291 research outputs found
Is There a Constitutional Right to Die?
No full textAn overflow crowd turned out to hear noted human rights litigator Joseph Arvay, Q.C. deliver the James Lewtas Lecture at Osgoode Hall Law School on September 19, 2012 on the topic, Is There a Constitutional Right to Die?
Arvay of Arvay Finlay Barristers has been in the news recently in connection with a British Columbia Supreme Court decision involving his client, Gloria Taylor, who suffers from amyotrophic lateral sclerosis (ALS) and who maintains that she has a constitutional right to a physician-assisted death. The B.C. Supreme Court declared that the section of the Criminal Code that prohibits physician-assisted death is invalid because it infringes the rights to life, liberty and security of the person as guaranteed by s. 7 of the Charter, and also violates the equality provisions of the Charter. The decision is now under appeal and the appeal is expected to be heard by the Supreme Court of Canada next March
Reading and Writing with a Tree: Practising ‘Nature Writing’ as Enquiry
No full textThis thesis reframes, or reforms, ‘nature writing’ (‘Nature Writing Reformed’) through the practical and theoretical recombination of human, tree, and page. Understandings of ‘writing’, ‘nature’, and their phrasal relation in ‘nature writing’, are explored through a sustained enquiry into the reading and writing practices principally undertaken by the author (Camilla Nelson) in relation to one specific apple tree in the walled garden of University College Falmouth’s Tremough Campus, Cornwall. The central claim of this thesis is that composition is always environmentally constructive and constructed: how (the method with which) you read and write, and where (the environment in which) you read and write, i.e. the situation and materials you read and write with, affect not only the composition of the written text but the composition of the human, as well as the other-than-human, entities involved in this practice.
This thesis is explicitly structured as an interweave of variously material (word; page; room; box; walled garden; library; studio; tree) and conceptual (word; page; theory; footnote; hyperlink; field of research) framing devices (and / or environments). The structure of this thesis and that of the orchard and studio installations, which together constitute the final PhD research submission, play on the variety of framing and reframing that occurs in relation to the spatio-temporal specifics of material and conceptual composition (as evidenced in the Media Log). This ‘reform’ of nature writing, as an interweave of human and other-than-human environments (or frames), is developed in relation to Mark Johnson’s expanded theory of ‘mind’ by way of the conceptual and material practice of metaphor (Johnson, 2007). This thesis combines the theories and practices derived from the (prinicipal) field of ‘Nature Writing’ (as defined in the correspondingly titled chapter), with those suggested by contemporary developments in cognitive philosophy, neuroscience, microbiology, systems theory, and translation studies
The Imaginary Choir
No full textENG:
Sound, space, collaboration, and performance are explored in this thesis through the formation and development of The Imaginary Choir, a participatory artwork and performance troupe. Drawing on psychoacoustics, Henri Lefebvre’s concept of relational space, and text-based compositional practices such as those by Pauline Oliveros, the work interrogates how sonic experiences shape perception and social dynamics.
Through autoethnographic documentation of site-specific performances, podcasting, and collective singing events, the thesis investigates the transformative potential of sound as a social, spatial, and emotional medium. The thesis also reflects on institutional critique, community-building, and the politics of time and access, particularly as they pertain to the lived experience of being a foreign student in Norway. Emphasizing improvisation, repetition, and shared authorship, The Imaginary Choir contemplates modes of artistic production that prioritize inclusivity, presence, and mutual experience.
NO:
Lyd, rom, samarbeid og performance utforskes i denne masteroppgaven gjennom etableringen og utviklingen av The Imaginary Choir, et deltakende kunstverk og performance-ensemble. Med utgangspunkt i psykoakustikk, Henri Lefebvres begrep om relasjonell romforståelse, og tekstbaserte komposisjonspraksiser som hos Pauline Oliveros, undersøker arbeidet hvordan lydlige opplevelser former persepsjon og sosiale dynamikker.
Gjennom autoetnografisk dokumentasjon av stedsspesifikke forestillinger, podkastarbeid og kollektive sanghendelser, undersøker oppgaven lydens transformative potensial som sosialt, romlig og emosjonelt medium. Oppgaven reflekterer også over institusjonskritikk, fellesskapsbygging og tid- og tilgangspolitikk, særlig slik det relaterer seg til erfaringen av å være utenlandsk student i Norge. Med vekt på improvisasjon, repetisjon og delt eierskap, utforsker The Imaginary Choir kunstneriske produksjonsformer som prioriterer inkludering, tilstedeværelse og gjensidig erfaring
Trust in Scientists and Food Manufacturers: Implications for the Public Support of Biotechnology
No full textAn analysis of data from the U.S. Biotechnology Study, 1997S1998 reveals that few variables affect public trust in scientists, while variables representing perceived benefits, risks, trustworthiness, and competence affect trust in food manufacturers on matters of biotechnology. Both trust in scientists and trust in food manufacturers have a large and important effect on public support for biotechnology, although trust in scientists is found to be more important than trust in food manufacturers. Findings of this analysis suggest that trust in scientists is relatively generalized, while trust in food manufacturers is particularized.biotechnology, genetic modification, public support of biotechnology, public trust, trust, Agribusiness, Food Consumption/Nutrition/Food Safety,
Nouvelle technologie des communications : émancipation ou contrôle social
No full textCan we, as would have us believe James Taylor in his recent articles, claim Harold Innis and Max Weber to be the forefathers of technological determinism and technological bliss ? The author explains why she disagrees and why such claims not only misrepresent the writings of these authors but also deprive them of their critical stance.Peut-on, comme semble le faire James Taylor dans certains articles, invoquer Harold Innis et, avant lui, Weber, pour fonder des positions de déterminisme technologique et d'optimisme quant aux effets sociaux de la technologie ? U auteur e nous explique pourquoi elle estime que non, et qu'une telle démarche déforme la pensée des deux précurseurs en la dépouillant de ses aspects critiques.¿Podemos, como parece hacerlo James Taylor en ciertos artículos, invocar a Harold Innis y, antes que él, Weber, para fundar posiciones de determinismo tecnológico y de optimismo en cuanto a los efectos sociales de la tecnología ? La autora nos explica porqué ella estima que no, y que una gestión tal deforma el pensamiento de los dos precursores, despojándolo al mismo tiempo de sus aspectos críticos.Finlay-Pelinski Marike. Nouvelle technologie des communications : émancipation ou contrôle social. In: Communication Information, volume 5 n°1, automne 1982. pp. 146-177
A Guide to Instrumentalism: Initial Teacher Education in the Lifelong Learning Sector
No full textThis paper provides a critique of the competence based approach to teacher education in the Learning and Skills Sector. This critique is made at a time of consultation of proposed developments to the current standards, which are due for implementation from 2012 and which will involve only minor changes. The existing, Lifelong Learning UK (LLUK) standards were introduced in September 2006 following withdrawal of the old FENTO standards (FENTO, 1999) which had been subject to criticism that they did not meet the needs of trainee teachers and did not adequately reflect the developmental nature of Initial Teacher Education (ITE). The revised standards were intended to reflect this developmental process, and to contribute raising standards and the ‘professionalisation’ of the sector (DfES/Standards Unit 2004); however, even before their introduction concerns were raised about over-regulation (Lucas, 2004:49).
Despite a significant level of investment in the new standards, what eventually emerged has been subject to even greater criticism than the FENTO standards (e.g. see Lucas, 2007; Finlay et al 2007; Gleeson and James, 2007 and Simmons and Thompson 2007). Key features in this criticism have been the narrow concept of learning and skills, and the lack of recognition of both the wider dimensions of professional practice and the importance of knowledge. Contextualised within this literature, this paper argues that the detailed and prescriptive competency based structure of contemporary teacher training in the FE sector, together with wider regulation such as Ofsted and LLUK endorsement requirements, is productive of teachers who are instrumental and conformist but who lack the knowledge to engage with the concerns for social justice which are fundamental to working in the FE sector. In turn, these teachers deliver an instrumental and competency based vocational curriculum which, the paper argues, is complicit with other systems and structures in education in the reproduction of labour and of social class.
The paper also draws on literature addressing issues around assessment (Ecclestone, 2010) and professionalism (e.g. Gleeson and James, 2007; Bathmaker, 2006) as well as class based critiques of the FE system which draw on work by, amongst others, Avis, (2007), Atkins (2009) and Colley (2006). The arguments in this paper are also supported by a deconstruction of the current standards. This deconstruction has been used to identify what is – and is not – supported or promoted by the standards in the context of education and wider notions of professionalism and to problematise them in the context of contemporary literature
The literary career of James Arbuckle, 1717-1737
No full textJarnes Arbuckle (1700-42) was a poet and essayist, born in Belfast, educated at Glasgow University, whose career flourished in Glasgow and Dublin, principally in the period 1717-1730. In Scotland he published three long poems and a series of translations of Horace's Odes. He moved to Dublin as a protege of the 'commonwealthman' Viscount Molesworth. There he published essays, translations and poems, principally as editor and chief contributor to the Dublin Weekly Journal. It is best known as the source of his friend Francis Hutcheson's first work. Arbuckle enjoyed moderate success in his lifetime but has been little regarded since, and his literary work has not been the subject of sustained analysis. He has been noted in scholarly discussion of others, particularly Hutcheson, the so-called 'Molesworth circle' and his Scottish friend Allan Ramsay. He has also featured in Swift studies as his Dublin contemporary, and as author of a satire on Swift, A Panegyric on the Rev Dean Swift, sometimes thought to be Swift's own work. The relationship with Swift has probably governed his reputation. He was the victim of series of satires from Swift's circle, who set out to imitate Pope in attacking the 'Dublin dunces'. As a 'polite' Whig of Presbyterian background, with associations to Scotland and Ulster, he represented much of what Swift detested. This study examines his work in the context of his time, drawing on literary, philosophical and political sources. It gives equal weight to his Scottish and Irish periods. In each case an introductory chapter is followed by individual analysis of his most important works, in Scotland his three long poems, in Ireland his essays, as they deal respectively with literary matters, Hutcheson, Whig politics, Irish religious politics and Swift.EThOS - Electronic Theses Online ServiceGBUnited Kingdo
Treasures of the University : an examination of the identification, presentation and responses to artefacts of significance at the University of St Andrews, from 1410 to the mid-19th century; with an additional consideration of the development of the portrait collection to the early 21st century
No full textSince its foundation between 1410 and 1414 the University of St Andrews has acquired what can be considered to be ‘artefacts of significance’. This somewhat nebulous phrase is used to denote items that have, for a variety of reasons, been deemed to have some special import by the University, and have been displayed or otherwise presented in a context in which this status has been made apparent.
The types of artefacts in which particular meaning has been vested during the centuries under consideration include items of silver and gold (including the maces, sacramental vessels of the Collegiate Church of St Salvator, collegiate plate and relics of the Silver Arrow archery competition); church and college furnishings; artworks (particularly portraits); sculpture; and ethnographic specimens and other items described in University records as ‘curiosities’ held in the University Library from c. 1700-1838.
The identification of particular artefacts as significant for certain reasons in certain periods, and their presentation and display, may to some extent reflect the University's values, preoccupations and aspirations in these periods, and, to some degree, its identity. Consciously or subconsciously, the objects can be employed or operate as signifiers of meaning, representing or reflecting matters such as the status, authority and history of the University, its breadth of learning and its interest and influence in spheres from science, art and world cultures to national affairs.
This thesis provides a comprehensive examination of the growth and development of the University's holdings of 'artefacts of significance' from its foundation to the mid-19th century, and in some cases (especially portraits) beyond this date. It also offers insights into how the University viewed and presented these items and what this reveals about the University of St Andrews, its identity, which changed and developed as the living institution evolved, and the impressions that it wished to project
Landscape Genetics of the Troglophilic Crayfish Cambarus tenebrosus
No full textThere has always been a fascination with the great diversity of species that exist on the earth. For my project I chose to investigate this diversity phenomenon by examining the intraspecific relationships between populations of the freshwater crayfish currently considered Cambarus tenebrosus (Hay, 1902) taxonomically (by morphology). This crayfish species is found continuously throughout the central lowlands of the United States (Taylor 1997). C. tenebrosus is unique among other crayfish due to its ability to thrive in a cave environment as well as surface streams and springs. By studying these organisms one can more fully understand the effects that human activity has on two completely different habitats, especially since crayfish are excellent bio-indicators of water quality (Hobbs & Hall, 1974)
When geometry emerges: some neglected early contribution to offer-curve analysis
No full textInternational trade
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