Thesis (Ph.D.)--University of Adelaide, Dept. of English, 2003? / "August 2003." Includes bibliographical references (leaves 166-177).

Thesis (Ph. D.)--University of Virginia, 1997. / Includes bibliographical references (436-463). Also available online through Digital Dissertations.

Campylobacter has been known for more than a century and today Campylobacter infection is considered the leading cause of bacterial foodborne disease in the developed world. Consumption of undercooked poultry and/ or handling of raw poultry are seen as the main transmissions of Campylobacterto humans due to high levels (107 and 108 CFUlg) of C.jejunifound in the intestinal tract of raw poultry. Several studies have suggested that by delaying addition of antibiotics for 2 h at 37??C there was a better recovery of Campylobacter in food samples. Rinses from sixty whole carcasses were treated to non-pre-enrichment incubation and preenrichment at 37??C or 42??C for 2, 4 and 6h. Using TECRA?????? CAMVIA immunoassay method, results showed that 100% of the carcasses were positive for Campylobacter when the pre-enrichment techniques was applied compared to just 30-60% positive results from non pre-enrichment techniques. To develop more efficient enrichment methods, thirty carcass rinses were incubated in Bolton, Preston and TECRA??? broth under aerobic and microaerobic atmosphere at 25??C and 42??C. Results' from TECRA??? CAMVIA revealed that recovery of Campylobacter spp. from TECRA??? broth under aerobic conditions and Bolton or Preston broth under microaerobic conditions are not significantly different (p > 0.05). Charcoal based CCDA and Karmali agar were as effective as blood based Campy-Cefex agar in isolating Campylobacter spp. although Karmali was better in suppressing the growth of background microflora. Twenty samples of retail poultry carcasses, offal, portion chicken, mince respectively and ten samples of each fresh chicken sausages and frozen nuggets respectively were enriched in TECRA??? and Preston broths for recovery of Campylobacter. TECRA??? CAMVIA showed that 100% (TECRA??? and Preston) of the portion chicken was Campylobacter positive compared to 80 (TECRA???)-100% (Preston) of liver, 90 (TECRA???)-1 00% (Preston) of minced chicken and 65 (TECRA???)-75% (Preston) of carcasses. The difference between the two broths to recover Campylobacter spp. was not significant.

Thesis (M.S.)--Ohio University, June, 2005. / Title from PDF t.p. Includes bibliographical references (p. 116-131)

One common software program developed for analyzing single laterally loaded piles is called LPILE. Soil properties are required as input into LPILE. For sands, the soil properties required are effective soil unit weight, γ’; subgrade modulus, k; and the internal friction angle, ϕ’. There are two commonly used methods to obtain ϕ’ and subsequently k: the API method and Bolton method. Fourteen different pile test sites were used in the analysis of the API and Bolton methods to obtain soil strength properties in sands for laterally loaded single pile tests. Between the fourteen pile test sites, a total of 26 piles were tested in the field and analyzed in LPILE using the API method and Bolton method to calculate the soil strength properties of the sands. After each pile test was analyzed in LPILE and compared to the field measured results, the two methods were compared graphically and percent errors were calculated between each method and the measured results to determine the optimal method in single laterally loaded pile design. Using the Bolton method to determine the soil strength properties gives more accurate load-deflection values with respect to measured values from field tests. The Bolton method accounts for dilation and the type of sand as well as the relative density and the mean effective stress of the soil. This leads to soil strength properties more characteristic of the soil at the site.

No description available.

"August 2003." Includes bibliographical references (leaves 166-177) Pt. 1. At the flash & at the baci: contents, poems, notes to poems -- pt. 2. Exegetical essay: note on the text, essay: How I remember writing some of my poems - why, even Consists principally of poems. The collection does not pursue any particular theme. It is organized chronologically. An exegetical essay written as a poem forms the second part of the thesis. The essay does not explain the poem's 'meanings' to any great extent but considers the poems' relation to each other and to poems written in the past.

"August 2003." / Includes bibliographical references (leaves 166-177) / 2 v. (131, 177 leaves) ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Consists principally of poems. The collection does not pursue any particular theme. It is organized chronologically. An exegetical essay written as a poem forms the second part of the thesis. The essay does not explain the poem's 'meanings' to any great extent but considers the poems' relation to each other and to poems written in the past. / Thesis (Ph.D.)--University of Adelaide, Dept. of English, 2003?

In this thesis, I will argue that Doe v. Bolton, 410 U.S. 179 (1973), a United States Supreme Court case originating in Georgia, enabled all women access to abortion, including groups of marginalized women previously denied this right. An examination of the background of Doe uncovers the roles played by Georgia feminists and the medical community. By comparing Doe v. Bolton with the concurrent Supreme Court case of Roe v. Wade, I will shed light on the history of abortion in America as well as continuing divisions over abortion access in America today.

Syftet med detta examensarbete var att undersöka användandet av drama som pedagogiskt verktyg i gymnasieskolans undervisning och elevers attityder till det. För att ta reda på detta användes en enkätundersökning bestående av kvalitativa och kvantitativa frågor på en gymnasieskola i Mellansverige. Resultatet från undersökningen visar att drama som pedagogiskt verktyg upplevs ha flera olika effekter för eleverna, både pedagogiskt som individuellt. Slutsatsen är således att drama inte bara är ett verktyg förbehållet läraren för att skapa en lustfylld undervisning utan drama är också ett betydelsefullt redskap som elever kan använda för sin sociala och emotionella utveckling.