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https://viurrspace.ca/bitstream/handle/10613/16537/Feb16-1901.pdf?sequence=2

Audio interview with Nelson Dean https://viuspace.viu.ca/bitstream/handle/10613/149/CoalTyeeDeanNScript1979.pdf?sequence=5

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One of the most interesting constructions in Cree is the inverse. The inverse comprises only half of the paradigm of the active transitive forms in the language and is interesting because it is typologically unusual. Inverse systems have only been reported in a few of the world's languages, and moreover, in the languages in which they occur they have been problematic for analysis, sometimes being analyzed as this unique voice opposition, and sometimes as a passive. The inverse in Cree has been problematic in this way, especially as it is morphologically like a passive, but syntactically like an inverse. In this thesis, I argue that the inverse originated as a passive construction. Specifically, I claim that a passive construction that existed at a much earlier stage in the history of the language was reanalyzed as an active transitive clause - the inverse. I use evidence from Cree and Proto-Algonquian, as well as evidence from Wiyot and Yurok, sister languages of Proto-Algonquian, to support this analysis. In addition, I provide typological evidence in support of this analysis. The reanalysis account is shown to explain why the inverse is morphologically like a passive, but syntactically like a inverse, in this way incorporating the insights of other theorists who have previously addressed the analysis of this construction. In addition, the reanalysis account for the inverse in Cree is shown to have implications for the study of language more generally.

Teaching science involves more than teaching facts, concepts, principles and theories. Science educators also have a professional obligation to expose students to the values associated with those theories. People make decisions on value-laden, scientific questions from the perspective of their own world view. There should be room in our science curriculum to allow the student to form a personal position on the issues of our day after a fair presentation of the full range of alternatives. Even though the student may already have a firm position on the issue in question, the exercise will foster an understanding of the views of others and promote tolerance for those who differ. One of these issues is that of the origin of life. The objective of this project is to develop a rationale for teaching the full range of alternatives in the science classroom, and to provide a curriculum unit as a resource for teachers who want to give a balanced treatment of the issue in question. Thesis Master of Science (MSc)

Background: The implementation of mandatory synoptic templates in the final diagnosis section of pathology reports has been associated with increased uniformity and clarity though the content and format of other pathology report sections have yet to be examined. This study appears to be the first of its kind to examine the importance of gross and microscopic descriptions for pathologists and clinicians. Methods: Survey invitations were forwarded to both pathologists and clinicians on their use and their perceived value of the gross and microscopic description sections. A retrospective review of pathology reports of the specimens most commonly submitted to pathology was then performed to determine the elements currently included in/ omitted from microscopic descriptions. Results: Overall, the majority of pathologists indicated they at least usually read the gross descriptions of biopsies (73.59%) and excisional specimens (91.18%) but rarely felt that microscopic descriptions should be included for biopsies (81.25%) nor excisional specimens (78.13%). Pathologists also indicated they believed gross and microscopic descriptions were rarely read (72.73% and 57.58% respectively), understood (54.55% and 42.42% respectively), or utilized by clinicians. However, the majority of clinicians indicated that they always read pathology reports (94.94%) and at least usually read and understood the gross (79.66% and 85.80% respectively) and microscopic descriptions (91.23% and 87.06% respectively) and found these sections valuable. The pathology report review revealed that microscopic descriptions were included most frequently for renal (100%) and hepatic (45%) biopsies and dermatological excisions (53.85%) and consisted of histological descriptions and ancillary studies of the respective tissues. Other specimen types including pulmonary, and breast biopsies along with gynecological excisions included this information in the comments section. Conclusion: In summary, pathologists are advised to be cognizant that clinicians read and find value in the gross and microscopic description sections. Furthermore, there appears to be a discordance between where elements are included in pathology reports depending on specimen type. For increased consistency and clarity, it is recommended that elements be included in designated sections across all specimen types.

Introduction. This study examined if and how the results of information behaviour research are being interpreted and reported for application to the work of library and information science practitioners. Method. A content analysis was conducted of 117 research reports published in the 1996 to 2006 ISIC proceedings. Analysis. Articles were coded for author affiliation, theories and methods used, inclusion of explicit implications for practice and, if these were included, where they appeared in the article (title, abstract, introduction, literature search, method, findings, discussion andconclusion). Also noted were the specific strategies used by authors to report implications for practice, the accessibility of papers to practitioner readers and whether or not the studies had been shared through other venues. Results. A majority of papers (n=69, 59%) included implications for practice. However, of these 39 (56.5%) used vague, general or otherwise unclear statements rather than explicit delineation of implications for practice. Conclusions. The culture and conventions of scholarship appear to work against the transfer of the results of information behaviour research to practice. Researchers must bring greater consciousness to linking and reporting their results to practice and information professionals.