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Key Terms and Concepts for Exploring Nîhiyaw Tâpisinowin the Cree Worldview
Key Terms and Concepts for Exploring Nîhiyaw Tâpisinowin the Cree Worldview by Art Napoleon A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS in the Faculty of Humanities, Department of Linguistics and Faculty of Education, Indigenous Education Art Napoleon, 2014 University of Victoria All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii Supervisory Committee Key Terms and Concepts for Exploring Nîhiyaw Tâpisinowin the Cree Worldview by Art Napoleon Supervisory Committee Dr. Leslie Saxon, Department of Linguistics Supervisor Dr. Peter Jacob, Department of Linguistics Departmental Member iii ABstract Supervisory Committee Dr. Leslie Saxon, Department of Linguistics Supervisor Dr. Peter Jacob, Department of Linguistics Departmental MemBer Through a review of literature and a qualitative inquiry of Cree language practitioners and knowledge keepers, this study explores traditional concepts related to Cree worldview specifically through the lens of nîhiyawîwin, the Cree language. Avoiding standard dictionary approaches to translations, it provides inside views and perspectives to provide broader translations of key terms related to Cree values and principles, Cree philosophy, Cree cosmology, Cree spirituality, and Cree ceremonialism. It argues the importance of providing connotative, denotative, implied meanings and etymology of key terms to broaden the understanding of nîhiyaw tâpisinowin and the need -
Article: Delcosecurity Featured in Itbusiness
6 TECHNOLOGYin GOVERNMENT News December 2003 CORRECTIONAL FACILITIES ...~ '" ~ Iu ~ 0 , if] ii..0 ..~ EdmontonInstitutionupdatesprison SKI!)!I doorcontrolsystemwithtouchscreens Overhaulispartof anITupgradethat will replacecurrentpush-locksystem BY NEIL SUTTON is replacing "a console that's safe environment for both staff anada's prison system is un- probably eight feet long and five and offenders," said Tim Krause, dergoing an IT upgrade feet deep that wraps around and regional prairie region commu- Cwhereby certain institutions takes up most of the control cen- nications manager for the Cor- are replacing push-button lock- tre room. It's full of switches rectional Service of Canada. ing systems with touch-screen (and) LEDs," he said. By com- "The biggest thing would be technology to im- parison, the Delco ease of operation for the security prove security. technology is "a staff that are going to be operat- The most recent smaller console ing all the different locking addition is the with a flat panel mechanisms," he added. "This is Delco Automation's touch-screen technology keeps Edmonton Institution inmates behind bars. Edmonton Insti- monitor with a part of a standard operations and tution, a maxi- few other systems maintenance program that we're Stony Mountain Institution in Legimodiere. mum security mounted on the seeing in the prairie region that Manitoba. Julia Noonan, a spokesperson prison which console. " updates various systems to the Other facilities across the with the Ontario Ministry of houses more than In the event of a modern-day technology." country are receiving the same Public Safety and Security, says 300 inmates. It's power failure, the Edmonton Institution inmates treatment. -
Formal Grammar, Usage Probabilities, and English Tensed Auxiliary Contraction (Revised June 15, 2020)
Formal grammar, usage probabilities, and English tensed auxiliary contraction (revised June 15, 2020) Joan Bresnan 1 At first sight, formal theories of grammar and usage-based linguistics ap- pear completely opposed in their fundamental assumptions. As Diessel (2007) describes it, formal theories adhere to a rigid division between grammar and language use: grammatical structures are independent of their use, grammar is a closed and stable system, and is not affected by pragmatic and psycholinguis- tic principles involved in language use. Usage-based theories, in contrast, view grammatical structures as emerging from language use and constantly changing through psychological processing. Yet there are hybrid models of the mental lexicon that combine formal representational and usage-based features, thereby accounting for properties unexplained by either component of the model alone (e.g. Pierrehumbert 2001, 2002, 2006) at the level of word phonetics. Such hybrid models may associate a set of ‘labels’ (for example levels of representation from formal grammar) with memory traces of language use, providing detailed probability distributions learned from experience and constantly updated through life. The present study presents evidence for a hybrid model at the syntactic level for English tensed auxiliary contractions, using lfg with lexical sharing (Wescoat 2002, 2005) as the representational basis for the syntax and a dynamic exemplar model of the mental lexicon similar to the hybrid model proposals at the phonetic word level. However, the aim of this study is not to present a formalization of a particular hybrid model or to argue for a specific formal grammar. The aim is to show the empirical and theoretical value of combining formal and usage-based data and methods into a shared framework—a theory of lexical syntax and a dynamic usage-based lexicon that includes multi-word sequences. -
Refusing to Hyphenate: Doukhobor Autobiographical Discourse
REFUSING TO HYPHENATE: DOUKHOBOR AUTOBIOGRAPHICAL DISCOURSE By JULIE RAK, M.A. A Thesis Submitted to the School ofGraduate Studies in Partial Fulfilment ofthe Requirements for the Degree Doctorate McMaster University © Copyright by Julie Rak, June 1998 DOCTORATE (1998) (English) McMaster University Hamilton, Ontario TITLE: Refusing to Hyphenate: Doukhobor Autobiographical Discourse AUTHOR: Julie Rak, B.A. (McMaster University), M.A. (Carleton University) SUPERVISOR: Professor Lorraine M. York NUMBER OF PAGES: vi,256 (ii) Abstract My thesis, Refusing to Hyphenate: Doukhobor Autobiographical Discourse brings together recent theories ofautobiography with a consideration ofalternative autobiographical writing and speaking made by a Russian-speaking migrant group, the Doukhobors ofCanada. The situation ofthe Doukhobors is ideal for a consideration of alternate autobiographical forms, since Doukhobors have fallen outside liberal democratic discourses ofCanadian nationalism, land use and religion ever since their arrival in Canada in 1899. They have turned to alternate strategies to retell their own histories against the grain ofthe sensationalist image ofDoukhobors propagated by government commissions and by the Canadian media. My study is the first to recover archived autobiographical material by Doukhobors for analysis. It also breaks new ground by linking new developments in autobiography theory with other developments in diaspora theory, orality and literacy and theories ofperformativity, as well as criticism that takes issues about identity and its relationship to power into account. When they had to partially assimilate by the 1950s, some Doukhobors made autobiographical writings, translations and recordings that included interviews, older autobiographical accounts and oral histories about their identity as a migratory, persecuted people who resist State control. Others recorded their protests against the British Columbian government from the 1930s to the 1960s in collective prison diaries and legal documents. -
Coordination and Related Constructions in Omaha-Ponca and in Siouan Languages Catherine Rudin
Chapter 15 Coordination and related constructions in Omaha-Ponca and in Siouan languages Catherine Rudin Syntactic constructions expressing semantic coordination vary widely across the Siouan language family. A case study of possible coordinating conjunctions in Omaha-Ponca demonstrates that distinguishing coordination from other means of expressing ‘and’ relations is a non-trivial problem. A survey of words translated as ‘and,’ ‘or,’ or ‘but’ in Siouan languages leads to the conclusion that neither co- ordinating conjunctions nor the syntactic structures containing them are recon- structable across the Siouan family. It is likely that Proto-Siouan lacked syntactic coordination. 1 Introduction All languages have ways of expressing additive, disjunctive, and adversative rela- tions among entities or propositions. In European languages these relations are expressed by two distinct syntactic means: coordination and subordination. In Siouan languages these two types of conjunction construction are also present, but the distinction between them is less robust and less clear; coordination may not have existed at all historically. Neither coordinating conjunctions (‘and,’ ‘or,’ ‘but’) nor the syntactic structures containing them are reconstructable across the Siouan family. I begin this examination of coordination in Siouan by defining coordination and discussing some of the issues involved in distinguishing coordinate from subordinate conjunction (§2). This is followed in§3 by a case study of additive coordination and coordinate-like constructions in Omaha-Ponca, the Siouan lan- guage with which I am most familiar. §4 is a survey of available data on coor- dination across all branches and most of the languages in the Siouan language family, with a summary table. -
Perspectives of Saskatchewan Dakota/Lakota Elders on the Treaty Process Within Canada.” Please Read This Form Carefully, and Feel Free to Ask Questions You Might Have
Perspectives of Saskatchewan Dakota/Lakota Elders on the Treaty Process within Canada A Dissertation Submitted to the College of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy In Interdisciplinary Studies University of Saskatchewan Saskatoon By Leo J. Omani © Leo J. Omani, copyright March, 2010. All rights reserved. PERMISSION TO USE In presenting this thesis in partial fulfillment of the requirements for a Postgraduate degree from the University of Saskatchewan, I agree that the Libraries of this University may make it freely available for inspection. I further agree that permission for copying of the thesis in any manner, in whole or in part, for scholarly purposes may be granted by the professor or professors who supervised my thesis work or, in their absence, by the Head of the Department or the Dean of the College in which my thesis was completed. It is understood that any copying or publication or use of this thesis or parts thereof for financial gain is not to be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of Saskatchewan in any scholarly use which may be made of any material in my thesis. Request for permission to copy or to make other use of material in this thesis, in whole or part should be addressed to: Graduate Chair, Interdisciplinary Committee Interdisciplinary Studies Program College of Graduate Studies and Research University of Saskatchewan Room C180 Administration Building 105 Administration Place Saskatoon, Saskatchewan Canada S7N 5A2 i ABSTRACT This ethnographic dissertation study contains a total of six chapters. -
Fund First Nations University Now! Spring Equinox Edition
Fund First Nations University Now! Spring Equinox Edition Posts from the blog fnuniv.wordpress.com Edward Doolittle and many others Published by FastPencil, Inc. Copyright © 2010 Edward Doolittle Published by FastPencil, Inc. 3131 Bascom Ave. Suite 150 Campbell CA 95008 USA (408) 540-7571 (408) 540-7572 (Fax) [email protected] http://www.fastpencil.com First Edition Contents CHAPTER 1: CAUT Letter to Rob Norris 1 CHAPTER 2: Statement from University of Regina President and Vice-Chancellor, Dr. Vianne Timmons 3 CHAPTER 3: University of Regina Faculty Association (URFA) Statement 5 CHAPTER 4: CAUT Press Release, February 5 6 CHAPTER 5: First Nations University needs to stay 7 CHAPTER 6: Faculty Press Release 8 CHAPTER 7: University of Regina Faculty Association 10 CHAPTER 8: Reason #1: Government accountability 11 CHAPTER 9: Stand-alone FNUC uncertain 12 CHAPTER 10: U of R linguistics students attempt to save program 13 CHAPTER 11: The human costs of First Nations University’s failure 14 CHAPTER 12: Letter #1: Appeal from Wes Heber 15 CHAPTER 13: Reason #2: The Students 16 CHAPTER 14: Letter #2: Appeal from Joan Sanderson 17 CHAPTER 15: Students’ Voices on the Importance of the First Nations University of Canada 18 CHAPTER 16: Lesley Bear, Alumna 21 CHAPTER 17: Letter #3: Appeal from Carrie Bourassa 22 CHAPTER 18: Liberals call on Harper government to help keep First Nations University open 23 CHAPTER 19: Reason #3: Indian Education is a Treaty Right 24 CHAPTER 20: Thursday, February 11 Events 25 CHAPTER 21: Reason #4: First Nations University -
Interior Plains Region Might Vary
124-155_Ch05_F4 2/1/07 7:30 PM Page 124 CHAPTER Interior Plains 5 Land of Open Skies n the late 1700s, explorer and mapmaker David Thompson I travelled west after exploring the Canadian Shield. He kept a journal as he travelled, and this is how he described the region that would be called the Interior Plains. What I now relate is of the great body of dry land at the east foot of the mountains, the northern part of the forests, and the southern part of the plains, through which roll the Bow and Saskatchewan Rivers with their many branches. The Bow River flows through the most pleasant of the plains, and is the great resort of the bison and the red deer. The snow of the glaciers of the mountains, which everywhere border the west side of these plains, furnish water to form many rivers. The rivers that roll through this immense unbroken body of land of plains and forests are beautifully distributed... The climate is good, the winters about five months, the summers are warm, and the autumn has many fine days. The soil is rich and deep... and agriculture will succeed... 124 124-155_Ch05_F4 2/1/07 7:30 PM Page 125 Canada: Our Stories Continue The Interior Plains is a large region that covers parts of ? Critical Inquiry TIP Manitoba, Saskatchewan, and Alberta, as well as parts of the Northwest Territories and Yukon Territory. This region is Retrieving fairly flat, with low hills. It has areas of grassland, wooded Look at graphs, maps, tables, charts, and parkland, and large northern forests. -
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The Southern Algonquians and Their Neighbours DAVID H. PENTLAND University of Manitoba INTRODUCTION At least fifty named Indian groups are known to have lived in the area south of the Mason-Dixon line and north of the Creek and the other Muskogean tribes. The exact number and the specific names vary from one source to another, but all agree that there were many different tribes in Maryland, Virginia and the Carolinas during the colonial period. Most also agree that these fifty or more tribes all spoke languages that can be assigned to just three language families: Algonquian, Iroquoian, and Siouan. In the case of a few favoured groups there is little room for debate. It is certain that the Powhatan spoke an Algonquian language, that the Tuscarora and Cherokee are Iroquoians, and that the Catawba speak a Siouan language. In other cases the linguistic material cannot be positively linked to one particular political group. There are several vocabularies of an Algonquian language that are labelled Nanticoke, but Ives Goddard (1978:73) has pointed out that Murray collected his "Nanticoke" vocabulary at the Choptank village on the Eastern Shore, and Heckeweld- er's vocabularies were collected from refugees living in Ontario. Should the language be called Nanticoke, Choptank, or something else? And if it is Nanticoke, did the Choptank speak the same language, a different dialect, a different Algonquian language, or some completely unrelated language? The basic problem, of course, is the lack of reliable linguistic data from most of this region. But there are additional complications. It is known that some Indians were bilingual or multilingual (cf. -
And Mention of American Indians
Updated: December 2020 CHAPTER 7 - THE AMERICAN BAHÁ'Í MAGAZINE January 1970: 1) NABOHR: Past, Present, and Future. The North American Bahá'í Office for Human Rights was established in January 1986. It is reported here that this office sponsored conferences for action on Human Rights in 20 leading cities and on a Canadian Reserve. There is a Photo here of presenter giving the address at the "American Indian and Human Rights" conference in Gallup, New Mexico. p. 3. 2) A program illustration entitled; "A World View" and it includes an Indian image. p. 7. February 1970: checked March 1970: 1) Bahá'í Education Conference Draws Overflow Attendance. More than 500 Bahá'ís from all over the U.S. come to this event. The only non Bahá'í speaker at the conference, Mrs. De Lee has a long record of civil rights activity in South Carolina. Her current project was to help 300 Indian school children in Dorchester County get into the public school. They were considered to be white until they tried to get their children in the public schools there. They were told they couldn't go to the public schools. A Freedom school was set up in an Indian community to teach Indian children and Mrs. Lee is still working towards getting them into the public school. pp. 1, 5. 2) News Briefs: The Minorities Teaching Committee of Albuquerque, NM held a unity Feast recently concurrent with the feast of Our Lady of Guadalupe, which is significant to the Mexican and American Indian populations of the area. -
Lochdale's Indigenous Language Club
Lochdale’s Indigenous Language Club Greetings & Introductions 2018-20 Lochdale’s Indigenous Language club This book is dedicated to the students, staff and community of Lochdale Community School. Researched & Designed by Brandi Price & Lochdale Community Indigenous Students. Photo Credits: Brandi Price Picture Credits: Pixabay.com Audio Recording: Lochdale Community Indigenous students Edited by Burnaby Indigenous Education Team 2018-2020 Table of Contents 1. What is Indigenous Language Club? Page 2 2. Acknowledgements Page 2 2. Nuučaan̓ uɫ-Barkley Sound Page 3 3. Denésoliné Page 4 4. Sm'algyax Page 5 5. Denesųłiné Page 6 6. Nēhiyawēwin– Y Dialect Page 7-8 7. Sm’algyax Page 9 8. Nēhiyawēwin– Y Dialect Page 10 9. Nuučaan̓ uɫ-Barkley Sound Page 11 10. Denesųłiné Page 12 11. Nēhiyawēwin– Y Dialect Page 13 12. Ucwalmícwts Page 14 13. Lakȟótiyapi Page 15 14. Michif Page 16 15. Kwak’wala Page 17 16. Indigenous Language Map of Canada Page 18 17. Map of the World Page 19 18. UNESCO status of Indigenous Languages in Canada Page 20-21 18. Resources Page 22 What is Indigenous Language Club? Lochdale Community school language club is a safe place for students to increase their awareness of the Indigenous languages in Canada and is inclusive to all languages. All Indigenous languages in Canada are at a high risk of becoming endangered or extinct due to the impacts of colonization and residential schools. Indigenous communities are currently engaged in a variety of efforts to maintain and revitalize their languages. Using the Truth And Reconciliation (TRC), section 13 and the United Nations Declaration on the Rights of Indigenous peoples (UNDRIP), article 13 as a guide, I wanted to create an opportunity for urban indigenous students who come from various cultural backgrounds to explore, learn, research and play with their ancestral language through firstvoices.com, learnmichif.com, youtube and other online platforms. -
Curriculum Vitae
CURRICULUM VITAE Brenda Margaret Farnell Office: 209H Davenport Hall Home: 403 E. Scovill Street University of Illinois at Urbana-Champaign Urbana, IL 61801 607 South Mathews Avenue tel: 217 819 7956 Urbana, IL 61801 tel: 217 819 7956 Biography Born and raised in Yorkshire, England; American citizen. Education 1990 PhD in Socio-Cultural & Linguistic Anthropology, Indiana University (Bloomington). 1984 MA in Anthropology of Human Movement, New York University. 1977 Advanced Diploma in Dance and Human Movement Studies, Laban Dance Center, Goldsmiths College, London University, England. 1969 Teaching Diploma (B. Ed.) I. M. Marsh College, Liverpool University, England. Major: Dance Studies/Phys. Ed. Minor: Biology. Academic positions 2017 (March-Aug), Acting Head, Anthropology Department 2013-17 Director of Undergraduate Studies, Anthropology Department 2011- Professor, Anthropology Dept., University of Illinois at Urbana-Champaign. 2000- 2010 Associate Professor, Anthropology Dept., University of Illinois at Urbana-Champaign. 2004-05 Founding Co-Director, Native American House/American Indian Studies Program, University of Illinois at Urbana-Champaign. 1996-00 Assistant Professor, Anthropology Dept., University of Illinois at Urbana-Champaign. 1992-95 Visiting Assistant Professor, Anthropology Dept., University of Iowa. 1993 Visiting Scholar, Center for Advanced Studies, University of Iowa (Fall). 1991-92 Visiting Asst. Professor, Linguistics Program, Hamilton College, New York. Research interests and fields of specialization (i) Anthropology