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OPUS: Open Ulethbridge Scholarship

Open ULeth Scholarship (OPUS) is the University of Lethbridge's open access research repository. It contains a collection of materials related to research and teaching produced by the academic community.

Self-archiving your research in OPUS is one way to meet Open Access policies of granting agencies. It is important to retain your final, post-peer-reviewed drafts for submission to OPUS, as this is often the only version publishers will allow to be archived. Click here for information on the U of L Open Access Policy.

Check here for more information about OPUS.

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Recent Submissions

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    Decarboxylative functionalization of bicyclo[1.1.1]pentanes
    (University of Lethbridge, Dept. of Chemistry and Biochemistry, 2026) Bore, Christy; Hamel, Jean-Denys
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    Photoredox hydrofunctionalization of allylic difluorides
    (University of Lethbridge, Dept. of Chemistry and Biochemistry, 2026) Toporkov, Dennis D.; Hamel, Jean-Denys
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    Impact of culprit threat and investigative pressure on deceptive eyewitness lineup decisions
    (Lethbridge, Alta. : University of Lethbridge, Dept. of Psychology, 2026-13) Yip, Jonathan; University of Lethbridge. Faculty of Arts and Science; Mansour, Jamal K.
    Deception research has primarily focused on individuals’ ability to detect deception, with emphasis on both laypersons and professionals in controlled settings. In contrast, limited attention has been given to the factors that influence an eyewitness’s decision to engage in deception. The present study addressed this gap by manipulating Culprit Threat and Investigative Pressure using mock-crime videos and vignette-based scenarios. To increase participant engagement and evoke stronger cognitive and emotional responses, a guided imagery approach was implemented, supported by an artificial-intelligence created voice that provided continuous dialogue throughout the study. Participants subsequently viewed a lineup and made an identification decision. Results indicated that participants exposed to threat demonstrated greater accuracy and honesty in their responses, reflected in higher rates of correct identifications in target-present lineups and correct rejections in target-absent lineups, compared to non-threatened participants. These findings were not anticipated and highlight the need for further research on the conditions that influence deceptive behaviour in eyewitness contexts.
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    Palestinian erasure in Alberta schools
    (Lethbridge, Alta. : University of Lethbridge, Dept. of Women and Gender Studies, 2026) Abushaban, Deema; University of Lethbridge. Faculty of Arts and Science; Hodes, Caroline
    While extensive research has been conducted on the concepts of dehumanization and settler colonialism, this thesis draws connections between the two concepts, highlighting how they empower and perpetuate each other to justify and maintain the erasure of Palestinians in alberta schools. The purpose of the thesis is not to prove Palestinian erasure, as facts speak for themselves, but to make visible the extent of it, by highlighting dehumanization and settler colonialism as the underlying factors advancing this erasure. Therefore, this thesis serves to address the following questions: How has Palestinian erasure been justified? Why is Palestinian erasure necessary, according to (Zionist) settler colonial logics? And how has Palestinian erasure come to dominate school and curricular discourse in alberta? I address these questions using a framework of interdependence to shed light on the dependence of Palestinian erasure on dehumanization and settler colonial violence. This sets the stage for the conversation of how Palestinian erasure has come to dominate school and curricular discourse in alberta. I refer to this dominant discourse in alberta schools as the Official Story. I conducted qualitative interviews with three Palestinians who attended high school in alberta (February, 2026); the narratives shared by these participants serve as the Counter-Story to the dominant Official Story. Therefore, I used a counter-storying methodology throughout the thesis to highlight the extent of the erasure faced by Palestinians in alberta schools. To further highlight this erasure in the Official Story, I conducted a Critical Discourse Analysis (CDA) of various alberta school and curricular documents, coding for various discursive strategies: Normalization; Assimilation; Implicature; Framing; Repetition; Ambiguity and Manipulation of Truth; and, Passive Voice. These discursive strategies are the technologies of power that can turn dehumanization into material acts of physical and psychological settler colonial violence, thereby perpetuating the erasure and oppression of Palestinians in alberta schools. Alongside participants’ counter-narratives, this thesis provides insights and recommendations for teachers, administrators, and school boards on how to live up to what they call “safe spaces” and “inclusive education,” and strategies to challenge anti-Palestinian racism (APR) in alberta schools. This thesis is written with the intention of influencing curricular documents and decisions, as well as challenging administrators, teachers, and policymakers more broadly to end Palestinian erasure in alberta schools.
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    Our Home and Native Land: An Indigenous Federalist Case Against Separation
    (2026) McIntyre, Don G.
    Alberta’s modern separation movement rests on an unexamined assumption: that the province holds clean, absolute title to its land and resources, and that this title would simply transfer intact to a newly sovereign Alberta. This paper argues that the assumption is legally false. Alberta’s title runs, without interruption, through the Alberta Act, 1905 and the Natural Resources Transfer Agreement, 1930 back to the treaty relationship between Indigenous nations and the Crown, a relationship that is itself conditional on the continued existence of the federal partner Alberta proposes to leave. Reading the treaties and the NRTA through the lens of contract law, using both the standard Western formula (Offer + Acceptance + Consideration = Contract) and an Indigenous reframing developed in the author’s own scholarship (Offer + Acceptance + Reliance on Relations = Indigenous Contract), the paper shows that the historical record supports a finding of consensus ad idem failure: the Crown and the treaty nations did not, in fact, agree to the same bargain. It then applies the doctrine of sui generis Aboriginal law, long used to bind Indigenous nations to Crown obligations without their full consent, back onto the province that has benefited from that doctrine, arguing that Alberta cannot invoke ordinary contract or property rules to exit a relationship the courts have never allowed Indigenous nations to exit on those same terms. Three legal landings follow from an Alberta separation: reversion of the land to the federal Crown, reversion to the treaty nations, or, more ambitiously, a sui generis reconstruction of the federation itself that gives Indigenous governments genuine legislative jurisdiction under section 35, rather than compensation, which the paper argues merely repeats the transactional error it is meant to correct. Contemporary events, including the 2025-26 Alberta separation litigation and the Government of Alberta’s 2026 pause of its Protocol Agreement with the Blackfoot Confederacy, are offered as live evidence for the argument. The paper concludes that Alberta’s future, and Canada’s, depends on deepening the federation rather than dissolving it.