Contemporary theoretical and political approaches have sought to integrate both a material politics of redistribution and a cultural politics of recognition into a relational theoretical framework. Such frameworks consider the intersecting ways individuals and groups suffer from over-determining social inequalities that are rooted in the economic, cultural and political orders of society. In this thesis, I identify approaches that seek to explain the intersection between economic, cultural, and political variables as “integrated” theories of justice. At the forefront of integrated approaches that have cut across disciplinary and epistemological divides, I critically engage with Nancy Fraser’s integrated theory of justice (1995, 1998, 2000, 2003, 2005). I also examine similar, yet alternative approaches advanced by Jacinda Swanson (2005) and others that have attempted to reconcile the economy/culture/politics relationship. I argue that while integrated theories of social justice provide a correction to previous “reductionist” and “essentializing” theories of social justice, they do not go far enough to capture the over-determining interconnections between economics, politics, culture, and agency. As a result, they are unable to adequately address the complexity of social inequalities. To address this problem in the literature, I re-work integrated theories of social justice that attempt to reconcile the economy/culture/politics divide through an integration with a realist meta-theoretical approach. A realist approach offers several theoretical, methodological and political gains for recasting complex theories of social justice.

Syftet med detta examensarbete är att undersöka mellanstadieelevers förståelse av idiomatiska uttryck samt huruvida de känner igen idiomatiska uttryck till sin form och jämföra detta inom ämnena svenska och engelska. Vidare ämnar detta examensarbete att undersöka om det finns någon åldersprogression sett till elevernas förståelse av idiomatiska uttryck samt undersöka hur lärare arbetar med idiom. För att undersöka dessa frågor har en enkätundersökning samt intervjuer med lärare genomförts. Enkätundersökningen genomfördes på två olika skolor i Mellansverige, där totalt 196 elever från årskurs 4–6 deltog. Intervjuerna genomfördes på respektive skola med totalt fem legitimerade lärare. Undersökningen visar att förståelsen för idiomatiska uttryck, generellt sett, är relativt låg där elevernas förståelse för svenska idiom är högre än förståelsen för engelska idiom. Progressionen gällande engelska idiom följer en mer linjär utvecklingskurva medan progressionen gällande svenska idiom avtar efter årskurs fem. I ämnet svenska uppvisar eleverna en större förståelse för idiomens form, hur ett uttryck är uppbyggt, än betydelsen av dessa medan i ämnet engelska uppvisar eleverna motsatt resultat, det vill säga, större förståelse för idiomens betydelse än form. Resultatet visar att lärare i både ämnet svenska och ämnet engelska arbetar med idiomatiska uttryck i liten utsträckning. I ämnet svenska arbetar lärarna sporadiskt med idiom, i stort sett endast när det uppkommer i skönlitterära texter som eleverna läser och de få gånger det förekommer i läromedel. I ämnet engelska är arbetet med idiomatiska uttryck något mer planerat och strukturerat. / The purpose of this study is to investigate and compare middle school student’s understanding of Swedish and English idiomatic expressions. Furthermore, this study aims at investigating whether there is any age progression in the understanding of idioms and examine how teachers work with idiomatic expressions. The study was conducted at two different schools and a total of 196 students from year group 4 - 6 participated in a questionnaire survey and a total of five legitimized teachers was interviewed. The study shows that the overall understanding of idiomatic expressions is relatively low. However, the understanding of Swedish idioms is higher than the understanding of English idioms. The progression of English idiom comprehension follows a more linear development curve, while the progression of Swedish idiom comprehension decreases after year five. In Swedish, students show a greater understanding of the idiomatic form, how an expression is structured, rather than the actual meaning of the expression. In English idiomatic comprehension, the study shows that the students have a greater understanding when it comes to the meaning of the expression rather than the form. The result of the interviews shows that teachers, in both subjects, works with idiomatic expressions to a small extent. Swedish teachers work sporadically when idioms occur in fictional texts or when they appear in other educational materials. English teachers, on the other hand, work with idiomatic expressions in a more planned and structured way.

Processen vid översättning av fasta fraser har hittills inte skänkts mycket uppmärksamhet inom den processorienterade översättningsvetenskapen. Denna deskriptiva studie försöker bidra med empiriskt material angående vissa aspekter av översättningsprocessen vid översättning av svenska fasta fraser till tyska. I undersökningen med sex tvåspråkiga försökspersoner, varav tre yrkesverksamma översättare och tre personer utan översättningserfarenhet, användes en kombination av en produktbaserad metod och processinriktade metoder som skrivloggning med Translog och retrospektion för att finna ut vilka översättningsstrategier vid översättningen av idiom och andra fasta fraser som väljs, på vilka vägar försökspersonerna kommer fram till sina slutliga val och om det kan skönjas några skillnader mellan yrkesöversättarna och lekmännen. Resultaten visar bl.a. att det var vanligast att översätta med parafrasering samt med en målspråksfras med liknande betydelse och liknande eller olik form, och att försökspersonerna kom fram till sina slutliga val med enbart få provisoriska skriftliga motsvarigheter, men genom en del längre överväganden kring betydelse och stil. Angående skillnader mellan de två testgrupperna framträder rätt tydligt att yrkesöversättarna överlag var försiktigare med användningen av direkta frasmotsvarigheter än de oerfarna deltagarna, men använde sig av parafrasering i mycket större utsträckning, samt att funderingar kring stilnivå, målgrupp och textfunktion i denna grupp var mera utpräglade. / The process in translating idioms and other fixed expressions has not yet been given much attention in process oriented translation studies. In this study involving three professional translators and three bilingual participants without any training or experience in translation, types and frequency of chosen translation strategies, the ways in which the participants arrived at their final choices, as well as possible differences between the two groups of participants were investigated, using a combination of product and process oriented methods such as keystroke logging with Translog and retrospection. Results indicate that paraphrasing and translation with an expression with similar meaning and similar or different form are the strategies most frequently used in both groups, and that there are only few occurrencies of preliminary versions in the writing process, but quite many examples of negotiation of meaning and style as expressed in the verbalizations. Compared with the novices the professional translators tended to be more cautious in their use of idiomatic equivalents and to consider aspects like target group or style and function of the target text more carefully.

This thesis examines the pre-1900 relationship between the Oblates of Mary Immaculate, a French order of Roman Catholic priests, and the Sto:lo of the Fraser Valley. It considers the effects of the strict and inflexible Oblate system on the Sto:lo. Primary sources for this study were found at the Oblate Archives, the Archives of the Sisters of St. Ann, and from various oral testimonies. Under a regime called the "Durieu System", the Oblates encouraged the creation of segregated, self-sufficient agricultural villages on Sto:lo reserves. Ecclesiastically appointed watchmen recorded the names of transgressors against the Oblate "norms" of behaviour. No deviation was tolerated under this regime of surveillance and segregation. The thesis focuses on the Sto:lo children sent to the residential school at St. Mary's Mission; Sister Mary Lumena's diaries and the reminisces of a Metis student, Cornelius Kelleher, were the main sources of information. There were two schools on the site; the boys' under Oblate control, the girls' under the supervision of the Sisters of St.Ann. The schools were residential because the Oblates sought to isolate the children from Sto:lo elders who adhered to the "old ways". At school, children spoke only English and learned by rote-recitation. Sto:lo cosmology was replaced with the Roman Catholic religion. To prevent "immorality", the Oblates segregated the pupils from outsiders and the opposite sex; even their parent's visits were supervised. The school was self-sufficient so as to keep contact with the outside world at a minimum. The Oblates held a utopian vision of a docile, pious, capable, Roman Catholic peasantry. They hoped former pupils would return to their village and educate others or settle in agricultural villages under Oblate control. However, as this study shows, most pupils were orphans or Metis and did not have much influence in their village. This thesis suggests that the small numbers who attended St. Mary's found the transition between the Oblate and Sto:lo worlds difficult to make. Present-day informants described their reactions (which ranged from negative to ambivalent) to the residential school system and the effects of cultural confusion on their lives. / Arts, Faculty of / Geography, Department of / Graduate

Mastering the physical aspect of piano technique has long been a topic of great interest and importance to pianists. This is borne out in the numerous pedagogical approaches on the topic of piano technique. Despite the many contributions from pedagogues and scholars in developing an understanding of piano technique, many conflicting approaches often cause more confusion than clarity. After reviewing the literature on pedagogical approaches to piano technique, this study determined that problematic language might lie at the root of the confusion. Core concepts identified in the review of literature as recurring areas of misunderstanding were tension, relaxation, co-contraction, arm weight, and hand and finger shape. The purpose of this study is to seek where issues of language exist in contemporary piano pedagogical approaches and to show how these problems may contribute to the systemic confusion in piano technique. To do this, the language that is used to describe and define the core concepts identified in the review of literature is analyzed in five modern pedagogical approaches. Five authors who have developed approaches that reflect current trends in piano technique have been selected for this study: Barbara Lister-Sink; Dorothy Taubman; Thomas Mark; Fred Karpoff; and Alan Fraser. The first step of this study entails collecting data from each of the five pedagogical approaches. The data is then analyzed for consistency and accuracy. Problems in language that contribute to the inconsistencies and inaccuracies are examined and illustrated with material from the data collection. This study concludes by identifying the main sources of confusion in the use of language: inconsistent and inaccurate use of terms; wavering between scientific, common, and invented language; challenges in describing opposing qualities that come from tension and relaxation; and failing to discern between the individual subjective experience and the mechanics of movement. By recognizing where the problems in language exist, this study represents an important first step for the pedagogical community to reach a common understanding of the language used to describe the physical aspect of piano technique.

Interactions between fish utilizing nearshore habitats of the Fraser River estuary were investigated by field observations and laboratory experiments. Chum salmon fry (Oncorhynchus keta) were the most abundant salmonid captured between April and June. Non-salmonid species captured included: threespine stickleback (Gasterosteus aculeatus), prickly sculpin (Coitus asper), and peamouth chub (Mylocheilus caurinus). Potential predators included: prickly sculpin, and northern squawfish (Ptychocheilus oregonensis), but few had been feeding on fish. Chum fry fed predominantly on surface insects but the proportion of benthic prey in the diet increased over time. Stickleback shared the greatest diet overlap with chum fry. Interactions between two dissimilar prey, chum fry and threespine stickleback, and a predator, cutthroat trout (Oncorhynchus clarki) were investigated in the laboratory. Prey response to hungry and satiated predators was related to the degree of risk. Although attack rates by trout on chum and stickleback were similar, trout captured more stickleback than chum, but consumed both prey at similar rates. I tested the hypotheses that prey foraging efficiency is reduced in the presence of a predator and increased in the presence of alternate prey. When alone, chum fed on surface Drosophila and mid-water Daphnia, while stickleback fed on benthic Tubifex and Daphnia. The feeding efficiency of chum increased in the presence of stickleback and decreased in the presence of trout. Hatchery and wild chum showed opposite dietary shifts in the presence of trout. Hatchery chum shifted from surface to mid-water feeding and the number of fish feeding significantly decreased. Wild chum fed at the surface, at significantly decreased feeding rates. In the presence of stickleback and trout the feeding behaviour of chum was similar to that when chum were alone. Stickleback feeding behaviour was not affected by presence of trout or chum. Chum and stickleback detected Daphnia faster than Drosophila or Tubifex, and chum responded to Daphnia significantly faster than stickleback. Foraging time per item was significantly less for chum than stickleback. Habitat use by fish prey was investigated in the presence and absence of trout and alternate prey. Wild chum shifted from mid-water to the surface in the presence of trout, but returned to mid-water when stickleback were present. Stickleback fed in bottom habitats regardless of the presence of trout or chum. When prey were confined to specific depths in the water column, trout attacked chum more frequently than stickleback in all locations and attacked both prey more frequently within 24 cm of the substrate. Movement by prey did not affect the attack rate. When given a choice between a food-rich open water habitat and a food-deficient vegetated habitat in the presence of trout and alternate prey, chum and stickleback used vegetated refugia significantly more in the presence of trout. Alternate prey presence decreased the proportion of chum but increased the proportion of stickleback using vegetation. Behavioural responses to avoid predation significantly reduced the foraging efficiency of prey. Chum showed stronger responses to trout than stickleback. The presence of stickleback reduced the effect of predation on foraging efficiency. Possible explanations for the positive effect of stickleback on chum feeding efficiency were experimentally examined including: social facilitation, reduced intraspecific competition, and the calming influence of stickleback on chum behaviour ("dither"). The results suggest that stickleback have a calming influence on chum behaviour and that mixed species feeding groups may reduce intraspecific competition. / Science, Faculty of / Zoology, Department of / Graduate

Recent research has revealed human settlement on the Pacific coast of Canada extending back nearly 14,000 years, but much of the late Pleistocene record is unknown due to shifting sea levels, poor understanding of Cordilleran ice extent, and limited research on the biota of the coast during this time. This study, undertaken in Quatsino First Nation and ‘Namgis First Nation territories as part of the Northern Vancouver Island Archaeology and Palaeoecology Project, employs modern multi-proxy analysis of lake sediment cores from two sites on northern Vancouver Island to reconstruct palaeoenvironments during and immediately following the Fraser Glaciation in coastal British Columbia. Evidence from radiocarbon samples, pollen, ancient environmental DNA, plant macrofossils, and diatoms indicates that Topknot Lake on the outer coast of Vancouver Island has remained unglaciated through most of the local Last Glacial Maximum since ca. 18,000 cal BP. A non-arboreal herb-shrub tundra assemblage prevailed from ca. 17,500-16,000 cal BP with taxa including willows (Salix), grasses, sedges (Cyperaceae), heathers (Ericaceae), and sagewort (Artemisia). After ca. 16,000 and into the terminal Pleistocene, Topknot Lake was dominated by pine, alder (Alnus), ferns, and aquatic plant species. In the Nimpkish River Valley deep in the Vancouver Island Ranges, Little Woss Lake also demonstrates a record extending to the late Pleistocene (ca. 14,300 cal BP). The environment comprised dry and cool conifer woodland dominated first by fir (Abies) until ca. 14,000 cal BP, then by pine, alder, and ferns from ca. 14,000-12,000 cal BP. eDNA evidence from ca. 14,000 cal BP corroborates these plant taxa as well as indicating brown bear and Chinook salmon in and around the basin at that time. A mixed-conifer assemblage consisting of pine, western hemlock, and alder followed from ca. 12,000-11,100 cal BP into the early Holocene. Collectively, these indicators demonstrate an open environment on the outer coast of northern Vancouver Island since ca. 18,000-17,500 cal BP and well-established biotic communities across the region throughout the late Pleistocene. These results inform future archaeological research for early human habitation in coastal British Columbia and provide key evidence to support the viability of the coastal migration route for the first peopling of the Americas. / Graduate / 2020-12-11

No description available.

El presente artículo académico tiene como finalidad analizar el derecho a la educación y las limitaciones que acarrean en cuanto a la disponibilidad de instituciones educativas y la accesibilidad no solo a través de normas (aunque claramente estas significan una contribución y un avance significativo en el enfoque que le damos), sino también en políticas públicas que aseguren a nuestras personas el pleno ejercicio de este derecho y no solo el derecho, sino el desarrollo de capacidades y destrezas que los alejen de la ignorancia y los acerquen a su realización personal y de la sociedad. Da cuenta al problema estructural que vivimos en nuestro país y abre un debate enriquecedor en el que se pueden cuestionar desde el acceso a instituciones educativas hasta las prácticas sociales que nos hacen vivir en situaciones de desigualdad sistémica. Para explicar este problema nos basamos en la concepción de justicia e igualdad que nos presenta la filósofa política Nancy Fraser entendiendo la justicia igualitaria en dos dimensiones: reconocimiento y redistribución. La intención y el propósito del Estado en cuanto al derecho a la educación deberá ser el de alentar desde la edad más temprana hasta el final de la educación formal a analizar y aprender los valores que como sociedad queremos construir

In 1988, Linda Nicholson and Nancy Fraser published an article entitled "Social Criticism Without Philosophy: An Encounter Between Feminism and Postmodernism," arguing that this essay would provide a jumping point for discussion between feminisms and postmodernisms within academia. Within this essay, Nicholson and Fraser largely disavow a number of second wave feminist theories due to their essentialist and foundationalist underpinnings in favor of a set of postmodernist frameworks that might help feminist theorists overcome these epistemological impediments. A "postmodern feminism," Nicholson and Fraser claim, would become "the theoretical counterpart of a broader, richer, more complex, and multilayered solidarity, the sort of solidarity which is essential for overcoming the oppression of women" (35). Interpreting "Social Criticism" through a feminist cultural studies model in which texts are understood to be simultaneously constituted by and reflective of their own sociopolitical spaces, I argue that the construction of Nicholson and Fraser's "postmodern feminism" is, first and foremost, neither a postmodernist critique nor a means of overcoming the pitfalls of essentialism and foundationalism. Instead, the construction of this theoretical paradigm can be shown to be complicit with postfeminist discourses, wherein an implicitly patriarchal discourse of postmodernism is called upon to repair the deficiencies of feminisms, deficiencies that postmodernisms, in some ways, helped to bring into view. To provide a conceptual backing for these claims, I move toward an examination of mass culture, surveying the similarities between "Social Criticism" and the film What Women Want. Such a comparison, I suggest, facilitates a better understanding of how "Social Criticism" can be shown to be imbedded in a postfeminist narrative structure in which feminisms are relegated to a discursively subordinate gendered position in relation to postmodernisms. Finally, in what I find to be the most important aspect of this thesis' inquiry, I ask what it means to build a "broader, richer, more complex, and multilayered solidarity" by disavowing second wave feminisms in favor of postmodernisms. I conclude that, in using postmodernisms as a panacea for feminist theories, Nicholson and Fraser curtail what might have been a rigorous interrogation of and direct engagement with second wave feminist theories that would also attend to the phallogocentric underpinnings of postmodern theories. To underline the potential consequences, I turn to a set of televisual and filmic texts including Sex and the City, Desperate Housewives, and The Devil Wears Prada to gauge what their "postmodern feminism" might represent in practice rather than what it entails as philosophy. This juxtaposition of these two differently defined and yet overwhelmingly similar postmodern feminisms, I propose, underscores the potential that Nicholson and Fraser may have instituted a postmodern feminist methodology in which it is possible that feminisms might emerge not as discourses essential for "overcoming the oppression of women" but rather as discourses that can be critiqued into oblivion.