Thesis (M.S.)--Humboldt State University, 2009. / Includes bibliographical references (leaves 29-35). Also available via Humboldt Digital Scholar.

Thesis (Ph. D.)--University of California, San Diego, 2000. / Vita. Includes bibliographical references (leaves 396-415).

Thesis (Ph. D.)--Ohio State University, 1988. / Typescript. Vita. "1707"--1st prelim. leaf. "Order number 8812280"--2nd prelim. leaf. Includes bibliographical references (leaves 163-169).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves 433-445).

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xvi, 307 p. : ill., maps. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / In California, third and fourth grade social science curriculum standards mandate an introduction to Native American life and the impacts of Spanish, Mexican, and "American" colonization on the state's indigenous people. Teachers in the state use museums to supplement this education. Natural history and anthropology museums offer programs for teaching third graders about native pre-contact life, while Missions and regional history museums are charged with telling the story of settlement for the state's fourth graders. Clearly, this fact suggests the centrality of museums and Missions to education in the state. Since only one small tribe on the central coast has federal recognition, non-tribal museums are the only public voice about Indian life. These sites however, rarely address hardships experienced by native people, contributions over the past 150 years, the struggles for sovereignty in their homelands, and a variety of other issues faced by living Indian people. Instead, these sites often portray essentialized homogenous notions of Indiamless which inadvertently contribute to the invisibility of coastal Native peoples. This dissertation analyzes visual museum representations in central coast museums and Missions and the perspectives oflocal Native American community members about how their lives and cultures are portrayed in those museums. Using methods of critical discourse analysis, the dissertation seeks to locate discontinuities between the stories museums tell versus the stories Indian people tell. It addresses these ruptures through a detailed analysis of alternative narratives and then offers suggestions to museum professionals, both in California and elsewhere, for incorporating a stronger native voice in interpretive efforts. / Committee in charge: Dr. Lynn Stephen, Co-chair; Dr. Brian Klopotek, Co-chair; Dr. Jon M. Erlandson; Dr. Shari Huhndorf; Roberta Reyes Cordero

Sphaeropsis sapinea é conhecido como um importante patógeno de várias espécies de Pinus, causando a seca de ponteiros e a morte de árvores em plantios comerciais. Esse patógeno foi introduzido no Brasil, provavelmente, durante as introduções do gênero Pinus. Seu primeiro relato ocorreu na década de 1940, com os primeiros plantios de P. radiata no estado de São Paulo, os quais foram dizimados. Um projeto de reintrodução dessa espécie florestal no Brasil foi delineado para a seleção de famílias de P. radiata resistentes a S. sapinea. Desse modo, este estudo objetivou a caracterização morfológica, molecular e patogênica de isolados de S. sapinea, para escolher os isolados mais agressivos para uso na seleção de material resistente. Quatro isolados da região Sul do Brasil foram obtidos e a caracterização morfológica e patogênica indicou que os isolados estudados pertencem ao morfotipo “A” de S. sapinea. Houve diferenças na agressividade e na diversidade genética dos isolados em todos os testes in vitro e in vivo. A maior herdabilidade de P. radiata para tamanho das lesões foi obtida com o isolado SS1.3 (H2 M = 0,3357870), enquanto que para secamento dos ponteiros a maior herdabilidade foi obtida com o isolado SS2.4 (H2 M = 0,256347). Os resultados mostraram a possibilidade de seleção precoce de material resistente à seca de ponteiros em mudas de P. radiata

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