Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Bibliography: leaves 134-139.

Thesis (M.S.)--Missouri State University, 2009. / "May 2009." Includes bibliographical references (leaves 28-33). Also available online.

Thesis--Universität Leipzig. / Vita. Includes bibliographical references (p. [88]).

Thesis (Ph. D.)--University of Wisconsin--Madison, 2002. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 130-138).

Thesis (M.Arch.)--University of Hong Kong, 1997. / Includes special study report entitled : Training environment for the deaf. Includes bibliographical references. Also available in print.

Thesis (B.Sc)--University of Hong Kong, 1992. / A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), University of Hong Kong, April 30, 1992. Also available in print.

Thesis (M. Communication Pathology)--University of Pretoria, 2005. / Summary in English and Afrikaans. Includes bibliographical references.

Deformed epidermal autoregulatory factor -1 (DEAF-1) is a transcription factor mapping to the chromosomal region 11p15.5, a region associated with loss of heterozygosity (LOH) in human cancers. Potential DEAF-1 binding motifs were identified in the PTEN promoter and the ability of DEAF-1 to regulate PTEN gene expression was investigated. DEAF-1 increased transcription 10-14 fold with PTEN sequences between -429 and -221, while mutations in the DNA binding domain (DEAF-ADWA) and nuclear localization signal of DEAF-1 abolished this increase. DEAF-1 was shown to bind sequences between -339 and -233. Rabdomyosarcoma (RD) stable cell lines with inducible expression of DEAF-1 and DEAF-1-ADWA were produced. Increased DEAF-1 expression had no significant effects on PTEN RNA expression or cell proliferation when compared to controls, but did increase susceptibility to UV-induced apoptosis. These studies suggest that DEAF-1 may contribute to the regulation of PTEN gene expression, but other factors may play a more significant role.

This dissertation acknowledges the fact that research regarding deaf student writers at the post-secondary level is practically void. To initiate an avenue of research that is meant to foreground future research regarding support services for deaf college student writers, I set out to find how college institutions are serving deaf student writers through academic support services by designing three institutional case studies. The first goal of this project was to synthesize research on the topic of deaf college student writers by organizing existing literature relevant to deaf education and language acquisition. The second goal of this project was to generate descriptive portraits of three institutions by illustrating how the schools are serving deaf student writers. The synthesis of the literature, descriptive portraits of the institutions, and discussion of emergent themes revealed from my study will speak to how the fields of Deaf Studies, Disability Studies, and Rhetoric and Composition might proceed in order to make the most of support services for deaf student writers.

Made available in DSpace on 2016-08-03T16:15:30Z (GMT). No. of bitstreams: 1 RosineideSoares.pdf: 504692 bytes, checksum: 76cef3212ce0706c3abd845647266a27 (MD5) Previous issue date: 2011-09-15 / This research aims to investigate how the authors understand that Deaf and deaf is not on the achievements of the Deaf, directed the educational context in order to examine the different elements and aspects involved indicating which key players and authors of this scenario. The literature was the methodological approach adopted, with analysis of the contents collected in books by non-Deaf or deaf. The chronological parameter for this research is located in the last fifteen years, during which the new rules of the Law of Directives and Bases of Education - LDB / 96 has unaccommodated issue related to education of persons with disabilities. Apparently because of determinations and regulations of Decree No. 5626 DECEMBER / 2005, discussions about the Deaf and sign language have occupied a unique space in society, especially in mainstream schools and teacher training. At first, it seems to be a reflection of the discussions made by the Inclusive Education Political, however, the issue related to the Deaf has been outstanding for many of the extent of his achievements, and sometimes seems to refer to one of the present invention: The Deaf and Sign Language. / Esta pesquisa se propõe a investigar qual a compreensão que autores Surdos e não surdos tem diante das conquistas dos Surdos, apontadas no contexto educacional, de forma a examinar os diferentes elementos e aspectos envolvidos indicando quais os principais atores e autores deste cenário. A Pesquisa Bibliográfica foi o procedimento metodológico adotado, com análise dos conteúdos coletados em livros de autoria de Surdos ou não surdos. O parâmetro cronológico para esta pesquisa está localizado nos últimos quinze anos, período em que as novas determinações da Lei de Diretrizes e Bases da Educação Nacional LDB / 96 tem desacomodado questões relacionadas à educação de pessoas com deficiências. Aparentemente por conta de determinações e regulamentações do Decreto nº 5.626 de DEZEMBRO / 2005, as discussões a respeito dos Surdos e da Língua de Sinais tem ocupado um espaço diferenciado na sociedade, em especial nas escolas regulares e na formação de professores. Num primeiro momento, parece tratar-se de reflexos das discussões postas pelas Políticas de Educação Inclusiva, no entanto, a questão relacionada aos Surdos tem para muitos se destacado quanto à dimensão de suas conquistas e, por vezes parece se referir a uma invenção da atualidade: o Surdo e a Língua de Sinais.