In the study of sound identification, land animals such as birds and bats have been well investigated, and so are their habitats. On the other hand, sound making creatures in the ocean are much less researched. In this research, the stress calls of three Holocentridaes, Neoniphon sammara, Myripristis murdjan, and Sargocentron spinosissimum, who are commonly found in coral reefs, were recorded in water tank for analysis of sound characteristics. The averaged characteristic parameters of single pulse among three is around 410 Hz for the peak frequency, 100 Hz for the bandwidth, 0.07 dB/Hz for the slope, and duration of 0.05 s. As for the impulse train, averaged peak frequency is 415 Hz, 55 Hz for the bandwidth, 0.07 dB/Hz for the slope, and duration of 0.5 s. These parameters were first checked by the Kolmogorov-Smirnov Test to identify if each parameter follows normal distribution; the slopes of ascending and descending frequency and the total duration are not in normal distribution. The three parameters were later transferred so as to concentrate variances. Next, analysis of variance was applied on all characteristics to extract the significant parameters (including non transferred and transferred data), which were then tested by Stepwise Discriminat and Back-propagation Network. The identification rate of for single pulse with and without data transfer is 63% and 82% while pulse train is 57% and 73%. Both identification rates were raised up approximately 20% due to the data transfer. Both methods provide an reliable tool for marine sound identification, and the whole process of the study may be applied to another biological identification.

This study used personal interviews with Turkish female grocery shoppers to determine their shopping behaviors and attitudes. The sample was divided into two groups: deliberate and nondeliberate shoppers. The two groups were then compared in terms of their sociodemographic characteristics, importance placed on patronage motives, purchase location of selected grocery products, and their attitudinal orientations. Results are outlined and implications discussed.

The research was undertaken to analyse and evaluate the nature and quality of interactions in multicultural primary school classrooms. Special attention was focused on the influence 25 independent variables had on the dependent variable, namely group membership. Literature indicates that warm and nurturant relationships within the family help the child to achieve independence and promote social adjustment outside the home. Literature also reveals that self-acceptance and acceptance of others are dependent on the self-concept, and that acceptability in peer groups is enhanced by characteristics such as friendliness, cooperation, emotional stability and intellectual ability. It is essential to mention that some researchers claim that within multicultural classrooms, pupils often interact in racially and culturally segregated patterns. Others maintain that no racial and cultural discrimination is evident in the choice of friends in multicultural classrooms. The empirical research was undertal<.en by administering four measuring instruments, namely own designed questionnaire, the sociogram, the self-concept scale for primary school pupils and the children's personality questionnaire to 121 standard five pupils in multicultural primary schools. The administering of these instruments was aimed at determining the influence of the independent variables on the dependent variable. The stepwise discriminant analysis method revealed that of the 25 independent variables, only six, namely family background, friendship skills, gender, scholastic achievement and personality factors E (submissive versus dominant) and Q3 (undisciplined versus controlled) contributed to the variance in group membership. The multiple discriminant function was used to determine how close the individual scores of children were, in a given friendship group. The general pattern obtained, indicated that children choose each other on the basis of similar characteristics. A point that clearly came to light, is that race and language/culture do not contribute to the variance in group membership. Children formed various friendship groups across racial and cultural lines. In view of the aforementioned findings, the researcher made recommendations on ways in which parents and teachers can create suitable teaching and learning environments for children from diverse cultural milieus. / Psychology of Education / D.Ed. (Psychology of Education)

The research was undertaken to analyse and evaluate the nature and quality of interactions in multicultural primary school classrooms. Special attention was focused on the influence 25 independent variables had on the dependent variable, namely group membership. Literature indicates that warm and nurturant relationships within the family help the child to achieve independence and promote social adjustment outside the home. Literature also reveals that self-acceptance and acceptance of others are dependent on the self-concept, and that acceptability in peer groups is enhanced by characteristics such as friendliness, cooperation, emotional stability and intellectual ability. It is essential to mention that some researchers claim that within multicultural classrooms, pupils often interact in racially and culturally segregated patterns. Others maintain that no racial and cultural discrimination is evident in the choice of friends in multicultural classrooms. The empirical research was undertal<.en by administering four measuring instruments, namely own designed questionnaire, the sociogram, the self-concept scale for primary school pupils and the children's personality questionnaire to 121 standard five pupils in multicultural primary schools. The administering of these instruments was aimed at determining the influence of the independent variables on the dependent variable. The stepwise discriminant analysis method revealed that of the 25 independent variables, only six, namely family background, friendship skills, gender, scholastic achievement and personality factors E (submissive versus dominant) and Q3 (undisciplined versus controlled) contributed to the variance in group membership. The multiple discriminant function was used to determine how close the individual scores of children were, in a given friendship group. The general pattern obtained, indicated that children choose each other on the basis of similar characteristics. A point that clearly came to light, is that race and language/culture do not contribute to the variance in group membership. Children formed various friendship groups across racial and cultural lines. In view of the aforementioned findings, the researcher made recommendations on ways in which parents and teachers can create suitable teaching and learning environments for children from diverse cultural milieus. / Psychology of Education / D.Ed. (Psychology of Education)