A genetic selection study to determine the effects on egg hatchability and subsequent chick performance of Japanese quail (Coturnix japonica) eggs incubated at 100 F dry bulb temperature (Control, Line C) when compared to other eggs incubated at 102 F (Selected, Line S) was conducted over 10 consecutive generations. Eggs from a randomly mated population (designated as Generation 0) of Japanese quail maintained at the Oregon Agricultural Experiment Station were randomly allocated to two treatment groups (Lines C and S) and incubated at the different temperatures in separate but identical Jamesway 252 machines. On day 14 of incubation all eggs were transferred to a common hatcher (98.5 F). Using family-based selection, the chicks that hatched from the two lines were subsequently used as breeders (25 paired matings per line) and the resulting eggs from each line incubated at their respective temperatures for 10 consecutive generations. Following the 10th generation percent egg fertility and percent hatch of fertile eggs were greater in Line C vs. Line S (p<O.O3 and p<O.0001, respectively). Embryo development time was shortened in Line S by 24 hours and mean 4- or 5- week body weights were greater (p<0.001) in Line S. Ten-day post-hatch mortality increased greatly in Line S vs. Line C after generation 6 (p<0.001) and hen-day egg production decreased after generation 4 in Line S vs. Line C (p<0.0001). The results indicate that embryo development time can be reduced by high temperature incubation, but at the expense of reproductive traits such as egg production, fertility, and hatchability of fertile eggs. / Graduation date: 2005

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This thesis explores the experiences of Japanese native speaker teachers teaching Japanese in New Zealand. The main purpose of this study is to analyse and understand their experiences, to evaluate the extent to which their experiences endorse previous research in the area, and to identify aspects of their experiences that may be universal to immigrant teachers in general or specific to Japanese immigrant teachers in the New Zealand context. This study therefore adopts a qualitative research approach. Findings emerge mainly from the analysis of interviews with twenty-five Japanese native speaker teachers and are supplemented by fifty-two written survey responses. Major themes include ways that the teachers’ backgrounds influenced their career development decision-making process; differences that teachers expected and found in teaching in New Zealand; difficulties that teachers encountered in New Zealand schools; adjustments that teachers made to fit into teaching in New Zealand; adaptation strategies that they adopted to work effectively in the New Zealand cultural environment; and the teachers’ perceptions of working well as Japanese language teachers in New Zealand. The main findings reveal that the teachers confronted difficulties and challenges similar to those of all beginning teachers, but in their case, specific values they held enabled them to develop useful teaching strategies peculiar to them and make successful adaptations to the New Zealand teaching environment. This successful outcome was influenced by their additional learning experience of having gone through the complexity in teacher development as immigrants. Previous research demonstrated that teachers’ experiences and their values influenced curriculum making, the teaching process and classroom organisation. My research extended these findings by describing more specifically the values and strategies that my participant teachers adopted to teach New Zealand students. In addition to the suggestions made for other teachers, several recommendations are made for future research. This study concluded that immigrant teachers need to continue their learning, utilise skills previously acquired in their own countries, and participate in the new society to make successful adaptation.

Thesis (Ph. D.)--University of Hawaii at Manoa, 1982. / Bibliography: leaves 518-524. / Microfiche. / xiii, 524 leaves, bound ill. 29 cm

Thesis (Ph. D.)--University of Hawaii at Manoa, 1995. / Includes bibliographical references (leaves 273-280). / Microfiche. / xiii, 280 leaves, bound 29 cm

Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 271-294). / Also available by subscription via World Wide Web / ix, 294 leaves, bound 29 cm

As is widely known, Japanese and Chinese not only share the common logo graphic orthography called ???kanji??? or ???hanzi??? respectively, but also share a number of kanji compounds as cognates, many of which share the same or similar meaning. The major objective of this dissertation is to investigate the roles of transfer and the difficulty in Chinese background learners??? (CBLs???) use and acquisition of Japanese kanji compounds and kanji words. In particular, under what condition and how CBLs transfer Chinese words into Japanese counterparts is investigated. The results of a lexicality judgement test, an oral production test, and a translation test showed that acquisition of partially deceptive cognates, which share the same orthography with partly the same and partly different meanings, was often prolonged. It was also found that the difficulty of acquisition of partially deceptive cognates varied according to their cross-linguistic semantic condition and task type. In the oral production test, CBLs frequently used L1 words by adapting them into L2 phonology both successfully and unsuccessfully when they had no prior knowledge of the L2 counterparts. In addition, negative transfer was detected even when CBLs had a correct knowledge of the L2 word. The results of the translation test revealed that CBLs are liable to misinterpret the meaning of partially deceptive cognates when one of their meanings happens to make sense within the context. Additionally, it is suggested that CBLs might create different types of interlanguage depending upon the cross-linguistic semantic condition and relative frequency of the L2 input for each meaning of the partially deceptive cognates. The transferability of polysemy was found to be constrained by prototype condition, learners??? existing L2 knowledge, and task type. While transferability correlated well with the perceived prototypicality of the L1 items in CBLs??? oral production, transfer was also at work for the less prototypical items in their comprehension task. The findings indicate that the transferability of Chinese words into their Japanese counterparts is constrained by multiple factors. Further, both positive and negative transfer influence CBLs??? production, comprehension, and interlanguage construction of Japanese vocabulary in a complex manner.

"May 2002" / Thesis (PhD)--Macquarie University, School of English, Linguistics and Media, Department of Linguistics, 2003. / Bibliography: p. 399-419. / Introduction -- Brief overview of above-clause analysis in Japanese -- Methodology and conventions of analysis -- Marco Polo text -- Bean Scattering Day text -- University lecture text -- Family conversation text -- Generalisation and a university tutorial text -- Conclusion. / This thesis is concerned with the construction of texture in Japanese, in particular with resources related to the general area of cohesion and particular aspects of participant tracking. An investigation is here presented as to the degree to which conventional views adequately represent Japanese in the light of authentic data. Such statements as "WA marks Given information", "GA marks New information", "zero is a pronoun in Japanese" are common throughout the literature characterising Japanese texts, but there is reason to believe that they stem, at least in part, from a naive transfer of English grammars, in particular, those with a narrow focus on the sentence. This thesis proposes a new framework for the description of Japanese; and in this proposal, an essential dimension is a detailed account of relevant contextual factors, both linguistic and nonlinguistic. The aim is to offer a description of Japanese more defensible to Japanese speakers, that is, to represent Japanese "in its own terms". -- Chapter 1 sets out problems and issues in the related literature on Japanese cohesion. It also addresses issues that are seen to be most pressing in relation to the description of Japanese. The chapter gives a brief account of the resources for cohesion and referential tracking and the particular deployment in Japanese, so that it offers a provisional account of the meaning potential for Japanese speakers. -- Chapter 2 reviews several standard treatments of cohesion and participant tracking in Japanese. This review is organised around two different kinds of resources, that is, those pre-predicate elements (such as WA, GA and other particles), and those post-predicate elements (such as conjunctive particles and certain sentence final expressions). -- Chapter 3 explains the method undertaken here and the conventions of analysis employed in subsequent desclipiions of texts from five separate contexts. Methods are set so as not only to view choices synoptically, but also to try to give careful description of choices in the logogenetic reality of text. That means the choices are viewed as being available to the speaker, writer or reader, as they unfold in text time. -- In each of Chapters 4,5,6 and 7, one of the following four texts, a (1) Marco Polo Text, (2) Bean Scattering Day Text, (3) University Lecture Text and (4) Family Conversation Text, is analysed and discussed in detail. The texts are chosen for the detailed examination of four different registers, representing a continuum from most written-like to most spoken-like, as well as continua of other kinds (like hierarchically differentiated social distance and formality differentiated). Each chapter has two major components, the first of which looks at subject realisations from the perspective of referential progression, and the second of which looks at the text from the perspective of subjectJreferent sequencing. Furthermore, these issues concerning subject are mapped against the macro structures individually for the three "writerly" texts (Texts (1) - (3)). -- In Chapter 8, generalisations are proposed, based on the results of the investigations of these four texts; and then, those principles, as they have emerged from the preceding arguments, are tested on a further study: (5) the University Tutorial Text, a text which combines characteristics across the continuum from most written to most spoken. (It is both strongly dialogic as well as involving sustained spoken 'turns'.) In Chapter 9, findings of the analytical chapters are further distilled. The outline for a new, although provisional, model of cohesion in Japanese is set out. These findings suggest future directions for research projects as well. / Mode of access: World Wide Web. / xix, 591 p

Thesis (Ph. D.)--University of Iowa, 2005. / Supervisor: Stephen G. Vlastos. Includes bibliographical references (p. 206-211).

Thesis (Ph. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (leaves [308]-338).