We live in a complex and interconnected world. To understand that world, curricula have been developed that touch upon aspects of global education including; Peace Education, Human Rights Education, Development Education, Social Justice Education, and Education for Sustainable Development (Golstein & Selby, 2000). However, post-colonial theorists argue that notions of development, which underpin these educational initiatives, are often rooted in the industrialized West, and may not take into account any of its limitations or flaws. Increasingly, those involved in peace and development research are finding that when it comes to peace and development, we are missing a vital piece of the puzzle, the perspectives of individuals from the Global South. If peace and development curricula do not aim to include these voices, education initiatives may simply exacerbate the injustice they hope to end (Choules, 2007). Therefore, this will require “studying the issues from the standpoint of the South” (Cronkite, 2000, 162). The purpose of this study is to create space for the voices of teachers of the Global South, so that efforts in peace and development education would be a part of transforming systems of oppression into systems of empowerment and justice. The researcher traveled to northern Uganda to invite teachers there to share their perspectives on the role of education in fostering peace and development. As teachers shared their views, definitions of peace and development were expanded to include aspects of inequality, social justice, care and love. Participants shared the topics they believe must be included, in peace and development education, as well as the role that teachers and schools can take in fostering a more peaceful and socially just world.

Objective: The absence of Dlx1/Dlx2 results in defects in neural differentiation and migration in the developing forebrain and retina. To further understand genetic regulation of neural differentiation and migration by Dlx genes, we examined transcriptional regulation of p107. Results: DLX2 occupies the p107 promoter in situ in the developing forebrain and retina and binds directly to sequences for the p107 promoter in vitro. In the absence of Dlx1/Dlx2, we observe reduced p107 expression. DLX2 binding to the p107 promoter results in significant activation of luciferase reporter gene expression in vitro. Conclusions: DLX2 binds to the p107 promoter in situ and in vitro, resulting in the activation of p107 expression in both the developing forebrain and retina. These findings contribute to our knowledge of genetic regulation of neurogenesis by Dlx homeobox genes and may contribute to identification of novel targets for disorders of neuronal differentiation and migration.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Ph.D. - Arid Lands Resource Sciences)--University of Arizona. / Includes bibliographical references (leaves 210-226).

Diss. (sammanfattning) Stockholm : Karol. inst. / Härtill 7 uppsatser.

Diss. (sammanfattning) Stockholm : Karol. inst. / Härtill 5 uppsatser.

Thesis (Ph.D.)--Murdoch University, 2003. / Thesis submitted to the Division of Health Sciences. Bibliography: leaves 171-184.

Thesis (Ph. D.)--University of New South Wales, 2004. / Also available online.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis (Ph.D.) - University of Glasgow, 1983. / Thesis submitted to the Department of Management Studies, University of Glasgow, 1983. Includes bibliographical references. Print version also available.