Deck 8: Canadian Case Studies

Question 1

When the individuals complete their training at the School of Community Government in Yellowknife, they report high satisfaction. This is called

A) impact.
B) result.
C) outcome.
D) evaluation.
E) research.

Answer 1

A

Question 2

By making a conscious effort not to duplicate services, and to provide programs that are not available elsewhere, the Resiliency Centre is an example of

A) advocacy
B) grassroots involvement.
C) integration.
D) holism.
E) coalition.

Answer 2

C

Question 3

The Resiliency Centre in New Brunswick operates as a separate organization with its own board of directors and mandates. This is an example of

A) production.
B) hierarchy.
C) structure.
D) identity.
E) operation.

Answer 3

C

Question 4

Women Building Futures and the Nunavut Arctic College both used a structure that included

A) teacher training and counselling.
B) local expertise and counselling.
C) local experience and educational opportunities
D) traditional beliefs and professional opportunities.
E) educational experiences and federal government support.

Question 5

The Yukon Arts Centre project originated from the individuals and groups in the community to promote creative arts. This is an example of the application of the principle of

A) integration.
B) grassroots involvement.
C) strengths based.
D) partnerships.
E) coalition.

Question 6

A similarity in the community development practices of the Andrews Street Family Centre and the Seniors Bridging Cultures Club is the connections of the government, community groups, neighbourhood agencies, and professionals. This is an example of the application of

A) integration.
B) grassroots involvement.
C) holism.
D) partnership.
E) advocacy.

Question 7

The activities of the Saskatoon Communities for Children addressed policy changes related to youth safety and family poverty. This is an example of

A) collaborative community policy.
B) community based research.
C) family policy change.
D) targeted social policy change.
E) general social policy change.

Question 8

The impetus for the Dans La Rue community project was

A) concerns for the environment.
B) increased rate of unemployment.
C) increased housing shortage.
D) increased number of youths on the streets.
E) poor educational opportunities for children.

Question 9

The Saskatoon Communities for Children brought together government, academic, and community representatives that enhanced interagency collaboration through research and advocacy. This is an example of

A) grassroots involvement.
B) partnership.
C) strengths based.
D) integration.
E) holism.

Question 10

The Nunavut Arctic College offers programs with holistic content, which are culturally appropriate. This is an example of

A) strengths based principle.
B) collaboration principle.
C) containment principle.
D) assimilation principle.
E) integration principle.

Question 11

A similarity seen in the Andrews Street Family Centre, Dans La Rue, and Saskatoon Communities for Children is

A) governmental control.
B) government funding.
C) social action strategies.
D) top-down approach.
E) grassroots involvement.

Question 12

The Hupacasath First Nation used effective community development practice process that included

A) development of relationships, use of media, and economic development.
B) economic development, application of holistic principles, and media use.
C) application of adult education and holistic principles, and media use.
D) development of relationships, application of adult education principles, and expertise based leadership.
E) expertise based leadership, economic development, and relationship building.

Question 13

In Edmonton, which of the following conditions led to the development of Women Building Futures?

A) high child poverty rates despite average personal income 20% above the national average
B) b increasing global demand for oil & gas, combined with cuts to social assistance
C) women ready to enter the trades and a weakened construction industry
D) high rates of participation in job programs leading to low income jobs
E) a desire to provide ways out of the poverty trap and a strong construction industry

Question 14

A number of the projects identified in the chapter integrate traditional or cultural knowledge as part of their development process. Which of the following does not?

A) Hupacasath.
B) Yukon Arts Centre.
C) School of Community Government.
D) Nunavut Arctic College.
E) Development Isle Madame.

Question 15

What precipitated a community development initiative in the Hupacasath First Nation in Vancouver Island?

A) racial tension and high unemployment rate
B) high child poverty rate and poor living conditions
C) poor social condition and high unemployment rate
D) high unemployment rate and poor mining equipment
E) poor maternal and child health and high unemployment rate

Question 16

The Saskatoon Communities for Children attends to the physical, mental, spiritual, and emotional well being of children, families, and communities. This approach is

A) strengths based.
B) holistic.
C) healthy.
D) comprehensive.
E) collaborative.

Question 17

How did the Hupacasath First Nation in Vancouver Island perform a needs assessment?

A) provincial government assisted in doing surveys and public forum in and outside the community
B) community did surveys and workshops for those inside and outside the reserve as well as having an outside consultant
C) focus groups, door-to-door surveys, participatory research, and public forum held in the community
D) federal and provincial government involved outside consultants to do focus groups and direct mail surveys
E) door-to-door and mail surveys, participatory research, and public forum held in the community

Question 18

The Hupacasath First Nation in Vancouver Island took actions that connected their traditional teachings to the community's current needs in order for a sustainable project. This is the application of the principle of

A) strengths basis.
B) partnerships.
C) coalition.
D) integration.
E) holism.

Question 19

The School of Community Government in Yellowknife is an example of assisting local governments in capacity building for those who were already working in the community. This is an example of the application of

A) strengths based principle.
B) integration principle.
C) grassroots involvement principle.
D) partnerships principle.
E) holistic principle.

Question 20

Mamow Sha-Way-Gi-Kay-Win: The North-South Partnership for Children included a community assessment early in its development. This assessment emphasized the application of the

A) integration principle.
B) strengths based principle.
C) grassroots involvement principle.
D) partnership principle.
E) advocacy principle.

Question 21

Successful community projects are based on strengths or assets.

Question 22

A cookie-cutter approach means that one method fits all.

Question 23

The strengths-based approach in the Seniors Bridging Cultures Club in St. John's is illustrated by the local residents sharing their knowledge and skills.

Question 24

The strategic plan for Development Isle Madame in Nova Scotia came about because of the efforts of local citizens. This is an example of

A) integration.
B) grassroots involvement.
C) partnership.
D) integration.
E) strengths-based.

Question 25

Grassroots leadership means that the approach is top-down.

Question 26

The concept that incorporates the interconnection of everything and everyone with Mother Earth is

A) Hishukishtswalk.
B) Hupacasath.
C) Dans La Rue.
D) Arichat.
E) Iqualuit

Question 27

There are no differences in contemporary community practice in Canada.

Question 28

As a result of the Community Access Program, the Internet has produced the development of new social connections among residents in Charlottetown.

Question 29

Mamow Sha-Way-Gi-Kay-Win: The North-South Partnership for Children aims to improve the quality of life for First Nations children and youth as they transition to living in urban environments.

Question 30

The Hupacasath First Nation community development strategies included job creation and diversification of activities.

Question 31

Anticipating the loss of jobs in the fishing industry is the impetus for the Development Isle Madame in Nova Scotia.

Question 32

Focusing on the knowledge and skills of the community residents is crucial in community development.

Question 33

Women Building Futures is an example of positive social return on investment.

Question 34

The Seniors Bridging Cultures Club in Newfoundland and Labrador produced a report on the health care needs for older adults from different cultures that eventually led to policy recommendations. This is an example of

A) integration.
B) impact.
C) feedback loop.
D) governmental output.
E) effectiveness.

Question 35

The use of online bulletin boards and other technology assisted methods has the potential for sharing resources.

Question 36

When the social, economic, and natural environments are taken into consideration in the community development process, the principle used is

A) integration.
B) professionalism.
C) assimilation.
D) acculturation.
E) coalition building.

Question 37

Both the School of Community Government and the Dans La Rue project had positive effects for the children in the communities.

Question 38

Grassroots involvement in the Canadian community development projects engaged the local community.

Question 39

When community developers use the same imposed approaches on all projects, they are using the

A) principled approach.
B) academic methodology.
C) cookie-cutter style.
D) contemporary style.
E) non-negotiable methodology.

Question 40

Strengths-based approach incorporates a community's identification of its own needs and assets.

Question 41

List 4 examples of the impetus for change in the Canadian case studies.

Question 42

How does partnership formation benefit community development practice?

Question 43

Describe the principles of effective community development practice.

Question 44

Explain the connection between a community's background and the community development process.

Question 45

Describe the structure of the School of Community Government in Yellowknife.

Question 46

Describe three principles of effective community development practice that were applied by the Saskatoon Communities for Children and the Nunavut Arctic College.

Question 47

Describe how integration is used in the Community Access Program in Charlottetown, Prince Edward Island.

Question 48

Define what is meant by the term structure and discuss the structural characteristics of the Yukon Arts Centre and the Andrews Street Family Centre.