Dissertationen zum Thema „Frogs Research“
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Howard, Brittni D. „Catching evidence with frogs through focused ethnographic research with a Filipino rice farming community“. Thesis, Northern Arizona University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10009783.
Rice farmers have a wealth of knowledge about local amphibians, impacts of chemical pesticides on amphibians and rice paddies, and changes in amphibian populations over time. I used my training in anthropology to highlight the relevance of examining the impacts of national and international policies and institutions on local rice farmers’ experiences, perceptions, and practices in regards to amphibians and rice pest management. Through a focused ethnographic approach with farmers in Banca-Banca Victoria, I found that policies and institutions have direct influences on farmers’ knowledge, attitudes, and practices including four themes among rice farmers: (1) articulated perceived consequences of non-native invasive anuran species, such as Rhinella marina and Kaloula pulchra (2) articulated perceived indicators of environmental health provided by native and non-native anuran species (3) perceptions that both native and non-native anurans can help in efforts to manage pest insects in rice paddies (4) local knowledge about impact of chemical pesticides on amphibian populations and observed temporal changes in amphibian populations. I contend that the Filipino rice farmers I worked with have insights into rice farming practices, amphibians, and the local environment that should be further explored in an effort to find alternative or modified pest management practices to positively affect farmer and environmental health, sovereignty, and dignity.
Eriksson, Jakob, und Emanuel Snårelid. „Virtual teams make SMEs leap like frogs : A research regarding how virtual teams influence the internationalization process within a SME“. Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-74678.
Puig, Virginia Moreno. „Conservation issues for Hochstetter's frog (Leiopelma hochstetteri): monitoring techniques and chytridiomycosis prevalence in the Auckland region, New Zealand : a thesis presented in partial fulfillment of the requirements for the degree of Master of Science in Conservation Biology at Massey University, Auckland, New Zealand“. Massey University, 2009. http://hdl.handle.net/10179/1132.
Baker, Richard Julian. „Nonlinear and other properties of otoacoustic emissions in frog and human ears“. Thesis, Keele University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306104.
Leduc, Joël. „Life-History Trade-offs in Northern Leopard Frog (Lithobates [Rana] Pipiens) Tadpoles: Interactions of Trace Metals, Temperature, and Ranavirus“. Thesis, Laurentian University of Sudbury, 2014. https://zone.biblio.laurentian.ca/dspace/handle/10219/2160.
Pandey, Ram Naresh. „Physiological Effects on the Expression of Aquaporin 1-Like HC-1 in Cope’s Gray Tree Frog, Hyla Chrysoscelis“. Wright State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=wright1240149535.
Good, Celeste Dawn. „Constructed ponds as mitigated habitat for the wood frog (Rana sylvatica LeConte) and the spotted salamander (Ambystoma maculatum Shaw) in West Virginia“. Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=649.
Title from document title page. Includes abstract. Document formatted into pages: contains vi, 65 p. including illustrations and maps. Bibliography: p. 61-65.
Blech-Hermoni, Yotam. „Roles of CUG-BP, Elav-Like Family Member 1 (CELF1), an RNA Binding Protein, During Vertebrate Heart Development“. Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1417636826.
Nyh, Johan. „From Snow White to Frozen : An evaluation of popular gender representation indicators applied to Disney’s princess films“. Thesis, Karlstads universitet, Institutionen för geografi, medier och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36877.
Betyg VG (skala IG-VG)
Tyler, Michael J. 1937. „The biology and systematics of frogs : contributions submitted to The University of Adelaide / by Michael J. Tyler“. 2002. http://hdl.handle.net/2440/38581.
Includes bibliographical references.
2 v. (various pagings) :
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Comprises 90 contributions to the biology and systematics of frogs, with particular emphasis upon those concerning the fauna of Australia and New Guinea. Provides an understanding of the state of knowledge when the author commenced his studies; permitting the extent of his work, an the nature of its significance, to be evaluated.
Thesis (D.Sc.)--University of Adelaide, Dept. of Environmental Biology, 2002
Chang, Wen-Ting, und 張雯婷. „A research integrating frogs ecology conservational curriculum into the animal unit on promoting fifth grader's frogs ecology conservational knowledge, attitude and behavior“. Thesis, 2009. http://ndltd.ncl.edu.tw/handle/60288200366255735726.
臺北市立教育大學
自然科學系碩士班
97
This study uses a methodology of one-group pretest-posttest design of quasi-experiment to primarily conduct quantitative analysis, with qualitative analysis as the second, and Convenience sampling is adapted. The sample students were the fifth graders in Da-an Dist of Taipei City, infusion instruction is performed in the experimental classes, which employed “Frogs Ecology Conservational Curriculum(FECC)”. The curriculum is cooperated with outdoor frog ecological game instruction to be integrated into the fourth unit “Animal” in Nature and Life science course of Newton edition. To inquire how the curriculum influence the knowledge of and the attitude, behavior toward frog ecological conservation pertaining to Grade-5 students. The instruments were “Frog Ecology Conservational Knowledge Scale (FECKS)”, “Frog Ecology Conservational Attitude Scale (FECAS)” and “Frog Ecology Conservational Behavior Scale (FECBS)”. The qualitative data we collected were acivity learning sheets and teachers’ self-evaluation notes as well as students’ learning reflections, tape recording, and Semi-Sutured Interviews. Through the data analysis, the findings are: 1. The students who were employed “FECC” got higher scores in posttest than in pretest, among “the total scores of ”FECKS”, “the Knowledge of what is Frog”, “the Knowledge of Frog’s Living Custom ”, “the Knowledge of Frog’s Reproduction” and“the Knowledge of Frog Conservation”. 2. The students who were employed “FECC” got higher scores in posttest than in pretest, among “the total scores of ”FECAS”, “Environment Pollution, Prevention and Cure”, “the Attitude of Creatures and Environment”, “the Attitude of Affinity between Human and Nature” and “the Attitude of Cradling and Using of Resource”. 3. The students who were employed “FECC” got higher scores in posttest than in pretest, among “the total scores of ”FECBS”, “the Behavior of Auto Ecology Conservational Behavior”, “the Behavior of Consuming Behavior” and “the Behavior of convictive Behavior”. 4. “FECC” is assistant to promote students’ frog ecology conservational knowledge, attitude and behavior of the elementary school. According to the research results, the researcher suggests to add outdoor curriculum hours, adjust the timing of curriculum, correct and reflect the curriculum in time, putting living frogs into curriculum can raise students’ attention, the effect of outdoor frog ecological game is surprising good, encourage teachers to fuse and popularize the FECC. Besides, the researcher also recommends that teachers should enrich their own specialty about this field and increase their teaching ability. Since the sampling were restricted to only fifth graders. In the future, the sampling need cover other areas, integrating other creatures into the curriculum as another research, or try to make the FECC an inside curriculum as another research.
Li, Huan-Jung, und 李煥榮. „Research on outcome of courses for Teachers in Frogs’ World Digital Academy“. Thesis, 2013. http://ndltd.ncl.edu.tw/handle/20819403269170243498.
國立東華大學
自然資源與環境學系
101
To effectively promote the ecology and environmental education of frogs, Frogs’ World Learning Website (http://learning.froghome.org/) provides many ecological and habitat information of frogs and establishes internet resources for community-wide learning service. Frogs’ World Digital Academy (http://e-learning.froghome.org/), which is contained within the Frogs’ World Learning Website, has started to offer the teacher class for teacher’s community since 2010. A total of 509 people have signed up during the 3 years since the class started. Among those who signed up, 416 students actually participated in digital course and 234 of them have completed the digital course. The number of people participated in learning increases every year. The average age of students attended the teacher class is 38. Majority of students are school teachers and faculty and they were made aware of the class mostly from the internet. Since the digital life style is prevailing, the most of students have easy internet access and they also have ample time for internet learning. In this study, the results from questionnaires for frogs’ knowledge, the attitude toward frogs’ conservation as well as the degree of satisfaction for class were analyzed. Knowledge and attitudes questionnaires contain 30 knowledge questions and 5 attitude questions. Satisfaction questionnaires evaluate the learning satisfaction in course content and quantity, difficulties and obstacles of participating digital learning, course learning and website system four categories. There are consistency and stability in the results of knowledge questionnaires for 2012 Internet Digital Course. The post-learning knowledge test score is significantly higher than that of pre-learning test. This indicates the effectiveness of teacher class curriculum in knowledge improvement. The post-learning attitude test score is also significantly higher than that of pre-learning test. This shows the attitude of students toward frog conservation has been significantly improved. Students are satisfied with the content and quantity of digital curriculum. They did not think there is any difficulty or obstacle in digital learning. They are very satisfied with the course and think the field trip within the course is necessary and desirable. The satisfaction of website systems for 2012 is significantly higher than that of previous two years. The recommendations of future curriculum planning for teacher class are: 1. Increase habitat introduction courses. 2. Increase field trip courses. 3. Spread the message of digital course for advanced study more aggressively. 4. Improve the website system satisfaction. 5. Strengthen the course discussion interface.
Bilusich, Daniel. „Negative ion mass spectrometry of peptides : an aid to structure determination“. 2006. http://hdl.handle.net/2440/37844.
Thesis (Ph.D.)--School of Chemistry and Physics, 2006.
Chang, Chih-Min, und 張志忞. „A Study of Citizen Scientists Participation Motivation and Continuing Willingness Involve in Research Project for Frogs“. Thesis, 2013. http://ndltd.ncl.edu.tw/handle/53076561144056416248.
國立東華大學
自然資源與環境學系
101
This is a study of Taiwan’s amphibian conservation volunteer teams. Volunteers' participation motivation and continuing willingness to involve in the citizen science project were investigated. This study started from April to October in 2012 and interviewed with 17 volunteer squads, by using participant observation method and document analysis method to collect the data. The results showed that the participation motivation of the volunteers including egoistic motives, altruistic motives, society motives, background motives, but the real reasons to support volunteers' involvement were various and interacted with each other. And as for the elements of continuing willingness were emotional identification and rational exchange, though the former played a more important role than the latter. Citizen science project not only conducted scientific researches but also educated volunteers. Its appropriate arrangements for training courses, for example, to instill environmental responsibilities and sense of ownership to volunteers would gradually improve their environmental literacy. The improvement would strengthen volunteers' continuing willingness and their ability of environmental action, and eventually to contribute the conservation of amphibians.
Lee, Men-Chen, und 李孟真. „Everybody Gathering to Talk and Listen! – Third Grade Student Reading Discussion Research With Arnold Lobel’s “Frog and Toad” Series as Source Material“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/89886867195445622799.
國立臺東大學
兒童文學研究所
102
Reading is the basis of all language literature studies. The researcher intends to go through the reading discussion model to lead the third grade students into re-enjoying the reading fun and to cultivate their listening and expression capabilities. This study is using Arnold Lobel’s “Frog and Toad” series for the main reading materials and the researcher’s twenty-eight third grade students as the study objects to proceed total twelve weeks classroom reading discussion sessions. The observation data is analyzed with the help of qualitative data such as in-field observations of students’ classroom discussions and conversations, word to word records of classroom video recording, students’ discussion daily report, and teacher’s daily review notes and with supporting documents such as records and feedback questionnaire. The main research topics are what kind of strategies the teacher can choose to motivate student’s reading interest, how to stimulate student and instigate his further thinking and questioning on the reading contents, and how the children, participating in the reading discussion, from their specific viewpoints interpret adults’ familiar or appreciated stories? The conclusions of this research are: 1. During the session of teacher leading the students reading books, with the strategies such as anticipation and role play the student’s reading interests on the books can be motivated. 2. During the session of discussion, with various questioning techniques, teacher can instigate the student to re-think or further explore on his own or other’s opinions. 3. That teacher gives suitable encouragements when student giving speech and provides timely reminders on objectives and rules during discussion session can help the student to develop his discussion and speech capabilities. In addition, the whole discussion session can be smoother. Giving inductive conclusions at the end of discussion can provide the student a better picture of overall discussion. 4. Teacher can realize from the questions raised what are students’ concerning points on the book. Although the question itself may not be on the focus point, it still can be seen as another type of success. 5. From word records such as daily records and questionnaire results, students can really enjoy the fun in reading discussion session and have lots of expectations. 6. The less teacher in the leading role, more chance to see children’s world.
Roberts, Sarah Elizabeth. „Breccia of Frog Lakes : reconstructing Triassic volcanism and subduction initiation in the east-central Sierra Nevada, California“. Thesis, 2014. http://hdl.handle.net/1805/4085.
The Antler and Sonoma orogenies occurred along the southwest-trending passive Pacific margin of North America during the Paleozoic concluding with the accretion of the McCloud Arc. A southeast-trending sinistral transform fault truncated the continental margin in the Permian, becoming a locus for initiation of an east-dipping subduction zone creating the Sierran magmatic arc. Constrained in age between two early Triassic tuff layers, the volcanic clasts in the breccia of Frog Lakes represent one of the earliest records of mafic magmatism in the eastern Sierra Nevada. Tholeiitic rock clasts found in the breccia of Frog Lakes in the Saddlebag Lake pendant in the east central Sierra Nevada range in composition from 48% to 63% SiO2. Boninites produced by early volcanism of subduction initiation by spontaneous nucleation at the Izu-Bonin-Mariana arc are more depleted in trace element concentrations than the clasts while andesites from the northern volcanic zone of the Andes produced on crust 50 km thick have similar levels of enrichment and provide a better geochemical modern analogue. Textural analysis of the breccia of Frog Lakes suggest a subaqueous environment of deposition from a mature magmatic arc built on continental crust > 50 km thick during the Triassic. The monzodiorites of Saddlebag and Odell Lakes are temporal intrusive equivalents of the breccia of Frog Lakes and zircon geochemistry indicates a magmatic arc petrogenesis.
Civišová, Dagmar. „Kambo a jeho mnoho tváří“. Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-396911.