524 research outputs found
Production and function of a soluble c-Kit molecule / by Stuart Hamilton Read.
No full text"Research conducted at the Department of Haematology, Hanson Centre for Cancer Research, Institute of Medical and Veterinary Science."--T.p.Includes bibliographical references (leaves 170-214).xiv, 221 leaves : ill. (some col.) ; 30 cm.Elevated levels of receptor tyrosine kinases have been implicated in carcinogenesis. It is possible that high expression of c-Kit by the leukaemic cell provides them with a growth advantage over their normal counterparts in the bone marrow microenvironment. Thus, a means of inhibiting the interaction of c-Kit on these cells with ligand Steel Factor may remove proliferation and survival signals. Main aim of the study was to produce a biological inhibitor of this interaction and evaluate its ability to prevent ligand Steel Factor from binding to c-Kit on live cells.Thesis (Ph.D.)--University of Adelaide, Dept. of Molecular Biosciences, 200
Obstacles on the path: An exposition of the experience of car-free living
No full textThe contemporary focus by local and central government on the promotion of sustainable transport options has highlighted the need for commuting to move away from the current dependence on private cars to more public and active (walking and cycling) modes of transport. Given the prominence of the motor car in personal transport options however, choosing to live car-free in this car dependent culture appears at first glance to be an irrational choice. This research explores the lived experiences of a group of Hamilton residents who have made such a choice. Using a grounded theory approach, the thesis presents the results of interviews with nine car-free Hamilton residents who shared their personal transport stories, which include their childhood experiences, but focus on their current everyday practices and experiences. Through semi-structured interviews, the costs and benefits of a car-free lifestyle are articulated and analysed. Their motivations for choosing to forgo cars and their solutions for overcoming potential barriers to car-free living are also reported and explored. The collected data generated a range of themes which are presented in three chapters, each covering a specific aspect of the participants’ stories. The first group of themes relate to the public sphere, the second to the private realm and the final group emanates from specific elements of car-free living that the thesis sought to clarify through the participants’ stories. The key finding is that living car-free within Hamilton City is viewed by the participants as a well reasoned and eminently sensible choice, which produces multiple benefits. In addition to their reduced environmental footprints, the participants value the social interaction associated with active and public transport. Their consensus is that they are healthier, wealthier and more involved members of the community. The most problematic areas of living without a car were associated with recreational and social activities, which often do not coincide with public transport schedules or involve distances too great for active transport. The benefits far outweigh any disadvantages however, and ultimately, this thesis concludes that a motor car is not necessary for the everyday activities of urban living in Hamilton and any associated inconveniences are not as insurmountable as generally imagined
The Life and Letters of the Lady Arbella Stuart
No full textLady Arbella Stuart, a woman nearly forgotten in history and literature and yet a woman who lived a full and exciting life which is well documented in her letters to her family, friends and royalty (both Queen Elizabeth I and James VI and I). Arbella Stuart was born in 1575 to Elizabeth Cavendish and Charles Darnley and was brought up by her maternal grandmother, Bess of Hardwick. She was educated from birth about her proximity to the throne (there was a chance she could have been queen when Elizabeth died) and the important role she had in life. There have been several biographies written about Stuart over the years and most recently an excellent text of her existing letters by Sara Jayne Steen which is the primary source of information for this thesis. This thesis examines Stuart’s tone, rhetoric and style in a selection of letters written over the course of her life, where possible using manuscripts viewed in the British Library and Hardwick Hall, as well as the published text. Part of what makes Stuart such an interesting subject is her ability to manipulate her reader and assume different personae, depending on whom she was writing to. The young Stuart writes passionately and often without thinking first, putting her thoughts on paper and then quickly sending them off to the Queen and her advisers. An older and wiser Stuart writes from James VI and I’s court and is very formal in her letters to the King. She is more relaxed when writing to her Aunt and Uncle and depicts court life in a lively informal fashion giving us a valuable insight into what life as a courtier would have been like at this time. Finally the thesis examines Stuart’s last letters written from imprisonment, the work of a desperate woman, fighting for her freedom. Stuart, like most of us, had a multi-faceted personality. She was at times an apparently submissive and subservient subject of the King; a well read and educated woman who adopted the guise of humility and deference to those in authority, the patriarchal order in place. This thesis will depict the many different sides to Stuart and give a brief overview of her exciting and turbulent life, told through her letters
John Stuart Mill’s projected science of society: 1827-1848
No full textThe purpose of the thesis is to examine John Stuart Mill’s political thought from
about 1827 to 1848 as an exercise in intellectual history. It focuses, first, on Mill’s view,
formulated by the late 1830s, that contemporary society was ‘civilized’, and second, on
his project of a science of society, which he aspired to develop in the late 1830s and
early 1840s.
By the late 1830s, Mill came to the view that his contemporary society was a
‘commercial society or civilization’, dominated by the middle, commercial class. The
first part of my thesis, constituted by Chapters 2-4, discusses the way in which Mill
formed his notion of civilization, and what he meant by the term ‘civilization’. Mill paid
attention to the implications of the rise of the middle class, and regarded such
phenomena of contemporary society as the corruption of the commercial spirit and
excessive social conformity as an inevitable consequence of the rise of the middle class.
The second part of the thesis, constituted by Chapters 5-9, examines Mill’s
projected science of society. In the late 1830s and early 1840s, Mill attempted to
develop a new science of society whose subject-matter was the nature and prospects of
commercial, civilized society. This aspiration culminated in A System of Logic,
published in 1843. In examining Mill’s projected science, I pay particular attention to
the fact that he conceived new sciences of history and of the formation of character,
both of which were indispensable in his project, although he failed to give a complete
account of these sciences. My thesis shows that the implications of his interest both in
history and in the formation of character are more significant than Mill scholars have
assumed
Beauty for the Present: Mill, Arnold, Ruskin and Aesthetic Education
No full textThe present thesis examines the idea of aesthetic education of three eminent Victorians: John Stuart Mill, Matthew Arnold and John Ruskin. By focusing on the essence of what they meant with ‘the cultivation of the beautiful’ and, more importantly, the way their ideas of beauty informed their criticism of society, my study aims to contribute to our understanding of the idea of aesthetic education in the Victorian context and, further, to participate in a recent debate about the nature of beauty and aesthetic education.
Chapter One focuses on John Stuart Mill’s concept of ‘feeling’ in a series of essays. I will demonstrate how Mill’s idea of ‘aesthetic education’ was an ‘education of feelings,’ and moreover, how this idea was integrated into his literary criticism, his later critique of democratisation, his description of an ideal liberal society and even his own style of writing. Chapter Two contains a comparative study of Matthew Arnold and Friedrich Schiller. Through a rereading of Arnold, I will argue that his idea of aesthetic education is essentially Schillerian and that their resemblance consists primarily in their stress on the importance of aesthetic unity for modern life, which was becoming increasingly fragmentary and multitudinous. Chapter Three examines John Ruskin’s idea of aesthetic education and concentrates particularly on the cultivation of perception. Perception, as I shall show, was pivotal in Ruskin’s idea of aesthetic education. Just as what happened in Mill and Arnold, the emphasis on the education of seeing continued from his early writings well into his art and social criticisms. It not only differentiated him from his fellow art critics; the conviction that people should perceive with a pure heart also enabled him to link observation of artistic details with moral criticism of contemporary society and, thereby, to turn the cultivation of the beautiful into a moral-aesthetic experience
RRS Discovery Cruise 351, 10-28 May 2010. The Extended Ellett Line 2010.
No full textThe Extended Ellett Line is a full-depth hydrographic section between Iceland, 60°N 20°W, Rockall and Scotland. The original Ellett Line across the Rockall Trough was first occupied in 1975 when measurements were attempted four times a year. In 1996 the line was extended to Iceland and occupied approximately annually. The data form a 35 year time-series of the oceanic conditions west of the British Isles.The section monitors the characteristics of the warm water inflow into the Nordic Seas and thence to the Arctic, and observes part of the returning cold water outflow with measurements of the Iceland-Scotland Overflow and the overflow of the Wyville-Thomson Ridge into the Rockall Trough.The 2010 occupation, RRS Discovery Cruise 351, was completed successfully with 48 CTD stations worked between the Iceland and Scotland shelf edges. Additionally, Line G, part of the SAMS observation network of the Scottish continental shelf was completed. Samples were taken for inorganic nutrients, iron and trace metals, bioluminescence and microscope analysis. Incubation experiments were performed to investigate the role of microzooplankton grazing and the speciation of iron, and to investigate the presence of dinoflagellate bioluminescence.In addition to the planned programme, sampling took place to investigate the extent of the fall out from the ash plume emitted by the Iceland volcano, Ejyafjallajokull, and its impact on the biogeochemistry and productivity of the upper ocean.A trial tow of SeaSoar and a short survey of the upper ocean over the Anton Dohrn seamount were successfully completed
The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context
No full textOne of the biggest challenges confronting literacy education in Aotearoa New Zealand is accommodating the differences in English reading-related variables at school entry to produce equitable outcomes in later reading achievement (Wilkinson, Freebody, & Elkins, 2000). English-medium schools in Aotearoa struggle to negotiate effective literacy practices that validate and cater for the cognitive, cultural, and linguistic differences children bring to the process of learning to read in English. Whereas, the role of English reading instruction in Māori-medium schools has been an under-researched and controversial issue. How to accommodate for these differences to achieve equitable English reading outcomes in a year 1 level 2 Māori-medium context is the theme that this research seeks to explore.
This Masters thesis reports on a shared reading intervention that explicitly teaches phonological awareness and alphabet knowledge to examine its effects on the English reading skills of year 1 students in a level 2 Māori-medium setting. The research implemented a Kaupapa Māori framework and used interviews, surveys, reliable literacy measures, and research-based literacy instruction to explore reading acquisition for this particular cohort. Thus, the purposes of the study were (a) to glean an in-depth understanding of the literacy and language practices that potentially shaped the participants English reading–related variables, (b) to examine the range of English reading-related skills for this cohort, and (c) to determine the effects of the intervention on their English reading skills.
Eight students were divided and matched with a pair according to their reported pre-test phonemic awareness and alphabet knowledge scores, and then randomly assigned to either an intervention (n = 4) or treatment control (n = 4) group. The intervention programme was carried out over a six week period and comprised 12, 30 minute lessons that integrated phonological and alphabetic based decoding skills within the shared reading approach. The duration of the treatment control programme was also carried out over a six week period and comprised 12, 30 minutes lessons that integrated semantic, syntactic, and visual graphophonic sources of information to recognise words. The results indicated the breadth and depth of English reading skills in year 1 level 2 Māori-medium contexts are diverse and the children had a positive attitude and sense of efficacy towards reading. A comparison of the test results between the intervention and treatment control group demonstrated that a shared reading intervention that focused explicitly on phonological awareness and alphabet knowledge is effective in raising letter-naming knowledge, pseudoword decoding, phonemic awareness, and invented spelling. The results are discussed in light of theoretical assumptions about reading acquisition that underlie word-base and text-base approaches to word recognition.
Overall, this study supports the development and reform of training and professional development opportunities in phonological awareness and alphabet knowledge to better support, inform, and educate Aotearoa reading teachers. This study contributes to the knowledge of English reading acquisition that validate the depth and breadth of early cognitive and linguistic differences to increase equitable English reading outcomes in level 2 Māori-medium contexts
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