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O albinismo é um conjunto de alterações fenotípicas caracterizadas pela incapacidade de produzir melanina, fazendo com que a pigmentação de alguns órgãos seja reduzida ou ausente. Discutem-se quais efeitos esta redução ou ausência de pigmentação, na retina, poderia ter sobre a capacidade visual do indivíduo. A visão de cores apresenta um papel muito importante para a sobrevivência e desenvolvimento de primatas. A capacidade de discriminar visualmente o alvo de um fundo apenas pela diferença de matiz pode ser o diferencial tanto para a busca de alimentos, como para a fuga de predadores. Estudos sobre a visão de cores auxiliam a fazer inferências sobre suas bases biológicas e utilidade funcional. Pretendeu-se com esse estudo elucidar a discriminação de cores de um indivíduo albino de Sapajus sp, por meio de uma avaliação psicofísica utilizando-se de uma versão modificada do teste computadorizado Cambridge Colour Test (CCT), e uma análise genética de DNA, para identificar os genes que codificam as opsinas. Os arranjos genótipo/fenótipo inferidos do indivíduo a partir das elipses foram comparados à composição dos genes que codificam opsina, obtida por análise independente de DNA. Buscou-se, assim, identificar possíveis prejuízos à visão de cores causados pelo albinismo, em relação a Sapajus normais. Apesar dos vários problemas decorrentes do albinismo, o sujeito experimental aprendeu a tarefa com sucesso e apresentou, nos testes, limiares de discriminação de cores característicos de dicromacia do tipo deuterânope com valores dentro dos esperados para o gênero Sapajus. Os resultados comportamentais foram condizentes com o fenótipo inferido a partir da análise genética / São Paulo Albinism is a set of phenotypic traits, characterized by the inability to produce melanin, that way the pigmentation of some organs are either reduced or absent. There is no consent on what effects this lower or none pigmentation on retina could lead on subject vision. The color vision represents a major role on primates survival and development. The capacity of visually discriminate targets only by hue differences from the background can be used either to search for food or to avoid predators. Studies on color vision help to make inference on their biological bases and functional utility. This study aimed to elucidate the color vision discrimination of an albino subject of Sapajus sp, through a psychophysical evaluation using a modified version of Cambridge Colour Test (CCT) and a genetic analyses of DNA in order to identify genes that codify the opsin. The correlation between genotype and phenotype were inferred by comparison between discrimination ellipses and genetic composition of genes that code opsin. Thus seeking to identify possible color vision losses caused by albinism comparing those analyses with healthy Sapajus. Despite many problems associated to albinism, the test subject successfully learn the task and his test showed color discrimination thresholds of a deuteranope dichromacy with values within the expected to subjects of Sapajus genera. Those behavioral results where consistent with the phenotype predicted by the genetic analyses

Frank Dobbins in memoriam In 1976 Louise Litterick proposed that Cambridge, Magdalene College, Pepys Library MS 1760 was originally prepared for Louis XII and Anne of Brittany of France but was gifted to Henry VIII of England in 1509. That the manuscript actually was prepared as a wedding gift from Louis to his third wife Mary Tudor in 1514, however, is indicated by its decorative and textual imagery, which mirrors the decoration of a book of hours given by Louis to Mary and the textual imagery used in her four royal entries. Analysis of the manuscript’s tabula and texts suggests that MS 1760 was planned by Louis’s chapelmaster Hilaire Bernonneau (d. 1524) at the king’s behest. The new theory elucidates the content and significance of Gascongne’s twelve-voice canon Ista est speciosa, which appeared beneath an original portrait of Mary Tudor and was intended to mirror the perfection of the Blessed Virgin and her ‘godchild’ Mary.

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study focuses on the attitudes of twenty five mothers, residing in two housing projects, whose children attended the Operation Headstart Program at the Cambridge Neighborhood House during the summer of 1965. The purpose of this study was to discern the mother's role in her child's response to a program which offers a major solution to the problem of cultural deprivation. The study chose to examine the mother's role because of the importance which the family, and the mother particularly, plays in terms of providing the foundation for the child's emotional, social, and physical development. The housing projects were chosen because they represent another of society's major attempts to deal with the problems of the underprivileged. The group chosen for this study are residents of two housing projects in Cambridge, Massachusetts. These housing projects are located across the street from the Cambridge Neighborhood House. Names of subjects were obtained from the Neighborhood House, and were then contacted by letter. All interviews were conducted on a home visit basis. / 2031-01-01

This thesis addresses three questions regarding education in South African High Schools: Why teach English literature? What English literature should be taught? How should English literature be taught? The thesis adopts an historical perspective in that it traces the lineages of influence from Britain in particular, and explores the attitudes and concerns of the academics and teachers of South Africa as they attempt to establish a rigorous discipline regarding South Africa’s literary heritage and the education curriculum. Theoretical concerns that are explored include the influence of the Cambridge School, the concepts presented by the Marxists and Cultural Materialists, and the position of Theory as it became more significant in the second half of the 20th Century. There is also recognition of scholarship deriving from the United States of America, in that the work of the New Critics and Harold Bloom are considered. The work of significant South African critics such as Guy Butler, Mike Kirkwood and Tim Couzens is also explored, and the attempt to grapple with English in a multilingual society is considered. The curriculum documents that emerged in the post-1994 era are critiqued, and there is reference to the work of Taylor and Vinjevold.

Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Humanities, School of Education, 2014. / Abstract for PhD Thesis: An Investigation into the Teaching of English Literature at Senior Secondary School Level, with a Particular Emphasis on the Reason for Teaching Literature, the Selection of Texts, and Methodology Used. By David Edwin Robinson This thesis addresses three questions regarding education in South African High Schools: Why teach English literature? What English literature should be taught? How should English literature be taught? The thesis adopts an historical perspective in that it traces the lineages of influence from Britain in particular, and explores the attitudes and concerns of the academics and teachers of South Africa as they attempt to establish a rigorous discipline regarding South Africa’s literary heritage and the education curriculum. Theoretical concerns that are explored include the influence of the Cambridge School, the concepts presented by the Marxists and Cultural Materialists, and the position of Theory as it became more significant in the second half of the 20th Century. There is also recognition of scholarship deriving from the United States of America, in that the work of the New Critics and Harold Bloom are considered. The work of significant South African critics such as Guy Butler, Mike Kirkwood and Tim Couzens is also explored, and the attempt to grapple with English in a multilingual society is considered. The curriculum documents that emerged in the post-1994 era are critiqued, and there is reference to the work of Taylor and Vinjevold.

Thesis. 1978. M.Arch--Massachusetts Institute of Technology. Dept. of Architecture. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Bibliography: leaves 166-169. / M.Arch

Thesis. 1975. M.Arch.--Massachusetts Institute of Technology. Dept. of Architecture. / Bibliography: leaf 26. / by Dennis J. Fogarty. / M.Arch.

Thesis. 1978. M.Arch--Massachusetts Institute of Technology. Dept. of Architecture. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Bibliography: leaves 88-91. / M.Arch

Thesis. 1976. M.C.P.--Massachusetts Institute of Technology. Dept. of Urban Studies and Planning. / Microfiche copy available in Archives and Rotch. / Bibliography: leaves 253-258. / by Tulio Espada. / M.C.P.