Building Sustainable Communities

Working Together to Improve the Health of the Community.

Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how): 
Dianne Ferguson, Executive Director Primary Health Care
Email address of primary contact person: 
dfer@fhhr.ca
Phone number (if applicable): 
306-691-1562
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon): 

 

Throughout Five Hills Health Region, Primary Health Care has been working with communities using a participatory approach to engage community members to work towards improved health of the community. The Expanded Chronic Care Model (Barr et al., 2002) and the social determinants of health are foundational models for this work. Primary Health Care and Craik Sustainable Living Project (Health Sub-Committee - Social Pillar) have partnered to impact and promote healthy lifestyles in Craik and Area communities. This work includes awareness, education and actions to make healthy lifestyle choices easier for community members. Linking with existing infrastructure in the community reduces extra meetings for community members, contributes to goals that are meaningful to the community and provides an opportunity for the health region to better understand the community.

 

Describe the timing of your project (Please describe the date and length of time the project runs): 

Ongoing.

Keywords (Please list keywords, separated by commas, that relate to the project): 
Primary Health Care, Community Development, Expanded Chronic Care Model, Determinants of Health.
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project): 

This work includes awareness, education and actions to make healthy lifestyle choices easier for community members. Linking with existing infrastructure in the community reduces extra meetings for community members, contributes to goals that are meaningful to the community and provides an opportunity for the health region to better understand the community.

What level of education does this project address?: 
Public awareness, for example, through the media (informal education)
Professional and other training outside the formal school/higher education system (non-formal education)
How did you find out about this survey?: 

 

Ann-Marie Urban, Glen Hymers

 

STARS [Student Teachers’ Anti‐Racism Society]

Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how): 
Carmen Gillies
Email address of primary contact person: 
cgillies@sasktel.net
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon): 

The purpose of STARS is to provide a venue for teacher candidates at the University of Saskatchewan to engage in anti‐racism/oppressive education. Participants work to understand, identify, and address systemic racism through encouraging respectful dialogue, building community relationships, providing resources, and organizing professional development opportunities. The project is important because it brings together both the mainstream and the Aboriginal teacher candidates in the College of Education towards finding solutions to systemic racism. Two theme areas STARS specifically addresses are: Building sustainable communities, and Sustaining and bridging cultures. A general ESD issue addressed is the issue of systemic racism and colonialism.

Describe the timing of your project (Please describe the date and length of time the project runs): 

The project is ongoing and takes place currently in the College of Education, University of Saskatchewan.

Keywords (Please list keywords, separated by commas, that relate to the project): 
STARS, anti-racism, education
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project): 

The project is important because it brings together both the mainstream and the Aboriginal teacher candidates in the College of Education towards finding solutions to systemic racism.Participants work to understand, identify, and address systemic racism through encouraging respectful dialogue, building community relationships, providing resources, and organizing professional development opportunities

What level of education does this project address?: 
Post-secondary institution
Describe any participation in your project from the grassroots community, youth, the poor/vulnerable, minority groups: 

STARS is empowering to Aboriginal and non‐Aboriginal youth and adults because it provides a space for individuals to express how they feel about ongoing colonialism and how it effects people, communities, and the environment. The level of community involvement is high as the membership is diverse and includes representation from First Nations, Métis, women, and other populations that are often excluded or  marginalized in decision making.

Influence of Cultural Water Quality on Waterborne Diseases at The Calling Lakes, Saskatchewan: Monitoring and Modeling with First Nations Perspectives

Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how): 
Arzu Sardarli
Email address of primary contact person: 
asardarli@firstnationsu niversity.ca
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon): 

A few years ago, residents of the Kashechewan Reserve in Northern Ontario had had to leave their homes because of the problems associated with their water. This was a result of many years of dynamic negative processes. Modeling of these dynamics processes could predict negative trends and prevent health care and economic problems. The goal of the presented studies was to develop a mathematical model of the water quality in Round Lakes. The project was supported by Health Canada within the National First Nations Environmental Contaminants Program.

Describe the timing of your project (Please describe the date and length of time the project runs): 

The mathematical model of the water quality dynamics were developed for last 30 years and next 20 years. Based on the developed model it was concluded that two scenarios may take place regarding the water quality in the Peepeekisis and Kahkewistahaw First Nations. According the Polynomial scenario, within next 15‐25 years the negative dynamics of the water quality in both of the communities will be held. However if the positive factors (construction of water treatment facilities, restriction of chemical use, etc) regarding the water quality are stimulated at least at the current level, in 15‐25 years we may observe dominating of positive trends in water quality in both of communities.

Keywords (Please list keywords, separated by commas, that relate to the project): 
water quality, First Nations, mathematic model
What level of education does this project address?: 
Post-secondary institution
Public awareness, for example, through the media (informal education)
Describe any participation in your project from the grassroots community, youth, the poor/vulnerable, minority groups: 

Though last decades the water quality has been an important object of researchers, very often the First Nations communities are not actively involved in these projects. The Elders made significant contribution to the project on advisory base. Nine First Nations representatives from Peepeekisis and Kahkewistahaw, including the Chief of Kahkewistahaw First Nations, the Headman, councillor and six Elders participated in the project. The questionnaires were distributed to each of the households of Peepeekisis and Kahkewistahaw. The feedback for the questionnaires was about 40%, which is very high number for analogical surveys in Saskatchewan. First Nations representatives were trained for organizing the surveys in their communities. The Education departments of both communities closely participated in the project. The results of the project were presented in the workshops organized in Peepeekisis and Kahkewistahaw First Nations communities.

Project sponsors/funders: 

The project was supported by Health Canada within the National First Nations Environmental Contaminants Program.

Canadian Wildlife Federation (CWF)

Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how): 
Lizabeth Nicholls
Email address of primary contact person: 
Lizabethn@cwf‐fcf.org
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon): 

In March 2009, the provincial government , through the Saskatchewan Watershed Authority, devolved the Environmental Education Program including the programs Project WILD Saskatchewan, Below Zero SK, Project WET Saskatchewan, and the Native Prairie Curriculum Project, due to budget cuts.The purpose of these programs is to enable teachers and informal educators to be competent to use these quality instructional resources to educate young people from awareness to action on a variety of environmental issues facing Saskatchewan. The goal is to educate these young people to become responsible citizens, making positive environmental choices in their day to day lives and to participate as responsible citizens in decision making on environmental issues in their communities.

Describe the timing of your project (Please describe the date and length of time the project runs): 

ongoing

Keywords (Please list keywords, separated by commas, that relate to the project): 
project WET, project WILD, Below Zero
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project): 

The purpose of these programs is to enable teachers and informal educators to be competent to use these quality instructional resources to educate young people from awareness to action on a variety of environmental issues facing Saskatchewan. The goal is to educate these young people to become responsible citizens, making positive environmental choices in their day to day lives and to participate as responsible citizens in decision making on environmental issues in their communities.

What level of education does this project address?: 
Elementary school
Middle years school
High school
Post-secondary institution
Describe any participation in your project from the grassroots community, youth, the poor/vulnerable, minority groups: 

Most recently an initiative resulted in the recruitment and development of 26 First Nation and Métis educators as Facilitators for the program. Annually, about 500 pre‐service education students, from all eight teacher education programs in the province, including all the aboriginal teacher education programs, receive from four to 15 contact hours of education on environmental topics and methodology through these programs.

8 Short Films with Elmer Laird

Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how): 
Pat Godhe
Email address of primary contact person: 
pat_godhe@hotmail.com
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon): 

An eight part video series featuring Elmer Laird and the Back to the Farm Research Foundation (BFRF) was produced in the spring of 2008. The purpose of this video series was to document the experiences of Elmer Laird as a pioneer in organic agriculture. He and his wife founded the BFRF in 1972, and it they developed the first certified organic research farm in Canada. The video series introduces people to Elmer Laird and his life’s
work. The viewer gains an understanding of the history and function of the organization. Further, the viewer discovers some wisdom and lessons learned by Elmer and his organization over a 36 year period.

Describe the timing of your project (Please describe the date and length of time the project runs): 

ongoing

Keywords (Please list keywords, separated by commas, that relate to the project): 
organic, farming, education, pesticides, video
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project): 

The main benefit is the transformative educational dimensional aspect of having available on the Internet a series of user friendly media in the form of eight, 10 minute ‘youtube’ videos. This video series is also a part of SODFMC’s larger campaign of developing educational curriculum arounf food security and local, organic food production. By educating and inspiring others to seek out organic and local food, or  motivating them to become producers of same, the environment benefits. Organic farming and food production does not use synthetic or chemical fertilizers and pesticides. It is the goal of SODFMC to continue educating on these issues, thus helping to mitigate the effects of climate change by reducing our dependence on fossil fuels for the production of food. The research and experiences documented in the film series also demonstrates adaptation techniques moving away from fossil fuel dependent agriculture, as well as water conservation.

What level of education does this project address?: 
Public awareness, for example, through the media (informal education)
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