Thesis (M.S.)--Villanova University, 2009. / Chemistry Dept. Includes bibliographical references.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 51-57). Also available via the Internet.

Thesis (M.A.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 108-120).

Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 27-29).

Th. 3e cycle--Psychol.--Paris--EHESS, 1986.

Diss.--Philosophische Fakultät I--Universität Zürich, 1993. / Bibliogr. p. 143-155.

The research was focused on the evaluation of habitat differences in the communities of small mammals of different habitats in the Moravian-Silesian Beskid Mountains. In the years 2007-2015 pitfall traps caught 4 819 individuals from 16 species. Small mammals were acquired on 38 permanent research plots. The results described the influence of stand conditions (species, canopy, herb, soil conditions), climatic factors (humidity, temperature), links to typological units (forest typology, edaphic categories, forest vegetation types) and management (commercial forests, protected areas) on small vertebrates. Small vertebrates were influenced by dominance, species diversity and evenness, degree of canopy cover and herbal species. The results were obtained by statistical methods. This study determined the environmental conditions affecting the appearance of yellow-necked mouse, wood mouse, bank vole, common shrew and pygmy shrew.

No description available.

No description available.

A thesis submitted in partial fulfilment of the requirements for the degree of D. Litt. University of Zululand, 2006. / Careful observation of learners by the researcher and constant complaints from educators about the learners' behaviour in school and attitude towards school prompted the researcher to investigate learner behaviour and discipline in a few schools. The researcher researched this problem from the perspective of peer networks. Adolescents were given questionnaires to complete about the manner in which they interacted in their peer groups. The researcher investigated to what extent adolescents cooperated, competed and confronted their peers, whether there were differences between the way in which males and females interacted and to what extent the interaction among these peer groups affects the discipline and tone of the school. A subsequent literature review was conducted to help establish the theoretical framework to serve as the background for the interpretation of the empirical data, help establish the most appropriate research methodology and to determine to what extent other researchers have helped solve the problems identified. The research instruments that were used to collate data from the empirical research were the questionnaire for learners and the interview guide for educators. The empirical survey "was conducted on adolescents in grade ten from a random selection of schools in KwaZulu-Natal and the educators from the same schools were interviewed. Some of the crucial findings were as follows: A larger number of females than males stated that it is true they do fall out with their friends. More females than males indicated that they often discuss their personal problems with their friends. One of the most important findings is that adolescent males seem to have so much more trouble than their female peers in reaching out for help when they are troubled. Higher percentage females than males indicated that they often share secrets with their friends. More adolescent females than males indicated that they often help one another with homework, assignments and projects. Higher percentage adolescent males indicated that they do end up in fights over members of the opposite sex and during sport. More males indicated that they just keep quiet when their friends bully other pupils. Larger number of male respondents has indicated that they do not step back when a conflict situation arises between groups. The researcher correlated gender and peer pressure and discovered higher percentage of males stated that they are more susceptible to peer-pressure than girls. More educators indicated that girls are regularly cooperative and give off their best in school work however when the researcher questioned the learners more males indicated that they were cooperative and that they give off their best in schoolwork There is a stark contrast in the view of the educators and learners.