethnic or cultural background, as they work with both Aboriginal and non-Aboriginal students. The implications of this study are that further research is needed in the areas of Teacher Education, Culturally Responsive Pedagogy, and Teacher Effectiveness.

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Sargeant, Jodean Marion Hazel. "A cultural shift: being a non-Aboriginal teacher in a northern Aboriginal school." Thesis, 2010. http://hdl.handle.net/1828/2687.

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The purpose of this autoethnographic study was to examine three questions: (a) how did my view of myself as a non-Aboriginal educator change as a result of teaching in an Aboriginal cultural context, (b) how did my teaching philosophy and pedagogical approach change as a result of teaching in an Aboriginal cultural context, and (c) how did my sense of community and relatedness to the people I interacted with change due to increased cultural awareness and exposure to Aboriginal cultures? Data from my time in my teacher education program and teaching in Klemtu, BC was collected, and Mezirow’s (1997) transformative learning theory was used to analyze the shift that I made in these three areas. Finally, recommendations were made to teacher education programs and future non-Aboriginal educators who choose to teach in Aboriginal-run schools.

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Lee, Wei-Chen, and 李蔚貞. "Comparisons of Long-Term Care Utilization between Disabled Aboriginal and Non-aboriginal People." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/94929742232957289806.

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碩士
國立臺灣大學
衛生政策與管理研究所
96
The needs of long-term care have been increasing because of aging of population. However, based on previous literature in Taiwan, aboriginal people need more long-term care than non-aboriginal people. Research on long-term care utilization of minorities also demonstrated that aboriginal people (or subordinate group) prefer community-based and home-based care while non-aboriginal people (or dominant group) prefer institutional services. Data used in this research was collected in the second-stage survey of “ 2001 Long-term Care Need Assessment in Taiwan.” A national representative sample of 550 50-year-old disabled aboriginal people was studied, comparing with non-aboriginal people by the level of dependency. The comparisons between these two people show that: higher percentage of aboriginal people were found in those who were female, young, with no spouse, most with elementary school diploma, not entitled to social welfare benefits, had less long-term care resources, had more children, with equal disable degrees, had less chronic impairment and needs in nursing care. In terms of service utilization, the rate of using no service by aboriginal people is higher than by non-aboriginal people. Also, a multiple logistic regression analyzing the relationship between different ethnics and different services provides significant evidence that aboriginal people prefer community-based and home-based care over institutional services. The Andersen Behavioral Model was used to examine the factors associated with using community-based or home-based care, hiring a foreign care aide or using institutional services among the disabled aboriginal and non-aboriginal people. Bivariable and multivariable analyses showed that after controlling for the level of dependency, factors including material status (with no spouse), education (with no school diploma), entitlement to social welfare benefits, the level of dependency (those who were severely dependent) and needs in nursing care (more needs) were noticeably associated with using community-based and home-based care; factors including marital status (had spouse), education (with high school diploma and above), entitlement to social welfare benefits, abundance in long-term care resources, the level of dependency (those who were severely dependent), chronic conditions (more diseases) and needs in nursing care (more needs) were noticeably associated with hiring care aid; factors including material status (with no spouse), education (high school diploma and above), entitlement to social welfare benefits, abundant in long-term care resources, the level of dependency (those who were severely dependent) and needs in nursing care (more needs) were noticeably associated with using institutional service. As for non-aboriginal people, disabled ones with elementary school diploma were inclined to use community-based and home-based care; however, disabled people who were at least with high school diploma were inclined to hire care aid; and disabled people who were at most with elementary school diploma, had insufficient long-term care resources and had more needs in nursing care were inclined to use institutional care. To sum up, this study concluded that there is difference in using long-term care between aboriginal people and non-aboriginal people. Besides, factors influencing their utilization of long-term care are distinct. Based on these findings, I propose two suggestions: one is the program to strengthen the community resources to aboriginal people according to their culture and lifestyle; the other policy is to review the policy of long-term care in terms of resources distribution by taking into account of the disabled minorities, principle of fairness as well as citizens’ rights to wellbeing. Because this research used the data from secondhand information source, there are some limitations in analyzing these samples and variables properly. I suggest that in the future, researchers could collect more variables and more detailed information, and conduct cohort study to develop a complete database of aboriginal people to serve as a better policy making reference.

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LIN, YI-ZI, and 林宜姿. "Aboriginal and non-Aboriginal Tuberculosis prevention behavior and related factors of Yilan County." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/97068464505716311336.

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碩士
國立臺灣師範大學
健康促進與衛生教育學系在職進修碩士班
101
The main purpose of this study is to understand the aboriginal and non-aboriginal in Yilan County, the differences between tuberculosis knowledge, attitude, prevention self-efficacy and behavior. The study population Sanshing Township, Datong Township and Nanao Township Household Registration Office, by the end of December 1999 statistical of the literacy of adults over the age of 18 for the study of stratified sampling to obtain the effective sample size of 494 copies. Found that after analyzing the results of each study tuberculosis knowledge and tuberculosis attitude was positively correlated with the tuberculosis prevention behavior. Tuberculosis knowledge, tuberculosis attitude, tuberculosis prevention behavior was positively related to self-efficacy. Aboriginal and non-aboriginal tuberculosis knowledge, attitude of "perceived susceptibility", tuberculosis prevention behavior significant differences exist. Tuberculosis knowledge and prevention self-efficacy can explain the tuberculosis prevention behavior of the total variance of the tuberculosis tuberculosis was 46.5%. The tuberculosis prevention self-efficacy has the most influential.

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Sheu, Pi-Hui, and 許碧惠. "Anthropometrical Measurements and Relative Eating Behaviors of Taitung Aboriginal and Non-aboriginal Children." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/54818168818014548131.

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碩士
輔仁大學
食品營養學系
90
The objectives of this study were to understand the differences between Taitung aboriginal and non-aboriginal children in anthropometrical measurements and related eating behaviors. The cluster sampling method was used to sample 785 children aged 9-11 year-old, from 10 elementary schools in Taitung city, Tamari, and Kuanshian town in 2001. There were 291 aborigines and 494 non-aborigines in this study. Height, weight, waist circumference, hip circumference, and percent of body fat of the children were measured. The 10 year-old non-aboriginal male children were significantly taller than the same age aboriginal male children. The height, weight, waist circumference, hip circumference, and percent body fat of 11 year-old non-aboriginal male children were significantly higher than those of the aboriginal male children. No differences of anthropometrical measurements were found between two ethnic female children. BMI had significantly positive correlation with waist circumference, hip circumference, and percent body fat. The percent body fat also positively correlated with waist circumference and hip circumference. By defining obesity as BMI higher than 95th percentile of BMI-for-age curve, the prevalence of obesity of the 9-11 year-old Taitung male children were 15.4%, 20.2%, and 22.3% respectively, and 15.2%, 10.1%, 12.0% for female children. The prevalence of obesity of male children was higher than that of female children. The prevalence rates of obesity were 22.1% for non-aboriginal male, 15.3% for aboriginal male, 14.9% for non-aboriginal female, and 10.3﹪for non-aboriginal female. The prevalence rate of obesity among school children in this study, especially male children, was higher compared to that of nationwide survey at the same area in 1993-1996. Aboriginal children ate breakfast outside, and skipped their lunch and supper more frequently than non-aboriginal children. The aboriginal children preferred high calorie, high fat foods, and sugar containing drinks to non-aboriginal children. There were also differences on mealtime expense and the habits of eating dessert and snack. Relationship between mealtime expense and overweight, eat faster was at higher risk for overweight (OR=1.33, P<0.05). Aboriginal children tended to eat more when they were in a bad mood, high spirits, having good performance, and being scolded. Non-aborigine children spent more time on computer games, home assignment or extracurricular skill lessons after school than aboriginal children. While aboriginal children preferred sports, jogging, bicycling, and roller-skating for after school physical activities. Children watching longer television were also at higher risk for overweight (OR=1.25, P<0.05). In conclusion, aboriginal children may need more nutrition education on food selection, slow eating, and emotion-induced eating behaviors modification. While non-aboriginal children need to increase their physical activities to prevent obesity.

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45

Chen, Wan-chi, and 陳宛琪. "Amenable mortality trends between aboriginal and non-aboriginal areas in Hualien ,1986-2010." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/10777198202753129187.

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碩士
慈濟大學
公共衛生學系碩士班
100
Background: Taiwan has a comprehensive health care services, but the difference in mortality between urban and rural areas still exist. Many factors that affect mortality including lifestyle, socioeconomic status and the health care service. Amenable mortality is a widely used indicator in the measurement of health outcome. When amenable mortality is higher in the area of medical resources inadequate or uneven distributed, that means the government should pay more attention to the health care investment. Objectives: First, to explore amenable mortality and its trend between aboriginal and non-aboriginal areas in Hualien during 1986 to 2010. Second, to compare the trends of amenable mortality before and after the implementation of National Health Insurance (NHI). Methods: We used direct standardized method to calculate amenable mortality rates and gender-specific, age-specific and cause-specific amenable mortality rates. Joinpoint regression was used to identify changes in mortality trends that might be associated with the implementation of National Health Insurance (NHI). Then we examined the relative ratio in amenable mortality and non-amenable mortality rates between aboriginal and non-aboriginal areas. Results: The standardized amenable mortality rates in aboriginal and non-aboriginal areas had declined from 1986 to 2010, and the percentage account to total death rates had the same trend. Amenable mortality in aboriginal decreased more than non-aboriginal did after the implementation of NHI. The gap in relative ratio of amenable mortality rate still expanded between aboriginal and non-aboriginal areas. Conclusions: With the implementation of NHI and Integrated Delivery System (IDS) played an important role in improving people health, of remote areas death rates in aboriginal areas. Further, the government would enhance the distribution of health resources, and narrow down the gap in accessibility and quality of medical care. That would be helpful to reduce health inequalities.

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Pan, Miao-Chia, and 潘妙嘉. "A Case Study on an Aboriginal Principal’s Management in a Non-Aboriginal School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/33ajc7.

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碩士
國立東華大學
教育行政與管理學系
106
The main purpose of this study was to explore the current situation of an aboriginal principal’s management in a non-aboriginal school. This research applied the case study method to a non-aboriginal primary school with an aboriginal principal, Ataw Piling. The researcher collected the data by in-depth interview, document analysis and observation. The conclusions of this study were summarized as follows： Ⅰ. Principal Ataw’s school management philosophy： A. inspire students to reach their greatest potential B. “love” to appreciate every child and awaken them to infinite life potential C. “good example” to guide the whole teaching and administrative staff, in order to inspire organized team learning motivation. D. “respect” attitude to communcite with all parents so as to win their trust,support and encouragement. E. “integrate but not the same” to view everything and let things happen is they shound, wish different student’s character integrated into the circumstances and encourage creativity and development. Ⅱ. Principal Ataw’s school management style had three different leadership elements, including using democratic and autocratic leadership styles together, a view to carrying out tasks tp finish, and an emphasis on a deeply caring and tactful leadership style. Ⅲ. Principal Ataw’s school management advantages and challenges： A. the advantages of school management included respection and integration Hakka culture and spirit, basic proficiency requirements were improving and the overall performance was outstanding. B. the challenges facing school management include the prejudice and stereotypes of aboriginals, decling birth rate, making sure to self-appraisal after tasks, software and hardware equipment need to improve, unremarkable executive leadership achievement and success, the distribution of workload is unequal and need to changing by taking turns different workload and passing down generation to generation is not easy to transmit and arise a fault. Ⅳ. Principal Ataw’s school management strategies concerning from school executive leadership, teacher professional development, campus environment planning an school public relations were analyzed and examined. Based on the research conclusions, the author provided some suggestions to the educational administrative authorities and aboriginal principals for improving management in non-aboriginal school as references.

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47

McClain, Karen B. "Binary opposition between Aboriginal and Non-Aboriginal holistic method impedes success in native literacy /." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=370492&T=F.

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Her, Pey Shan, and 何佩珊. "The Study of Related Factors of Medical Care Utilization Between Aboriginal and Non-aboriginal Children." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/85189484821251604482.

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碩士
高雄醫學院
公共衛生學研究所
84
The purpose of this present study was to realized the difference ofmedical care existed between aboriginal and non- aboriginal children.The studyalso examined whether acculturation influenced the utilization of healthsevices. 896 children were included in the study,consisting of 316 aboriginal and580 non-aboriginal children.The survey was carried out among children bornafter 1983 from two communities.Aboriginal group lives in San-Di-Men community, and non- aboriginal group lives in a nearby community , Kao-Shu.The parentsof children filled out a questionnaire corcerning their socioenconomic status, medical belief, self-perception of their children''s health , and theirchildren''s medical behavior, physician utilization in the late month. The non- aboriginal children had 91.54% natinal health insurance coverage ,but the aboriginal children had lower proportion with 79.37%, but the coverageof national health insurance would not make difference on the utilization ofmedical service between the two groups.The non-aboriginal parents might choosemultiple medication including western , traditional , and folk medication fortheir children ,but the aboriginal parents might tend to only choose thewestern medication for their children .The proportion of aboriginal childrenwho preferred seeking medical care from providers practicing outside townshipwas higher than non-aboriginal children (p<0.01) with odds ratio of 10.35.Theaboriginal children also accepted more iatrogenic injection thannon-aboriginal children, when they had the physician consultation. In thestudy, the access to medical care might influence the number of physicianvisits between the two groups. The prevalence rate of children''s illness was 42% and the the mean numberof physician visit in one month per child was 0.81-0.83.There was nodifference between aboriginal and non-aboriginal on the prevalence rateof illness and the mean number of physician visit , but aboriginal childrenhad higher incidence rate of skin diseases and accident.The finding suggestedthat there was a little significant discrepancy between aboriginal andnon-aboriginal children on the medical service utilization and illnesspattern.But it seemed that there was no difference on the related factors ofmedical care utilization between the two groups.The impact of modernmedication on the medical service utilization was that the parentswould choose the proper medication for their c hildern when their children were ill.

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49

Calder, Kim J. "Differentially scaffolded instruction for aboriginal and non-aboriginal students during writing in the elementary years." Thesis, 2003. http://hdl.handle.net/2429/14833.

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This study examines how teachers differentially support the needs of their Aboriginal minority students and non-Aboriginal students during writing instruction. Two grade 4/5 teachers and their students participated over a four month period in classroom observations, interviews, and artifact collection. Findings were that these teachers tended to informally assess the needs of their students, and did not always strategically plan instruction or provide differentially scaffolded support based on identified needs. Various factors impeded the teachers' abilities to incorporate empirically validated methods into their practice. Implications for pre-service and in-service professional development are discussed. Also highlighted is the need for further research into the appropriateness of recommended approaches to writing instruction for Aboriginal students.

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Ming-Jer, Chen, and 陳明哲. "Transcultural Evaluation of Areca Quid Abusers between the Aboriginal and the Non-aboriginal in Taiwan." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/24000065510247286792.

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碩士
高雄醫學大學
口腔衛生科學研究所碩士在職專班
90
英文摘要 Summary Areca quid chewing is a popular habit and well-known ethnopsychopharmalogic agent in south-east Asia. It is not only legal but also socially acceptable and encouraged in many places. But chewing areca quid increases the risk of oral lesions, and decreases the onset age of oral cancer and promotes psychosocial impairment. In accordance with the Diagnostic and Statistical manual of Mental disorder (forth edition, DSM-IV), we developed a specific self-report questionnaire modified from the famous SCAN system, DSM-IV and ICD-10. The initial screening test for areca quid abusers had 52 questions. Its components included the onset age and frequency, subjective craving and feeling, social problems, physical problems, oral symptoms, psychological and abstinence-related problems, the motivation and capacity to abstain, and demographic data. The answers are divided into〝Yes〞or〝No〞. There are 249 areca quid users 150 men, 99 women, (146 aboriginal, 103 non-aboriginal) recruited. The abusers tended to have older age early onset, less education, higher daily consumption of areca quid, lacked abstinence motivation,and occupation. There were no differences on motivation to quit chewing (abstinence) between abusers and non-abusers. There were no statistical differences on tobacco-smoking and alcohol-drinking behavior. Comparison with different demographic characteristics and choice items of the abusers and non-abusers between the aboriginal and non-aboriginal, these results become the basic content of psycho-education and guide of epidemiology and public health about Areca quid abuse. Based on the statistical analysis of ROC curves, 11 questions were chosen for the Self-report Screening Test for Areca quid Abuser (SSTAA). An areca quid chewer’s answers with a certain score or more in these questions would be considered an areca quid abuser. The modified process of SSTAA is performed for the evaluation of the native culture-related substance user. Key words：Areca/betel quid, Aboriginal , Self-rating, Substance abuse, Taiwan

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Dissertations / Theses on the topic 'Aboriginal-non-Aboriginal'

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