Captive husbandry programs in zoos have documented nesting behavior and have successfully hatched Manouria emys emys, but data on sex determining mechanisms and sex ratios are absent. A total of 30 M. e. emys eggs were artificially incubated at five different temperatures in constant humidity. Mean incubator temperatures were 24.99°C, 25.06°C, 27.18°C, 28.00°C, and 30.79°C. Incubation duration ranged from 60 days to 92 days, and hatching success was 50%. Sex determined by histology and laparoscopy resulted in male differentiation at low temperatures (24.99°C, 27.18°C) and female differentiation at high temperatures (30.79°C). Pivotal temperature was estimated to be 29.29°C. The following investigation into temperature-dependent sex determination (TSD), including its presence or absence, pattern, and pivotal temperature, has implications for studies of adaptive significance of reproductive behaviors and of chelonian phylogenetic history. Additionally, the proposed study can provide foundations for conservation management decisions, and for captive breeding programs.

In the field of diagnostic test studies, the accuracy of a diagnostic test is essential in evaluating the performance of the test. The receiver operating characteristic (ROC) curve and the area under the curve (AUC) are widely used in such evaluation procedures. Meanwhile, the Youden index is also introduced into practice to measure the accuracy of the diagnostic test from another aspect. The Youden index maximizes the sum of sensitivity and specificity, assuring decent true positive and negative rates. It draws one's attention due to its merit of finding the optimal cut-off points of biomarkers. Similar to Partial ROC, a new index, called "Partial Youden index" can be defined as an extension of Youden's Index. It is more meaningful than regular Youden index since the regular one is just a special case of the Partial Youden Index. In this thesis, we focus on construction of generalized confidence intervals for the Partial Youden Index and its corresponding optimal cut-off points. Extensive simulation studies are conducted to evaluate the finite sample performances of the new intervals.

No description available.

政黨是我國政治中最重要的行動者，然而多數有關於政黨政治的研究多由大黨的角度出發，忽略了其他中、小規模的政黨在其中所能發揮的影響作用。本文以小黨為主要研究對象，由小黨的觀點解釋其如何在政治運作過程中發揮政治影響力，或是以哪些手段達成更多的政黨目的。本研究選擇的研究對象是民主化以來存續時間較長、規模較大的三個小黨：新黨、親民黨與台灣團結聯盟，研究時間從立法院第3屆起（1995年）至第6屆結束（2008年）為止，共12年的時間。 本文結合國內外國會、政黨研究的相關研究成果，建構一套小黨的行動理論，接著從結構性的制度規則、質性的立委深入訪談資料，以及量化的立法紀錄，檢視與解釋三個小黨在立法院的各種行動及背後的政治動機。在台灣，小黨的出現常常是因大黨在政黨立場上先出現變動，小黨有取代大黨原有的政黨立場與選票支持的企圖而興起。隨後在議事規則的政黨化改革過程中，又給予小黨透過參與選舉、晉身進入立法議事參與者的政治機會。小黨的興起及運作機會既與外在的政黨政治及制度條件密切相關，也即預示小黨在立法院的策略行動及政治結果，也受到現實的政黨政治關係、自身的政黨立場及議事制度等現實條件所限制框架。經由對於三小黨的質化訪談與量化立法紀錄資料的分析後發現，小黨的政黨行動兼具持續與彈性的雙重特徵，在不同的政治條件下，小黨的某些政黨行動並不因為政治條件的改變而轉變，如團結與妥協。但小黨又常隨著不同的大黨對立程度，調整其於政治過程中的議價方式，是其靈活彈性的另一面。

This thesis explores the applications of a drama-based intervention program for very young children with Autism Spectrum Disorder (ASD) and their parents. Drama-based pedagogy and practice is merged with behavioral principles from the world of Applied Behavior Analysis (ABA) to create an interdisciplinary program tailored specifically for the unique learning needs of children with ASD. This document offers a comprehensive overview of the history of diagnosis and treatment of ASD and the many factors that can influence relationships between children with ASD and their parents. A drama-based intervention program was designed specifically to address the communication and social skill deficits in children with ASD. In addition, the drama-based intervention program encouraged parents to use responsive teaching strategies to enhance and extend creative play with their child. The document concludes with recommendations for essential components of a drama-based intervention program for very young children with ASD and their parents. / text

This study deals with the character of Jesus in the Gospel of John and follows the social-scientific approach and aims to correct the traditional views regarding the personality of Jesus. The aim is not a personality analysis but to situate Jesus as a typical person who was a part of and functioned in the first Mediterranean world. The pivotal values of the ancient world such as honor/shame; collectivistic/dyadic personality; family and group orientation; kinship; the patronage system with the patron/broker/client relationship and the purity system are applied to reach the aim of my thesis. It is found that Jesus was a collectivistic/dyadic personality. He functioned in this family orientated as well as in a group orientated community and socially structured patronage system as a broker, totally the contrary to contemporary personality drawings of Jesus found in modern literature. / In hierdie studie, wat 'n skripsie van beperkte omvang is, word nie gepoog om 'n persoonlikheidsanalise van Jesus te doen nie. Die studie wil die probleem van die toepassings en interpretasies van Jesus in populere literatuur aanspreek. Jesus word deur moderne mense en teoloe in prentjies en idees van 'n moderne mens met moderne kategoriee, denke en perspektiewe, waardes en oordele beskryf, geteken en geinterpreteer, en dit is nie 'n werklike getroue en realistiese weergawe van Jesus as historiese mens nie. Jesus word in populere literatuur as 'n individualis geteken; sy persoon en emosies word alleenlik in moderne denke en kategoriee geinterpreteer en dit word slegs op grond van moderne individuele ervaring gedoen. Hierdie interpretasies is nie tipies van die kollektiwistiese, groep-georienteerde eerste-eeuse mediterreense persoon nie. Afsydigheid en terughoudendheid (4:9, 10; 13:36-38) is kenmerkend van persone in hierdie samelewing waar warmte in verhoudings ontbreek het (2:16; 9:16)'. Emosies soos 'liefde' wat Jesus toon, is nie 'n emosionele konnotasie wat in die moderne samelewing dui op die gevoelslewe van die mens nie. In hierdie antieke samelewing het 'liefde' gedui op lojaliteit, solidariteit en groepgebondenheid en as Jesus die blinde man sy sig teruggee (9:7), herstel hy nie hier die geneesde man se plek as individu in terme van die moderne samelewing nie, maar hy herstel die sieke in sy regmatige, groep-georienteerde sosiale plek in die antieke samelewing waarin hy - weens sy siekte - as 'buitestaander' geetiketteer is en dus geen deel in die groep gehad het nie. In hierdie antieke eerste-eeuse mediterreense samelewing het ander spilpuntwaardes as in ons moderne samelewing gegeld. In hierdie kollektiwistiese en groepgebonde kultuur het persone gedeel in 'n gemeenskap met die spilpuntwaardes, norme en ingestelde sosiale reels van hierdie spesifieke kultuur en aspekte wat vormend op hulle ingewerk het. Jesus se persoon en optrede moet nagevors word in hierdie sosiale sisteem waar mag deur simbole daargestel is, en waar mense, dinge en gebeure elkeen 'n simboliese werklikheid verteenwoordig het. / New Testament / M. A. (Biblical Studies)

Notre travail porte sur les ressources et les connaissances professionnelles des professeurs. Nous nous intéressons en particulier à l'enseignement du nombre à l'école maternelle et considérons le cas des ressources technologiques. Concevoir et mettre en oeuvre un enseignement ayant recours à ces ressources d'une manière qui favorise les apprentissages est complexe et implique sans doute des évolutions dans les ressources, les pratiques et les connaissances professionnelles des professeurs. Notre thèse s'intéresse précisément à saisir ces évolutions et les moteurs de ces évolutions. Nous mobilisons l'approche documentaire du didactique qui nous permet d'envisager l'intégration des ressources technologiques dans le système de ressources des enseignants. Nous articulons à cette approche la notion d'orchestration et analysons les délicates gestions didactiques des ressources technologiques et de ressources tangibles dans les classes de maternelle. Notre travail s'inscrit dans un projet de conception de ressources (projet Mallette, groupe MARENE). Nous suivons sur une durée longue le travail documentaire de deux professeures impliquées dans ce projet.Nous proposons une « plongée » au coeur de la documentation de ces deux professeures. Nous mettons en évidence les articulations entre un système de ressources général et un système de ressources local, lié à l'enseignement du nombre. Nous développons les notions de ressources indispensables et pivots pour penser ces liens. Nous proposons d'y articuler la notion de blocs de ressources situées. Notre étude permet également d'identifier de nouvelles orchestrations spécifiques de l'école maternelle. Elles sont liées à des connaissances professionnelles et des ressources partagées par les professeurs exerçant dans ce contexte (importance de la manipulation en mathématiques, ressources tangibles). Cette étude met en relief des genèses documentaires différentes chez les deux professeures suivies. Nous montrons l'existence de genèses dynamiques dans lesquelles s'entrelacent des processus d'instrumentalisation et d'instrumentation portant sur la conception et la mise en oeuvre d'un enseignement impliquant les ressources technologiques, mais aussi plus largement portant sur l'enseignement du nombre. L'observation des élèves et le collectif sont des moteurs essentiels dans le déploiement de ces genèses. / Our research focuses on kindergarten teachers' resources and professional knowledge. We examine how numbers are taught, particularly with technological resources. Designing and implementing teaching units with these resources, in a fruitful way, is complex, and probably implies that these resources, along with teachers' practices and professional knowledge, evolve. We notably attempt to grasp these evolutions and their impetus. Our theoretical framework mainly refers to the documentational approach of didactics, that allows us to observe how technological resources are integrated in teachers' resource systems. We link up with this approach the notion of orchestration, and analyse the fine didactic management of technological and tangible resources in kindergarten classes. Our study lies within the framework of the research group MARENE, a project on the designing of resources and of the follow-up of their use. Thus, we follow the long-term documentation work of two teachers involved in this project.We propose an « immersion » at the core of these two teachers' documentation activity. We highlight how a general resource system is articulated with a local resource system on the teaching of numbers. We develop the notions of essential ressources and of pivotal resources in order to examine this articulation. We propose to join another notion to these, the notion of set of situated resources. Our research also makes us identify new specific orchestrations at kindergarten school. These are deeply linked to professional knowledge and to resources shared by teachers working in this context (importance, in mathematics, of manipulation, of tangible resources) . We bring out differentdocumentational geneses among the two teachers we follow. We show the dynamic geneses in which the instrumentalisation and instrumentation processes overlap, when it comes to the designing and implementation of lessons including technological ressources, but also, in a broader perspective, as regards the teaching of numbers. The observation of pupils and the collective are essential incentive for the unfolding of these geneses.

This study deals with the character of Jesus in the Gospel of John and follows the social-scientific approach and aims to correct the traditional views regarding the personality of Jesus. The aim is not a personality analysis but to situate Jesus as a typical person who was a part of and functioned in the first Mediterranean world. The pivotal values of the ancient world such as honor/shame; collectivistic/dyadic personality; family and group orientation; kinship; the patronage system with the patron/broker/client relationship and the purity system are applied to reach the aim of my thesis. It is found that Jesus was a collectivistic/dyadic personality. He functioned in this family orientated as well as in a group orientated community and socially structured patronage system as a broker, totally the contrary to contemporary personality drawings of Jesus found in modern literature. / In hierdie studie, wat 'n skripsie van beperkte omvang is, word nie gepoog om 'n persoonlikheidsanalise van Jesus te doen nie. Die studie wil die probleem van die toepassings en interpretasies van Jesus in populere literatuur aanspreek. Jesus word deur moderne mense en teoloe in prentjies en idees van 'n moderne mens met moderne kategoriee, denke en perspektiewe, waardes en oordele beskryf, geteken en geinterpreteer, en dit is nie 'n werklike getroue en realistiese weergawe van Jesus as historiese mens nie. Jesus word in populere literatuur as 'n individualis geteken; sy persoon en emosies word alleenlik in moderne denke en kategoriee geinterpreteer en dit word slegs op grond van moderne individuele ervaring gedoen. Hierdie interpretasies is nie tipies van die kollektiwistiese, groep-georienteerde eerste-eeuse mediterreense persoon nie. Afsydigheid en terughoudendheid (4:9, 10; 13:36-38) is kenmerkend van persone in hierdie samelewing waar warmte in verhoudings ontbreek het (2:16; 9:16)'. Emosies soos 'liefde' wat Jesus toon, is nie 'n emosionele konnotasie wat in die moderne samelewing dui op die gevoelslewe van die mens nie. In hierdie antieke samelewing het 'liefde' gedui op lojaliteit, solidariteit en groepgebondenheid en as Jesus die blinde man sy sig teruggee (9:7), herstel hy nie hier die geneesde man se plek as individu in terme van die moderne samelewing nie, maar hy herstel die sieke in sy regmatige, groep-georienteerde sosiale plek in die antieke samelewing waarin hy - weens sy siekte - as 'buitestaander' geetiketteer is en dus geen deel in die groep gehad het nie. In hierdie antieke eerste-eeuse mediterreense samelewing het ander spilpuntwaardes as in ons moderne samelewing gegeld. In hierdie kollektiwistiese en groepgebonde kultuur het persone gedeel in 'n gemeenskap met die spilpuntwaardes, norme en ingestelde sosiale reels van hierdie spesifieke kultuur en aspekte wat vormend op hulle ingewerk het. Jesus se persoon en optrede moet nagevors word in hierdie sosiale sisteem waar mag deur simbole daargestel is, en waar mense, dinge en gebeure elkeen 'n simboliese werklikheid verteenwoordig het. / New Testament / M. A. (Biblical Studies)

在傳統的迴歸模型架構下，統計推論的進行需要假設誤差項之間相互獨立，且來自於常態分配。當理論模型假設條件無法達成的時候，排列檢定（permutation tests）這種無母數的統計方法通常會是可行的替代方法。 在以往的文獻中，應用於複迴歸模型（multiple regression）之係數排列檢定方法主要以樞紐統計量（pivotal quantity）作為檢定統計量，進而探討不同排列檢定方式的差異。本文除了採用t統計量這一個樞紐統計量作為檢定統計量的排列檢定方式外，亦納入以非樞紐統計量的迴歸係數估計量b22所建構而成的排列檢定方式，藉由蒙地卡羅模擬方法，比較以此兩類檢定方式之型一誤差（type I error）機率以及檢定力（power），並觀察其可行性以及適用時機。模擬結果顯示，在解釋變數間不相關且誤差分配較不偏斜的情形下，Freedman and Lane (1983)、Levin and Robbins (1983)、Kennedy (1995)之排列方法在樣本數大時適用b2統計量，且其檢定力較使用t2統計量高，但差異程度不大；若解釋變數間呈現高度相關，則不論誤差的偏斜狀態，Freedman and Lane (1983)、Kennedy (1995) 之排列方法於樣本數大時適用b2統計量，其檢定力結果也較使用t2統計量高，而且兩者的差異程度比起解釋變數間不相關時更加明顯。整體而言，使用t2統計量適用的場合較廣；相反的，使用b2的模擬結果則常需視樣本數大小以及解釋變數間相關性而定。 / In traditional linear models, error term are usually assumed to be independently, identically, normally distributed with mean zero and a constant variance. When the assumptions cannot meet, permutation tests can be an alternative method. Several permutation tests have been proposed to test the significance of a partial regression coefficient in a multiple regression model. t=b⁄(se(b)), an asymptotically pivotal quantity, is usually preferred and suggested as the test statistic. In this study, we take not only t statistics, but also the estimates of the partial regression coefficient as our test statistics. Their performance are compared in terms of the probability of committing a type I error and the power through the use of Monte Carlo simulation method. Situations where estimates of the partial regression coefficients may outperform t statistics are discussed.