This project seeks to clarify the historical significance of women in the American West between 1870 and 1930 through the education, careers, and personal lives of western women physicians. The narratives presented in the work provide alternative roles for western women aside from the stereotypical images found in popular culture and history, such as the "Bad Woman," the prostitute, and the obedient homesteading wife. This collective biography additionally demonstrates how women participated in American medical culture during the nineteenth and early twentieth centuries, emphasizing their agency as historical actors, and countering the common misconception that Victorian women were merely passive subjects of their time and place. The lives of four physicians named Ellis Reynolds Shipp, Mary Babcock Atwater, Mary Bennett Ritter, and Mary Canaga Rowland are available through memoirs, biographies, scholarly articles, newspapers, and other sources that contextualize their careers into the broader context of Western, medical, and nineteenth-century history. Through their personal and professional experiences, a greater story of female autonomy emerges in a period understood to be inherently oppressive to and unnavigable for women.

Mitotane führt zur vermehrten Expression des CHOP-Proteins. Da es ebenfalls gelang weitere Expressionsveränderungen von am ER-Stress-beteiligten Proteinen nachzuweisen, kann von einer ER-Stress-Induktion durch Mitotane ausgegangen werden. Des Weiteren ließ sich zeigen, dass die gesteigerte CHOP-Expression nicht zelltypspezifisch ist, da sie sich ebenfalls in weiteren Zelllinien nachweisen ließ. Hierzu gehörten IMR32-, HeLaz91wt-, HepG2- und HEK293T-Zellen. Zudem kam es durch die Inkubation der NCI H295R-Zellen mit Mitotane zu einer Abnahme der Expression von SREBP 1 sowohl der Vorläuferstufe als auch der aktiven Form. Dies weist auf eine Herunterregulation des Lipidstoffwechsels durch Mitotane hin. Neben Mitotane gab es mit ATR 101 und AZD 3988 weitere Substanzen, die zu einer Zunahme der CHOP-Expression geführt haben. / Mitotane leads to increased expression of the CHOP protein. Since it was also possible to demonstrate further changes in the expression of proteins involved in ER stress, it can be assumed that mitotanes induce ER stress. Furthermore, it could be shown that the increased CHOP expression is not cell type specific, as it could also be detected in other cell lines such as IMR32, HeLaz91wt, HepG2 and HEK293T. Further, the incubation of NCI H295R cells with mitotane resulted in a decrease in the expression of SREBP 1, both the precursor and the active form. This indicates a down regulation of the lipid metabolism by Mitotane. In addition to mitotane, there were other substances with ATR 101 and AZD 3988 that led to an increase in CHOP expression.

No description available.

THISTLE & SAGE (One-Hour Weird-West Drama Pilot) Maggie Crolley, a budding folk witch and frontierswoman fights to liberate her family and other enslaved townsfolk from a troupe of vampires in 1870 Cheyenne, Wyoming.

Ambiguous Morality is a western screenplay and table read performance that explores how events within western and frontier history, such as ranch wars, cattle rustlers, and outlaw gangs, along with the Great Depression had an influence on western myth and storytelling, and were, in turn, used as devices in the creation of this screenplay. After Jane Wayne’s mother is killed, she teams up with her former deputized father to find her murderer. Throughout the story, Jane will learn the virtue of justice over vengeance while the screenplay itself focuses on historical fiction’s influence on the mythos of storytelling in the western genre.

This research provides an ethnographic and phenomenological study of how lesbian and gay educators in Western Australia employed adaptive rituals of conformity and nonconformity within their educational culture. This thesis depended on these educators telling their own story and it became a more complex study of their perception of and adaptation to homophobic distancing and repression. Through private interviews and collaboration with the co-participants in the research the study makes sense of the roles lesbian and gay educators enact in the educational culture in Western Australia around the time of Law Reform in 2002. The study is not an historical account but presents data from a specific historical context as a contribution to knowledge of how lesbian and gay educators view themselves and construct themselves in educational settings. The stories of everyday experience of Western Australian lesbian and gay educators present layers of gestured meanings, symbolic processes, cultural codes and contested sexuality and gender ideologies thereby reconstructing the reality of lesbian and gay educators. The research provides a range of embodied narratives and distinctive counter-narratives experienced by this group of educators in Western Australia. The study demonstrates that there are social practices in schooling that assist in the recognition and construction of their own gender identity even though the law in Western Australia at the time of writing, precluded the public promotion of lesbian and gay activities, and by association, silenced what many take to be their preferred mode of public behaviours. More importantly the study maps the extremely subtle processes involved in generating and expressing homophobia resulting in a sense of double invisibility, a constitutive silencing of personhood, which makes even the identification of rituals problematic. The very different stories reveal various interpretive strategies of belonging to the dominant homophobic culture, furthering our understanding of the contemporary identity formation issues of a hitherto invisible and silenced group of educators.

[Truncated abstract] BACKGROUND This thesis explored the relationship between social capital, sense of community and mental health and wellbeing; and factors that may influence these within the environments in which people live. Area variations in health are well documented and are mirrored in emerging evidence of geographic and neighbourhood variations in social capital. Little is known, however, about the specific facets of the impact of local physical environment on social capital; or about the mechanisms by which these are linked with each other, and with health determinants and outcomes. Despite the recent proliferation of social capital literature and growing research interest within the public health realm, its relationship to mental health and protective factors for mental health have also been relatively unexplored. AIMS The overall aim of this thesis was to explore the potential associations between social capital, health and mental health, and neighbourhood environments. In particular, the thesis considered whether the physical attributes and street network design of neighbourhoods are associated with social capital or particular dimensions of the social capital construct. It also examined the relationship between social capital and demographic and residency factors and pet ownership ... CONCLUSION The combined use of qualitative and quantitative research is a distinguishing feature of this study, and the triangulation of these data has a unique contribution to make to the social capital literature. Studies concerned with the measurement of social capital to date have tended to focus on dimensions pertaining to people’s involvement, perceptions and relationship with others and their community. While these constructs provide insight into what comprises social capital, it is clear that each is in turn influenced by a range of other factors. Elucidating what fosters trust and neighbourly interactions in one community and not in another, and by what mechanisms, is one of many research questions unanswered in the published literature to date. The consideration of measures of social capital that relate to the physical environment is therefore of relevance to the growing research and public policy interest in identifying what might build or restore social capital in communities.

This study explored the completion rates (the number of years a student takes to complete a degree) of graduates at the University of the Western Cape. Differences between students who finished their studies in the prescribed time of three years and those who took longer than the prescribed time was highlighted.

The purpose of investigating the conflict over the Western Sahara is to trace and analyze its impact upon the political stability of the northwest region of the African continent. Chapter I provides background information on the Western Sahara. Chapter II discusses the international political developments affecting the Western Sahara. Chapter III discusses the positions of Morocco, the Polisario, Algeria, and Mauritania; Chapter IV analyzes those of Spain, France, the Soviet Union, and the United States. Chapter V describes the role of the OAU in dealing with the conflict. The internal economic development of the involved parties has been disrupted because they were obliged to appropriate funds to purchase arms for the exigencies of the war. Ending the conflict depends upon improving relations between Morocco and Algeria.

A dissertation submitted in fulfilment of the requirements for the degree of Master of Arts in Audiology in the Faculty of Humanities, University of the Witwatersrand, Johannesburg March 2016. / Only a small number of Deaf school-leavers in South Africa enter higher education institutions (DeafSA, 2009). There does not seem to be an incentive to encourage Deaf school-leavers to enter higher education which contributes to the 90% unemployment rate of Deaf adults in South Africa (DeafSA, 2009). Deaf learners do not always seem to have opportunities for further study due to poor literacy skills. Deaf school leavers appear inadequately prepared for further education and employment when they leave high school and experience difficulty with communication and socio-emotional adjustment in the hearing world. This study explored the preparedness of young deaf adults for further education and employment within the Western Cape by describing the reflections of Deaf school-leavers regarding their transition from school to higher education and vocation. Focus group interviews and in-depth individual interviews were conducted with 19 Deaf participants between the ages of 21 and 25 who use SASL as their primary mode of communication and have attended a signing school for the Deaf in the Western Cape. The services of two SASL interpreters were used and the data collected were analysed using a thematic analysis. The findings of this study point to possible strategies that may facilitate the transition of the Deaf school leaver to higher education and vocation in the Western Cape. The data obtained in this study indicated a need for improved academic preparation of Deaf learners; an increase in educators of the Deaf that are fluent in SASL; an increase in SASL interpreters at higher education institutions and stronger transition programs at schools for the Deaf in the Western Cape. Moreover, participants in this study indicated a need for financial assistance for Deaf students to further their education and expressed the need for Deaf awareness and sensitization training of employers, employees, lecturers and fellow students of the Deaf in the Western Cape. Furthermore, the findings of this study suggested assistance from job placement officers with regard to integration and socialization of deaf employees in the workplace. / GR 2017