Environment, Resources and Sustainability

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This is the collection for the University of Waterloo's School of Environment, Resources and Sustainability.

Research outputs are organized by type (eg. Master Thesis, Article, Conference Paper).

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Collaborative Environmental Governance and Indigenous Governance: A Synthesis
(University of Waterloo, 2013-10-31T15:04:29Z) von der Porten, Suzanne
This study addresses a conceptual gap in collaborative environmental governance pertaining to the role of Indigenous peoples. Conventional collaborative approaches to environmental governance include input and resource-pooling by two or more stakeholders. This approach becomes conceptually problematic when the stakeholder view is extended to Indigenous peoples. While experiences vary widely around the world, it is common for Indigenous peoples to assert themselves as existing within self-determining nations within their traditional homelands – rather than as stakeholders or interest groups. This perspective is reflected in the Indigenous governance literature, which provides a window into how Indigenous peoples view themselves. The purpose of this doctoral research was to critically evaluate the extent to which principles and practices of collaborative environmental governance are compatible with the main tenets and advances in Indigenous governance related to self-determination. This was done through an extensive literature review and empirical study in the context of British Columbia, Canada. Through a multi-case study analysis of three regional scale cases, complemented by analysis of a single case at the provincial scale, this research analyzed assumptions and perspectives existing at the intersection of Indigenous governance and collaborative environmental governance. The regional, multi-case study concentrated on the practice of collaboration around governance for water, while the provincial case examined a water policy reform process. The key findings of this research were that non-Indigenous entities and personnel initiating or practicing collaborative environmental governance and engaged in water policy reform tended to hold a stakeholder-view of Indigenous peoples. In contrast, Indigenous peoples and leaders tended to view themselves as existing within self-determining Indigenous nations. These conflicting assumptions led to dissatisfaction for both Indigenous and non-Indigenous peoples with regard to collaboration for water governance and water reform, in terms of both processes and outcomes. This research makes contributions to both scholarship and practice. Conceptually, the research identifies how the assumptions and approaches to collaboration within mainstream collaborative environmental governance scholarship should shift fundamentally in ways that incorporate concepts related to Indigenous governance. This conceptual shift could be applied to the breadth of empirical contexts that are discussed in existing collaborative environmental governance scholarship. The empirical findings of this research provide a robust rationale for the importance of a conceptual bridge between the collaborative environmental governance and Indigenous governance literatures. This bridge would involve creation of a body of collaborative scholarship that addresses self-determination and nationhood when theorizing on collaboration with Indigenous peoples. Additionally, it makes a practical contribution by highlighting ways in which those engaged in collaborative environmental governance and water policy reform can draw on some of the tenets of Indigenous governance scholarship. These recommendations include the following: (1) approach or involve Indigenous peoples as self-determining nations rather than one of many collaborative stakeholders or participants; (2) Identify and clarify any existing or intended (a) environmental governance processes and (b) assertions to self-determination by the Indigenous nation; (3) Create opportunities for relationship building between Indigenous peoples and policy or governance practitioners; (4) Choose venues and processes of decision making that reflect Indigenous rather than Eurocentric venues and processes; and (5) Provide resources to Indigenous nations to level the playing field in terms of capacity for collaboration or for policy reform decision making. Finally, this research suggests that positive outcomes are possible where water governance is carried out in ways that meaningfully recognize and address the perspectives of Indigenous peoples.
Investigation of Milk and Alternatives Intake and the Impact of School Nutrition Programs in First Nations Schoolchildren
(University of Waterloo, 2010-08-31T17:13:50Z) Gates, Michelle
Objectives: To assess the intake of milk and alternatives, calcium, and vitamin D in on-reserve First Nations youth in Ontario, Canada; and the relationship of these nutrients to body mass index. To assess the impact of a simple food provision program on the intakes of milk and alternatives among First Nations youth in Kashechewan First Nation and Attawapiskat First Nation, Ontario, Canada. To assess the process of implementing a comprehensive school nutrition education program, as well as its effects on the intake of milk and alternatives, as well as knowledge, intentions, and self-efficacy among First Nations youth in Fort Albany First Nation, Ontario. Methods: Twenty-four hour diet recall data collected by web-based survey between November 2003 and June 2010 (including pre- and post-program) were used to assess intakes. Milk and alternatives, calcium, and vitamin D intakes were described and compared to food and nutrition standards and to intakes in the general population (CCHS cycle 2.2), and related to BMI. Data collected in different years for the same community and season were used to assess yearly effects on milk and alternatives intake (four communities). Data collected in the same year and season but from different communities were used to assess latitudinal effects on milk and alternatives intake (four community pairs). Paired change in intakes was evaluated one week-post snack program implementation in Kashechewan and Attawapiskat, as well as one year post-program in Kashechewan. Change in intakes as well as knowledge, self-efficacy, and intentions were evaluated in Fort Albany after the completion of a comprehensive school-based program. Student (grades 6-8), teacher (from grades K-8), and parent impressions were collected via questionnaires and focus groups. Results: Mean intakes of milk and alternatives, calcium, and vitamin D were below recommendations and levels seen in the general population. No relationship between body mass index and milk and alternatives, calcium, or vitamin D intake was detected. Latitudinal and yearly variation in intakes was detected in the communities under study. Pilot school food provision programs improved intakes in the short-term under close to ideal circumstances, including adequate dedicated personnel and resource support. After one week, calcium intake increased in Kashechewan (p=0.044), while milk and alternatives (p=0.034) and vitamin D (p=0.022) intakes increased in Attawapiskat. Multiple logistical barriers meant that these improvements were not sustained in the long-term. A comprehensive program in Fort Albany was successful in increasing knowledge (p=0.050) and intentions (p=0.010) towards milk and alternatives intake. Students were generally grateful for the snack programs, and especially enjoyed the hands-on lessons in Fort Albany. Teachers in Kashechewan thought that the snack program was very valuable for students and helped with their alertness and attentiveness. In Fort Albany, teachers noted that it was helpful to have an outside person who could devote all of their time to teaching the students about nutrition; they thought that the students gained a whole new perspective about nutrition via the program. Parents in Fort Albany were enthusiastic about the school nutrition program, but noted availability and cost as major barriers to healthy eating. Conclusions: The low milk and alternatives, calcium, and vitamin D intakes seen in the study population parallel results seen in studies of other Canadian Aboriginal populations. Further study is needed to clarify the relationship between milk & alternatives intake and BMI in this population. Latitudinal and yearly variations in intake were identified, and therefore should be accounted for when tailoring interventions to specific First Nations; the needs, opportunities, and barriers in each case may differ significantly. This study demonstrated that school food provision programs were valued by students, parents, and teachers; and were efficacious in improving short-term intakes. Comprehensive programs were shown to improve student knowledge and intentions to make healthy food choices. In order to support long-term effectiveness, the barriers identified through this research, including the need for adequate and sustainable resources, must be addressed.
Investigation of vegetable and fruit intake of First Nation schoolchildren: Do school nutrition programs make a difference?
(University of Waterloo, 2010-08-31T17:11:06Z) Gates, Allison
Objectives: To investigate the vegetable and fruit, “other” foods, fibre, folate, vitamin A, and vitamin C intakes of First Nations children and adolescents residing in seven communities in northern and southern Ontario, including variations by year and community, and comparisons to current dietary standards and national averages based on age and sex. Also, to implement and assess the impact of two school nutrition programs (in Kashechewan and Fort Albany, Ontario) on dietary intakes of vegetable and fruit, “other” foods, fibre, folate, vitamin A, and vitamin C. Also, to evaluate the two school nutrition programs, one a simple food provision program in Kashechewan, Ontario and the other a more comprehensive school nutrition program in Fort Albany, Ontario, in terms of student and teacher impressions and program integrity. For the program in Fort Albany, the impact of the program on nutrition knowledge, self-efficacy, and intentions to eat more vegetables and fruit will also be assessed. Finally, to investigate the association between Body Mass Index (BMI) and vegetable and fruit and fibre intake in First Nations children and adolescents living on reserve in Ontario. Methods: Dietary intakes were evaluated using 24-hour dietary recall data collected via the validated Web-Based Eating Behaviour Questionnaire (WEB-Q) between 2003 and 2010 in seven First Nations communities in northern (Attawapiskat, Fort Albany, Kashechewan, Moose Factory, and Peawanuck) and southern (Christian Island and Georgina Island) Ontario. Vegetable and fruit, “other” foods, fibre, folate, vitamin A, and vitamin C intakes were compared to current dietary standards and Canadian Community Health Survey Cycle 2.2 (CCHS). Yearly and community differences in intakes were assessed using specific dataset pairs to control for season, year, and community, where conditions were comparable. The association between vegetable and fruit and fibre intake and BMI was investigated using the weight classifications described by Cole and colleagues (2000) and based on selfreported heights and weights. The impact of a simple food provision program in Kashechewan First Nation was examined in terms of vegetable and fruit, “other” foods, fibre, folate, vitamin A, and vitamin C intakes pre-, oneweek post, and one-year post program using the WEB-Q. Finally, the impact of a comprehensive school vegetable and fruit education program was evaluated in terms of vegetable and fruit, “other” foods, fibre, folate, vitamin A, and vitamin C intakes, nutrition knowledge and preferences, and intentions and self-efficacy to eat more vegetables and fruit pre- and post-program using validated questionnaires. Within each program, parent/guardian, student, and teacher impressions of the program were evaluated via questionnaires and focus groups. iv Results: The majority of participants (n=443 students from seven communities) had intakes of vegetables and fruit and relevant nutrients below current standards, with the exception of vitamin C. Mean intakes of vegetables and fruit fell below Canadian Community Health Survey averages. Mean intakes of “other” foods exceeded vegetable and fruit intakes in all age and sex groups in terms of servings. There was no significant association between vegetable and fruit or fibre intake and BMI. In certain instances, significant variation in intakes existed between different years and communities. Under ideal conditions (short-term, investigator-run portion of the program), the school food provision program in Kashechewan First Nation produced improvements in vegetable and fruit intakes (n.s.). Long-term intakes did not improve. Teacher and principal impressions of the program were overwhelmingly positive. In the short term, the vegetable and fruit, relevant nutrient, and “other” foods intakes of students in Fort Albany did not significantly change following a comprehensive school nutrition education program, and neither did intentions or self-efficacy to eat more vegetables and fruit. However, the program resulted in significantly improved nutrition knowledge, as well as significant improvements in the number of vegetables and fruit that participants had been exposed to and liked. The majority of parents, teachers, and students had positive impressions of the program. Conclusions: Overall, the dietary intakes of the study participants were characterized by poor intakes of vegetables and fruit and intakes of “other” foods that exceeded vegetable and fruit intakes in all age and sex groups. Rates of overweight and obesity were higher than those reported in the CCHS. With adequate resources and support, school nutrition programs have the potential to improve the vegetable and fruit intakes of children and adolescents living in the communities involved in this research. However, it is probable that the numerous barriers to healthy eating identified in the communities examined blunted the positive effects of the program piloted in this study. Future initiatives should include community-based approaches to improve accessibility of affordable, healthy foods of reasonable quality. In conjunction with school nutrition programs, such programs may have the ability to positively impact the dietary intakes of children and adolescents living on reserve in Ontario.

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Browsing Environment, Resources and Sustainability by Subject "Aboriginal"