Auxins are plant hormones involved in virtually all aspects of plant life. Despite long-term commercial and horticultural use of the auxin Indole-3-Butyric Acid (IBA), a full recognition of its natural occurrence in plants was made only recently. I have used multiple approaches to dissect the role of IBA in Arabidopsis thaliana. This thesis includes the first characterization of a mutant with an altered response to IBA that retains wild-type sensitivity to Indole-3-Acetic Acid (IAA), the most studied endogenous auxin. This mutant, named resistant to IBA ( rib1), has modified root architecture and gravitropism and is resistant to auxin transport inhibitors. As these phenotypes are reminiscent of those of characterized auxin transport mutants, movement of IAA and IBA was studied in wild-type and mutant plants. IBA is transported in seedlings in three distinct flows, like IAA, and this transport is saturable, indicating it is carrier mediated. However, unlike IAA, IBA is not polarly transported in inflorescence axes, and IBA transport is not sensitive to IAA transport inhibitors. These results suggest IAA and IBA transport could be mediated or regulated by different mechanisms. In rib1 seedlings, all flows of IBA transport are modified, while IAA transport levels are unchanged. Modifications in IBA transport match phenotypic differences between rib1 and wild-type, and analyses of the physiological effects of IBA also suggest IBA has a role in defining wild-type seedling morphology in Arabidopsis. Though IAA transport levels are not changed in rib1, one flow of IAA transport is rendered insensitive to IAA transport inhibitors, perhaps revealing cross-talk between IAA and IBA transport regulation. Additionally, double mutant analyses reveal that IAA transport and response mutants can suppress some phenotypes of rib1, and some mutant combinations produce novel phenotypes, further suggesting cross-talk between IBA and IAA transport and response p

The purpose of the study was to examine a particular division-level implementation of the Health-Promoting Schools (HPS) Approach, the Battle River Project (BRP). Schools have become an important setting to positively affect health behaviors of children and youth. Although evidence exists for the efficacy of the HPS approach, there are recognized gaps in the areas of implementation and policy development. The BRP was initiated by Ever Active Schools (Alberta) and focused on social and organizational levels, with the end goal of positively affecting student health outcomes and policy. The participating schools and the division were supported by all partners involved in the research and worked to facilitate the development of healthy, active school communities. The study is presented as a series of four papers bracketed by introduction and conclusion chapters. The introduction chapter details the theoretical framework, literature review, context, and methodology of the study. The first paper introduces the BRP, provides provincial background, and details the structure and framework of the project. The second paper examines the use of evidence to effect change in schools and the division. The takeaway points from the project included the value of stakeholder involvement throughout the process, the need to share gathered evidence with those in a position to implement effective practice and capable of effecting change, and the importance of encouraging an embedding of health in school and division culture. The third paper shares the findings from the case study of the BRP under three dominant themes: participation, coordination, and integration. Evidence gathered in the study strongly support the efficacy of school divisionbased HPS implementation. The fourth paper examines the development and early implementation of healthy school policy in the Battle River School Division. Several themes were gleaned from the case study data, including perceptions and misconceptions, the importance of a bottom-up/top-down process, flexible rigidity with regard to implementation, and the need to make healthy schools the way we do business. The concluding chapter provides a summary of the work, highlights results, provides recommendations, and next steps.

国立情報学研究所で電子化したコンテンツを使用している。

The current global and local issues of culture such as September 11, the Bali Bombings and the “Cronulla Riots” triggered a question for the researcher: “how do primary students deal with intercultural communication in multicultural Australia in times of cultural uncertainty and complexity?” Intercultural communication studies in Australia rely heavily on those of the United States of America and the United Kingdom. For this reason, this study was planned to investigate intercultural communication in a multicultural classroom in a primary school in Australia. The research employs an ethnographical case study methodology with data collected from observation, interview and documentation. 56 Year 7 students and two classroom teachers from two classes and the school ESL (English as a Second Language) teacher were included in the study. Amongst the 56 students, 24 students were interviewed along with the classroom teachers and the ESL teacher. School documents regarding the promotion of intercultural communication were also collected during the observation period. The study found that differing language capacities of students and teachers have the greatest influence on intercultural communication. Language was observed to influence positive and negative intercultural communication in the classroom. The study also confirmed that the theory of Intercultural Communication Competence (Wiseman, 2002) supports the current ethos of this school’s curriculum. Overall, the study provides a vicarious experience of intercultural communication in an Australian multicultural classroom. Intercultural communication in this particular school did not appear to be problematic. This could be due to the teachers’ endeavours to promote intercultural communication both implicitly and explicitly. In concluding, the study suggests that this school could be a model for promoting intercultural communication with a few modifications to its programs.

xvii, 255 leaves : photos, tables, graphs ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Plant Physiology, 1979

Dissertation (Ph.D.)--Auburn University, 2005. / Abstract. Includes bibliographic references (p.83-96).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1959. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 152-155).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1967. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographies.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1968. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.