This dissertation is a study of certain clause-level constructions: in the Okanagan language and. an exploration of the adequacy of Relational Grammar for describing these constructions. Four major issues are addressed: (i) the nature of transitivity in Okanagan; (ii) the identity of the grammatical relations which are necessary to the syntactic analysis of Okanagan; (iii) the occurrence of re-evaluations of these grammatical relations in this language; and (iv) the nature of the Middle voice in this language. Arguments and language, data are brought to bear on these issues, providing evidence to support (1) the characterization of transitivity as a property of strata or level rather than of clause or of verb; (ii) the necessity in Relational Grammar of the grammatical relations: Subject, Direct Object, Indirect Object, Dative, Instrumental, Locative, Topic, and Chomeur for the syntactic analysis of the language; and (iii) the occurrence of the following re-evaluations: 21 Advancement and 11 Demotion in Passive constructions; Phantom Advancement of a non-nuclear object, non-distinct with the initial subject; Unaccusative Advancement; Dative, Locative, Relational and Instrumental Advancements, with concomitant Demotions of the nominal previously bearing the target relation; and Possessor Ascension; and (iv) a Phantom Arc solution for the syntactic analysis of the Middle, voice, construction in this language. It is concluded (a) that, the analyses presented contribute in an explanatory way to the study of Salishan linguistics; (h) that these analyses attest to the productivity of the theoretical model, Relational Grammar, with, respect to certain clause-level constructions of Okanagan; (c) that some rules referring to transitivity require reference to non-distinctiveness as well as to 1 and to 2; (d) that one of the principles of Relational Grammar, the 1-Advancement Exclusiveness Law, must be modified to allow language-particular conditions: on its applicability; and (e) that the theory of Relational Grammar needs further elaboration to deal with the mapping of thematic relations onto grammatical relations. / Arts, Faculty of / Linguistics, Department of / Graduate

The changing functions, uses, and value of literacy in the lives of three successive biological generations of Anishinaabe residing in the same community form the basis of this study. Aboriginal people need and value western notions of literacy for participation in mainstream society. They are, at the same time, aware that western literacy has been imposed upon them, damaging their own forms of literacy which are closely rooted in their cultural traditions. The study describes three prevailing ideas about literacy among these seven sets of Anishinaabe families. The cultural traditions rooted in their relationships with land and family represent the understandings of Aboriginal literacy for the first generation of Anishinaabe, the oldest of this study. These Aboriginal women and men have constructed broader meanings for literacy that include print traditions and dominant languages, but also respect Aboriginal ways of knowing and incorporate cultural practices that give meaning to how people live and make sense of their world. A shift in cultural traditions and language is apparent as members of the second generation discuss their understandings of literacy within the contexts of family, school, and society. Formal schooling attempted to supplant Aboriginal literacy with the traditions of print in official languages that characterize western literacy. Western literacy becomes the means by which members of the second generation have re-asserted their rights to self-determination. The third generation, the youngest of this study, experience a greater orientation towards western literacy. The features that distinguish Aboriginal literacy are in decline. At the same time, their hold on western literacy allows them to assert their identities and prepare for a future beyond their community. The thesis is intended to challenge western notions of literacy, which privilege the written word and English/French languages, arguing for a broader conceptions of literacy which include languages, narrative traditions, and rich symbolic and meaning-making systems of Aboriginal culture.

The changing functions, uses, and value of literacy in the lives of three successive biological generations of Anishinaabe residing in the same community form the basis of this study. Aboriginal people need and value western notions of literacy for participation in mainstream society. They are, at the same time, aware that western literacy has been imposed upon them, damaging their own forms of literacy which are closely rooted in their cultural traditions. The study describes three prevailing ideas about literacy among these seven sets of Anishinaabe families. The cultural traditions rooted in their relationships with land and family represent the understandings of Aboriginal literacy for the first generation of Anishinaabe, the oldest of this study. These Aboriginal women and men have constructed broader meanings for literacy that include print traditions and dominant languages, but also respect Aboriginal ways of knowing and incorporate cultural practices that give meaning to how people live and make sense of their world. A shift in cultural traditions and language is apparent as members of the second generation discuss their understandings of literacy within the contexts of family, school, and society. Formal schooling attempted to supplant Aboriginal literacy with the traditions of print in official languages that characterize western literacy. Western literacy becomes the means by which members of the second generation have re-asserted their rights to self-determination. The third generation, the youngest of this study, experience a greater orientation towards western literacy. The features that distinguish Aboriginal literacy are in decline. At the same time, their hold on western literacy allows them to assert their identities and prepare for a future beyond their community. The thesis is intended to challenge western notions of literacy, which privilege the written word and English/French languages, arguing for a broader conceptions of literacy which include languages, narrative traditions, and rich symbolic and meaning-making systems of Aboriginal culture. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Although the Indian infant mortality rate has dropped from 66 deaths per 1000 live births in 1960 to 24.6 deaths per 1000 live births in 1980, considerable discrepancies continue to exist between the Indian and Non-Indian population in British Columbia. The high incidence of Indian infant mortality is an important issue to B.C.'s native population. While governments have instituted programs in an effort to improve the health status of Indian infants, no studies have been undertaken in British Columbia to identify those factors which influence Indian infant mortality. This study examines the theoretical and empirical relationship between Indian infant mortality and a variety of socio-economic and health care factors. Using data derived from matched birth and death certificates and information acquired from the Department of Indian Affairs, this study assesses the effects of the following variables on neonatal and post neonatal mortality: 1. Maternal Age/Live Birth Order, 2. Marital Status, 3. Place of Delivery, 4. Region, 5. Welfare Dependency, and 6. Health Jurisdiction. Tests of partial and marginal association were performed initially to identify those variables which were not significantly related to the Birth Outcome. As the results of these tests revealed that Place of Delivery was the only significant variable, various regression models were constructed to estimate the effects of non-hospitalization and hospitalization on neonatal and postneonatal mortality. The findings a from these tests indicated that when non-significant factors were eliminated from the regression model, the variable, Place of Delivery, was not significantly related to the Birth Outcome. Factors to account for these results were then discussed. In particular, consideration was given to the extent to which shortcomings in the data and study methodology may have affected the results of statistical tests. To develop a better understanding about the nature of Indian infant mortality, the major causes of Indian infant deaths were examined over various historical periods. After reviewing changes in the distribution of deaths this study described, theoretically, how changes in the social and economic structure in Indian communities affected Indian health and more specifically Indian infant health. It was argued that while life style factors and certain aspects of the physical environment may affect infant mortality, these factors should not be viewed in isolation. Changes in Indian economic and social systems have had direct and indirect consequences on the physical and mental health of native people. To the extent that these changes are on-going they still may have some bearing on Indian infant health problems today. Based on this theoretical perspective this study examined the adequacy of past and present health programs and described some of the limitations of government intervention strategies. The concluding section argues that self-help preventive programs and medical/technical solutions are of limited utility in terms of reducing infant morbidity and mortality. Furthermore, while it may be possible to improve the standard of living of Indian people through transfer payments or other social welfare schemes, these strategies may provide only partial solutions if broader social problems are direct and indirect causal factors of ill-health. To the extent that social problems may be related to certain aspects of their psycho-social environment, it is essential that governments adopt strategies which provide the opportunities for Indians to regain self-respect and control over the institutions which affect their daily lives. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate