Thesis (LL. M.)--University of Alberta, 2000. / Includes bibliographical references.

Through the implementation of a closed and open-item questionnaire, parents’ (N=40) perceptions of and attitudes toward native and non-native French-speaking teachers (NFSTs and Non-NFSTs) of French as a Second Language in the Greater Toronto Area were investigated. Participants defined the native French speaker predominantly as someone who learned French as a first language and who learned French in informal environments – namely home and community. Descriptive statistics of 24 Likert-scale items revealed preference for NFSTs to teach oral-aural aspects, the written system of French and form better student relationships. Non-NFSTs were preferred to teach reading, vocabulary, learning strategies and make connections between English and French more salient. Parents stated a variety of strengths and areas needing improvement for both NFSTs and Non-NFSTs, which suggested complimentary and complementary views of these teachers.

Nowadays there are several different types of ways to build a mobile application, through web technologies, or through mobile manufacturers’ languages. Thus, in this study we focus on the three major mobile application development strategies: Native, Hybrid, and Web to Native. This plurality of solutions renders the selection of a mobile application development strategy complex. Hence, this study aims at understanding how developers deal with the selection of a mobile development approach. This thesis analyses their behaviour thanks to a survey that collects crucial information about developers searching habits. The latter analysis concludes that general guidelines are not sufficient to provide a tailored and accurate selection of mobile application development approach. Therefore, this study aims at improving the activity of finding a mobile application development strategy. In addition to this, the past and current states of the subject are discussed in a critical manner, which therefore results in using an analytical research approach. Knowing the aforementioned, a design science research approach is used to outline the iteration processes that occurred during this study. Each step of the study is thoroughly treated thanks to a tailored design cycle. Consequently, a mobile development strategy-finding model has been built by combining literature review and survey’s results. This model highlights the importance of the criteria extracted from the literature review and the survey. To support and allow constant self-evolution of the model, a suggestion of web platform is proposed. Finally, this model has been compared with a Titanium model. The result of this comparison outlines that the model created in this study seems more usable because it comprises the three major mobile application development strategies whereas the Titanium model only focuses in native solutions and its own hybrid solution. Moreover, the Titanium model focuses on selling its product rather than showing why it is better than the other mobile application development strategies.

Through the implementation of a closed and open-item questionnaire, parents’ (N=40) perceptions of and attitudes toward native and non-native French-speaking teachers (NFSTs and Non-NFSTs) of French as a Second Language in the Greater Toronto Area were investigated. Participants defined the native French speaker predominantly as someone who learned French as a first language and who learned French in informal environments – namely home and community. Descriptive statistics of 24 Likert-scale items revealed preference for NFSTs to teach oral-aural aspects, the written system of French and form better student relationships. Non-NFSTs were preferred to teach reading, vocabulary, learning strategies and make connections between English and French more salient. Parents stated a variety of strengths and areas needing improvement for both NFSTs and Non-NFSTs, which suggested complimentary and complementary views of these teachers.

Thesis (M.A.)--University of Hawaii at Manoa, 2008. / Includes bibliographical references (leaves 162-170). / xi, 170 leaves, bound ill. 29 cm

Pseudocercospora is currently separated from Cercospora largely on the basis of its unthickened scars. The principal aim of this study was to test the validity of this criterion by studying the ultrastructural characteristics of scars of cercosporoid fungi growing on Australian native plants. Transmission electron microscope studies demonstrated considerable variation in scar morphology among species of Pseudocercospora. Scars varied from substantially thickened (as in P. loranthi) to unthickened (as in P. correae), with intermediate types. The external deposit can be too thin to be usually visible under the light microscope, as in Pseudocercospora clematidis, P. hardenbergiae and the Pseudocercospora on Eucalyptus macrorhyncha. The description of Pseudocercospora needs to be modified to permit the inclusion of species with external scar thickening. Wall involvement in conidiophore and conidium ontogeny were also studied at the ultrastructural level for species of Pseudocercospora and Verrucisporota. Conidiophores were generally holoblastic, but enteroblastic ontogeny was observed in several conidiophores of P. correae and P. platylobii. Conidia were always holoblastic, and secession was schizolytic. Proliferation of the conidiogenous cell was variously enteroblastic sympodial, pseudopercurrent or holoblastic sympodial.

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 70-79).

Thesis (M. Ed.)--University of Hong Kong, 1989. / Includes bibliographical references.

Thesis (M.A.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 50-51).

Thesis (M.A.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 50-51). Also available in print.