Twelve isolates of Ichthyophthirius multifiliis were successfully established and maintained by serial passage through naïve carp, for a maximum of 39 laboratory cycles. The management system employed was such that large numbers of the parasite were available for all investigations. The ability to induce exit of immature trophonts through media incubation was used to confirm events in the initial stages of host colonisation. The normal course of primary infection was also established providing useful criteria for assessing success of the in vitro systems tested. Survival of both theronts and tomonts within selected monophasic media was investigated. Theronts in Eagles Minimum Essential medium (EMEM), survived and were viable for 120 hours, 72 hours longer than water controls. No further development of the theronts was observed. Tomonts also demonstrated an increased survival time in comparison to the controls with tomites surviving within the cyst for 22 days within EMEM-S media diluted 50:50 with sterile distilled water. Division of tomonts was identified as being precystic, post divisional cystic or cystic, and the frequency of such divisions was dependent upon dilution of media. Sterile viable theronts were recovered at 168h from tomonts that had been incubated within EMEM diluted 30:70 with distilled water. Delayed encystment was achieved by incubation in concentrated media, theront production being delayed for 96h, 72h later than seen in the aquatic environment. Cultured cell monolayers were used as associates within culture systems. Behaviour of theronts on introduction into the culture systems indicated recognition of the cultured tissue as potential host material, sustained contact of up to l20hours was observed between the introduced parasite and cells. However, no developmental markers were identified within the cultured parasite and no significant growth was achieved. Attempts to simulate the situation in vivo by use of multilayered systems and crude cell explants were also unsuccessful. Transmission electron microscopy of the parasite within a cell aggregate system was undertaken at daily intervals up to 120h providing evidence that the parasite was attempting to gain nutrients by phagocytosis. However, increased vacuolation of the parasite during the period of culture was clearly evident leading eventually to parasite death. The significance of the results is discussed in relation to the normal course of infection and the future promise of a long term culture method for this important pathogen.

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 210-232).

Thesis (Ph. D.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 343-362)and indexes.

This diploma's thesis explores the phenomenon cultural and creative industries and their role in regional development. The document generally defines the most important research concepts in this area and identifies the economical importance of cultural and creative industries. Part of this document is also a presentation of the project European Capital of Culture and the definition of its economic benefits. The priority of this study is to map the cultural and creative industries in the Pilsen region and the city of Pilsen and evaluation of the effectiveness and impact of the project Pilsen 2015-European Capital of Culture for the development of the region. Based on the results of the analytical investigation is assessed potential of culture and creativity in the development of the Pilsen region and the city of Pilsen.

This diploma thesis studies culture as a potential factor of a town development. The effects of the culture and its action of a town development are described on illustration of impacts of the project European Capital of Culture. There is foreshadowed how this project affects an economic situation, as is employment, various economic indicators, a town budget or possibilities of a draw from external financing arrangements. Last but not least there are mentioned effects which the culture has in a sphere of social areas, a competitive advantage, or a landscape planning.

This thesis examines the applicability of pre-dominantly Western theories of inclusive school development in countries of the Global South. Firstly, the findings of a review of research literature are used to develop a typology to describe the common features of inclusive schools, incorporating ways in which they might be supported. This typology was then used to explore the ways in which schools in the Lao People's Democratic Republic and Thailand developed inclusive practices. Engagement with school systems in these countries over a period of six years between 2003 and 2009 provided opportunities to work at several different levels with schools that in some way defined themselves as being 'inclusive'. Using data generated through field work with schools in an Inclusive Education Project in Laos and one school in Thailand, tensions were identified between the theoretical framework and my initial research findings. A revision of the typology was undertaken, drawing on a wider literature to take account of additional factors such as local and national culture and the impact of the policy context in these countries. The researcher often had the role of consultant, creating tensions in the way he constructed his position and also in the schools’ response. Reflecting on these tensions became a productive process in terms of understanding the factors which effectively promoted the development of inclusion in these different contexts. In particular, the process highlighted the relatively neglected significance of local context and knowledge and the way in which these factors impact on inclusive school development. In order to explore these issues in greater detail, further research was then undertaken in one school in Laos, creating a case study developed over four years. This detailed engagement revealed more clearly the limits of typologies in general and of Western theories in particular. Whilst they may offer a lens for examining inclusive school development they do not 'adequately' account for variable factors rooted in the local context. In conclusion, policy initiatives designed to support the development of more inclusive schools must allow for the creation of space at local levels for meanings to be constructed which will support teachers in developing their own sense of agency and making changes in their practice of which they have ownership.

The general concept of communication for development is that it explores the use of communication – both as a tool and as a way of expressing processes of social change. Artcan be regarded as a way of communication, and to use the arts in the field of communication for development is not new. Art as a force in social change has a long history.The purpose of this thesis is to take a closer look at the art project To Reveal, Remember and Expose and make an exploration of how or if an art project can facilitate new awareness,primarily around memories, heritage, identity and social change among project participantsand city inhabitants encountered by the project. The objectives of this thesis are to investigate the following questions: What kind of awareness will the participants get out of the project? Can the project create a new awareness in terms of memory and heritage? How does the project connect and relate to culture, identity and city space?Communication theory, concepts of culture and representation, identity and space in the formof private and public space are presented. Performance art and theory, art intervention, sitespecific art and tactical media are elaborated upon. The primary methodology used isparticipatory observation, which has been applied on the planning, actions and discussions ofthe project. An interview with the artist behind the project and a structural content analysis oftexts written by the students that participated in the art project will complement theparticipatory observation.The analysis of the project showed that the project could create awareness among itsparticipants, especially about people, time and space. The actions also gave some insight and awareness concerning memories and heritage of some objects and places. The projectconnected and related to culture, identity and space in different ways. There were similaritiesto tactical media as it create situations were criticality could occur, but it was hard to see awhole picture of the outcome as it was not possible to know what the “audience” thought. Alltopics are relevant in communication and development and social change, but the thesis wasnot able to show that the project could give access to ways of expressing processes of socialchange. For further research it is of relevance to consider the magnitude of social change anart project can bring, and take into consideration that social change usually take time and ishard to find in a short period of time.

This dissertation presents a comparative case-study of how two groups of culturally diverse elementary school students engage with particular forms of narrative practice shared by cultural educators through First Nations cultural education programs. The project develops the argument that different cultures afford different symbolic resources useful in “structuring” and “organizing” experience for individuals and that one important way in which these “possible worlds” are shared in a community is through storytelling. To develop this argument the project was structured around two main research questions: 1) what are the forms and functions of narrative practices that children experience during the First Nations cultural education programs? And 2) how do children “echo” and “transform” these narrative practices through their participation in the narrative activities organized around the programs? Participants in the project were two First Nations cultural educators conducting cultural education programs in public schools who participated as research partners, as well as 16 students from a grade 1 classroom (Class A) who participated in the first educator’s program and 15 students from a grade 4 classroom (Class B) who participated in the second educator’s program. Data for this project came from a multiple sources and analysis focused especially on stories told from the cultural educators during their programs as well as retellings of these stories from students in the two classrooms. Additional data was included from interviews and discussions with the cultural educators and student participants, field notes on the cultural education programs, and the classroom communities, as well as discussions with classroom teachers. This additional data was integrated into the project at various points to support interpretations. An ethnopoetic or verse analysis (Hymes, 1981, 1996, 2003) of stories told by the cultural educators revealed recurring patterns in the stories that both educators employed for particular rhetorical effects. In addition, these patterns revealed a number of “cultural features” of the storytelling performances that the educators used to emphasize specific points, to make parts of the stories especially memorable for the audience and to share lessons with the audience. Verse analyses of students’ story-retellings revealed a number of ways in which these students echoed and transformed these cultural features and made use of them to share the meaning or lesson of the stories. Finally, comparative analyses of story-retellings from the differently aged students in the two classrooms through a number of analytical frameworks showed that the retellings from grade 4 students were more complex in a number of ways, but also that students in both classrooms skillfully employed these different forms of narrative resources. The results reported in this study suggest that students were making use of the space provided in the cultural education programs to explore particular forms of narrative practice shared by the cultural educators and that they were making use of these narrative resources in meaningful ways. / Graduate / 0620 / jwallen@uvic.ca, james_w_allen@hotmail.com

Anotation The archeology of a town house in the Old Town of Prague is one of the most complex themes of medieval research. Rescue archaeological research of 1992, on the area of the parcel no. 690 in Rybná street revealed a large number of serious medieval finds and artifacts of material culture that indicate the change of the early medieval Prague settlement agglomeration of the 12th century in the legally constituted town of the Middle Ages. With the help of detailed analyzes of these archeological situations and artifacts, we are able to give insight into the everyday life of a medieval citizen in the outskirts of the city district, taking into account the previously unknown facts. Keywords Middle age - town - town house - construction relics - material culture - socio-topografic analysis.

171f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-09T17:16:18Z No. of bitstreams: 1 Dissertacao Fernanda Leite.pdf: 1770736 bytes, checksum: 6ac295a123241f82f32ea931955e1a2d (MD5) / Approved for entry into archive by Alda Lima da Silva(sivalda@ufba.br) on 2013-05-10T20:51:18Z (GMT) No. of bitstreams: 1 Dissertacao Fernanda Leite.pdf: 1770736 bytes, checksum: 6ac295a123241f82f32ea931955e1a2d (MD5) / Made available in DSpace on 2013-05-10T20:51:18Z (GMT). No. of bitstreams: 1 Dissertacao Fernanda Leite.pdf: 1770736 bytes, checksum: 6ac295a123241f82f32ea931955e1a2d (MD5) Previous issue date: 2007 / Nesta dissertação, desenvolvo um estudo de caso acerca do Mercado Cultural, evento anual realizado pelo Instituto Cultural Casa Via Magia, desde 1999, em Salvador, que se direciona à valorização das produções artísticas e culturais independentes, aquelas não diretamente vinculadas às estratégias de difusão e circulação das indústrias culturais. Parto da sua singularidade enquanto um acontecimento da cultura para efetuar uma análise em torno da trajetória que foi sendo trilhada ao longo das suas sete edições, considerando as oscilações e redimensionamentos da proposta difundida pela organização do evento e focando nas aproximações e deslocamentos entre o evento e a articulação das redes de cultura, já que o Mercado Cultural foi fruto do engajamento da Casa Via Magia com as referidas redes. Valho-me, para o desenvolvimento de tal análise, dos estudos acerca da centralidade que o campo cultural vem assumindo, na contemporaneidade, nos quais são evocadas noções como as provenientes de análises dos Estudos Culturais, a relação entre a cultura e as teorias sobre o desenvolvimento, os impactos da globalização em nossas sociedades e os paradoxos engendrados com o surgimento das tecnologias da comunicação e informação, em que se encaixam as contradições existentes entre os aspectos normativos e a praxis das redes de cultura, particularmente daquelas que atuam na perspectiva da produção artística e da promoção e distribuição culturais. Tendo a proposta inicial do Mercado Cultural se confundido com as perspectivas dessas redes, isto é, sendo focada na promoção e distribuição da produção cultural independente, a partir do intercâmbio e da cooperação internacional como uma alternativa à lógica hegemônica de dominação e de dirigismo cultural, o evento conseguiu agregar um conjunto de fatores que o instituíram como evento representativo, servindo como um atestado de qualidade para os grupos que dele participavam e cumprindo com a missão de estabelecer pontes de conexão entre produções culturais diversas num contexto internacional. Ao longo das suas duas últimas edições, no entanto, o foco de atuação do evento foi deslocado para uma perspectiva mais localizada e menos internacional, atuando, de maneira sistemática, com as populações locais e voltando-se às atividades de formação e capacitação culturais em detrimento da sua proposta inicial. Nesse contexto, analiso os fatores que desencadearam tais mudanças, pondo em relação o histórico das ações desenvolvidas pela Casa Via Magia; a atual conjuntura das redes de cultura com as quais o Mercado Cultural dialogava; as demandas geradas pelas suas agências financiadoras e o surgimento de outras iniciativas com uma missão semelhante àquela que construiu inicialmente a identidade do evento. Palavras-chave: Mercado cultural. Cultura e desenvolvimento. Dinâmicas contemporâneas. Redes de cultura. Sociedade em rede. / Salvador