Ensuring Abortion Rights For Womxn*

Abortion is not just a women\u27s issue, but a serious topic for all people who have a uterus. Whether they are trans, nonbinary, or intersex, the fight for abortion rights is also their fight. Giving them a voice is essential to the fight for abortion as not only is banning abortion blatantly anti-women but anti-trans. The misogynistic and homophobic bills across the country that have severely limited access to abortions need to be stopped. Additionally, to ensure Roe stays in place, The Women\u27s Health Protection Act must be passed in order to save abortion nationwide

Exploring young people's collaborative and creative processes using keyboard and computer based music technologies in formal and non-formal settings

In many UK music education settings, young people (11-17 years old) make music collectively. Despite this we currently lack understanding of the processes involved when collaboratively creating music, particularly when working around music technologies. To date, research has tended to focus on classroom-based collaborative interactions on well-defined tasks, where there is only one correct solution. As a result we know little about 1) the kinds of learning practices that emerge outside of school settings and 2) the processes young people engage in when working on open-ended, creative tasks. Addressing these areas, this research specifically set out to explore the nature of the creative process when composing music collaboratively using keyboards and sampling software, in school, community centre and music camp settings. The contextual relations or features of these different settings, such as the task setting, instruction and technology used and their influence on the creative music-making processes were examined. This was achieved through analysis of the young people's verbal dialogues, which resulted in greater understanding of the relations between context and creativity. The findings show that how the creative and musical content is organised, rather than the physical setting within which it takes place, plays a fundamental role in the types of talk and creative processes that emerge. Drawing on the results of the studies carried out, creativity was conceptualised as a cyclic process, with interdependent phases of exploration, discovery, elaboration, critical listening, refining and editing, recording and saving; with problem finding and discovery being central underlying drivers. Finally, the kinds of verbal dialogues that emerged across all the settings strongly indicated that traditional logical-deductive types of reasoning and talk are not necessary and may even be inappropriate for certain phases of the creative process. This finding is interesting and presents some challenges to our current understanding of collaborative learning. Consequently, it warrants further investigation. In sum, given the contemporary educational emphasis on self-directed and creative learners, the questions addressed in this thesis and the findings on the context and nature of the creative processes, and informal and formal learning, are considered timely and relevant

Memory and Melodrama in Colonial and Postcolonial French Film

Critical analysis of colonial and postcolonial cinema is a growing field of academic research. The editor of the International Journal of Francophone Studies, Kamal Salhi, explains that many American and English university French programs now offer degrees in this area of study (2). One line of research in this field centers on colonial and postcolonial memory in French cinema. This is because colonial memory has a problematic relationship to French national ideology. This thesis explores the causal connection between French colonial and postcolonial memory and melodramatic structures. Two French films, Indochine and Chocolat were the subjects of this study. These films were chosen because they both use a central character to recount colonial memories. They were compared to each other in order to ascertain the causal relationship between memory and melodrama. It was concluded that using personal memory to recount history does engender the use of melodramatic structures. It was also found, however, that the directors of the films react to the French nation ideology in different ways. Their reaction will influence the way that the spectator understands the French colonial experience

The outcomes of family and consumer leadership education: creating positive change in disability policy and practice

Background When individuals with disabilities are trained in evidenced based practices and how to advocate for themselves and their families, they are best able to ensure that services and supports meet their needs and create and realize a positive vision for their future. Participants and procedure In New Hampshire in the United States a Leadership Series provided seven weekend training sessions to an annual cohort of about 25 family members and 10 adults with disabilities about better practices in service provision, defining a vision for the future, and community organizing and advocacy strategies, using informational sessions and participation in small work groups. Results A total of 100 participants completing the Series over a six-year period completed pre and post surveys consisting of both closed-ended and open-ended questions. Respondents reported highly significant increases in their knowledge about service provision and advocacy strategies, significant increases in their clarity of vision for six out of seven life domains, and significant increases in their membership in community organizations and frequency of advocacy activities. Conclusions The Leadership Series fostered increased efforts to create positive change in the lives of the participants and their family members with disabilities and in the services and supports provided to family members with disabilities

Ladyhouse Blues Playbill

Providence College Department of Theatre, Dance & Film Blackfriars Theatre Ladyhouse Blues by Kevin O\u27Morrison December 2-5, 1982 Director, Judith Reagan Scenery and Lighting, Jim Eddy Stage Manager, David Joseph Clements I Costumes, Mary-Jo Flanagan Theatre Program Director, John Garrity Cast: Helen - Heidi Ann Vician, Eylie - Carol Caulfield, Dot - Mary Ellen Baxter, Liz - Marilyn Murphy Meardon, Terry - Jane Dillonhttps://digitalcommons.providence.edu/ladyhouse_pubs/1006/thumbnail.jp

Antibody-based biosensor assays for the detection of zilpaterol and markers for prostate cancer

The research presented in this thesis describes the production and application of antibodies against the drug of abuse zilpaterol, and the application of antibodies against prostate-specific antigen (PSA), a cancer marker. Polyclonal antibodies were used in the development of immunoassays in a competitive ELISA format and on the Biacore (a surface plasmon resonance-based optical biosensor capable of monitoring biomolecular interactions in 'real-time'). A zilpaterol-HSA conjugate was used to generate and characterise single chain antibody fragments. A combinatorial single chain (scFv) antibody phage display library was generated to zilpaterol. Splenomic mRNA from mice pre-immunised with a zilpaterol-HSA conjugate was used in the amplification of antibody genes followed by cloning into vectors from a well-established phage display system. Four positive clones were isolated during panning. One clone (Bl) was selected and re-cloned into a plasmid fiom soluble scFv antibody expression. The soluble scFv antibody was purified and used in the development of a competitive ELISA-based assay. Further analysis of the B 1 clone was carried out during the development of an inhibition assay for zilpaterol on Biacore. Affinity determinations of the scFv antibody for zilpaterol were carried out using 'realtime' biomolecular interaction analysis. A recombinant form of PSA was also produced and characterised. Commercial anti-PSA antibodies were used to generate a competitive ELISA