The pigeon guillemot (Cepphus columba) population in Prince William Sound has failed to recover from declines that occurred both before and after the Exxon Valdez Oil Spill (EVOS). Post-spill studies of pigeon guillemot breeding biology have identified three potential factors limiting recovery: (1) predation on eggs and nestlings; (2) declines in the proportion of high-lipid, schooling forage fish (sand lance [Ammodytes hexapterus], herring [Clupea pallasi], and capelin [Mallotus villosus]) in the diet; and (3) continued exposure to residual oil from the spill. This laboratory study with captive-reared pigeon guillemots at the Alaska SeaLife Center investigated two aspects of the species' biology that are relevant to restoration in the aftermath of EVOS. First, we investigated the role of dietary factors (prey type, quantity of food consumed, dietary fat content, and energy intake rate) in limiting the growth, development, survival, and fledging condition of nestling pigeon guillemots. The objective was to understand how changes in prey availability and prey quality might affect pigeon guillemot productivity. Second, we fed nestlings sublethal doses of weathered Prudhoe Bay crude oil (PBCO) and then measured several potential biomarkers of effects from this pollutant. These dose-response experiments were designed to (1) better understand the impact on nestling guillemots of petroleum hydrocarbons in food, (2) calibrate existing and potential biomarkers of exposure to PBCO in pigeon guillemots in a controlled, laboratory setting, and (3) develop better nondestructive biomarkers of exposure to PBCO in pigeon guillemots in particular, and seabirds in general. Results of feeding experiments indicated that most variation in nestling growth rates could be explained by variation in daily energy intake. The type of forage fish consumed, the lipid or protein content of the forage fish, and even the quantity of food consumed daily did not have as strong an effect on nestling guillemot growth as did daily energy intake. The metabolic efficiency and growth performance of nestling guillemots was not enhanced on high-lipid diets, contrary to results with nestlings of some other seabird species. Instead, structural growth (wing length) in nestling guillemots was somewhat stunted on high-lipid diets. These attributes of guillemot nutritional requirements are associated with the guillemots' nearshore foraging niche and high food provisioning rates to nestlings. The average lipid content of sand lance, juvenile herring, and capelin may represent the optimal dietary lipid content for nestling pigeon guillemots. This study supports the hypothesis that guillemot productivity is limited by the availability of these forage fishes through effects on energy provisioning rates to nestling guillemots. Consequently, recovery of pigeon guillemot populations injured by EVOS is likely linked to recovery of these key forage fish stocks. Results of the oil-dosing experiments indicated that nestling guillemots are resistant to small doses of weathered PBCO in their food. No nestlings died or suffered noticeable health effects following dosing. The high dose in this study (0.5 ml kg����� day�����) was sufficient to induce hepatic cytochrome P450A1 (a liver enzyme indicative of contaminant exposure), but growth rate, fledging mass, and blood chemistry were largely unaffected. None of the 12 plasma or hematological markers examined responded in a dose-dependent manner to ingestion of weathered PBCO, except lactate dehydrogenase (LDH). Although baseline stress hormone (corticosterone) levels were not different between oil-dosed and control nestlings, a standardized acute stress protocol revealed that corticosterone was more elevated during stress for oiled nestlings compared to controls. Although we were not successful in identifying a noninvasive biomarker (e.g., growth) or a blood biomarker (e.g., haptoglobin) of crude oil exposure in nestlings, we were able to confirm that levels of hepatic cytochrome P4SO1AI and corticosterone during stress were elevated by the sublethal doses administered during our experiments. Based on this and other studies, it is unlikely that the failure of pigeon guillemots to recover from EVOS is due to effects on nestling health of residual oil in food. / Graduation date: 2003

In 1908, two Canadian women published first novels that became instant best-sellers. Nellie McClung's Sowing Seeds in Danny initially outsold Lucy Maud Montgomery's Anne of Green Gables, but by 1965 McClung's book had largely disappeared from Canadian consciousness. The popularity of Anne, on the other hand, has continued to the present, and Anne has received far more academic and critical attention, especially since 1985. It is only recently that Anne of Green Gables has been criticized for its ideology in the same manner as Sowing Seeds in Danny. The initial question that inspired this dissertation was why Sowing Seeds in Danny disappeared from public and critical awareness while Anne of Green Gables continued to sell well to the present day and to garner critical and popular attention into the twenty-first century. In light of the fact that both books have in recent years come under condemnation and stand charged with maternal feminism, imperial motherhood, eugenics, and racism, one must ask further why this has now happened to both Danny and Anne. What has changed? The hypothesis of the dissertation is that Danny's relatively speedy disappearance was partly due to a shift in Canadians' religious worldview over the twentieth century as church attendance and biblical literacy gradually declined. McClung's rhetorical strategies look back to the dominant Protestantism of the nineteenth century, in contrast to Montgomery's, which look forward to the twentieth-century's waning of religious faith. Although there is enough Christianity in Montgomery's novel to have made it acceptable to her largely Christian reading public at the beginning of the century, its presentation is subtle enough that it does not disturb or baffle a twenty-first-century reader in the way McClung's does. McClung's novel is so forthright in its presentation of Christianity, with its use of nineteenth-century tropes and conventions and with its moralising didacticism, that the delightful aspects of the novel were soon lost to an increasingly secular reading public. Likewise, the recent critical challenges to both novels spring from a worldview at odds with the predominantly Christian worldview of 1908. The goal of the dissertation has been to read Sowing Seeds in Danny and Anne of Green Gables within the religious contexts of a 1908 reader in order to avoid an unquestioning twenty-first-century censure of these novels, and to ascertain the reasons for their divergent popularity and recent critical condemnation.

In the mid-nineteenth century Métis society re-established itself west of Red River in the Saskatchewan country. This thesis tells the long overlooked story of the English Métis of the Prince Albert Settlement, beginning with James Isbisters initial farm in 1862 and the wave of Métis who followed him west in search of a better life. Questions of Identity, Politics, and Religion are answered to place the English Métis in the historical context of the Métis nation and the events of the Canadian states institutional expansion onto the Western prairies. The place of the English Métis vis-à-vis their French, First Nations, and Euro-Canadian neighbours is examined, as are their attempts to secure a land base and continued collective identity under pressures from hostile state and economic forces. Their importance in the events of the period which would have long lasting national and local significance is also examined. A survey of the community and the changes it went through is given from the initial settlement period to the dissolution of the English Métis as a recognizable collective force following Louis Riels uprising.

In 1908, two Canadian women published first novels that became instant best-sellers. Nellie McClung's Sowing Seeds in Danny initially outsold Lucy Maud Montgomery's Anne of Green Gables, but by 1965 McClung's book had largely disappeared from Canadian consciousness. The popularity of Anne, on the other hand, has continued to the present, and Anne has received far more academic and critical attention, especially since 1985. It is only recently that Anne of Green Gables has been criticized for its ideology in the same manner as Sowing Seeds in Danny. The initial question that inspired this dissertation was why Sowing Seeds in Danny disappeared from public and critical awareness while Anne of Green Gables continued to sell well to the present day and to garner critical and popular attention into the twenty-first century. In light of the fact that both books have in recent years come under condemnation and stand charged with maternal feminism, imperial motherhood, eugenics, and racism, one must ask further why this has now happened to both Danny and Anne. What has changed? The hypothesis of the dissertation is that Danny's relatively speedy disappearance was partly due to a shift in Canadians' religious worldview over the twentieth century as church attendance and biblical literacy gradually declined. McClung's rhetorical strategies look back to the dominant Protestantism of the nineteenth century, in contrast to Montgomery's, which look forward to the twentieth-century's waning of religious faith. Although there is enough Christianity in Montgomery's novel to have made it acceptable to her largely Christian reading public at the beginning of the century, its presentation is subtle enough that it does not disturb or baffle a twenty-first-century reader in the way McClung's does. McClung's novel is so forthright in its presentation of Christianity, with its use of nineteenth-century tropes and conventions and with its moralising didacticism, that the delightful aspects of the novel were soon lost to an increasingly secular reading public. Likewise, the recent critical challenges to both novels spring from a worldview at odds with the predominantly Christian worldview of 1908. The goal of the dissertation has been to read Sowing Seeds in Danny and Anne of Green Gables within the religious contexts of a 1908 reader in order to avoid an unquestioning twenty-first-century censure of these novels, and to ascertain the reasons for their divergent popularity and recent critical condemnation.

In the mid-nineteenth century Métis society re-established itself west of Red River in the Saskatchewan country. This thesis tells the long overlooked story of the English Métis of the Prince Albert Settlement, beginning with James Isbisters initial farm in 1862 and the wave of Métis who followed him west in search of a better life. Questions of Identity, Politics, and Religion are answered to place the English Métis in the historical context of the Métis nation and the events of the Canadian states institutional expansion onto the Western prairies. The place of the English Métis vis-à-vis their French, First Nations, and Euro-Canadian neighbours is examined, as are their attempts to secure a land base and continued collective identity under pressures from hostile state and economic forces. Their importance in the events of the period which would have long lasting national and local significance is also examined. A survey of the community and the changes it went through is given from the initial settlement period to the dissolution of the English Métis as a recognizable collective force following Louis Riels uprising.

This thesis document serves as a support paper for my exhibition titled, Selected Work. The goal of this document is to present and discuss a set of ideas and interests as they pertain to my studio practice and thesis project in particular, and to contemporary (ie. current) art practices in general. In this document I examine selected works from Marcel Duchamp, Andy Warhol, Andy Kaufman, Maurizio Cattelan and Richard Prince. Through the exploration of these artists and their works, I begin by examining the object and the conditions that give it approval as an art object. Using these conditions, I examine the effect that experience has on the object. This support paper will serve as a glossary of terms and theoretical concerns relevant to my thesis exhibition / vi, 64 leaves : col. ill. ; 29 cm

In 1908, two Canadian women published first novels that became instant best-sellers. Nellie McClung's Sowing Seeds in Danny initially outsold Lucy Maud Montgomery's Anne of Green Gables, but by 1965 McClung's book had largely disappeared from Canadian consciousness. The popularity of Anne, on the other hand, has continued to the present, and Anne has received far more academic and critical attention, especially since 1985. It is only recently that Anne of Green Gables has been criticized for its ideology in the same manner as Sowing Seeds in Danny. The initial question that inspired this dissertation was why Sowing Seeds in Danny disappeared from public and critical awareness while Anne of Green Gables continued to sell well to the present day and to garner critical and popular attention into the twenty-first century. In light of the fact that both books have in recent years come under condemnation and stand charged with maternal feminism, imperial motherhood, eugenics, and racism, one must ask further why this has now happened to both Danny and Anne. What has changed? The hypothesis of the dissertation is that Danny's relatively speedy disappearance was partly due to a shift in Canadians' religious worldview over the twentieth century as church attendance and biblical literacy gradually declined. McClung's rhetorical strategies look back to the dominant Protestantism of the nineteenth century, in contrast to Montgomery's, which look forward to the twentieth-century's waning of religious faith. Although there is enough Christianity in Montgomery's novel to have made it acceptable to her largely Christian reading public at the beginning of the century, its presentation is subtle enough that it does not disturb or baffle a twenty-first-century reader in the way McClung's does. McClung's novel is so forthright in its presentation of Christianity, with its use of nineteenth-century tropes and conventions and with its moralising didacticism, that the delightful aspects of the novel were soon lost to an increasingly secular reading public. Likewise, the recent critical challenges to both novels spring from a worldview at odds with the predominantly Christian worldview of 1908. The goal of the dissertation has been to read Sowing Seeds in Danny and Anne of Green Gables within the religious contexts of a 1908 reader in order to avoid an unquestioning twenty-first-century censure of these novels, and to ascertain the reasons for their divergent popularity and recent critical condemnation.

Du collège d'Ancien Régime tel qu'il est reconsidéré dans le Traité des études de Charles Rollin en 1726 à l'éducation familiale consentie aux enfants d'Almane dans Adèle et Théodore (1782) de Stéphanie de Genlis en passant par l'anthropologie éducative, Émile ou de l’Éducation (1762) de Rousseau et l'institution princière du Cours d'étude (1776) selon Condillac, les écrits d'éducation du XVIIIe siècle semblent avoir réservé une part importante à la relation éducative. De fait, le rapport établi entre maître et disciple pose question dans un monde en pleine effervescence intellectuelle où l'idée de perfectibilité humaine s'empare des esprits. Le corpus établi forme un ensemble de modalités éducatives variées, oscillant entre éducation domestique et éducation publique puis entre vision idéale et représentation d’une certaine réalité dans une société qui manifeste un intérêt renouvelé pour le monde de l'enfance et de la famille. Ainsi, on cherche à comprendre la qualité et la nature du lien établi entre maître et disciple et à inscrire sa conception dans les champs des savoirs et de leur transmission. On tente avant tout d'examiner comment s'édifie la pensée pédagogique au cours du XVIIIe siècle. La réflexion, souvent conduite par des lettrés extérieurs au monde éducatif, se fonde sur des aspirations et valeurs généralement controversées, tantôt nouvelles tantôt tirant leur légitimité d'un héritage ancien christianisé. Puis est abordé le contrat éducatif du collège noué dans la relation éducative selon Charles Rollin. Le discours pédagogique du Traité des études évoque les idées de reconnaissance et d’élévation du maître dans le respect du caractère et de l'authenticité de l'élève. Se dévoile alors un lien d’âme nourri de pouvoir et d'affection, proche du concept de filiation. Suit une étude de la relation éducative dans les variables du préceptorat. Si Rousseau entend conduire Émile à l'état d'homme dans une rêverie prométhéenne où dominent l'être et la reconnaissance de l'altérité, Condillac rejette toute immédiateté éducative pour Ferdinand de Parme. Cette relation éducative, conçue au nom de l'idéal pédagogique des Lumières, pour former un prince éclairé, interdit la rencontre humaine du gouverneur et de son disciple. Enfin, follement éprise de l'idée d'éducation, Genlis met en lumière toute l'ambivalence du lien éducatif confiné au microcosme familial. Là rien n'est jamais laissé au hasard et la passion d'éduquer consume l'individu en devenir. Les différentes formes de relations éducatives qui apparaissent dans les écrits de Rollin, Rousseau, Condillac et Genlis font poindre l'idée neuve, dès le XVIIIe siècle, qu'est nécessaire une liaison particulière entre maître et élève pour que s'épanouisse toute situation d’éducation. / 18th century writing on education seems to give an important place to the relationship between master and pupil.This is first seen in the way the Ancien Regime school is discussed in 1726 in Charles Rollin’s Traité des études, also in the educational anthropology in Rousseau’s Émile ou de l’Éducation (1762) and the royal institution in Condillac’s Cours d’étude (1776) ; and finally in the upbringing, home education Alman’s children receive in Stéphanie de Genlis’ Adèle et Théodore (1782). Indeed, the relationship between master and pupil raises several questions at this time of intellectual ferment, when minds were filled with ideas of man’s perfectibility. Our corpus brings together various educational modalities, shifting between home education and public education, and between an idealized vision and the representation of a social reality with people taking a new interest in childhood and the family. So we have striven to grasp the quality and the nature of the bond between master and pupil, and to see how knowledge is gained and transmitted in this relationship. First, we attempt to examine how educational thinking develops in the 18th century. It is often scholars who do not belong to the world of education who are involved in this thinking, which is based on generally controversial aspirations and values, some of which are new, and some of which stem from an old Christian heritage. The next aspect tackled is the way Charles Rollin sees the educational relationship in the school educational contract. The approach to education discussed in Traité des études puts forward the idea that a master gains recognition and grandeur in respecting his pupil’s authentic character. In this instance, a spiritual bond is apparent, which is nurtured by affection and power and is thus close to the concept of filiation. Then we study the educational relationship in the light of the variable forms of tutorship. Rousseau intends to lead Emile to manhood in a Promethean daydream in which the human being and the recognition of otherness are dominant. On the other hand, Condillac rejects any idea of educational immediacy for Ferdinand de Parme. For him, if a prince is to be well-educated in accordance with the educational ideal of the Enlightenment, there should be no human dimension in the encounter between master and pupil. Finally, Genlis, who is so passionate about education, brings out the ambivalence present when the educational relationship is confined within the family unit. Here, nothing happens by chance, and the passion to educate prevents the pupil from growing and becoming an individual in his own right. In the 18th century, the different forms of educational relationship found in the writings of Rollin, Rousseau, Condillac and Genlis lead to a new idea emerging : a special bond is necessary between master and pupil for an educational situation to bear fruit.

The content of this dissertation is the life and œuvre of Johann Georg de Hamilton, a relatively obscure painter of hunts, portraits of horses, hunting still-lifes and hunting scenes. Johann Georg de Hamilton (1672-1737), a painter belonging to a famous Scottish family, was influenced in his creative work considerably by the 17th -century Flemish painters of still-lifes and hunting scenes. He was active predominantly in Vienna and in South Bohemia, in service of Adam František, Prince of Schwarzenberg, as well as Karl VI of House Habsburg. He created hunting-themed paintings and portraits of horses to members of both the secular and the ecclesiastic aristocracy of the lands of the Austrian Empire, such as the Houses of Liechtenstein, Serényi, Althan and others. This dissertation is the very first attempt at a monographic analysis of the life and œuvre of this painter. In addition to new bibliographic data, it offers an in-depth insight into the relationship between the person who commissioned his work, Adam František, Prince of Schwarzenberg, and the painter Johann Georg de Hamilton on the basis of extant correspondence, and also attempts to present the painter's œuvre in a cultural-historical and artistic context. The dissertation mentions the first exhibition of a collection of Hamilton's work,...

The thesis is focused on finding the philosophical dimension of a story, with respect to stories for children. It is also concerned with the variable possibilities how to use stories in the Philosophy for Children dialogue. Using the knowledge of literally science and using the articles about the role of story in Philosophy for Children, the thesis elaborates the definition of the philosophical dimension of story. Its further attempt is to suggest general method how to seize the philosophical dimension of every possible story for the purpose of philosophical dialogue with children. The suggested method is applied on the stories The Little prince by A. Saint-Exupery and The Lion, the Witch and the Wardrobe by C.S. Lewis in the last part of the thesis.