Th. doct.--Signal et images--Paris--ENST, 1996. / Bibliogr., 3 p. Résumé en français et en anglais. Contient des annexes en anglais.

Th. 3e cycle--Pharm.--Paris 5, 1980. N°: 12.

Th.--Sci., anal. numér.--Toulouse 3, 1981. N°: 1015.

Th. 3e cycle--Math. appl.--Lille 1, 1980. N°: 844.

Orientador: Paulo Roberto Arbex Silva / Resumo: O objetivo do trabalho foi avaliar a cultura da soja semeada em diferentes densidades e profundidades das sementes, e dessa maneira saber o quanto esses fatores influenciam na emergência de plântulas, nas características agronômicas e de produtividade. O experimento foi conduzido em dois anos agrícolas, 2015/16 e 2016/17, com sementes de soja da cultivar 5D634, na Fazenda Experimental Lageado, da Faculdade de Ciências Agronômicas – UNESP/Botucatu-SP. Em cada ano, foram realizados dois experimentos, um com sete tratamentos de densidade de semeadura: 10, 12, 14, 16, 18, 20 e 22 sementes por metro e o outro com seis tratamentos que se referem às profundidades das sementes na mesma linha de semeadura: 0,02; 0,05 e 0,08 m do nível do solo, e combinação e alternância entre eles: 0,02 e 0,05; 0,02 e 0,08; 0,05 e 0,08 m. Os experimentos foram conduzidos em delineamento de blocos casualizados, com 4 repetições, perfazendo 28 parcelas para as densidades e 24 para as profundidades de semeadura. Para a análise estatística dos dados de densidades de sementes foi utilizada análise de regressão polinomial e para as profundidades de sementes os dados foram submetidos à análise de variância (ANOVA) utilizando o teste de Tukey, ambos a 5% de probabilidade. Concluiu-se que falhas na densidade de semeadura são mais prejudiciais do que sementes a mais no solo. Sementes depositadas mais profundas do que o recomendado para a soja tem baixa variação na produtividade e podem ocorrer pequenas alteraçõ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The aim of this study was to verify different densities and seeds depths in the soybean sowing, and to find what kind of influence this has on the emergence of seedlings, agronomic characteristics and productivity. The experiment was carried out in 2015/16 and 2016/17 (two experimental years), at the Faculty of Agricultural Sciences - FCA / UNESP. The treatment of the sowing density has 10, 12, 14, 16, 18, 20 and 22 seeds per meter and the other treatment was depths of seeds in the same sowing line: 0.02; 0.05 and 0.08 m from ground level, and combination and alternation between them: 0.02 and 0.05; and 0.02 0.08; 0.05 and 0.08 m, in each year was sown individually these two experiments. The experimental design was composed by randomized blocks, with 4 repetitions, totaling 28 plots for the densities and 24 for the depths of sowing. The regression analysis was used to verify the sowing density and the variance analysis model (ANOVA) followed by Tukey test was used in case of the depths of seeds, both at 5% probability. Thus, it was verified in the density sowing with seeds failure does more harm than the excess of seeds in the soil. Seeds placed deeper than the recommended for soybeans have low variation in productivity and small changes may occur in uniformity since they are next, 2 cm above or 3 cm below, without significant decrease in productivity. / Doutor

The main goal of this research is to investigate the difficulties Libyan undergraduate university English major students have in the use of verb-noun and adjective-noun collocations by looking at their performance in free production. Twelve verbs and twelve adjectives were investigated in depth with the aim of determining their collocational patterns when used by Libyan learners. Having done this, I also investigate whether there is a significant difference between native speaker ratings of English language learner collocations in academic as opposed to non–academic contexts. To achieve the main aim, a 250-word academic writing task was used to collect data from 186 fourth-year university students (90 males and 96 females) at Tripoli University (the Department of English, Faculty of Arts). The data was analysed using AntConc 3.2.1w (Anthony, 2007). After extracting the learners‟ collocations, four sources were used to determine and judge their acceptability in terms of conforming to native-like use. They are: (1) the Oxford Collocations Dictionary (2009), (2) the online British National Corpus (BNC), (3) consultations with two native speakers, and (4) a survey to triangulate the above three methods. Gass and Selinker's (2008) error analysis framework is adopted as the basis for analyzing the learners' collocational violations. In addition, quantitative and qualitative methods were used to analyse the data. For example, the writing task data was analysed quantitatively in order to identify the frequency of learners' acceptable collocations, erroneous collocations and collocational errors, and qualitatively to identify various types of collocational errors and to determine the sources of learners' difficulty in producing collocations. In addition, a two-version acceptability survey (i.e. academic rating and non-academic rating) was administered to 100 native speakers of English in order to achieve the secondary aim. Furthermore, a student questionnaire and a lecturer questionnaire were used as a supportive method to explore collocation as a linguistic phenomenon from the learning and teaching perspectives. The participants were 155 students and 12 university lecturers. The results from the questionnaires are useful as they potentially suggest reasons why Libyan students have difficulty with collocations. In addition, they contribute to our understanding of how lecturers and students think collocations are taught and learned in the Libyan educational system. Findings from the academic writing data reveal that: (1) verb-noun collocations were more difficult for the participants than adjective-noun collocations; (2) independent samples t-test results showed that the participants' use of the twelve adjectives in the adjective-noun collocations showed significantly more accuracy level compared to their use of the twelve verbs in the verb-noun collocations. Therefore, the statistical investigations confirm that verb-noun collocations posed more difficulties for the participants than adjective-noun collocations.; (3) three broad categories of errors were identified in the erroneously produced verb-noun and adjective-noun collocations in the Libyan Learner Corpus (LLC): (i) grammatical errors, (ii) lexical errors and (iii) errors related to usage; and (4) eight main types of sources of difficulties are suggested, such as L1 interference – the negative influence of the mother tongue - and the use of synonymy. The results of the survey data reveal that there were significant differences in the native speakers‟ judgments in the academic rating survey and the non-academic rating survey. Finally, on the basis of these results, several recommendations are made in order to improve the teaching of collocations in EFL classes in the light of the obtained results.

Due to the limitations of the household registration system, rural migrants in Chinese cities are unable to access the same range of rights and benefits as urban natives. This rural-urban segregation has consequences beyond access to political and economic rights and resources; it has deepened to shape cultural and ideological perceptions. This deepening has a profound influence on the children of migrant workers who are moving to study in the city. Though nowadays children of migrant workers can study in urban public schools alongside local students, the rural-urban structural divide still exists and impedes personal and social relations between the two groups. This research investigated the difficulties and opportunities encountered by children of migrant workers after they have entered urban public schools and as the face the realities of contact with urban people. The research also discussed whether educating rural and urban students together can help children of migrant workers’ social adaptation in the city, or whether this studying together model places pressures on rural students which impede their social integration into urban communities. A ‘field-habitus’ analysis framework was used to assess rural students’ social adaptation performances in the city. Research methods including questionnaire surveys, in-depth interviews and focus groups were employed in the study. Besides rural students, urban people such as urban students and teachers whom rural students interact with in schools were investigated in the research. Moreover, to evaluate whether inclusive education in public schools has created an inclusive environment to help rural students’ social adaptation, rural students from private schools, who are receiving an exclusive education that is only for children of migrant workers, were also studied as the reference group. Based on the data analysis, the research found that rural students from public schools are generally well-adapted to their urban lives. Additionally, compared with rural students from private schools, rural students from public schools have more urbanized behaviours and lifestyles. Meanwhile, the research indicated that rural students being educated in public schools suffer from many misunderstandings and conflicts with urban students, which may bring them more pressures related to social adaptation compared with their counterparts in private schools. Rural students’ social adaptation performances were attributed to the dual functions of education, meaning that education in public schools may either improve or impede children of migrant workers’ adaptation to their lives in the city. The discussion on the role of education was mainly based on Pierre Bourdieu’s Theory of Cultural Reproduction and Inclusive Education Model. Moreover, students’ family background was also taken into consideration for a more comprehensive explanation.

A dual career in sport is the challenge of combining a sporting career with education or work. An increasing population of athletes are choosing to further their academic careers by combining elite level sport with university education. University student-athletes may, however, be susceptible to experiencing a number of stressors (e.g., managing sport and academic timetables and personal sacrifices). This thesis extended knowledge on dual careers through the examination of athletes’ and stakeholders’ perceptions of the whole university experience, including the transition into, experiences during, and the transition out of university. A qualitative research design was employed throughout the thesis and data were collected through focus groups, longitudinal semi-structured interviews, and one-off semi structured interviews with participants from a range of UK universities. Data were analysed thematically and narratively. Additionally, autoethnographic data from the author (a former elite student-athlete) supplemented participant data. Part A explored athletes’ and stakeholders’ perceptions of the transition into university for student-athletes. Results found that student-athletes form expectations before they move into university (e.g., perceived living challenges), but often experienced different demands following the transition (e.g., increased sporting commitments following entry to university sport). These results suggest that pre-transition support may not be targeting the correct areas. Part B examined the experiences during university for student-athletes. Results found that student-athletes have diverse and challenging experiences at university, leading to the creation of five different narratives (e.g., injury narrative). Overall results highlight the importance of integrating university and external stakeholder support, and the development of more effective practitioner-athlete relationships. Finally, part C explored athletes’ and stakeholders’ perspectives of the transition out of university for student-athletes. Results found that student-athletes took five different pathways when they left university (postgraduate education, full-time sport, vocation sport dual career, triple career, and discontinuation from sport). Student-athletes experienced challenges with the renegotiation of their identity when they left university, and a loss of core support services led them to perceive that they had difficulty reaching their elite senior potential after university. Overall results of the current thesis have implications for how stakeholders educate and prepare student-athletes for transitions, and how stakeholders within the student-athletes’ circle interact whilst they are at university. Alongside an adapted theoretical framework that represents UK experiences, recommendations for improved university dual career provision in the UK are made, including the need to address why athletes are entering university, reasons why universities are supporting athletes, and the need to address the post-university gap in support systems. These recommendations challenge and extend current policy guidelines.

Planting of elderberry in Czech Republic, unlike abroad, do not reflect its importance. It correspond with lack of literary resources. The thesis is focused on monitoring of pathogens of genus Sambucus. The list and description of diseases and pests originators is presented. In years 2012 and 2013 in locality Botanical gardens and arboretum Mendel University in Brno and in Veleboř was monitored elderberry diseases and pests occurrence. On both localities was registered only light occurence of fungus Cercospora depazeoides (Desm.) Sacc. (1878) and aphid Aphis (Aphis) sambuci and on locality Veleboř the thrips, probably Thrips sambuci. During monitoring period dry weather dominated and for these reason the infection was rather slight, protective measures was not done.

Submitted by Marco Antônio de Ramos Chagas (mchagas@ufv.br) on 2017-07-06T14:12:21Z No. of bitstreams: 1 texto completo.pdf: 505339 bytes, checksum: aef3e4882f19868df80dfc5ca3d07a22 (MD5) / Made available in DSpace on 2017-07-06T14:12:21Z (GMT). No. of bitstreams: 1 texto completo.pdf: 505339 bytes, checksum: aef3e4882f19868df80dfc5ca3d07a22 (MD5) Previous issue date: 2001-07-24 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Cinqüenta e dois primers arbitrários foram utilizados para avaliar a reprodutibilidade e a influência do número de marcadores RAPD ( Random Amplified Polymorphic DNA) na estimação de distâncias genéticas entre 40 acessos do gênero Coffea do banco de germoplasma da UFV/EPAMIG (incluindo 4 espécies diferentes). A técnica RAPD mostrou-se adequada para a estimação de distâncias genéticas (complemento de Jaccard) entre acessos de Coffea, obtendo-se nível de reprodutibilidade de 76,88%. O número de locos não influenciou a formação dos grupos principais, mas influenciou a ordenação dos acessos dentro dos subgrupos. Para a caracterização molecular de 18 clones diferenciadores de raças de Hemileia vastatrix foram utilizados 35 primers da Operon Technologies, Inc. Os 35 primers identificaram 158 locos polimórficos. O agrupamento, utilizando o método UPGMA, foi realizado com base na matriz de valores de dissimilaridades (complemento de Jaccard), e os grupos formados foram compatíveis com as informações disponíveis na literatura sobre a origem genealógica. A técnica RAPD foi eficaz na caracterização dos clones diferenciadores, produzindo marcas específicas para cada clone. O mapa parcial de ligação gênica para Coffea arabica L. foi construído a partir de uma população segregante RC 1 obtida do cruzamento entre Mundo Novo (IAC 464-18) e Híbrido de Timor (CIFC 2570), sendo este último utilizado como genitor recorrente. Foram obtidos 93 marcadores RAPD, dos quais 87 (93,5%) apresentaram segregação 1:1 (P>0,01), quatro (4,4%) segregação 2:1 (P>0,05) e dois (2,2%) segregação 5:1 (P>0,05). Para construção do mapa, foram utilizados os 87 marcadores que segregaram 1:1, sendo que cinco não mostraram -se ligados aos grupos formados. Oitenta e dois marcadores RAPD resultaram em oito grupos de ligação cobrindo 540,6 cM. O s grupos obtidos tiveram uma boa densidade de marcadores, exceto dois grupos. O maior intervalo entre dois marcadores foi 36.4 cM, e 94,5% dos intervalos não excederam a 20 cM. O tamanho dos grupos de ligação apresentou alta correlação com o número de marcadores (r=0,887), indicando distribuição aleatória dos marcadores nos grupos. O número de grupos de ligação é inferior ao correspondente número haplóide de cromossomos (22) e, portanto, o genoma da espécie foi parcialmente explorado e muitas regiões ainda não foram identificadas. / Fifty two arbitrary primers were used to evaluate the reproductibility and the influence of the marker numbers RAPD (Random Amplified Polymorphic DNA) in estimating the genetic distances among 40 accesses of the Coffea genus from the germplasm bank of UFV/EPAMIG (including 4 different species). The RAPD technique was shown to be appropriate for estimating the genetic distances (Jaccard complement) among Coffea accesses, as a reproductibility level of 76.88% is obtained. The loci numbers did not influence the formation of the main groups, however it influenced the ordering of the accesses within subgroups. For molecular characterization of 18 coffee differentials to identify Hemileia vastatrix races , 35 primers from Operon Technologies, Inc were used. The 35 primers identified 158 polymorphic loci. The grouping by the UPGMA method was accomplished based on dissimilarity values matrix (Jaccard complement), and the formed groups were compatible to the information available in literature on genealogical origin. The RAPD technique was effective in characterization of the coffee differentials, so producing specific marks for each clone. The partial genetic linkage map for Coffea arabica L. was built from a segregative RC 1 population obtained from crossbreeding between Mundo Novo (IAC 464-18) and Timor Hybrid (CIFC 2570), with the latter used as recurrent genitor. The following were obtained: 93 RAPD markers, from which 87 (93.5%) showed segregation 1:1 (P>0.01), four (4.4%) segregation 2:1 (P>0.05), and two (2.2%) segregation 5:1 (P>0.05). For map construction those 87 markers segregating 1:1 were used, and five showed no linkage to the formed groups. Eighty two RAPD markers resulted into eight linkage groups covering 540.6 cM. The obtained groups showed to have a satisfactory marker density, exception for two groups. The wider range between two markers was 36.4 cM, and 94.5% of the ranges did not exceed to 20 cM. The size of the linkage groups highy correlated to the number of markers (r=0.887), indicating random distribution of the markers within groups. The number of the linkage groups is lower to the corresponding haploid number of chromosomes (22), therefore the species genoma was partially explored, and many areas were not still identified. / Tese importada do Alexandria