889 resultados para Parker, Wilder
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Currently, much of the autism literature supports the notion that Pervasive Developmental Disorder (PDD) is a deviation from what is considered "normal" and, accordingly, that it is in need of early remediation. This thesis explored alternative constructions of autism and pathology by drawing on theorists from other disciplines, such as cultural studies (Deleuze & Guattari, 1987, 1965, 1972, 1975,1980, 2003), critical psychology (Parker, 1995, 2002, 2005, 2007), disability studies (Danforth,1997, 1999, 2000; Skrtic, 1995, 1996) and anti-psychiatry (Basaglia, 1987). In an attempt to show how our accounts of the world encompass constructions rooted in language and our own histories of thinking about topics that interest us, this research took an autoethnographic approach to understanding autism discourse. Instead of denying the researcher's existence and personal investment in the research, the author attempted to implicate "the self in the research by acknowledging her own assumptions, biases and ideologies about autism discourse and practice. Thus, tensions between the self and other, personal and political become woven into the fabric, creating a personal, subjective, and partial account of the phenomenon. This research was intended to explicate and interrogate some of the taken-for-granted Truths which guide our practices with people with autism. This alternative critical framework focused on understanding autism as a discourse and explored the way these dominant autism constructions function in society. Furthermore, positioning "the self in the research was meant to illustrate the fundamental need for self-reflective practice in the social sciences.
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The purpose of this study was to examine the disability discourses present in Ontario elementary schools curriculum. The study used a critical social analysis perspective to employ a textual discourse analysis on the Planning [title of subject] Programs for Students with Special Education Needs (PPSSEN) section of the curriculum. The present study utilized Parker's (1992) seven criteria for distinguishing discourses and discovered five main discourses; Independent, dependent, legal, scientific and agency discourses. The second step to this research was the placement and discussion of these five discourses on three diverse texts, Paulo Freire's (2008) Pedagogy o/ the Oppressed, Psychiatry Inside Out, Selected writings of Franco Basaglia, written by Scheper-Huges and Lovell (1987) and Aronowitz and Giroux's (1985) Education Under Siege: The Conservative, Liberal and Radical Debate over Schooling. These unique perspectives were used as methods of analysis tools to further analyze the dominate disability discourses. The texts provided textual support in three major areas; dialectics, critical education and structural conditions of power and language of traditional roles and responsibilities. The findings and discussions presented in this project contain significant implications for anyone involved with students with disabilities in any education system.
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A semi-weekly paper that was published from 1801 to 1817. It was previously called the Independent chronicle and the universal advertiser, and was later the Independent chronicle and Boston patriot (Semiweekly). Publishers were Abijah Adams and Ebenezer Rhoades. Topics of interest in this issue include: Page 1: Proclamation from James Madison pardoning military deserters if they return to military service; announcement to officers and soldiers in the military offering reward for the return of military deserters; U.S. General W. Scott's account of the battle of Chippewa; U.S. General P. B. Porter's account of the battle of Chippewa; Major J. Hindman's account of the battle of Chippewa; news of British war ships attacking and capturing U.S. cargo ships; Page 2: news of a soldier shot for desertion; military news from Erie, Pennsylvania; New York appropriates money to pay troops and build two encampments; James Madison issues orders for state of Rhode Island to raise a militia of 500 troops; U.S. military news from Bermuda; report of the death of Capt. Parker of the U.S. ship Syren; account of the battle of Chippewa and a list of important officers wounded; report of a raft captured that was taking supplies to the British; report of U.S. General Brown being wounded in battle; list of further details of the battle of Chippewa; report of Indian attack near Champlain; news of prisoner exchange and announcement that exchanged prisoners should return to their regiments; listing of the total number of British forces in the U.S.; report of British shipwrecks; Naval news for the Port of Boston; news of various U.S. war ships; Page 4: Marshal's notice announcing a trial for members of a private American ship accused of supplying the British with provisions;
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Boyd's justification of his conduct and complaints about being dropped from the Army list. Inscribed on page [1]: N. Emery, Esq.
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Research indicates that Obsessive-Compulsive Disorder (OCD; DSM-IV-TR, American Psychiatric Association, 2000) is the second most frequent disorder to coincide with Autism Spectrum Disorder (ASD; Leyfer et aI., 2006). Excessive collecting and hoarding are also frequently reported in children with ASD (Berjerot, 2007). Although functional analysis (Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994) has successfully identified maintaining variables for repetitive behaviours such as of bizarre vocalizations (e.g., Wilder, Masuda, O'Connor, & Baham, 2001), tics (e.g., Scotti, Schulman, & Hojnacki, 1994), and habit disorders (e.g., Woods & Miltenberger, 1996), extant literature ofOCD and functional analysis methodology is scarce (May et aI., 2008). The current studies utilized functional analysis methodology to identify the types of operant functions associated with the OCD-related hoarding behaviour of a child with ASD and examined the efficacy of function-based intervention. Results supported hypotheses of automatic and socially mediated positive reinforcement. A corresponding function-based treatment plan incorporated antecedent strategies and differential reinforcement (Deitz, 1977; Lindberg, Iwata, Kahng, and DeLeon, 1999; Reynolds, 1961). Reductions in problem behaviour were evidenced through use of a multiple baseline across behaviours design and maintained during two-month follow-up. Decreases in symptom severity were also discerned through subjective measures of treatment effectiveness.
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Volumes of interest were published between 1812 and 1815 with articles about the War of 1812. Issue for July 12, 1813 includes an account of the capture of the Chesapeake, report of explosion of the schooner Eagle off New London, report Com. Hardy had detained a smack, was determined to destroy all smacks and other small craft he found, reports of recent events at Malden, Fort George, head of the Lake, Sacketts Harbour, two reports of attack on Hampton, report of British attack near point of Nansemond River/Craney Island, second report of battle on/near Craney Island, additional report of attack at Hampton, marine news from Baltimore, report that sickness rampant throughout Army, many deaths reported, report that British were fortifying Brownstown, but deserters from British believe Michigan could be retaken by 3000 troops, report Gen. Boyd remained at Fort George to supervise repair of fortifications, report British reinforced from Kingston in Niagara and in Malden, report Gen. Hampton arrived at Albany on way to Burlington, report Gen. Parker left Albany, headed to Burlington, report of 400 men marching from Greenbush to the frontier, report of battles at Stoney Creek, 40 Mile Creek, report that Gen. Boyd lost an action with British in which 8 to 10 hundred men killed and taken from Americans, reports British had captured stores at Black Rock, Sodus, and Oswego, report of British victory in a battle 5 miles from Queenston, troop strength under Dearborn in Niagara reported between 2 and 3 thousand, additional reports of Battle of Beaverdams, reports Dearborn had resumed command, after lengthy illness, Gen. Boyd remained at Fort George, reports natives had been sieging Fort Wayne.
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- The first part of the document traces Mr. Hailes lineage. His father, James Haile was a farmer. His grandfather, Amos Haile was a sailor for the early part of his life. He was placed on a British man-of- war in about 1758. He escaped and settled in Putney. (p.1) - His fathers mothers maiden name was Parker. His mothers maiden name was Campbell. Her father was a captain in the Revolutionary Army. (p.2) - His earliest memories revolve around the death of his aunt and the funeral of General Washington (although he did not witness this). At the time, his father was a Lieutenant in a regiment militia of Light Dragoons who wore red coats. (p.3) - In 1804, an addition was added to the Haile house which necessitated that William was to stay home to help with the building. He continued to study and read on his own. He was particularly interested in Napoleon Bonapartes victories. In that same year he was sent to Fairfield Academy where Reverend Caleb Alexander was the principal. (p.4) - On June 1, 1812, William was appointed as an Ensign in the Infantry of the Army of the United States. He was put into the recruiting service at Nassau (20 miles east of Albany) where he remained until September. (p.4) - He was assigned to the 11th Regiment of the W.S. Infantry and directed to proceed to Plattsburgh to report to Colonel Isaac Clark. (p.7) - He was assigned to the company commanded by Captain Samuel H. Halley who was not in the best of health and often absent. For a good part of the time William was in charge of the company. (p.8) - The 11th Regiment was encamped beside the 15th Regiment commanded by Col. Zebulon Montgomery Pike [Pikes Peak was named after him]. Col. Pike generously drilled and disciplined the 11th Regiment since their officers didnt seem capable of doing so. (p.8) - The first brigade to which Williams regiment was attached to was commanded by Brigadier General Bloomfield of New Jersey. Brigadier Chandler of Maine commanded the second brigade. (p.9) - At the beginning of November, Major General Dearborn took command of the army. He had been a good officer in his time, but William refers to him as old and inefficient earning him the nickname Granny Dearborn (p.9) - On November 17th, 1812, General Dearborn moved north with his army. The troops ended up in Champlain. There was no fighting, only a skirmish between a party of men under Colonel Pike and a few British troops who he succeeded in capturing. (p.10) - The troops were moved to barracks for the winter. Colonel Pikes troops were put into suitable barracks and kept healthy but another part of the army (including the 11th Regiment) were sent to a barracks of green lumber north of Burlington. Disease soon broke out in the damp barracks and the hundreds of deaths soon followed. One morning, William counted 22 bodies who had died the previous night. He puts a lot of this down to an inexperienced commanding officer, General Chandler. (p.11) - At the beginning of 1813, William was stationed as a recruiter on the shore of Shoreham across from Fort Ticonderoga. In February, he returned to Burlington with his recruits. In March he received an order from General Chandler to proceed to Whitehall and take charge of the stores and provisions. In April and May it was decided that his half of the regiment (the First Battalion) should march to Sacketts Harbour, Lake Ontario. They arrived at Sacketts Harbour about the 10th of June, a few days after the Battle of Sacketts Harbour. (p.12) - He was camped near the site of Fort Oswego and got word to head back to Sacketts Harbour. A storm overtook the schooner that he was on. (p.14) - William was involved in the Battle of Williamsburg (or Chryslers Farm) which he calls a stupid and bungling affair on the part of our generals.(p. 18) - General Covington was wounded and died a few days after the battle. (p.19) - William speaks of being ill. The troops were ordered to march to Buffalo, but he is able to go to his fathers house in Fairfield where his mother nursed him back to health (p.23) - Upon arrival at Buffalo, the old fogy Generals were replaced with younger, more efficient men. (p.25) - On page 27 he sums up a few facts: In 1812, the army was assembled on Lake Champlain with the intention of capturing Montreal, and then Quebec. That year, under General Dearborn the army marched as far as Champlain, then turned back and went into winter quarters. In 1813, the army was assembled at Sacketts Harbour and that year the campaign ended at French Mills which was 70 or 80 miles from Montreal. In 1814, the army at Buffalo were some 400 miles from Montreal with still the same object in view. - He says that these facts make a riddle difficult to explain. (p.27) - On the evening of July 2nd they embarked on the boats with the objective of capturing Fort Erie. The enemy were all made prisoners of war (p.27) - On July 4th they went to Streets Creek, 2 miles above the Chippewa [Chippawa] River (p.28) - Page 29 is titled The Battle of Chippewa [Chippawa] - He speaks of 2 drummers who were fighting over the possession of a drum when a cannonball came along and took of both of their heads (p.29) - He proclaims that this was one of the most brilliant battles of the war. The battle was fought and won in less than an hour after they left their tents. He credits General Scott with this success and states that was due to his rapid orders and movements. (p.30) - The dead of the battle remained on the field during the night. He describes this as quite gloomy seeing friend and foe lying side by side. At daybreak they set to work digging trenches to bury the dead. (p.31) - Colonel Campbell was wounded and advised to have his leg amputated. He refused, and subsequently died. (p.32) - It is said that the British threw several of their dead into the river and they went over the Falls. (p.32) - His troops repaired the bridge over Chippawa which the enemy had partially destroyed and then pursued the British as far as Queenston Heights. (p.32) - On pages 33 and 34 he speaks about meeting an old friend of his, Philip Harter. - The account ends at Queenston Heights
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UANL
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UANL
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UANL
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Lubiquitin-fold modifier (UFM1) fait partie de la classe 1 de la famille de protine ubiquitin-like (Ubl). UFM1 et Ub ont trs peu dhomologie de squence, mais partagent des similarits remarquables au niveau de leur structure tertiaire. Tout comme lUb et la majorit des autres Ubls, UFM1 se lie de faon covalente ses substrats par lintermdiaire dune cascade enzymatique. Il est de plus en plus frquemment rapport que les protines Ubls sont impliques dans des maladies humaines. Le gne Ufm1 est surexprim chez des souris de type MCP dveloppant une ischmie myocardique et dans les lots de Langerhans de patients atteints du diabte de type 2. UFM1 et ses enzymes spcifiques, UBA5, UFL1 et UFC1, sont conservs chez les mtazoaires et les plantes suggrant un rle important pour les organismes multicellulaires. Le Caenorhabditis elegans est le modle animal le plus simple utilis en biologie. Sa morphologie, ses phnotypes visibles et ses lignes cellulaires ont t dcrits de faon dtaille. De plus, son cycle de vie court permet de rapidement observer les effets de certains gnes sur la longvit. Ce modle nous permet de facilement manipuler lexpression du gne Ufm1 et de mieux connatre ses fonctions. En diminuant lexpression du gne ufm-1 chez le C.elegans, par la technique de lARN interfrence par alimentation, nous navons observ aucun problme morphologique grave. Les vers ressemblaient aux vers sauvages et possdaient un nombre de progniture normal. Cependant, les vers sauvage exposs lARNi dufm-1 vivent significativement moins longtemps que les contrles et ce, de faon indpendante de la voie de signalisation de linsuline/IGF. Chez le C. elegans la longvit et la rsistance au stress cellulaire sont intimement lies. Nous navons remarqu aucun effet dufm-1 sur le stress thermal, osmotique ou oxydatif, mais il est requis pour la protection contre le stress prototoxique. Il est galement ncessaire au maintien de lintgrit neuronale au cours du vieillissement des animaux. Lensemble de nos donnes nous renseigne sur les fonctions putatives du gne Ufm1.
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Les gnes TDP-43 (TAR DNA Binding Protein 43) et FUS/TLS (Fused in Sarcoma/Translocated in Liposarcoma) sont actuellement ltude quant leurs rles biologiques dans le dveloppement de diverses neuropathies telles que la Sclrose Latrale Amyotrophique (SLA). tant donn que TDP-43 et FUS sont conservs au cours de lvolution, nous avons utilis lorganisme modle C. elegans afin dtudier leurs fonctions biologiques. Dans ce mmoire, nous dmontrons que TDP-1 fonctionne dans la voie de signalisation Insuline/IGF pour rguler la longvit et la rponse au stress oxydatif. Nous avons dvelopp des lignes C. elegans transgniques mutantes TDP-43 et FUS qui prsentent certains aspects de la SLA tels que la dgnrescence des motoneurones et la paralysie adulte. La prototoxicit cause par ces mutations de TDP- 43 et FUS associes la SLA, induit lexpression de TDP-1. linverse, la dltion de tdp-1 endogne protge contre la prototoxicit des mutants TDP-43 et FUS chez C. elegans. Ces rsultats suggrent quune induction chronique de TDP-1/TDP-43 sauvage propagerait la prototoxicit lie la protine mutante. Nous avons aussi entrepris un criblage molculaire pilote afin disoler des suppresseurs de toxicit neuronale des modles transgniques mutants TDP-43 et FUS. Nous avons ainsi identifi le bleu de mthylne et le salubrinal comme suppresseurs potentiels de toxicit lie TDP-43 et FUS via rduction de la rponse au stress du rticulum endoplasmique (RE). Nos rsultats indiquent que lhomostasie de repliement des protines dans le RE reprsente une cible pour le dveloppement de thrapies pour les maladies neurodgnratives.
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Lapprentissage par projet est une mthode pdagogique importante dans le rseau des cgeps, particulirement depuis la Rforme scolaire collgiale de 1993 (Pich & Lapostolle, 2009). Toutefois, la quantit dtudes sur les conditions defficacit de cette mthode pdagogique, particulirement les tudes longitudinales, est limite dans le milieu collgial. La prsente tude analyse le rle de plusieurs variables issues de la recherche en psychologie organisationnelle. Dabord, on considre le rle de deux variables de personnalit affectes par la complexit dune tche : lorientation envers les buts (Dweck & Leggett, 1988) et le style de gestion des conflits (Rubin, Pruitt, & Kim, 1994). Deux variables processuelles sont aussi tudies : les types de conflits (Jehn 1995, 1997) et la proactivit (Griffin, Neale, & Parker, 2007). laide danalyses de mdiation (Preacher & Hayes, 2008), les rsultats dmontrent que les orientations envers les buts et les styles de gestion des conflits utiles aux tches complexes le sont galement dans un contexte de projet au collgial, favorisant la proactivit des tudiants. Pour les types de conflits, un examen de leur volution dans le temps permet de conclure un effet gnralement ngatif en raison de la forte association entre eux. Une explication possible est la prsence de msattribution (Simons & Peterson, 2000), cest--dire que les conflits relis la tche sont faussement interprts comme des conflits interpersonnels.
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Lincidence constante des maladies lies lge reflte un rel enjeu dans nos socits actuelles, principalement lorsquil est question des cas de cancers, daccidents crbraux et de maladies neurodgnratives. Ces dsordres sont lis laugmentation de lesprance de vie et un vieillissement de la population. Les cots, estims en milliards de dollars, reprsentent des sommes de plus en plus importantes. Bien que les efforts dploys soient importants, aucun traitement na encore t trouv. Les maladies neurodgnratives, telles que la maladie dAlzheimer, de Parkinson, dHuntington ou la sclrose latrale amyotrophique (SLA), caractrises par la dgnrescence dun type neuronal spcifique chaque pathologie, reprsentent un dfi important. Les mcanismes de dclenchement de la pathologie sont encore nbuleux, de plus il est maintenant clair que certains de ces dsordres impliquent de nombreux gnes impliqus dans diverses voies de signalisation induisant le dysfonctionnement de processus biologiques importants, tel que le mtabolisme. Dans nos socits occidentales, une problmatique, directement li notre style de vie sajoute. Laugmentation des quantits de sucre et de gras dans nos dites a amen un accroissement des cas de diabtes de type II, dobsit et de maladies coronariennes. Nanmoins, le mtabolisme du glucose, principale source nergtique du cerveau, est primordial la survie de nimporte quel organisme. Lors de ces travaux, deux tudes effectues laide de lorganisme Caenorhabditis elegans ont port sur un rle protecteur du glucose dans un contexte de vieillissement pathologique et dans des conditions de stress cellulaire. Le vieillissement semble acclr dans un environnement enrichi en glucose. Cependant, les sujets traits ont dmontr une rsistance importante diffrents stress et aussi la prsence de protines toxiques impliques dans la SLA et la maladie de Huntington. Dans un deuxime temps, nous avons dmontr que ces effets peuvent aussi tre transmis la gnration suivante. Un environnement enrichi en glucose a pour bnfice de permettre une meilleure rsistance de la progniture, sans pour autant transmettre les effets nfastes d au vieillissement acclr.
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This dissertation examines gendered fictional dialogue in popular works by D.H. Lawrence, Ernest Hemingway and E.M. Forster, including Howards End (1910), The Sun Also Rises (1926) and Lady Chatterleys Lover (1928). I apply Judith Halberstams notion of female masculinity to direct speech, to explore how speech traits inform modernist literary aesthetics. My introduction frames this discussion in sociolinguistics, Judith Butlers theory of performativity, M.M. Bakhtins discourse theory, and gender studies. It provides an opportunity to establish experimental dialogue techniques, and the manipulation of gendered talk, in transgressive texts including James Joyces Ulysses (1922), Virginia Woolfs Orlando (1928) and Radcyffe Halls The Well of Loneliness (1928). The first chapter discusses taboos and dialect in D.H. Lawrences fictional dialogue. The second chapter establishes gender subversion as a crucial element in Ernest Hemingways dialogue style. The third chapter contrasts Forsters latently gendered speech with his techniques of dialect emphasis and dialect suppression. Finally, my conclusion discusses gender identity in the poetry of Dorothy Parker and Baroness Elsa von Freytag Loringhoven, and the temporality of gender in Time Passes from Virginia Woolfs To the Lighthouse (1927). New Woman characters like Lady Brett Ashley typified a crucial moment in womens liberation. They not only subverted stereotypes of womanhood through their dress or sexual freedom, they also adopted/adapted masculine idiom to shock, to rebel against and challenge male dominance. Different speech acts incited fashionable slang, became a political protest symbol or inspired psychoanalytic theory. The intriguing functions of womens masculine speech in early twentieth century fiction establishes the need to examine additional connections between gender and talk in literary studies.
