Twilight Open

https://digitalcommons.cwu.edu/cwu_track_field/1340/thumbnail.jp

The effect of temperature on growth and development of peas : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Horticulture at Massey University

The influence of temperature on the growth and development of the garden pea was studied at Massey University during 1978-79. Cultivars with single and multiple (double and triple) podding characteristics were grown in a greenhouse experiment with high, medium and low temperature treatments, a field experiment with four successive sowings and a climate room with alternating high and low temperature treatments be­tween vegetative and reproductive growth phases. Plant response to temperature was examined using growth analysis and component analysis techniques. High temperature produced a smaller plant with shortened internodes and a delay in pod set. Net assimilation rate was closely linked with final fresh weight yield and harvest index. There was a direct relation­ship of net assimilation rate and growth duration to yield when net assimilation rate was not limiting; fresh weight yield increased in direct relation to the number of yield components. High temperature effects complicated by flower and pod abortion indicated that the be­havior of yield components must be considered along with harvest index as a selection criterion for earliness and high yield in peas. In all cultivars, the number of yield components decreased as temp­erature increased, particularly the number of pods per node when high temperature occurred during the vegetative phase. High frequency podding cultivars exhibited the highest instability. Net assimilation rate and competition for assimilates between yield components (sinks) determined the number of yield components that were retained. No one component was identified as the main source of variation in pea yield. Positive inter­actions between components of yield were identified with yield increases when net assimilation rate was nonlimiting and yield decreases when net assimilation rate was limiting. Negative interactions were associated with yield stability. A balance of negative and positive interactions between components of yield combined with a nonlimiting net assimilation rate (assimilate supply) is needed in high yielding pea cultivars

Developing students' understanding of the nature of science in the context of Alexander von Humboldt's legacy for Grade 5 and Grade 6 classrooms in Baden-Württemberg schools

The main research aim of this Ph-D thesis is to develop students�understanding of the nature of science on the background of Alexander von Humboldt's legacy for Grade 5 and Grade 6 classrooms in Baden-Württemberg schools. The Ph-D research questions are: 1.What conceptions do students of the age group 10-12 regarding the nature of science hold? 2.Does students� understanding of science change as a result of discovery-based science activities taken from Alexander von Humboldt� scientific observations during his expedition to Latin America between 1799-1804? If yes, in what way? This was done by: 1.Gathering background information about students� images of scientists and how they work. 2.Designing the most appropriate learning environment for improving their understanding of science. At the beginning of the intervention study, Humboldt�s life was used as a stimulus of student�s thoughts about science at. Students were put in the same situation of a scientist: posing a question about a theme of their interest, designing and realizing an experiment in order to satisfy their curiosity. By doing so, students� understandings of the construction of scientific knowledge would be improved. After a preliminary study between June and July 2002 at the Bammental Gymnasium, a case study took place from March till July 2003 at the Realschule Linkenheim for students of Grade 5. Students� epistemologies about science and scientists at the Realschule Linkenheim were collected by using the current trends in science education research: pre- and post-questionnaires, classroom observation, pre- and post- interviews, the Draw-A-Scientist-Task and portfolio work. This intervention study was realized in 26 school sessions and all the work sessions were also video taped. Students� views about their actual nature of science aspects were characterized and coded using a framework drawing on the following areas: characteristics of scientists, history of science and the epistemology about science and scientists. Finally, students were asked to write about their learning process by using portfolios. As to the recommendations: This study suggests that in order to develop some aspects of the nature of science, students need a free space at school to realize hands-on inquiry and a trained teacher who can translate to his students besides content knowledge, the nature of knowledge and the historical evolution of scientific knowledge

The Antelope

https://openspaces.unk.edu/unkantelope/1373/thumbnail.jp

Block and Bridle Annual 2013

Dear Members, Supporters, Family, and Friends, Over the past school year, the University of Nebraska-Lincoln’s Block and Bridle Club had tremendous goal breaking accomplishments, and hosted several successful events. It is my great pleasure to recognize and thank all of the officers and members that contributed a considerable amount of time to make it a fabulous year. I would also like to thank the Animal Science Department faculty and staff for all of their support, time, and guidance throughout the year. Our advisors are a key component of our club and were crucial to the club’s success this year. They worked hard as our support system and are the driving force behind our success. Thank you Senior advisor, Dr. Dennis Brink, Junior advisor, Dr. Steven Jones, and Freshman advisor, Dr. Gary Sullivan. I would like to extend a special thank you to our club department contact, Andria Hallberg. She has been there helping to make sure the club stays on task and organized. Without our advisors, officers, club contact, and members, our club would fail to exist. Thank you all for your help. Through my four years at the University of Nebraska-Lincoln, Block and Bridle has provided me with many wonderful experiences. Through the club I have had the opportunity to meet many new people, develop leadership skills, and promote an industry that I fully believe in. I firmly believe that life skills are not only learned and developed in the classroom but that extracurricular college activities help to further the learning and skills students attain. It has been my goal this year to provide members with multiple opportunities to develop their own leadership and communication skills while also having a blast meeting other people who are just as excited about agriculture as they are. My passion for the Block and Bridle Club started very early on in life because the organization was a huge part of my parents’ life when they were in college. It was prosperous back then, so I made it my goal to make sure it was prosperous this year as well. With that said, it has been my privilege to serve as the 2012-2013 Block and Bridle President. I wish to congratulate the members of this club for being dedicated, driven, and hardworking this last year. I have seen their dedication and pride in the Block and Bridle Club and the agriculture industry. As you read through the annual, I hope that you will also recognize all the hard work that the members have expended this year. I feel that with the success this year, the club will continue to grow and be prosperous. I also want to wish future club members, officers, and presidents the best of luck as they continue to promote, grow, and build on the traditions of the Nebraska Block and Bridle Club

Service User Involvement - SUI Newsletter - Ausgabe August 2022

Dieser Newsletter informiert jährlich über die Aktivitäten des deutschsprachigen Netzwerkes zu Service User Involvement - Erfahrungswissen in der Hochschulbildung. Der Newsletter informiert in seiner Ausgabe 2022 über folgende Aktivitäten: David Dörrer und Karin Terfloth berichten in ihrem Beitrag „Professionalisierung des Service User Involvements durch Qualifikationsangebote“ über den Einsatz von Bildungsfachkräften. Dabei nehmen sie die Benefits für die Menschen mit Behinderungserfahrungen in den Blick und stellen sich die Frage, wie die Qualifizierung ggf. Perspektiven bzw. die Vertretung der Peergruppe verändern kann. In ihrem Beitrag „Service User Involvement in der Ausbildung in Zürich: Ein Pilotprojekt“ stellen Gisela Meier und Michael Herzig eine tatkräftige Initiative für die Implementierung von SUI an der Fachhochschule Zürich vor. Für die Erstellung des Konzeptes werden Studierende, Lehrende, Adressat*innen und Sozialarbeitende einbezogen. Florian Günthert von der FH Esslingen schreibt in seinem Beitrag „Wie erlebt man Wohnungslosigkeit?“ aus der Perspektive eines Studenten über ein SUI Projekt. Aus der Recherche über Wohnungslosigkeit kam das Interesse zustande, die Stimmen derjenigen zu finden, die betroffen sind. Herausgekommen ist eine Blog-Website mit Aussagen und Berichten von interviewten Menschen und Textgrafiken. Ein weiterer Einblick aus der Lehre kommt aus der FH Potsdam von Olivia Aufschlag und Elena Sollmann. Sie berichten in dem Beitrag „Das Format der Werkstätten an der FH Potsdam – Forschungsfragen von Studierenden zu SUI“ von ihren Forschungsergebnissen über die Motivation von Service Usern, ihr Wissen mit angehenden Sozialarbeiter*innen zu teilen. Gerahmt wird der Beitrag durch eine kleine Einleitung zu dem Lehr-Lern-Format der Werkstatt von Marlene-Anne Dettmann. Katharina Scholz bietet in ihrem Beitrag „SUI-Talk mit Erfahrungsexpertinnen und Studentinnen der Sozialen Arbeit auf der Jahrestagung der DGSA“ eine kleine Nachlese zu unserem Panel. Zu Wort kommen dabei auch beteiligte Studentinnen der FH Esslingen und ihre Perspektive auf SUI. Zusätzlich gibt es noch Links zu weiteren Materialien. Sylvia Fahr-Armbruster, Conny Birkemeyer und Oscar Garcia stellen in ihrem Beitrag „Recovery College Stuttgart“ einen neuen Ort der „lebendigen Selbsthilfeszene“ vor. Nach dem Motto „Erfahrungswissen lebendig teilen“ laden Menschen mit Krankheitserfahrungen zum Austausch ein und sind offen für spannende Kooperationen mit Hochschulen. Mit dem Beitrag „SUI in Europa – persönliche Eindrücke aus Nottingham und Amsterdam“ teilt Marlene-Anne Dettmann ihre Beobachtungen zu den Entwicklungen im europäischen Raum, beispielsweise mit praktischen Umsetzungsideen und der sprachlichen Verwendung von „people with lived experience“. Am Ende des Newsletters finden Sie noch Hinweise über aktuelle Publikationen und anstehende Termine zum Thema Service User Involvement. Ich wünsche viel Spaß beim Lesen und freue mich auf Ihre Rückmeldungen und neuen Berichte.Unknow

Die Katastrophe als Herausforderung: Fukushima als Thema der Naturwissenschafts- und Technikdidaktik

In dem Beitrag wird die Reaktorkatastrophe von Fukushima (März 2011) samt den ihr folgenden energiepolitischen Veränderungen zum Anlass genommen, nach den Reaktionen der naturwissenschaftlichen und technischen Didaktik zu fragen. Der empirische Befund ist, dass der Didaktikdiskurs davon wenig beeinflusst ist. Gründe dieser Nicht-Beachtung findet der Autor in den theoretischen Problemen der Fachdidaktik, hier: Technikdidaktik, sowie in einem zu engen Aufgabenverständnis für den Fachunterricht

The Antelope

https://openspaces.unk.edu/unkantelope/1372/thumbnail.jp