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Broad Whitefish are an anadromous Arctic fish species in the Mackenzie River Valley, N.W.T. that undergo extensive spawning migrations to spawning grounds located on tributaries of the Mackenzie River, like the Arctic Red River. These spawning migrations occur annually between mid-October and early November as demonstrated with catch-per-unit-effort. The maturity stage development of Broad Whitefish is can be predicted by using the variables by gonad-weight and timing of migration for both female and male Broad Whitefish; however, male Broad Whitefish maturity stage also requires the variable abundance for prediction. At the time of Broad Whitefish migration the river environment has slow flowing water as documented by current profiles. The water velocity speeds present in the river at the time of migration are not a barrier to Broad Whitefish migration as Broad Whitefish can swim against water velocities 4 to 10 times higher. This research contributes important life history, migrating characteristic and swimming ability information to the knowledge of Broad Whitefish in the Mackenzie River System.

No description available.

The purpose of this study was to examine the interview processes and techniques used in selected Indiana school corporations. More specifically, answers were sought to these questions:1. How are interviews presently conducted in selected Indiana school corporations to obtain pertinent information needed to select the most competent candidate for each position?2. How can interviews be conducted so that applicants can relate personal philosophy, preparation, and abilities in greater depth than the usual written confidential papers provide?3. What kinds of questions are asked the candidate which lead to information needed in making decisions for employment of teachers?4. How confident do personnel administrators feel when making judgments concerning the employment of potential teacher candidates?A questionnaire was developed to obtain information on the processes and techniques used by personnel administrators when interviewing teacher candidates. The study waslimited to school corporations having an administrator who spends half time or more in supervision and administering the personnel programs. The study was further limited tosixteen school corporations identified by Dr. Robert Cowan in his 1967 "Study of Personnel Administrators in Selected Indiana School Corporations."Questionnaire results from the sixteen selected personnel administrators were recorded in table form. Review of data led to the following conclusions:The initial teacher candidate interviews, in selected Indiana school corporations, were conducted by administrators with experience in supervising the personnel program. Personnel administrators generally spend at least thirty minutes in the initial teacher candidate interview. In addition, the optimum upper limit on the number of teacher candidates to be interviewed in succession would appear to be no more than four candidates.Personnel administrators indicated that the interviewee should do most of the talking during the initial teacher candidate interview. In an effort to achieve this objective, most administrators use a warm and friendly approach during the interview. Even if the interviewer is successful in putting the candidate at ease during the interview, no real depth of conversation can be achieved unless the setting allows freedom from outside interruptions.The director of personnel should be able to ask questions of the interviewee which reveal answers to questions that the applicant might not reveal in any other manner. More specifically, questions which solicit narrative answers would appear to be an effective method for obtaining information necessary to make intelligent employment decisions.Personnel administrators appear to be, at least moderately confident concerning personal ability to assess selected indicators of teacher competency. However, the administrators place greatest confidence in personal ability to judge personality, sense of humor, friendliness, enthusiasm, poise, and self-confidence.

The purpose of this study was to clarify the thoughts of five population groups concerning the selection and evaluation of a secondary school principal, in Indiana. The following four questions were used as a basis for the study.1. Is there a difference of opinion between what the superintendent and the school board members look for in an applicant's credentials, and the qualifications a teacher perceives as necessary for the position of principal?2. Is there a clear-cut pattern of undergraduate majors among the group of principals?3. Do the five population groups studied agree or disagree concerning what is important when evaluating a principal?4. Is there a difference of opinion regarding the principals most important function as seen by the five groups questioned?The randomly selected participants, which included students, teachers, principals, superintendents, and school board members, were chosen from the eight counties in East Central Indiana as follows: Blackford, Delaware, Grant, Henry, Jay, Madison, Randolph, and Wayne.The study was conducted entirely by mail. The potential school board members, superintendents, and principals were asked to take part in the study. In addition,, principals were asked to select a teacher and a student who would be representative of the faculty and student body.At this point, pre-tested questionnaires were sent out to each of the five populations. No attempt was made to identify the individual respondents; however, the questionnaires were separated into one of five responding categories. First, answers to questions were compared within the various occupational categories to determine if a consensus of opinion existed among those persons within that group. For example, do the school board members agree on items which are important in selecting a principal. Second, the responses were compared between groups. For example, do teachers and superintendents agree or disagree on those items of importance in principal evaluation.In order that a comparison could be made, the multiple-choice answers were assigned a numerical value of one-to-four. Questions having mean scores of one were considered very important in the selection or evaluation process.All five populations participated in principal evaluation, but the student category was not asked to answer questions on principal selection. After all mean scores were figured, a composite, using all categories, was developed using the most important and least important items in principal selection as seen by all responding groups. The same procedure was used to develop a composite for principal evaluation.Items which were seen as important in the selection of a principal are given in the paragraphs which follow. Respondents rated the applicant's willingness to work with assistants and other subordinates now in the system as extremely important when selecting a principal. Also receiving a high rating was the applicant's awareness of current educational trends and ideas.Sincerity and a pleasing personality received high marks, as did an understanding of community problems. Completion of a one-year principal internship program received a 1.4 composite score, as did the applicant's ability to emphasize a total school program. A mean score of 1.5 was given to the applicant's plans and steps for improving the school.The paragraphs which follow summarize those points that are considered to be of least importance when selecting a principal.Being a native of the city was definitely not considered important in a principal's selection. In addition, two rather unrelated items, being interested in advancement beyond the principalship, and having previous experience as a coach received a low rating of (3.9). The marital status of the applicant seemed to be of little concern with a composite mean score of (3.3).Four items received equally low scores of 3.2, they are as follows: The applicant's position on the salary scale was not important. Is the applicant presently an assistant in the system? Has the applicant written articles for professional journals?Has the candidate been a member of a teacher union?Findings concerning the question of principal evaluation follow.A principal is expected to know his job and have the confidence and respect of his subordinates. He should be a self-starter who is able to complete his work with a minimum of supervision. The principal must have an interest in the student body. He is expected to have a friendly, well-informed office staff.The principal is expected to keep conversations confidential while being firm and fair in his decisions. He should have a positive attitude. Finally, he should encourage his teachers to continue educational growth beyond the minimum requirements needed for the job.Those items which were not considered of significance in evaluating a principal included: dressing in the latest styles, and holding each of the departmental budgets to the same amount as was spent the previous year.Two points were clearly important to those questioned with regard to principal selection. First, an applicant should have demonstrated his leadership ability. Second, he should have a well-rounded personality which can help in working with various groups he will meet as a school principal.No definite pattern of undergraduate major appears to have existed in this study; however, it is interesting to examine the high percentage of principals having either a social studies or physical education background.The educational leadership, skill in public relations, coordination of school activities, and reception to new ideas were all considered important in principal evaluation. Finally, all groups placed performance in meeting requirements of the job high on the list of priorities for a principal.

This study explores the establishment of the paradigm of evolution by means of natural selection, asserting that Darwin's theories were not scientifically revolutionary because he established rather than overthrew the existing paradigm in biology. Actually Darwin made three more important contributions than the theory of natural selection. He delivered a blow to essentialism, changing the universe from a product into a process. He established the hypothetico-deductive model of the physical sciences for natural history. And he demonstrated that teleological problems could be studied by scientists. The recent controversies in biology are continuations of the old debate over whether evolution is orderly or irregular, controlled by external or internal forces, continuous or discontinuous. The controversies can be separated into four separate challenges to neo-Darwinism: empirical, epistemological, methodological, and teleological. The study concludes that the empirical and teleological challenges do not pose serious threats to the existing paradigm, but unless the epistemological and methodological challenges can be met satisfactorily, the paradigm may be overthrown.This study also explores the differences between the rhetorical and scientific methods of inquiry. Modern science is considered as predominantly empirical, progressing because of the scientists' system of shared, rational values. Actually both metaphysician and physician ponder the same questions, embrace truth with the same assumptions, and operate with the same epistemology. Science is puzzle solving. Rhetoric deals with ill-defined problems, while science turns ill-defined problems into well-defined ones. The danger in separating the scientific and rhetorical methods is that Western man is split into two irreconcilable points of view: the moral and the scientific. The dichotomy arose because of the two fountainheads of Western culture. Plato "solved" the dichotomy by proposing two worlds of Becoming and Ideas. Darwin's solution depends on a different metaphysical pathos which is only now being realized, due to the rethinking of the paradigm as a result of the challenges. Rather than giving us two worlds, Darwin separated the forces of one, completely naturalistic world into a two-step process: chance and necessity. The problem is that many thinkers focus on only one of the processes, sometimes to the exclusion of the other. / Department of English

In 1956, E. Michael proved his famous convex-valued selection theorems for l.s.c. mappings de ned on spaces with higher separation axioms (paracompact, collectionwise normal, normal and countably paracompact, normal, and perfectly normal), [39]. In 1959, he generalized the convex-valued selection theorem for mappings de ned on paracompact spaces by replacing \convexity" with \ -paraconvexity", for some xed constant 0 < 1 (see, [42]). In 1993, P.V. Semenov generalized this result by replacing with some continuous function f : (0;1) ! [0; 1) (functional paraconvexity) satisfying a certain property called (PS), [63]. In this thesis, we demonstrate that the classical Michael selection theorem for l.s.c. mappings with a collectionwise normal domain can be reduced only to compact-valued mappings modulo Dowker's extension theorem for such spaces. The idea used to achieve this reduction is also applied to get a simple direct proof of that selection theorem of Michael's. Some other possible applications are demonstrated as well. We also demonstrate that the -paraconvex-valued and the functionally-paraconvex valued selection theorems remain true for C 0 (Y )-valued mappings de ned on -collectionwise normal spaces, where is an in nite cardinal number. Finally, we prove that these theorems remain true for C (Y )-valued mappings de ned on -PF-normal spaces; and we provide a general approach to such selection theorems. / Thesis (Ph.D.)-University of KwaZulu-Natal, Westville, 2012.

Broad Whitefish are an anadromous Arctic fish species in the Mackenzie River Valley, N.W.T. that undergo extensive spawning migrations to spawning grounds located on tributaries of the Mackenzie River, like the Arctic Red River. These spawning migrations occur annually between mid-October and early November as demonstrated with catch-per-unit-effort. The maturity stage development of Broad Whitefish is can be predicted by using the variables by gonad-weight and timing of migration for both female and male Broad Whitefish; however, male Broad Whitefish maturity stage also requires the variable abundance for prediction. At the time of Broad Whitefish migration the river environment has slow flowing water as documented by current profiles. The water velocity speeds present in the river at the time of migration are not a barrier to Broad Whitefish migration as Broad Whitefish can swim against water velocities 4 to 10 times higher. This research contributes important life history, migrating characteristic and swimming ability information to the knowledge of Broad Whitefish in the Mackenzie River System.

No description available.

The effect of environmental and social factors on the courtship and mating dynamics of the smooth newt. Triturus v. vulgaris, was studied using laboratory experiments, an individual-based model, a semi-natural population and a field study. In view of the limitations of laboratory experiments and field observation, the semi-natural and modelling approaches are recommended as additional research tools. In the laboratory, the optimal temperature for spermatophore transfer was just below 13°C, at which point the spermatophore deposition rate is high and oxygen availability not limiting. In the wild females determine the timing of mating. They are highly receptive for a brief period after arrival at the breeding site (early spring), subsequently re-mating only sporadically. Therefore, few courtships take place at mid-season, optimal temperatures. In the semi-natural population. deposition occurred in only 3 - 6% of courtships with a median of one deposition per encounter. Male mating success is therefore unlikely to be constrained by physiological capacity for spermatophore production. Female receptivity and immigration patterns are thus the principle determinants of the operational sex ratio (OSR). According to the model, a male-biased OSR develops rapidly at the start of the season, but the strength of bias will depend on the breeding sex ratio. duration of the arrival period and extent to which males arrive before females. The OSR influences the intensity of competition for mates and the potential for sexual selection. Males compete directly for females by sexual interference, a common but low-gain strategy. Males may also compete indirectly by courting unmated and unfamiliar females preferentially (both of which have a higher probability of being receptive) although more research is needed to establish if males differ in their ability to find receptive females. There is variance in male mating success but the relative contributions of environmental factors and phenotypic traits needs further clarification.