Study hereGive

Library

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.

Deposit your Research

Communities in OPUS

Select a community to browse its collections.

Recent Submissions

  • Thumbnail Image
    Item type:Item,
    Comments on Sundstrom’s Just Shelter
    (University of Groningen Press, 2025) Olasov, Ian
  • Thumbnail Image
    Item type:Item,
    Philosophy for characters
    (Philosophy Documentation Center, 2020) Olasov, Ian
    Public philosophers have tended to think of their audience as the public, or perhaps a public or counterpublic. In my work on the Ask a Philosopher booth, however, it’s been helpful to think of our audience as made up of a handful of characters—types defined by the way in which they engage (or decline to engage) with the booth. I describe the characters I’ve encountered at the booth: orbiters, appreciaters, readers, monologuists, freethinkers, scholars, and peers. By reflecting on these characters and their needs, we can both imagine other forms of public philosophy that might better serve them, and better articulate the values that inhere in public philosophy projects like the Ask a Philosopher booth. I conclude with a brief case for the philosophy of public philosophy.
  • Thumbnail Image
    Item type:Item,
    Hey, why don't we Have a bonspiel?’ Narrating postwar Japanese Canadian experiences in southern Alberta through oral histories of curling
    (Taylor & Francis, 2020) Adams, Carly; Aoki, Darren J.
    Southern Alberta is home to Canada’s third largest post-war concentration of Japanese Canadians. Many Japanese Canadians were relocated to this region between 1942 and 1949, and many remained to rebuild their lives and communities during the postwar period. Our study draws on oral histories conducted as part of the Nikkei Memory Capture Project, a multi-year oral history project that initiates the narration and analysis of the cultural and social history of Japanese Canadians from 1950 to the present in southern Alberta, Canada, to interrogate the cultural practice of curling, near ubiquitous and evocative in the memories shared, as a means and representation of Japanese Canadian integration, civic engagement, community building, resiliency and agency. In southern Alberta during the postwar period, curling, as a physical cultural practice, served several purposes: first, curling provided a social space for community renewal through–sometimes Japanese-only–events and gatherings; second, representations and experiences of curling reflect and contribute to the nisei goal of achieving full integration into Canadian culture; and third, it provided space for expressions of resiliency, agency, and escape through camaraderie and physical movements on the ice.
  • Thumbnail Image
    Item type:Item,
  • Thumbnail Image
    Item type:Item,
    Pow, bam, snikt: using superheroes to teach mental health
    (Digital Commons at Buffalo State, 2025) Dabbs, Christopher R.
    Undergraduate psychopathology (abnormal psychology) courses traditionally emphasize case vignettes of individuals with psychiatric disorders to illustrate etiology, nosology, and treatment. While pedagogically useful, these depictions can inadvertently provoke distress in students, potentially impeding engagement and learning. To address this dilemma while continuing to center the same learning outcomes, I formulated a course structure which embedded some course topics in superhero-related material with the express intent to create psychological distance between potentially distressing topics and the learners themselves. This commentary provides background for the course, evidenced-based rationale for specific pedagogical choices alongside topical material recommendations, and ends with personal reflections.