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Aboriginal Support Services incanads Page 5 of 6 ~bwarmblwetbe-t~(P*,frrlkw~i) C~adcmic Advising t~boriginal cultural activity corienration tLeadenhip pogmr Chientoring ~~piri~s~~cligian smices r~arecr munwlling CCauer developmentlcenrcr r~ealth rcrvicer C~esidcnce rToining Seminars (e.g.. healthy KTime management relationships, suers management. budgering. etc.) Cwellness CAcadcmic Twition Pmgmr I ~ t h e(please r specify) Feel bct to emmwA he. 13. What b your prrrption dAbori@ml dudeM &expe&aliau and Aboriginal rhldml vrvlee provlsim? 14 Thulc yw Ir your tie rd nnsidenlh m lbk Imputanl har. I wkwn ysu lo lab tbk Uar to u k any quslaa. make m ioa a to (unher daborale on uy rolerant irsur. Thanksapin.
Aboriginal Suppon Services in (Snada Puge6ot'b *~rrnrmkUutplubU~dwnrawlllbckrprinIhe~~rr( cdhkm and vUI m( be vithm ywr apmnd ramt. If you have any qucrtionsor mm, plm feel free to contact Miik Pldm via e-mall at ~~~w
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TOTAL OF 10 PAGES ONLY MAY BE XEROX
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LOOKNO FORWARD.. . A N8tionrl Ponpc
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lo a misundenlanding of the Abmigin
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My pumey has nd besn on that has be
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Tab 15 mmm-mibiii and dulie6 encoun
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~osl-ssto&ry experiences of Aborigi
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sarvlces bmg dbmd by Abongwl alum w
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Chapter 1 Introduction Initidly, po
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exlent, led, dapVl and resources ma
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au L)~.WY w s~ouo~ps)ord was wms DW
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madiine whenl. These rymbo)a am oft
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4) a) What mwb ltm epdalbw of Abori
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hIirnMOlu of* study The rearion mat
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4) A further limitation of this stu
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aignificsnt meaning: mpfwnting lo@w
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lnboduction The lilBrBture mW# has
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Ncdhem Afdn Can& (INAC), bmdy kmrm
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as likehlm mi crmpteta high rchod a
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hmugh tsdaal funding a(he mgnizant
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Harwsr, many RMarchara wara finding
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Abarigiml studenla who Mlhdrew in c
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mas succsssful in ampklim ofthair c
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infad mmiumws about their dossn aca
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edu&md system. Ti-mafwliis haw orig
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The uw of the temp. Abo-l and mn-Ab
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tDward collage ins(ruebhn, perad fe
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C o u n and ~ mica mwt whstand the
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abnoaphre, which anmuage i-ns. lnts
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dOmiMIK8 d081 huve mnm validah wilh
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The lack of a lheq of NaWe % due ha
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1981) and difroring philosophy fmm
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ofm, MienflaM &a!. (1W7) dacribed l
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on individuals and gmup Mmugh: I) o
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stvdant ravicar model, in- have bwn
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mo!Ms, bscoming establishing idem,
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first yew Mnorsmk MA (KmfWaw 6 SWm,
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Wrn (19e7) med two r i m in student
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&&onofvlsirexislinpmnsofclddrsssiil
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serviced (Banow, Cor Sam 6 Spiik. 1
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miniiizo this &cl. ALso lha wwding
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Telephcm and mail wrveys have -1 ad
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Intduc(lon tvchiblld el al. (1995)
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smey was pmbstd wilh Abaripinal pos
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1) W s u m asrvicas are Mently in p
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4) W is (he mlo of Aboriginal peapl
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idem Um a u ~ a l i(LaComp(e i (L W
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fmeen &mem ofa eonscmt form outline
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IntmdUcuon The rasub oflhis W y am
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~dindoryandlhmughpesr~. Alsttsrofin
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hadfacuHydWIpopu!aIiond 1 ~ 1 5 0 0
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than live panrmt ofthair tDtli atud
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pmvaed suppo-t fortk use of lha stu
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Data in Tat& 5 pmvider evidm to iUu
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General Mas - - 9.1 4.5 BA 85.7 25
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Pbh 7 Omer 25 4.5 Chlldm' Yes 27.3
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52% ofthe p~pmtsdolthat52%, appoxir
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nnuiniq few indwidwl's mked the aUd
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Db* 9 CuHunl events and p ~ o f . m
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Aborlgirul Student Smica Sumy The A
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sludents who ware younger han WnIy-
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lndiutim which Abofbi~l armm had us
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@&ant service centma.&@.& Pmgnmorwr
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Wh mtktkm wwicer d y being offered,
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w (pram) Top Canewns Wastarn* Cmtnl
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~ o o c o ~ m , Aborigiml shdmt wrv
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sabd about Abomilul studs n& and sr
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Aborigi~l Unknnily Student Sumy Que
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Appmdmldy4.5% of lha sludanbr indii
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My&, llroliebMa6wnvprolBssassnd~hXS
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Aboriginal unimrliy mdmta by wlon 1
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volmr pmgrams, while lhe ohrage gmu
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-ic cuafx&m, a d m m a nwemironmnt,
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TO have servicas that am mWva of ea
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shlmnts did no( rank Wm among Wr to
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~mpcciv. -rn central Eatern . finan
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Panpciw Wmm Mnl Entnn PmfessW . Acr
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Discussion of the findings Aborigin
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s.rvica b&Ig othnd by AbocigiMl rtu
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cumelling an Aboriginal student (Jo
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n i s ~ t l o ~ m ( h o ~ ( I I ~ n
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8mgni&whaahatdlmkilwPImbeinga~~derB
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Nm.nb and rnodrb k.1suHed for Abori
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appmach r&acling sludm pa~aonal, sp
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wwldsuggest~~wouldbe~to~andfostera~
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MY-- The koliic appmach m Abotiginn
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8) me bnmef be uad to es!aMish a na
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Mp in the development ofsgvicas to
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professionals thought shadd ha incl
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This s4& had a mnh sampling of Abor
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pmfe6simis w Abociginal rtuden(ll.
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Barman. J.. H&ett, Y.. 8 McCaskill.
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E m . W1). 101-108. CACUWACEUCC (20
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Rear. Eriekscm. F. (1978). Anlhmloa
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likelihood oftheir ude of a ceumsli
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Frmcirco: Jossy-Bsss Inc. Wihing. m
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Malinwki. S.. Sbab. A.. Lehman. J.
Page 199 and 200: OsO) OpW N. (1889). Cullursl valua,
Page 201 and 202: UBC Pnsr. Rhodea. R. W. (IgsO). Mea
Page 203 and 204: @dent PefSO~ltWl Mminim m, 2-8. Sba
Page 205 and 206: H1), 14. % B. & Tikmey, W. 0. (1991
Page 207 and 208: Opening Prayer 0 Great Spirit Whose
Page 209 and 210: To Whom It May Concern. March 23rd.
Page 211 and 212: ADpendix C lntmduclion Mter to the
Page 213 and 214: Thank-yw fw your Lme. Ywn in Aborig
Page 215 and 216: Aboriginal Student Services in Cana
Page 217 and 218: 7. Whpt Abcegi.rl -pram p-I on Jaur
Page 219 and 220: 9. Wh.1 pruar~~s snd smviw mi011 th
Page 221 and 222: Qhw -her lha ).our idrnlily .nd -me
Page 223 and 224: Aboriginal University Student Surve
Page 225 and 226: I," L _ R c s & n e c r c a ~ c o "
Page 227 and 228: nppendix F Hard Copy of the Develop
Page 229: imdyefionhrml Page I aF2 This study
Page 232 and 233: DWCUIMER % THIS WEB SITE I S TEMPOR
Page 234 and 235: 0 Great Spirit Whose mceI hem m the
Page 236 and 237: CO-t Page ? of2 Aboriginal student
Page 238: lliis sun+ ltns heen der191cd ro e~
Page 241 and 242: Abaiginsl Post Semndsry Student Svn
Page 243 and 244: Aboriginal Pan Smndny Student Swcy
Page 246 and 247: Aboriginal Suppnt Services in Canad
Page 248 and 249: Aboriginal Suppan Servims in Canada
Page 252 and 253: AU about M Page I of? Hi. I am ny e
Page 254 and 255: endim G Aboripmal Shrdent Swim in C
Page 256 and 257: J. WKW. Fk%l E Kmaenunirmnvwm 12666
Page 258 and 259: May Ywng Nab* Slvdat Cldul~r younam
Page 260 and 261: 955 (livsrROa0 Thund* uay. ON, WB 5
Page 262 and 263: V i PUes mOldlnaOT ~lvr~Ql~llan UWD
Page 264 and 265: Ant Nuk,,.'TliM Dins(ay. ~ C . n a
Page 266 and 267: Rufo((o*ring+atbtofthn Abaiiginrl p
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