Готові списки джерел за темами / Lessonae

Добірка наукової літератури з теми "Lessonae"

Автор: Grafiati
Опубліковано: 30 травня 2022
Оновлено: 31 травня 2022

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Статті в журналах з теми "Lessonae"

1

Tunner, Heinz. "Evidence for genomic imprinting in unisexual triploid hybrid frogs." Amphibia-Reptilia 21, no. 2 (2000): 135–41. http://dx.doi.org/10.1163/156853800507327.

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AbstractThe hybridogenetic hybrid R. esculenta arose through hybridization between R. ridibunda and R. lessonae. Usually hybrids are diploid. In some populations, however, they are triploid, with one genome from R. ridibunda and two genomes from R. lessonae (LLR-genotype). These triploids live with and mate with R. ridibunda. Thus, hybrids and R. ridibunda are sexual competitors. I studied the influence of the additional lessonae genome (dosage effect) on the morphology, biology and the electrophoretic pattern of two polymorphic proteins of triploid hybrids. The two lessonae genomes are not expressed according to a simple dose effect. Genetic information of the lessonae genome is obviously switched off because it would increase the dissimilarity between triploids and R. ridibunda, the parental species upon which reproduction of hybrids depends. Imprinting can account for the observed unusual pattern of inheritance.
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2

RAGGHIANTI, MATILDE, STEFANIA BUCCI, SILVIA MARRACCI, CLAUDIO CASOLA, GIORGIO MANCINO, HANSJÜRG HOTZ, GASTON-DENIS GUEX, JÖRG PLÖTNER, and THOMAS UZZELL. "Gametogenesis of intergroup hybrids of hemiclonal frogs." Genetical Research 89, no. 1 (February 2007): 39–45. http://dx.doi.org/10.1017/s0016672307008610.

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European water frog hybrids Rana esculenta (R. ridibunda×R. lessonae) reproduce hemiclonally, by hybridogenesis: in the germ line they exclude the genome of one parental species and produce haploid gametes with an unrecombined genome of the other parental species. In the widespread L-E population system, both sexes of hybrids (E) coexist with R. lessonae (L). They exclude the lessonae genome and produce ridibunda gametes. In the R-E system, hybrid males coexist with R. ridibunda (R); they exclude either their ridibunda or their lessonae genome and produce sperm with a lessonae or with a ridibunda genome or a mixture of both kinds of sperm. We examined 13 male offspring, 12 of which were from crosses between L-E system and R-E system frogs. All were somatically hybrid. With one exception, they excluded the lessonae genome in the germ line and subsequently endoreduplicated the ridibunda genome. Spermatogonial metaphases contained a haploid or a diploid number of ridibunda chromosomes, identified through in situ hybridization to a satellite DNA marker, and by spermatocyte I metaphases containing a haploid number of ridibunda bivalents. The exception, an F1 hybrid between L-E system R. lessonae and R-E system R. ridibunda, was not hybridogenetic, showed no genome exclusion, and evidenced a disturbed gametogenesis resulting from the combination of two heterospecific genomes. None of the hybridogenetic hybrids showed any cell lines excluding the ridibunda genome, the pattern most frequent in hybrids of the R-E system, unique to that system, and essential for its persistence. A particular combination of R-E system lessonae and R-E system ridibunda genomes seems necessary to induce the R-E system type of hemiclonal gametogenesis.
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3

Gleed-Owen, C. P. "Subfossil records of Rana cf. lessonae, Rana arvalis and Rana cf. dalmatina from Middle Saxon (c. 600-950 AD) deposits in eastern England: evidence for native status." Amphibia-Reptilia 21, no. 1 (2000): 57–65. http://dx.doi.org/10.1163/156853800507273.

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AbstractOwing to debate over the possible native status of Rana lessonae in England, a zooarchaeological survey was aimed at finding remains of R. lessonae older than known introductions. One ilium of R. cf. lessonae has been identified from a Middle Saxon site in Lincolnshire (c. 600-950 AD), and ilia of R. arvalis and R. cf. dalmatina show that these species were also present in England during Saxon times.
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4

Berger, Leszek, and Maria Ogielska. "Spontaneous haploid-triploid mosaicism in the progeny of a Rana kI. esculenta female and Rana lessonae males." Amphibia-Reptilia 15, no. 2 (1994): 143–52. http://dx.doi.org/10.1163/156853894x00254.

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AbstractA female Rana kl. esculenta was crossed with three different R. lessonae males. Three froglets with unexpected phenotypes appeared. Two of them were chimerae with one side of the body of lessonae, and the other of escutenta phenotype, and one displayed lessonae, instead of the expected esculenta, phenotype. Blood of three individuals was composed of small haploid and large triploid erythrocytes. These results indicate that the froglets were 1n/3n mosaics.
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5

Voituron, Yann, Pierre Joly, Michel Eugène, and Hervé Barré. "Freezing tolerance of the European water frogs: the good, the bad, and the ugly." American Journal of Physiology-Regulatory, Integrative and Comparative Physiology 288, no. 6 (June 2005): R1563—R1570. http://dx.doi.org/10.1152/ajpregu.00711.2004.

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Survival and some physiological responses to freezing were investigated in three European water frogs ( Rana lessonae, Rana ridibunda, and their hybridogen Rana esculenta). The three species exhibited different survival times during freezing (from 10 h for R. lessonae to 20 h for R. ridibunda). The time courses of percent water frozen were similar; however, because of the huge differences in body mass among species (from 10 g for Rana lessonae to nearly 100 g for Rana ridibunda), the ice mass accumulation rate varied markedly (from 0.75 ± 0.12 to 1.43 ± 0.11 g ice/h, respectively) and was lowest in the terrestrial hibernator Rana lessonae. The hybrid Rana esculenta exhibited an intermediate response between the two parental species; furthermore, within-species correlation existed between body mass and ice mass accumulation rates, suggesting the occurrence of subpopulations in this species (0.84 ± 0.08 g ice/h for small R. esculenta and 1.78 ± 0.09 g ice/h for large ones). Biochemical analyses showed accumulation of blood glucose and lactate, liver glucose (originating from glycogen), and liver alanine in Rana lessonae and Rana esculenta but not in Rana ridibunda in response to freezing. The variation of freeze tolerance between these three closely related species could bring understanding to the physiological processes involved in the evolution of freeze tolerance in vertebrates.
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6

Krizmanic, I. I. "Water frogs (Rana esculenta complex) in Serbia: Morphological data." Archives of Biological Sciences 60, no. 3 (2008): 449–57. http://dx.doi.org/10.2298/abs0803449k.

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The main purpose of this paper was to estimate morphometric variability of the water frog (Rana synklepton esculenta complex) population in Serbia. Altogether, 396 water frogs were collected at 15 localities in Serbia and analyzed using principal components for 18 selected indices, in addition to which correspondent analyses were conducted for 30 qualitative external morphological traits. The results showed that the population samples were heterogeneous and included three separate forms (Rana ridibunda, Rana lessonae and Rana kl. esculenta). Significant interspecific differ?ences were found between R. ridibunda and R. lessonae, which are clearly distinct from each other. Rana kl. esculenta specimens were in an intermediate position between R. ridibunda and R. lessonae, with values more similar to the R. ridibunda parent species.
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7

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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8

Peter, Anna-Katherina Holenweg. "Survival in adults of the water frogRana lessonaeand its hybridogenetic associateRana esculenta." Canadian Journal of Zoology 79, no. 4 (April 1, 2001): 652–61. http://dx.doi.org/10.1139/z01-019.

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Using recent developments in capture–mark–recapture modelling, I analysed survival rates of adults of two species of water frogs, the parent species Rana lessonae and its sexual parasite, the hybrid Rana esculenta. Frogs were caught in four different breeding ponds between 1995 and 1998 and the effects of genotype (= species), sex, pond, and time on survival rates and recapture probabilities were tested. Survival rates were consistently higher in R. lessonae than in R. esculenta. Recapture probability was higher in males than in females. In both species, survival rates were constant during spring and summer and similar in all years of the investigation, average monthly survival rates being lower than those during autumn and winter. The variation in annual survival rates (72–84% for R. lessonae and 53–70% for R. esculenta) is probably caused by differences in winter survival rates. Capture–mark–recapture models cannot separate mortality and emigration and hence usually underestimate survival rates. To eliminate this source of error, I quantified emigration, which ranged from 0 to 29% at the four ponds. After correcting for these emigration rates, I found no differences in survival rates among the four ponds. The overall high survival rates of adult R. lessonae compared with R. esculenta partially compensate for the hybrid's initial reproductive advantage in terms of mating, fertility, and larval development and, hence, contribute to stabilising mixed populations.
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9

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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10

Schneider, Hans, and Nasr Mahmoud Mohamad Radwan. "Social behaviour, call repertory and variation in the calls of the pool frog, Rana lessonae (Anura: Ranidae)." Amphibia-Reptilia 9, no. 4 (1988): 329–51. http://dx.doi.org/10.1163/156853888x00017.

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AbstractAt a pond in Kottenforst, Bonn, West Germany, the calling period of the water frog Rana lessonae began on the first of May and ended by the end of June, 1983. The population is of the mixed type: 80-85 % of the individuals are classified as R. lessonae, the rest as R. esculenta. The reproductive period is subdivided into 3 successive phases: pre-spawning, spawning and post-spawning. Various exogenous factors, such as temperature, rainfall and sunlight, influence the reproductive period, and they particularly affect calling activity. The male frogs do not produce mating calls when the water temperature is below 14°C, or above 26°C. Female frogs prefer sunny places in the water during the spawning phase. Sexual activity is more intense in male R. lessonae than in male R. esculenta. Medium- and large-size male R. lessonae are more successful than small males in choosing suitable territories and in maintaining of amplexus with females. Male R. lessonae give four basic types of calls-mating call, two territorial calls and release call-and in addition two transitional calls. The basic types are given throughout the calling period, whereas the transitional calls are not. An increase in water temperature induces a decrease in call duration, intercall interval and pulse-group duration of the mating call. On the other hand, the frequencies and the repetition rate of the pulse groups are raised. Similarly, the duration of both territorial calls decreases at higher water temperatures, whereas their dominant frequencies are subjected to a notable increase. Body size has a prominent effect on the mating call. The number of pulses per pulse group and the different frequencies of the call decrease with increasing male body length. The lower pitch in the mating call produced by medium- and large-size males is assumed to play a role in their mating-success. The repetition rate of pulses and the dominant frequency in the territorial calls decrease as the body size of the frogs increases.
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Дисертації з теми "Lessonae"

1

Wikström, Gustav. "Improving forest management for a red-listed anuran: movement and habitat use of pool frogs (Pelophylax lessonae)." Thesis, Uppsala universitet, Institutionen för biologisk grundutbildning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-383595.

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2

Snell, Charles A. "Genetic and ecological investigations of European populations of the pool frog, Rana lessonae (Camerano, 1882) with allied, osteological and species identification methods." Thesis, University of Greenwich, 2006. http://gala.gre.ac.uk/6304/.

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Current identification methods for distinguishing north-west European brown and water frogs are discussed and tested, to allow the presentation here, of more accurate guidance on their separation. Novel methods for the identification of species and individuals including novel, non-invasive, biometrical methods have been developed. Random amplified DNA (RAPD) analyses were used to clarify the native British status for pool frog, Rana lessonae. Using nine arbitrary primers, 160 polymorphisms were detected in 174 pool frogs from 11 European locations. Clear geographical groupings were recorded, and the Norfolk, Norwegian and Swedish individuals formed a closely related northern clade. Phylograms constructed from RAPD data were consistent with an unexpected post-glacial colonisation route, in which the northern clade derived from migration out of Italy, via Hungary and Poland, but cryptic glacial refugia in Eastern Europe are an alternative explanation. Similarity indices suggested a complex origin for the Swiss population which also supported more northerly refugia than traditionally assumed. The RAPD analyses concur with a parallel microsatellite investigation supporting native status for Norfolk pool frogs, and have helped to prompt a programme for re-establishing the northern clade in England after extinction in the 1990s. Field research (in S.E. London) is also reported here which demonstrated extreme population changes in native amphibians, including the apparent extinction of water frogs; potential ecological causes are discussed. Population monitoring showed evidence for multiple spawnings in the same year by the same individual female water frogs (behaviour that is disputed by some herpetologists).
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3

Demirci, Dadriye, Didem Tuğçe Erdem, and Elisa Kanera. "Developing lessons on the basis of lesson plans/strategies." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6605/.

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1. Developing lesson plans and choosing strategies 2. The aims of the lesson plans in general 3. Strategies as a means to achieve theaims of the lesson plans 4. Evaluating the quality of lesson plans 5. Difficulties during lessons and adaptations afterwards 6. Student teachers’ overall feeling about their work 7. Using the strategies in future classes 8. Conclusion
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4

Dudley, Peter James. "Lessons for learning : how teachers learn in contexts of lesson study." Thesis, University of Cambridge, 2012. https://www.repository.cam.ac.uk/handle/1810/283888.

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5

Friedman, Ruth E. "An Examination of Lesson Study as a Teaching Tool in U.S Public Schools." Ashland University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1116871771.

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6

Asami-Johansson, Yukiko. "Designing Mathematics Lessons Using Japanese Problem Solving Oriented Lesson Structure : A Swedish case study." Licentiate thesis, Linköpings universitet, Matematiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-122240.

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This licentiate thesis is concerned with applying the Japanese problem solving oriented (PSO) teaching approach to Swedish mathematics classrooms. The overall aim of my research project is to describe and investigate the viability of PSO as design tool for teaching mathematics. The PSO approach is a variation of a more general Japanese teaching paradigm referred to as “structured problem solving”. These teaching methods aim to stimulate the process of students’ mathematical thinking and have their focus on enhancing the students’ attitudes towards engaging in mathematical activities. The empirical data are collected using interviews, observations and video recordings over a period of nine months, following two Swedish lower secondary school classes. Chevallard’s anthropological framework is used to analyse which mathematical knowledge is exposed in the original Japanese lesson plans and in the lessons observed in the classrooms. In addition, Brousseau’s framework of learning mathematics is applied to analyse the perception of individual students and particular situations in the classroom. The results show that the PSO based lesson plans induce a complex body of mathematical knowledge, where different areas of mathematics are linked. It is found that the discrepancy between the Japanese and Swedish curriculum cause some limitations for the adaptation of the lesson plans, especially in the area of Geometry. Four distinct aspects of the PSO approach supporting the teaching of mathematics are presented.
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7

Murphy, Kathryn K. "LESSONS." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5327.

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I am learning through these lessons. The following document includes my convoluted musings about my work, making process, and body leading up to my thesis exhibition, Avoidance Kitchen. My struggle with my reflected image comes from my struggle with my self-perceived physical image. What does it mean for a piece to disappear, only to find the reflection of someone else's work or body in its place? Is my craft rendered obsolete if all you want to do is take a funny selfie? Is my work unacknowledged if all you see is the sculpture across the room, in reverse? What happens when an object or installation is elevated and ignored within the same space?
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8

Dogan, Oguzhan. "A Study On Pattern Of 6th Grade Elementary Mathematics Lesson." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607985/index.pdf.

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The purpose of this study is to interpret observations of three 6th grade elementary mathematics classrooms throughout a unit in detail. Specifically, this study examined the patterns and traditions related with teaching practices in the context of teaching a unit, teaching a topic, and single lessons, and described frequently observed teaching features in mathematics lessons. This study presented a detailed description and analysis of teaching practices of three experienced mathematics teacher from three public elementary schools. The participated teachers were directly observed through teaching a different mathematics unit. The teaching and learning practices in each classroom was described and analyzed both separately and together. The results of this study indicated that teaching a mathematics unit could be described as the combination of separately taught topics where the sequences of topics are strictly determined by elementary mathematics curriculum. There was no specific practice aiming to construct relation between unit&rsquo
s concepts and other school subjects, other mathematics concepts, and among these concepts. Teaching practices throughout a topic showed explicit similarities so that a pattern for teaching a topic can be described as demonstrating the new content, practicing the new content, and assigning and doing homework. It was not possible to draw a pattern for teaching practices in elementary mathematics lessons by using single lesson periods as a unit of analysis. &lsquo
Practicing&rsquo
was the most occurred activity in elementary mathematics lessons. Based on the findings some suggestions for future research studies were proposed, and some implications for teachers, teacher educators and policy makers were delivered.
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9

Povalačová, Diana, Marjon Leffers, and Evelien Scheepens. "Developing lessons." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6603/.

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10

Kapp, Christina. "Gypsy Lessons." Honors in the Major Thesis, University of Central Florida, 1999. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/67.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Arts and Sciences
English
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Книги з теми "Lessonae"

1

Nickelson, Ronald L. NIV standard lesson commentary, 2009-2010: International Sunday school lessons. Cincinnati, Ohio: Standard Pub., 2009.

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2

We are the church: 52 Second Lesson text children's object lessons. Lima, Ohio: CSS Pub. Co., 1994.

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3

Davis, Ronald G. 2001-2002 Standard lesson commentary: King James version ; international Sunday school lessons. Cincinnati, Ohio: Standard Publishing, 2001.

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4

Waters, Gary. Gulf lesson one--the value of air power: Doctrinal lessons for Australia. Canberra: Air Power Studies Centre, 1992.

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5

Mole, John W. Word of God hour: Supplement to the ABC catechism. [Ottawa, ON: Mark Communications, 1985.

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6

Curran, Ben. Better Lesson Plans, Better Lessons. Routledge, 2015. http://dx.doi.org/10.4324/9781315733753.

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7

Gates, Sylvia M. Bought Lessons: A Bought Lesson Is a Learned Lesson. Author Solutions, Incorporated, 2020.

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8

Gates, Sylvia M. Bought Lessons: A Bought Lesson Is a Learned Lesson. Author Solutions, Incorporated, 2020.

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9

Staff, Hal Leonard Corp. 100 Blues Lessons: Bass Lesson Goldmine Series. Leonard Corporation, Hal, 2015.

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10

translator, Mahany J. T., ed. Post-exoticism in ten lessons, lesson eleven. 2015.

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Частини книг з теми "Lessonae"

1

Ogurtsov, Sergei V., and Vladimir A. Bastakov. "Imprinting on Native Pond Odour in the Pool Frog, Rana Lessonae Cam." In Chemical Signals in Vertebrates 9, 433–38. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-0671-3_59.

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2

Taylor, Anna, Gilbert Siame, and Brenda Mwalukanga. "Integrating Climate Risks into Strategic Urban Planning in Lusaka, Zambia." In Climate Risk in Africa, 115–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61160-6_7.

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AbstractThis chapter explores opportunities provided by strategic urban planning to mainstream climate risk considerations into the development decisions of city governments. It does so by describing the ways in which the climate-related information co-produced within the Future Resilience of African Cities and Lands (FRACTAL) project was integrated into the preparation of the Lusaka City Council Strategic Plan 2017–21. The chapter concludes by presenting four lessons emerging from the efforts at integrating climate information into the strategic planning process in Lusaka, Zambia: Lesson (1) Trust and relationships are key to sharing data and information needed to build a compelling case for managing climate risks; Lesson (2) Enable a variety of stakeholders to engage with climate information; Lesson (3) There needs to be an enabling legal, policy and financing framework; Lesson (4) Prepare to meet resistance; skilled intermediaries and city exchange visits help.
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3

Schmerler, Susan. "Duty as an Element of a Lawsuit:." In Lessons Learned, 35–48. New York, NY: Springer New York, 2008. http://dx.doi.org/10.1007/978-0-387-72175-0_3.

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4

Schmerler, Susan. "Duty as an Element of a Lawsuit:." In Lessons Learned, 51–57. New York, NY: Springer New York, 2008. http://dx.doi.org/10.1007/978-0-387-72175-0_4.

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Schmerler, Susan. "Duty as an Element of a Lawsuit:." In Lessons Learned, 61–86. New York, NY: Springer New York, 2008. http://dx.doi.org/10.1007/978-0-387-72175-0_5.

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6

SJÖGREN, PER. "Extinction and isolation gradients in metapopulations: the case of the pool frog (Rana lessonae)." In Metapopulation Dynamics: Empirical and Theoretical Investigations, 135–47. Elsevier, 1991. http://dx.doi.org/10.1016/b978-0-12-284120-0.50012-7.

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"Lessons Learned From Hurricane Katrina." In Practice Management Consultant, 43–44. American Academy of Pediatrics, 2010. http://dx.doi.org/10.1542/9781581104899-part02-lessons.

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8

"Independent Practice." In Better Lesson Plans, Better Lessons, 95–104. Routledge, 2015. http://dx.doi.org/10.4324/9781315733753-17.

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"Assessing Student Understanding." In Better Lesson Plans, Better Lessons, 107–14. Routledge, 2015. http://dx.doi.org/10.4324/9781315733753-19.

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"The CCSS and Lesson Planning." In Better Lesson Plans, Better Lessons, 19–34. Routledge, 2015. http://dx.doi.org/10.4324/9781315733753-9.

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Тези доповідей конференцій з теми "Lessonae"

1

Cozari, Tudor, and Elena Gherasim. "Complexul ranidelor verzi – model de formare a unor specii de amfibieni pe cale hibridogena." In Impactul antropic asupra calitatii mediului. Institute of Ecology and Geography, Republic of Moldova, 2019. http://dx.doi.org/10.53380/9789975330800.18.

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This article reflects a theoretical - synthetic analysis with systematic, morphological and ecological aspects of frogs (Amphibia: Ranadae): Rana ridibunda Pallas, 1771, Rana lessonae Camerano, 1882 and Rana kl. Esculenta Linnaeus 1785, as well as the representation of a training model for the formation of new hybridized amphibian species. These mentioned species form a complex of frogs (Rana kl.esculenta complex), consisting of the parent species Rana lessonae Cam. and Rana ridibunda Pal. and species resulting from the hybridization process - Rana kl. esculenta L. The hybrid R. kl. esculenta, presents not only a result of the parental species, but its existence is also ensured, by the subsequent hybridization with one of the parental species.
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2

Gherasim, Elena, Dumitru Erhan, and Stefan Rusu. "Establishing the role of amphibians (Anura) in the prophylaxis of helminths specific to domestic, wild and pet animals." In Xth International Conference of Zoologists. Institute of Zoology, Republic of Moldova, 2021. http://dx.doi.org/10.53937/icz10.2021.33.

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This work is based on helminthological data of amphibians, collected since 2013 until 2020, in the Republic of Moldova. The investigations on anura amphibians were conducted in the laboratory of Parazitology and Helminthology of the Institute of Zoology. One of the most common parasitic diseases in ruminants is fasciolosis, caused by the trematode Fasciola hepatica species. The results of parasitological research showed that adult cattle were infected with fascioles in 66.4% of cases, and young cattle - in 46.1% of cases. This is largely due to the grazing of animals of different species and ages in limited areas.The presence of the trematode species Haplometra cylindracea was established in 78% of cases in the amphibians in the Ranidae and Bufonidae families (Rana ridibunda, Rana lessonae, Rana temporaria, Bufo viridis). The results of laboratory helminthological investigations have shown that the relationships between the Fasciola hepatica miracidium and the Haplometra cylindracea miracidium are antagonistic. Amphibians of the Ranidae and Bufonidae families (Rana ridibunda, Rana lessonae, Rana temporaria, Bufo viridis) infested with Haplometra cylindracea tremateda may play an important role in the prophylaxis of fasciolosis.
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3

Widenfalk, Lina, Gustav Wikström, Frauke Ecke, Anton Hammarström, and Simon Kärvemo. "Movement and habitat use of the pool frog (Pelophylax lessonae) in Sweden: gaining ecological insights to improve forest management practices." In 5th European Congress of Conservation Biology. Jyväskylä: Jyvaskyla University Open Science Centre, 2018. http://dx.doi.org/10.17011/conference/eccb2018/107619.

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4

Medwell, Jane, Man Lei, and David Wray. "LESSONS FROM A SHANGHAI READING LESSON." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0138.

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Varia, Apurva P., and Ashley Scroggins. "“Resurrected” DSCOVR Propulsion System - Challenges and Lessons Lesson Learned." In 51st AIAA/SAE/ASEE Joint Propulsion Conference. Reston, Virginia: American Institute of Aeronautics and Astronautics, 2015. http://dx.doi.org/10.2514/6.2015-4173.

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6

Cakane, Liga, Jelena Volkinsteine, Dace Namsone, and Ilze France. "WHAT LESSON OBSERVATION DATA REVEAL ABOUT THE CHANGES IN TEACHING SCIENCE: CASE STUDY FROM LATVIA." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.30.

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The improvement of teaching quality in Science subjects is closely connected to the implementation of reforms initiated in education policy resolutions in the school practice. It is crucial for teachers to implement the paradigm shift from transmitting information to 21st century learning design. It means to change not only teaching strategies but also their views what teaching is. Lesson observations were the main source to answer the research questions: What do lesson observations reveal about the students’ learning in science lessons according to criteria selected? What information lesson observation gives about teachers’ skills to organize learning according to changes envisaged in education policy resolutions? Key words: case study, lesson observation, science teaching and learning.
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Andronicos, Nicholas M., Terry J. Barnett, Raphael Roberts, Siew Chong, Lea Labeur, Sinead M. Henderson, and Adrienne Burns. "Gamified lessons support molecular genetics education of first year biology students during COVID-19 lockdown." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0137.

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This study compared the associated impact of gamified molecular genetics lessons on undergraduate student grades for pre-COVID-19 blended delivery and COVID-19 online only delivery of a first-year biology course. When the molecular genetics gamified lessons were used by on- and off-campus students to support their learning, most students had successful learning outcomes in either blended or online only learning environments. In contrast, students who chose not to use these lessons had significantly greater failure rates for both the molecular biology and the genetics short answer questions in the final invigilated exams. Importantly, there was noticeable gamified lesson fatigue observed by both on- and off-campus students and therefore when incorporating gamified lessons into courses, curriculum design needs to be carefully considered. In conclusion, the use of gamified lessons was associated with significantly reduced student failure rates for molecular genetics concepts studied in a university foundational biology course.
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Sorto, Alejandra. "Assessing the knowledge of future middle school teachers in statistics by lesson design." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07904.

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In this paper, an assessment project conducted in a class for future middle school teachers in statistics is presented. The project consisted of designing and presenting a lesson that addressed a statistical concept taught in middle school following the Japanese Lesson Study model. Future teachers were asked to identify the big ideas covered, its connections to previous and future content by aligning the lesson to state, national standards, and the GAISE recommendations, make predictions about students misunderstandings based on readings about statistics education research, propose activities or procedures on how to teach the concept, and create an evaluation plan. Lessons were presented in pairs to the entire class and the “best” lesson presented to actual 5th graders at a local middle school. Final reflections and evaluations from prospective teachers are discussed.
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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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Venskuvienė, Nadia. "HIGHER ORDER THINKING TASK AND QUESTION APPLICATION IN THE WORLD COGNITION LESSONS IN PRIMARY FORMS." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.245.

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Recently, one has become concerned about the quality of natural science and social education basics of the primary school students. Particular attention is devoted to the higher-order thinking ability education. In the qualitative research, it was analysed what higher order thinking questions and tasks primary school teachers apply in the world cognition lessons. Research data were gathered using a lesson observation method. The gathered data were analysed making a technical picture. Research results showed that primary school teachers proportionally applied lower and higher-order thinking questions and tasks. Keywords: world cognition lessons, higher order thinking abilities, primary education.
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Звіти організацій з теми "Lessonae"

1

Dougan, A. D., and S. Blair. Lessons Learned. Office of Scientific and Technical Information (OSTI), November 2006. http://dx.doi.org/10.2172/896012.

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2

Burch, Kaitlyn. Dance Lessons. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.256.

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3

DiTrapani, A. R. Rightsourcing Lessons Learned. Fort Belvoir, VA: Defense Technical Information Center, May 1997. http://dx.doi.org/10.21236/ada362356.

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Ruch, Robert J. Lessons on a Shelf. Fort Belvoir, VA: Defense Technical Information Center, March 2009. http://dx.doi.org/10.21236/ada500911.

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Morrison, John, Bronwyn Llewellyn, and Michael Mascia. Conservation Measures Lessons Learned. The Nature Conservancy, January 2009. http://dx.doi.org/10.3411/col.01301402.

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ARMY SAFETY CENTER FORT RUCKER AL. Field Training Lessons Learned. Fort Belvoir, VA: Defense Technical Information Center, March 1986. http://dx.doi.org/10.21236/ada382911.

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ARMY SAFETY CENTER FORT RUCKER AL. Field Training Lessons Learned. Fort Belvoir, VA: Defense Technical Information Center, January 1987. http://dx.doi.org/10.21236/ada382982.

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DEPARTMENT OF THE ARMY WASHINGTON DC. Field Training Lessons Learned. Fort Belvoir, VA: Defense Technical Information Center, January 1988. http://dx.doi.org/10.21236/ada383187.

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Cashin, Lina M. Lessons from Sea Launch. Fort Belvoir, VA: Defense Technical Information Center, April 2001. http://dx.doi.org/10.21236/ada407104.

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Fox, Robert V. Microwave Fire Lessons Learned. Office of Scientific and Technical Information (OSTI), December 2019. http://dx.doi.org/10.2172/1617127.

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