Relevant bibliographies by topics / P. lessonae

Academic literature on the topic 'P. lessonae'

Author: Grafiati
Published: 30 May 2022
Last updated: 31 May 2022

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Journal articles on the topic "P. lessonae"

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Berger, Leszek, Maciej Pabijan, Mariusz Rybacki, and Elzbieta Czarniewska. "Large eggs and ploidy of green frog populations in Central Europe." Amphibia-Reptilia 32, no. 2 (2011): 149–58. http://dx.doi.org/10.1163/017353710x546495.

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AbstractGreen frogs of Central Europe consist of three taxa: Pelophylax ridibundus, P. lessonae and their natural hybridogenetic hybrid, P. esculentus, which forms as a rule mixed populations with its parental species. We examined 659 095 eggs from P. ridibundus (48 females), P. lessonae (133 females) and P. esculentus (170 females) originating from 39 populations in Austria, Denmark, Germany and Poland. Some females of each taxon laid eggs that fell into discrete size classes (small, medium and large). Large eggs were mostly diploid gametes from which triploids developed. They were found in P. esculentus (25 233 large eggs in 152 spawns), P. lessonae (81 in 10 spawns) and P. ridibundus (7 in 3 spawns). The main purpose of the paper was to demonstrate that the numbers of large eggs were clearly associated with triploid P. esculentus frogs. In pure hybrid (esculentus) populations large eggs comprised between 2.44-40.96% of all ova, while triploid adult frogs constituted between 13.9-73.2% of all individuals, in mixed ridibundus-esculentus populations the large eggs and triploid frogs ranged between 0.85-36.6% and 9.2-56.2%, respectively. However, in mixed lessonae-esculentus populations large eggs comprised only 1.74% of the spawns, whereas triploid frogs represented 2.1% of the adults in the population.
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Jośko, Paulina, and Maciej Pabijan. "Recent shifts in taxonomic compositions of water frog populations (Anura: Pelophylax) inhabiting fish ponds in southern Poland." Amphibia-Reptilia 42, no. 1 (September 29, 2020): 59–72. http://dx.doi.org/10.1163/15685381-bja10031.

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Abstract In Central Europe, water frog species coexist in assemblages consisting of Pelophylax lessonae, P. ridibundus and their hybridogenetic hybrid, P. esculentus. Population compositions are poorly understood, partly because of difficulties in distinguishing hybrids from parentals by means of morphology alone. Environmental change and human-mediated, cryptic introductions of non-native water frog species have modified local assemblages. In this contribution we examined the structure of nine water frog populations inhabiting mostly large fish ponds in the Upper Vistula river valley of southern Poland using morphology and PCR-based genotyping of single loci in the nuclear and mitochondrial genomes. We found four different water frog population compositions: two with only P. ridibundus, one composed of P. lessonae and P. esculentus, three with P. ridibundus and P. esculentus, and three containing all three water frog taxa. Historical data show that the area was previously inhabited by lessonae-esculentus populations. We propose that both ecological and genetic replacement by expanding P. ridibundus may have contributed to the decline of the former. Overall, 18% of P. ridibundus frogs contained introgressed P. lessonae mtDNA, however, the frequency of introgressants was most pronounced in populations with a high proportion of P. esculentus. Exotic water frogs were not detected in the study area. Our results bear significance for water frog population dynamics and conservation in Central Europe and highlight the importance of long-term monitoring for the detection of changes in population composition in these amphibians.
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Suriadna, N. M., G. I. Mykytynets, M. Pupiņš, and V. Y. Gasso. "Population systems of Eurasian water frogs (Pelophylax) in the south of Ukraine." Biosystems Diversity 28, no. 2 (May 30, 2020): 154–62. http://dx.doi.org/10.15421/012021.

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Ecological and evolutionary consequences of population-genetic processes that occur because of natural cross-species hybridization can show mechanisms of overcoming the reproductive barrier and obtaining the species status by a hybrid taxon. This is clearly seen in the population systems of Eurasian water frogs – Pelophylax esculentus complex. The P. esculentus (E) hybrid usually discards one of the parental genomes of P. lessonae (L) or P. ridibundus (R) and reproduces semi-clonally. The genetic structure and direction of gene flows precisely depend on the type and distribution of mixed or pure population systems of water frogs. Three population systems in the south of Ukraine were identified and confirmed as RR, RE and REL. The populations of P. ridibundus are most common (76.2%). A mixed population systems of P. ridibundus and P. esculentus (20.0%) are concentrated in the floodplains of large rivers where triploids were found and the unisexual hybrids (1.0♂ : 0.1♀) were proved. Parent species populations having different ploidy of P. esculentus such as 3n and for the first time 4n were found. A mixed system of three taxa (REL) is rare (3.8%) and locally concentrated in the lower Danube and Dnieper with the smallest proportion of P. lessonae. We did not find populations of P. lessonae (LL), P. esculentus (EE, very rare system of hybrids only), and two mixed populations of parental species RL and semi-clonal LE in the south of Ukraine, but they are known for northern areas. The high number of P. ridibundus tends to decrease; the scarce P. esculentus and the extremely rare P. lessonae require special conservation measures. P. ridibundus (RR) occupies a wide range of diverse natural, permanent, temporary, coastal, continental, and artificial freshwater bodies, including synanthropic ecosystems. Mixed population systems inhabit willow and poplar forests in the floodplains of large rivers. In the south of Ukraine rare and isolated populations of the water frogs occurring outside the main range can be relict. Biotopic preferences, ratio and number of constituent taxa are crucial for an adequate assessment of biological (taxonomic) diversity and development of an appropriate strategy for the population systems’ conservation. Such characteristics as unisexuality of hybrids, their spreading patterns, specific sex structure and ploidy in different population systems of the P. esculentus complex contribute to the understanding of the hybridogenetic dynamics; produce new tendencies of becoming independent hybridogenous taxa and emergence of new evolutionary relationships.
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Snegin, Eduard, Anatoliy Barkhatov, Anton Sychev, and Elena Snegina. "Species composition of green frogs (Pelophylax Esculentus Complex) of the Belgorod agglomeration based on DNA markers." BIO Web of Conferences 30 (2021): 04008. http://dx.doi.org/10.1051/bioconf/20213004008.

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On the basis of molecular genetic analysis of the intron-1 of the nuclear serum albumin gene (SAI-1) were identified 177 individuals of Pelophylax esculentus complex of 9 localities Belgorod. Two types of population systems R and RE were identified. Pure populations of L-type, E-type and LE-type as well as P. lessonae individuals were not identified.
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Svinin, Anton O., Ivan V. Bashinskiy, Vitaly V. Osipov, Leonid A. Neymark, Alexander Yu Ivanov, Oleg A. Ermakov, and Spartak N. Litvinchuk. "New records of the anomaly P syndrome in two water frog species (Pelophylax ridibundus and P. lessonae) in Russia." Herpetozoa 32 (December 6, 2019): 277–81. http://dx.doi.org/10.3897/herpetozoa.32.e47205.

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The “anomaly P” was described in Palearctic water frogs of the genus Pelophylax by Jean Rostand as complex morphological anomalies of water frogs, including polydactyly, brachymely, hind limb oedema, bone outgrowths, spikes, flexions and additional limbs in the inguinal region. In 2016, the anomaly P syndrome was rediscovered in central Russia, confirming the hypothesis concerning its wider distribution. Here, three new records of this syndrome in two species of western Palearctic water frog from Russia are described.
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Iftime, Alexandru, and Oana Iftime. "Observations on the Herpetofauna of the Builavânturariţa Massif (Southern Carpathians, Romania )." Travaux du Muséum National d'Histoire Naturelle "Grigore Antipa" 56, no. 1 (August 1, 2013): 93–101. http://dx.doi.org/10.2478/travmu-2013-0007.

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Abstract The results of herpetological investigations in the Buila-Vânturariţa massif (Southern Carpathians, Romania) and its surrounding areas are reported here. 19 amphibian and reptile species were identified (Salamandra salamandra, Triturus cristatus, Ichthyosaura alpestris, Lissotriton vulgaris, Bombina variegata, Bufo bufo, B. viridis, Hyla arborea, Rana temporaria, R. dalmatina, Pelophylax ridibundus, P. lessonae, Emys orbicularis, Lacerta agilis, L. viridis, Podarcis muralis, Zootoca vivipara, Zamenis longissimus, Natrix natrix) and are presented together with distribution and ecological data.
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Drohvalenko, M., E. Pustovalova, A. Fedorova, and D. Shabanov. "ПЕРША ЗНАХІДКА ТРИПЛОЇДНИХ ГІБРИДНИХ ЖАБ PELOPHYLAX ESCULENTUS (ANURA: RANIDAE) В БАСЕЙНІ РІЧКИ МОЖ (ХАРКІВСЬКА ОБЛ., УКРАЇНА)." Біорізноманіття, екологія та експериментальна біологія 2, no. 23 (2021): 61–67. http://dx.doi.org/10.34142/https://doi.org/10.34142/2708-5848.2021.23.2.04.

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Pelophylax esculentus – міжвидовий гібрид озерної жаби P. ridibundus та ставкової жаби P. lessonae. Гібриди зазвичай представлені диплоїдними і триплоїдними формами, які співіснують і схрещуються з одним або обома батьківськими видами в геміклональних популяційних системах (ГПС). Басейн річки Сіверський Донець відомий своїми різноманітними ГПС і був описаний як Сіверсько-Донецький центр різноманіття зелених жаб. У його межах було описано три субрегіони на основі особливостей складу ГПС (диплоїдні – R-E, з триплоїдами – R-EEp і R-Epf лише з триплоїдними самками серед гібридів). Наявність триплоїдних P. esculentus раніше була підтверджена лише для двох із трьох субрегіонів басейну річки Сіверський Донець, тоді як третій, R-E-субрегіон (включаючи р. Мож), вважався населеним лише диплоїдами. В даній статті ми представляємо результати аналізу плоїдності та складу геному як дорослих зелених жаб, так і цьогорічків у ставку в с. Тимченки (басейн р. Мож, Харківська область, Україна). Три вибірки жаб були зібрані у вересні 2019, червні 2020 та серпні 2021 року (всього 109 дорослих особин і 56 молодих особин) та проаналізовані за морфологічними особливостями, а також з використанням методів цитометрії еритроцитів (сухі мазки), каріології кісткового мозку та флуоресцентного фарбування (за допомогою DAPI). Ми виявили 2 триплоїдних самці серед дорослих і 5 триплоїдів обох статей серед цьогорічків. Загальне співвідношення триплоїдів за віком різко змінюється (9% серед цьогорічків проти 1% серед дорослих), але незначуще (p=0,078). Розмір еритроцитів, що вказує на межу між дорослими ди- і триплоїдами, був встановлений як 28 мкм для цієї системи; для цьогорічків така межа не є очевидною. Усі триплоїди мали склад геному LLR (тобто два геноми P. lessonae та один геном P. ridibundus). За більшістю диплоїдних P. esculentus та наявністю триплоїдів система у Тимченках виявилася схожою на деякі інші ГПС (системи Корякова та Іськова ставків) в інших субрегіонах, які характеризуються присутністю триплоїдів. Наявність триплоїдів, всупереч попереднім даним щодо цього регіону, може пояснюватись декількома гіпотезами: (1) рідкісні знахідки триплоїдів; (2) їх міграція чи міграція P. esculentus, які продукують 2n-гамети; (3) нова особливість розмноження P. esculentus, що виникла нещодавно.
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Svitin, R., and Y. Kuzmin. "Oswaldocruzia duboisi (Nematoda, Molineidae): Morphology, Hosts and Distribution in Ukraine." Vestnik Zoologii 46, no. 3 (January 1, 2012): e-1-e-9. http://dx.doi.org/10.2478/v10058-012-0017-x.

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Oswaldocruzia duboisi(Nematoda, Molineidae): Morphology, Hosts and Distribution in UkraineOswaldocruzia duboisiBen Slimane, Durette-Desset et Chabaud, 1993 previously known from France and Bulgaria is reported from Ukraine for the first time. The species was found in the material from 8 amphibian host species, of whichLissotriton montadoni, Triturus cristatus, Mesotriton alpestris, Pelophylax ridibunda, P. lessonae, andHyla arboreaare new host records. Newts (Salamandridae) and green frogs (Pelophylax) are considered to be typical hosts forO. duboisi. Illustrated morphological redescription ofO. duboisibased on 141 specimens from various hosts is presented.
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Leuenberger, Julien, Antoine Gander, Benedikt R. Schmidt, and Nicolas Perrin. "Are invasive marsh frogs (Pelophylax ridibundus) replacing the native P. lessonae/P. esculentus hybridogenetic complex in Western Europe? Genetic evidence from a field study." Conservation Genetics 15, no. 4 (February 20, 2014): 869–78. http://dx.doi.org/10.1007/s10592-014-0585-0.

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Popiołek, M., B. Rozenblut-Kościsty, M. Kot, W. Nosal, and M. Ogielska. "Endoparasitic helminths of water frog complex in Poland: do differences exist between the parental species Pelophylax ridibundus and Pelophylax lessonae, and their natural hybrid Pelophylax esculentus?" Helminthologia 48, no. 2 (June 1, 2011): 108–15. http://dx.doi.org/10.2478/s11687-011-0020-8.

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AbstractParasitic fauna of water frogs was mainly studied in the second half of the 20th century. However, these studies were done without differentiation into species and hybrids and pooled the 3 taxa as “water frogs” or “green frogs”. The aim of this study was to make an inventory of helminth species as well as their prevalence and intensity of infection in the two parental species (Pelophylax ridibundus and P. lessonae) and the hybrid (P. esculentus) of water frogs from 3 big populations composed of hundreds or thousands of individuals inhabited natural and seminatural landscapes in Poland. Eight helminth species were found: Polystoma integerrimum, Diplodiscus subclavatus, Opisthoglyphe ranae, Gorgodera cygnoides, Haematoloechus variegatus, Oswaldocruzia filiformis, Cosmocerca ornata and Acanthocephalus ranae. The results were compared with data from other, polish and European studies. Additionally we compared the level of infection among water frog taxa.
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Dissertations / Theses on the topic "P. lessonae"

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GIOE', MAURO. "International Agricultural Trade and Economic Development in Sub-Saharan Africa Past Lessons, Current Trends and Future Challenges." Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/222.

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Zhang, Kunxi [Verfasser], and P. [Akademischer Betreuer] Nick. "The enigma of plant tubulin detyrosination: lessons from a rice TTL family protein / Kunxi Zhang ; Betreuer: P. Nick." Karlsruhe : KIT-Bibliothek, 2020. http://d-nb.info/1217715460/34.

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FIGUEIREDO, F?bio Silva de. "Li??es aprendidas em projetos como estrat?gia de sistematiza??o do conhecimento organizacional: um estudo de caso em uma Universidade P?blica Federal." Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/2397.

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Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-08-29T19:55:47Z No. of bitstreams: 1 2016 - F?bio Silva de Figueiredo.pdf: 2186120 bytes, checksum: 5f3d5936d788a69c7a74b4e99a15f229 (MD5)
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Managing organizational knowledge is still something challenging to the current public organizations. Manage it in internal consulting projects can be even more laborious. The public organization in question is a Federal University of southeastern Brazil that in recent years has developed internal consulting projects with its planning sector. This business model was born of the need to respond more effectively to organizational shortcomings that originated, above all, by the rapid expansion that this organization has suffered in recent years due to the REUNI program. They are related, especially, about complex administrative demands such as purchasing large-scale, and studies of administrative restructuring that require further analysis to its correct solution which escapes from the daily operating of the internal departments. However, this model has brought with it, beyond the actual benefits of the internal consultation, a significant increase of organizational knowledge which is now routinely created by this team. Thus, it was realized a strategic gap in determining a tool that was able to systematize this organizational knowledge. Thus, based on the knowledge conversion model (SECI model - socialization, externalization, combination, internalization) of Nonaka and Takeuchi (1997) and assuming that the practice of lessons learned is crucial and critical for the systematization of organizational knowledge in internal consulting projects, came to the formulation of the following research question: how the practice of lessons learned could systematize the organizational knowledge in projects developed by an internal consulting team in a federal institution of higher education? To get the answer to that question, it sought to investigate how internal consulting projects and knowledge management can take advantage of the lessons learned practices for effective management of organizational knowledge within these projects. This is an applied research, its nature is descriptive, it has a qualitative approach and uses the single case study method. As a result it was identified that the application of the lessons learned in knowledge management process is intrinsically linked to the dynamics of the interaction between tacit and explicit knowledge that this practice can provide, leading to the creation of organizational knowledge and also that it is an important organizational process asset that can avoid mistakes in future projects and promote the perpetuation of best practices in this team. Therefore, the conclusion is that the lessons learned systematize knowledge management in internal consulting teams at the moment this is a tool that create a dynamic of interactions among the team that permeates the whole spiral of knowledge creation in a upward and continuous movement. Finally, it is expected that this work adds value to the field of knowledge management in projects, notably in the public sector and will help to stimulate future studies on these subjects.
Gerenciar o conhecimento organizacional ainda ? algo desafiador para as organiza??es p?blicas atuais. Gerenci?-lo em projetos de consultoria interna pode ser ainda mais trabalhoso. A organiza??o p?blica em quest?o ? uma Universidade Federal do sudeste do Brasil que nos ?ltimos anos vem desenvolvendo projetos de consultoria interna junto ao seu setor de planejamento. Este modelo de gest?o nasceu da necessidade de se responder de maneira mais efetiva ?s car?ncias organizacionais que se originaram, acima de tudo, da r?pida amplia??o que esta organiza??o sofreu nos ?ltimos anos em virtude do programa REUNI. Esses projetos versam, sobretudo, acerca de demandas administrativas complexas, como compras de grande vulto e estudos de reestrutura??o administrativa que demandam uma an?lise mais aprofundada para a sua correta solu??o o que, em princ?pio, foge do cotidiano operacional dos ?rg?os internos. Entretanto, esse modelo trouxe consigo, al?m dos benef?cios pr?prios da consultoria interna, um expressivo aumento do conhecimento organizacional que passou a ser rotineiramente criado por essa equipe. Assim, percebeu-se uma lacuna estrat?gica na determina??o de uma ferramenta que fosse capaz de sistematizar este conhecimento organizacional. Desse modo, tendo como base o modelo de convers?o do conhecimento (modelo SECI ? Socializa??o, externaliza??o, combina??o, internaliza??o) de Nonaka e Takeuchi (1997) e partindo do pressuposto de que a pr?tica de li??es aprendidas ? determinante e cr?tica para a sistematiza??o do conhecimento organizacional em projetos de consultoria interna, chegou-se ? formula??o da seguinte pergunta de pesquisa: como a pr?tica de li??es aprendidas poderia sistematizar o conhecimento organizacional em projetos desenvolvidos por uma equipe de consultoria interna em uma institui??o federal de ensino superior? Para se obter a resposta a tal pergunta, buscou-se investigar como os projetos de consultoria interna e a gest?o do conhecimento podem se valer das pr?ticas de li??es aprendidas para efetiva gest?o do conhecimento organizacional no ?mbito desses projetos. A pesquisa ? aplicada, tem natureza descritiva, possui uma abordagem qualitativa e utiliza o m?todo de estudo de caso ?nico. Como resultado foi identificado que a aplica??o das li??es aprendidas ao processo de sistematiza??o do conhecimento est? intrinsecamente ligada ? din?mica da intera??o entre o conhecimento t?cito e expl?cito que esta pr?tica pode proporcionar, levando ? cria??o de conhecimento organizacional e tamb?m que ela ? um importante ativo de processo organizacional que pode, al?m de evitar erros em projetos futuros, promover a perpetua??o de melhores pr?ticas no contexto dessa equipe. Portanto, a conclus?o do estudo ? que as li??es aprendidas sistematizam a gest?o do conhecimento em equipes de consultoria interna no momento em que esta ? uma ferramenta capaz de criar uma din?mica de intera??es entre os indiv?duos que perpassa toda a espiral de cria??o do conhecimento em um movimento ascendente e cont?nuo. Por fim, espera-se, que este trabalho agregue valor ao campo da gest?o do conhecimento em projetos, notadamente no setor p?blico e contribua para estimular estudos futuros sobre estes temas.
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Dilrajh, Kamla Moonsamy. "Fasilitering van leer in kommunikatiewe T²-Afrikaanstaalonderrig." Diss., 1998. http://hdl.handle.net/10500/18009.

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In die studie is daar gepoog om aan te toon waarom die ondervindingsmod~l vir taalleer die aangewese model vir effektiewe tweedetaalleer is. Die kommunikatiewe onderrigbenaderingswyse, onderhandeling in die klaskamer en die belangrikheid van die prosessillabus in tweedetaalverwerwing is bespreek. Die taalonderwyser se rot as fasiliteerder van leer in kommunikatiewe FAfrikaanstaalonderrig in die interaktiewe klaskamer met klem op leerdergesentreerde onderrig is uiteengesit. Daar is verder aangetoon dat daar ten opsigte van die rot van die onderwyser 'n paradigmatiese verskuiwing moet plaasvind, veral noudat beginsels van uitkomsgebaseerde onderrig wat deel van kurrikulum 2005 vorm, in 1998/1999 in aile Suid-Afrikaanse skole ingestel is. Die onderwyser is nou 'n fasiliteerder van kennis, nie 'n oordraer daarvan nie. Belangrike aspekte van leer wat leerders se tweedetaalleer be'invloed, is bespreek, byvoorbeeld klaskamerkommunikasie, fasilitering, suggestopedia, faktore wat begrip van leerstof be'invloed, onderwyser - en leerdergedragswyses, positiewe /eeratmosfeer, behandeling van leerderfoute, Jeerderpersepsies, kommunikatiewe strategiee en evalueringsmetodes. 'n Verskeidenheid taallesse wat op T2-Afrikaans en die T2-taalklaskamer betrekking het, en wat verskillende onderrigteoriee, uitkomsgebaseerde onderrig en die ses taalvaardighede integreer, word in hoofstuk 5 ge'illustreer.
In this study it is shown why the discovery model of language learning is the appropriate model for effective language learning. The communicative teaching approach, classroom-negotiation and the importance of the process syllabus in second language acquisition is discussed. The language teacher's role as facilitator of learning, in communicative L2 - Afrikaans language teaching in the interactive classroom with a learner-centered focus is explained. It is further shown that the role of the teacher must undergo a paradigm shift especially now that principles of outcomes based education which forms part of curriculum 2005 has been introduced into all schools in South Africa in 1998/1999. The teacher is now a facilitator of knowledge and not a transmitter thereof. Important aspects of learning that influence learners' second language learning are discussed, for example classroom communication, facilitation, suggestopedia, factors that influence the understanding of subject matter, teacher and learner behaviours, positive learning atmosphere, treatment of Ieamer errors, learner perceptions, communicative strategies and methods of evaluation. A variety of language lessons which integrate various teaching theories, outcomes based education and the six language learning skills which are related to L 2-Afrikaans and the L 2-classroom are illustrated in Chapter 5.
Afrikaans and Theory of Literature
M.A. (Afrikaans)
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Books on the topic "P. lessonae"

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Lal, P. P. Lal lessons. Calcutta, India: Writers Workshop, 1991.

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Santa-Clara, Pedro. Jump and volatility risk and risk premia: A new model and lessons from S&P 500 options. Cambridge, MA: National Bureau of Economic Research, 2004.

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Diggs, Joetta Clark. Joetta's P principles for success: Life lessons learned from track & field : a powerful life guide for you! Bloomington, IN: Xlibris Corporation, 2009.

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Santa-Clara, Pedro. Jump and volatility risk and risk premia: A new model and lessons from S & P 500 options. Cambridge, Mass: National Bureau of Economic Research, 2004.

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Libyan oil and gas resources: Key players, hydrocarbon laws, exploration and production records, past lessons, future potential, and evaluating E and P challenges. Tripoli: Dar al-Rowad, 2008.

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Curtin, Neal P. Lessons learned about evaluation of federal asset sale proposals: Statement for the record of Neal P. Curtin, Director, Planning and Reporting Resources, Community, and Economic Development Division, before the Subcommittee on Water, Power and Offshore Energy Resources, House, Committee on Interior and Insular Affairs. [Washington, D.C.]: The Office, 1989.

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Backhus, Stephen P. Medicare subvention demonstration: DOD experience and lessons for possible VA demonstration : statement of Stephen P. Backhus, Director, Veterans' Affairs and Military Health Care Issues and William J. Scanlon, Director, Health Financing and Public Health Issues, Health, Education, and Human Services Division, before the Committee on Finance, U.S. Senate. Washington, D.C: The Office, 1999.

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101 Inclusive and SEN Maths Lessons: Fun Activities and Lesson Plans for P Level Learning. Kingsley Publishers, Jessica, 2016.

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Lal, P. Lessons P. Lal ; The Testament of A Survivor. Writers Workshop, 2002.

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Dunn, Lloyd. Peabody Language Development Kit Lessons Manual 1-Level P. Ags Pub, 1991.

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Book chapters on the topic "P. lessonae"

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Molenda, Michael. "Donald P. Ely as a Leader." In Lessons in Leadership in the Field of Educational Technology, 159–64. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29501-1_25.

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Cheffins, Brian R. "Corporate Governance and the Financial Crisis: A Case Study from the S&P 500." In Lessons from the Financial Crisis, 411–18. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2011. http://dx.doi.org/10.1002/9781118266588.ch51.

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Reeves, Thomas. "Donald P. Ely: My Teacher, My Mentor, and My Friend." In Lessons in Leadership in the Field of Educational Technology, 155–58. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29501-1_24.

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Morley, Dawn A., Paul Marchbank, Tony Steyger, Lesley Taylor, Anita Diaz, and Pauline Calleja. "Designing and Supporting Extraordinary Work Experience." In Applied Pedagogies for Higher Education, 135–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_7.

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Abstract “There is a big difference between a lesson that is about the practice and takes place outside of it, and explanations and stories that are part of the practice and take place within it” (Wenger, Communities of practice. Learning, meaning and identity. Cambridge University Press, New York, 1998, p. 100). The real world learning experienced by students on placement is highly significant (Morley, Enhancing employability in higher education through work based learning. Palgrave Macmillan, 2018). This chapter focuses on how these experiences can be accelerated from being part of courses to a pivotal event towards students’ future development. The chapter explores emerging areas of practice pedagogy and how innovative design can bridge the theory-practice divide and support structures between university and work. The chapter is contextualised in the higher education landscape where students ‘work readiness’ is gaining greater traction and how attributes for employability are developed during university.
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Rapanta, Chrysi, and Susana Trovão. "Intercultural Education for the Twenty-First Century: A Comparative Review of Research." In Dialogue for Intercultural Understanding, 9–26. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_2.

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AbstractBased on the assumption that globalization should not imply homogenization, it is important for education to promote dialogue and intercultural understanding. The first appearance of the term ‘intercultural education’ in Europe dates back to 1983, when European ministers of education at a conference in Berlin, in a resolution for the schooling of migrant children, highlighted the intercultural dimension of education (Portera in Intercultural Education 19:481–491, 2008). One of the mandates of intercultural education is to promote intercultural dialogue, meaning dialogue that is “open and respectful” and that takes place between individuals or groups “with different ethnic, cultural, religious and linguistic backgrounds and heritage on the basis of mutual understanding and respect” (Council of Europe in White paper on intercultural dialogue: Living together as equals in dignity. Council of Europe, Strasbourg, p. 10, 2008). Such backgrounds and heritages form cultural identities, not limited to ethnic, religious and linguistic ones, as culture is a broader concept including several layers such as “experience, interest, orientation to the world, values, dispositions, sensibilities, social languages, and discourses” (Cope and Kalantzis in Pedagogies: An International Journal 4:173, 2009). As cultural identities are multi-layered, so is cultural diversity, and therefore it becomes a challenge for educators and researchers to address it (Hepple et al. in Teaching and Teacher Education 66:273–281, 2017). Referring to Leclercq (The lessons of thirty years of European co-operation for intercultural education, Steering Committee for Education, Strasbourg, 2002), Hajisoteriou and Angelides (International Journal of Inclusive Education 21:367, 2017) argue that “intercultural education aims to stress the dynamic nature of cultural diversity as an unstable mixture of sameness and otherness.” This challenge relates to the dynamic concept of culture itself, as socially constructed, and continuously shaped and reshaped through communicative interactions (Holmes et al. in Intercultural Education 26:16–30, 2015).
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Jocius, Robin, Melanie Blanton, Jennifer Albert, Deepti Joshi, and Ashley Ray Andrews. "Computational Thinking and Making in Virtual Elementary Classrooms." In Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning, 359–78. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7222-1.ch018.

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This chapter documents findings from the Making CT (Computational Thinking) project, a collaborative effort between project team members and elementary teachers that aims to reimagine interdisciplinary, computational thinking-infused making lessons for a virtual format. Virtual making CT lessons were grounded in four design principles: standards-based practices, clear and explicit expectations, multiple means of engagement, and opportunities for collaboration. Drawing on data from virtual teacher professional development sessions, lesson implementation, and teacher interviews, this chapter illustrates how teachers were able to engage in the difficult work of reconceptualizing CT-infused making lessons for the virtual classroom. These principles can be used to support the design of other interdisciplinary activities to support P-5 students' development of creative and authentic problem-solving in virtual learning environments.
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Stojanov, Ivan. "Russian projects for restoration of the Bulgarian state on the eve of the Constantinople Conference of the great powers 1876." In Russo-Turkish War of 1877–1878: Hopes – Vicissitudes – Lessons, 11–22. Institute of Slavic Studies, Russian Academy of Sciences; Rudomino Library for Foreign Literature, 2020. http://dx.doi.org/10.31168/0447-3.01.

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On the eve of the Constantinople Conference in 1876, two projects of the future Bulgarian statehood were developed in Russia. The first of them, which, as directed by Count N. P. Ignatiev was composed by the Russian diplomat A. N. Tseretelev and Secretary of the US dip-lomatic mission, E. Schuyler, provided for the separation of Bulgaria as an autonomous province of the Ottoman Empire. According to the second, developed by N. P. Ignatiev, Bulgaria received administrative autonomy, but the territory was divided into two provinces.
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Ehrenfeld, David. "Writing." In Swimming Lessons. Oxford University Press, 2002. http://dx.doi.org/10.1093/oso/9780195148527.003.0018.

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The semester is over, my grade rosters have been handed to the registrar, and I am home, writing sporadically and glancing through a book by P. G. Wodehouse, whose incomparable prose, as elegant as it is funny, is always very soothing. The thirty students in Conservation Ecology were very good this year. Most of them were informed, outdoors-loving, committed, hard working people who cared for each other and seemed to enjoy the class. With a few exceptions, however, they can’t write English, and I am still recovering from the effects of reading the term papers upon which their grades were largely based. For twenty-five years, I have been assigning a major term paper in lieu (“in loo,” as one student wrote) of an exam. I used to get eighteen- to forty-page papers, acceptably or even nicely written; now the students struggle to reach fourteen pages with the help of triple spacing, margins you could drive a bus along, and type sizes usually reserved for the visually disabled. And the writing! The first mistake the students are making is to use the “spell-checkers” of their computer software as a substitute for proofreading. The results are papers in which all the words are spelled correctly, even if they are not the right words. Reading these spell-checked papers can be like trying to translate from Spanish to English based on the assumption that words that are spelled the same in the two languages have the same meaning. (This can lead to some confusion if, for example, the Spanish words are sin, cabal, or saber.) In one of the papers, I had to erase a long, marginal comment I had written when I realized that illicit was meant to be elicit. In another, I had trouble with the philosophical implications of the word modal, used throughout the text, until I turned it into model, which made more sense. Then there were words such as begum (“a Muslim lady of high rank,” my dictionary told me), which didn’t seem to fit easily into the context of a paper on the genetics of coyotes, and which didn’t have an obvious substitute.
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Ehrenfeld, David. "Scientific Discoveries and Nature’s Mysteries." In Swimming Lessons. Oxford University Press, 2002. http://dx.doi.org/10.1093/oso/9780195148527.003.0031.

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One of the joys of science is its steady production of wonderful discoveries. At irregular but not intolerable intervals, it throws out to the waiting world findings that add spice to a thousand morning newspapers and enliven the conversations of countless barbers and taxi drivers. Some branches of science are especially fruitful in their production of wonders: physics doles out an inexhaustible supply of elemental particles with clever, memorable names like quark. Medicine provides powerful antibiotics freshly isolated from weird sources such as exotic muds and frogskin, arraying them against an equally fresh crop of antibiotic-resistant microbes. Geology reveals previously unsuspected earthquake faults under major cities and dazzles us with hidden, underwater chains of volcanoes in secret, violent eruption. Even paleontology can be counted on for the latest, well-documented theory of how birds came to fly or, as I have already discussed, why the dinosaurs became extinct. And then, every ten years or so, like the return of a speeded-up Halley’s Comet, animal behavior brightens the scientific horizon with a new and incredible explanation of how animals find their way home. Not long ago, the wires were humming, or would have hummed if wires hummed anymore, with the discovery by P. Berthold and three colleagues that bird migration has a rapidly evolving genetic basis. Evidently, the inherited tendency of a population to choose a particular migratory direction can change in a few years, with the selection of another direction. Berthold, working in Radolfzell, in southwest Germany, made the most of an earlier observation: since the 1950s, increasing numbers of blackcaps, Old World warblers, have been spending the winter in Britain, traveling from their breeding grounds in Germany and Austriaduring the fall migration. Traditional wintering grounds are in the western Mediterranean countries far to the south; most blackcaps still go there in the fall. But the blackcaps wintering in Britain have done well; global warming (or chance) has ameliorated the winter climate, and the British are dedicated bird feeders. What Berthold did was to capture forty male and female blackcaps in England, transport them to Germany, breed them, and raise their young.
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Roberts, Leesha Nicole. "Primary School Teachers' Perceived Factors Affecting the Integration of ICT in an Educational District." In Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century, 91–112. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5557-6.ch005.

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This study examined whether there was a link between school context, teachers' knowledge, mastery of ICT, and the factors perceived by teachers during the integration of ICT in their classrooms. One hundred teachers at the early childhood and middle school levels, in the Port-of-Spain and Environs School District, Trinidad and Tobago, participated in this study. The data was analyzed using SPSS, Version 22 Software. The results, using 1-way ANOVA, revealed no significant differences between the main factors (p = 5%) as perceived by teachers, hindering the use and integration of ICT into their lessons: insufficient instructional support [F (6, 88) = 0.45, p =0.0843]; inadequate hardware and software support [F (6, 88) = 0.47, p = 0.0830]; ICT literacy restrictions [F (6, 88) = 1.13, p = 0.350]; and limited leadership at the level of the school [F (6, 88) = 0.86, p = 0.529]. Despite these results, teachers continue to perceive these factors as hindrances to the integration of ICT in the teaching/learning process, which could have implications for ICT integration decision making in schools.
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Conference papers on the topic "P. lessonae"

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Al Abdul Salam, Abdullah, Bala Siva Srikanth Adivi, Yousef Al-Qallaf, and Leslie Pichery. "Implementing Behavior Based Safety (BBS) Program in a Middle Eastern Work Environment: Lessons Learned." In SPE Americas E&P Health, Safety, Security and Environmental Conference. Society of Petroleum Engineers, 2013. http://dx.doi.org/10.2118/163761-ms.

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Koutsabeloulis, N., D. Press, C. Guerra, R. Sonwa, T. Swedan, and P. E. Menon. "Application of New Geomechanics Technology and Workflow for E&P in a Carbonate Field." In EAGE Middle East Geomechanics Workshop: Lessons Learned & New Frontiers. European Association of Geoscientists & Engineers, 2022. http://dx.doi.org/10.3997/2214-4609.2022614018.

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Kuykendall, Dina C. "Lessons Learned From the Global Implementation and Evolution of a System To Track Environmental Performance Indicators." In SPE Americas E&P Health, Safety, Security and Environmental Conference. Society of Petroleum Engineers, 2013. http://dx.doi.org/10.2118/163791-ms.

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Shahril, Shahril Yang Shahril, Tengku Khairul Izwan Tengku Ahmad Tengku Khairul Tengku Khairul, and Khalieff Fathiee Lokman Zakey Khalieff Fathiee Khalieff. "Case Study and Lessons Learnt for the 1St Fully Integrated Hwu Well Abandonment at Field a Offshore Malaysia." In SPE Symposium: Decommissioning and Abandonment. SPE, 2021. http://dx.doi.org/10.2118/208496-ms.

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Abstract Uzma was awarded with 1st integrated well abandonment under Provision of Well Abandonment Integrated Services (WAISE) in 2018. Total of 22 wells were plug & abandonment with average 10 to 20 days per well were spent to complete the work. The scope of works is inclusive providing Project Management Team, Hydraulic Workover Unit, Accommodation Work Boat, Supply Vessels, and P&A services. This paper will highlight the practical experiences and capture the lessons learned obtained executing 1st integrated well abandonment campaign in Field A Offshore Malaysia. This paper presents the overall project lesson learnt for 1st integrated well abandonment embarked from early stage of project planning, preparation, acceptance, technical, operation & project close out. The lesson learnt will be beneficial for all Operator & Contractor Company involving with integrated well abandonment. This paper also presents capability of hydraulic workover unit and recommendation for future of low-cost well's plug and abandonment. Plug and abandonment operations with conventional hydraulic workover units have an enormous impact on low-cost plug and abandonment campaign in Malaysia compared with conventional drilling rigs. In essence, the lessons learned and insights gained throughout abandonment campaigns will keep accumulating with time to feed into the knowledge and experience vault. With proper project lesson learnt, many success cases and best practices can be emulated both from technical and commercial point of view. This lesson learnt will be beneficial for all Operator & Contractor Company involving with integrated well abandonment.
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Bhatnagar, Vivek, Andrew Lloyd Smith, and Scott Berger. "Managing Environmental and Safety Performance as a Corporate Value: Key Lessons To Be Learned From a CCPS Benchmarking Initiative." In SPE Americas E&P Health, Safety, Security, and Environmental Conference. Society of Petroleum Engineers, 2011. http://dx.doi.org/10.2118/142213-ms.

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Mak, CM, DWF Fenn, and SS Shanmugalingam. "G414(P) Always events: lessons in paediatric care." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 13–15 March 2018, SEC, Glasgow, Children First – Ethics, Morality and Advocacy in Childhood, The Journal of the Royal College of Paediatrics and Child Health. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/archdischild-2018-rcpch.403.

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Wanzenberg, R. "Emittance Dilution In HERA-p: Lessons and Overview." In HIGH INTENSITY AND HIGH BRIGHTNESS HADRON BEAMS: 20th ICFA Advanced Beam Dynamics Workshop on High Intensity and High Brightness Hadron Beams ICFA-HB2002. AIP, 2002. http://dx.doi.org/10.1063/1.1522584.

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Lahaye, Jeremy, and Dan Fitzwilliam. "Fatigue Testing of Cables – Issues and Lessons Learned." In Footbridge 2022 (Madrid): Creating Experience. Madrid, Spain: Asociación Española de Ingeniería Estructural, 2021. http://dx.doi.org/10.24904/footbridge2022.014.

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<p>Pedestrian bridge design is becoming more demanding and challenging as architects create new ways to experience bridges. This is particularly evident in the design of cable supported pedestrian structures.</p><p>Innovative and creative concepts require a higher level of fatigue testing to verify cable systems meet design demands and reach service design life.</p><p>The Scioto River Pedestrian Bridge is one such example of innovative pedestrian bridge design. The structure is a suspension bridge with a non-redundant main cable system. Cable supported pedestrian bridges have demonstrated a proclivity for fatigue issues in the past. To address this concern, refined fatigue testing requirements were developed which were intended to verify that the cable system and manufacturing quality control were fit for the unique structure demands. The lessons learned through the process of design, testing, and construction of the cables on this project are useful tools for teams seeking to successfully deliver future cable supported bridge projects.</p>
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Schreinemachers, Michel, and Wiebe Strick. "A Golden Ratio for Shaping the Curve – Lessons Learned." In Footbridge 2022 (Madrid): Creating Experience. Madrid, Spain: Asociación Española de Ingeniería Estructural, 2021. http://dx.doi.org/10.24904/footbridge2022.038.

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<p>Can we establish the guidelines that make our designs into a success? Is there something like the Golden Ratio for shaping the curve? The Golden Ratio is a common mathematical ratio found in nature, which can be used to create pleasing, organic-looking compositions. This is used for the overall shape and proportions in bridge design. In our practice and in modern-day bridge design we see more and more curved bridges.</p><p>Especially with the rise of parametric design a whole world opened up for (more) complex curved designs. Curviness (either vertical, horizontal or both) is not just a nice aesthetic feature. We encounter design principles that need to be taken into account to get to the ultimate elegancy that we thrive for in our bridge design.</p><p>In our practice, shaping the curve of a bridge is a recurrent topic in the design process – from concept to realisation. From the forming of the (3D) <i>alignment, </i>it’s about how curves fluidly connect. It’s all about the radius, diameter, arcs, splines, offsets and the way to connect with tangents and sinusoids. This is best shown by the Lucky Knot and the Zaligebrug by NEXT architects. We also experienced the difficulties during construction phase and learned to control dealing with the unexpected.</p><p>With a series of case studies from our own bridges we show the importance of precision in shaping curves to make a design that is both natural and understandable to the eye of the user. If done right, curves seem logic and right; but if done improperly, it ends up as a disaster.</p>
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Lee, Jaemu, Yusuke Hayashi, and Riichiro Mizoguchi. "Effective Lesson Plan Development using SMARTIES." In Computers and Advanced Technology in Education. Calgary,AB,Canada: ACTAPRESS, 2012. http://dx.doi.org/10.2316/p.2012.774-060.

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Reports on the topic "P. lessonae"

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Santa-Clara, Pedro, and Shu Yan. Jump and Volatility Risk and Risk Premia: A New Model and Lessons from S&P 500 Options. Cambridge, MA: National Bureau of Economic Research, November 2004. http://dx.doi.org/10.3386/w10912.

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Sims, Kate. Lessons Learned from Education Initiatives Implemented During the First Wave of COVID-19: A Literature Review. Institute of Development Studies (IDS), December 2021. http://dx.doi.org/10.19088/k4d.2021.134.

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It is important to assume that the learning crisis caused by COVID-19 is not over. As highlighted by 2021 school closures in response to the Delta variant, lessons learned from school closures in 2020 are required and applicable. There is therefore a need for reflection and a consolidation of lessons learned to protect education outcomes. Lessons include the need for parental engagement and support, the mobilisation of community actors, and inclusive and accessible remote learning approaches (Kapur, 2020, p. 38). This literature review seeks to better understand what worked and what did not work in education interventions during the first wave of COVID-19, in order to support planning on current and future school closures and/or disruptions to education systems. It focuses on three key areas: 1. Support to teachers to continue teaching during school closures, and the role of teachers in supporting marginalised learners; 2. Approaches to ensure the continuation of learning; and 3. Approaches to reach the most marginalised learners.
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Jiménez-Parra, José Francisco, Sixto González-Víllora, and Alfonso Valero-Valenzuela. The evolution of the Teaching Personal and Social Responsibility from a contextual to a transcontextual model. A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0031.

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Review question / Objective: The aim of this research was to identify and analyze the advances produced during the last 6 years in intervention studies based on the Model of Personal and Social Responsibility (TPSR) both in the subject of physical education and in any other area of knowledge within the school context. To conduct this study, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed (Moher et al., 2015) and the question was elaborated in the PICO format: (P) Participants or Problem (eg children, adolescents, Elementary, secondary, country), (I) Intervention (eg units, lessons, quantitative, qualitative or mixed research), (C) Comparators (“Teaching Personal and Social Responsibility”, “Education”), and (O) Outcomes (eg personal and social responsibility, motivation, prosocial behaviors, basic psychological needs, perception of students and teachers).
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