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For decades man has been interested in selection and hybridization of crop plants, but it has not been until in comparatively recent years that anything of importance has been done toward the improvement of perennial forage grasses. Replies to questionnaries on grass breeding submitted to various agricultural institutions in 1936 revealed the fact that selection for improvement was then under way with a large number of grasses. Limited activities in this field have been in progress for 16 years or more, but organized and intensive grass breeding activities, for the most part, have been inaugurated only within the last ten years. Many improved strains of grasses have been developed by selective breeding in foreign countries but very few of these have shown outstanding value in the United States. In fact, they are generally inferior. There is a great deal of interest at the present time in this country in the field of grass breeding, but the smallness of the floral parts of some grasses makes the work of controlled hybridization tedious and slow. A simple, inexpensive, accurate method for bulk hybridization would be useful and would speed up the work. The study herein reported was designed to throw further light on the possibility of bulk hybridization. The technic involves immersion of inflorescences in water heated to specific temperatures to effect enactivation of pollen. As a necessary corollary, the desired pollen is then applied by any of several methods. Several investigators, mentioned below, have shown that controlled heat treatments applied to inflorescences near the time of anthesis are effective in seriously reducing the viability of pollen without having a similar effect on the female gametophyte. However, none has demonstrated good female fertility following complete male sterilization. It has become apparent that influences of the plants' environment other than the heat of the emasculation treatment must be taken into consideration. In the present study, which was conducted on three important forage grasses, smooth bromegrass (Bromus intermis), crested wheatgrass (Agrpyron cristatum), and bluestem wheatgrass (Agropyron smithii), the general findings of earlier investigators are substantiated and in addition evidence is presented to show (1) the sterilizing effect of the isolation bag and (2) the existence of a daily cycle in the efficiency of emasculation of treatments at critical temperatures.

Initial studies to determine the thermodynamic solubility product (Ksp) of gypsum and CaCO3 were conducted. The influence of different electrolyte salts at different concentrations upon the solubility of gypsum and CaCO3 was then tested. Analytical data was utilized in conjunction with a computer to calculate the activity of CaCO3 and gypsum, the ion pair concentration and the solubility product. Indifferent salts increased the solubility of gypsum and CaCO3, and salts with a common ion decreased the solubility of gypsum and CaCO3. Lithium was found to be the dominant monovalent cation present in these marine derived soils. In most cases the lithium concentration was greater than the sodium plus potassium (Na++K+) concentrations. All soils were found to be high in calcium and sulfate and the 1:1 soil water suspensions were saturated with respect to the constituent mineral gypsum. Salt release from Mancos shale is controlled by the parabolic diffusion law. Two diffusion controlled reactions occur: (a) a fast surface reaction and (b) a slow mineral weathering reaction. The fast reaction, accounting for 80-90 percent of the total salt production is due to the dissolution of salt from the surface of the mineral particles and to the dissolution of the fine (<.10 mm) mineral fraction. This reaction occurred in less than 2 minutes. The slow reaction accounting for 10-20 percent of the salt production is due to the dissolution of the larger more resistant mineral fraction, and proceeds for several days. Chemical equilibrium was reached in less than 72 hours for the small natural occurring size fraction (<.10 mm), while 7 to 9 days was required for equilibrium in the larger (>.25 to >1.0 mm) size fractions, respectively. Soil columns were leached with deionized water to allow the calculation of potential to produce 3.15 tons of salt per acre inch, and the salt accounted for 1.89 percent of the soil's total mass.

Akademisk avhandling--Filologi--Uppsala, 1979. / Bibliogr. p. 165-175. Index.

Twenty selected Agropyron elongatum clones were evaluated in parent and progeny nurseries with each clone represented by 560 progenies. Agronomic characters evaluated on the progenies included degree of erectness, three height measurements, and green weight data. Correlations were calculated between the seed yields of the progenies and the forage yield of the parents. General combining ability was determined for the 20 clones. The clonal source of variation for erectness was high. More variation existed within clones for green weight than for any other character studied. Two specific clones exhibited better over-all general combining ability than the others. Successive seed yields on the same nursery were highly correlated, whereas no correlation was found between progeny forage and parent seed yields.

The effect of genotype on the occurrence of ovulation and estrus during the interval from lambing to ovulation accompanied by estrus (postpartum interval) was measured in White-Face and Black-Face ewes that lambed during the breeding season in 1986 and 1987. A group of St. Croix ewes was added to the study in 1987. The influence of lactation on the events of the postpartum interval was measured by comparing intact and mastectomized White-Face and Black-Face ewes. The effect of prolactin on postpartum interval was measured in these two genotypes and in a group of bromocriptine-treated Black-Face ewes that lambed in 1986. 1. The interval between parturition and first ovulation was not influenced by genotype or lactation but differed between years (P<.05). 2. The number of ovarian cycles (estimated by progesterone levels) and the interval between parturition and ovulation accompanied by estrus was not different among treatment groups, but the bromocriptine-treated ewes had a shorter postpartum interval (P<.05). 3. The interval from lambing to conception, conception rate and number of estrous cycles to conception (not measured in St. Croix ewes) did not differ among treatments or years. The results of this experiment suggest that the events of the postpartum interval and time from lambing to conception are not influenced by genotype or lactation and that the earlier occurrence of estrus does not reduce the time of conception. The results of hormone profiles suggest that the low LH levels present during early postpartum (around day 10) are sufficient to induce ovulation and estrus. Prolactin secretion on the day of lambing is independent of the presence of the mammary gland and decreases within a week in nonlactating ewes. Concentration of prolactin apparently does not contribute to the length of the postpartum interval.

Usamos o formalismo de A. Toledo Pisa e E. Passos, que usa o método de coordenadas geradores e o Teorema Espectral de Anélise Funcional, para obter uma hamiltoniana coletiva para as vibrações monopolares isoescalares nos núcleos duplamente mágicos ANPOT. 4 He, ANPOT. 16 O e ANPOT 40 C. As funções de onda do oscilador hermônico são tomadas como funções de onda geradoras, e a interação de muitos corpos é aquela de Skyrme. Com esta hamiltoniana coletiva calculamos o espectro de energias do modo monopolar isoescalar, parâmetros de inércia e módulos de incompressibilidade para aqueles núcleos e comparamos com os resultados de Flocard e Vautherin, que resolvem numericamente a equação de Griffin-Wheeler. Foram calculados ainda os raios quadráticos médios nucleares. Os efeitos espúrios dos movimentos do centro de massa são eliminados exatamente para o AMPOT. 4 He e recalculamos aquelas propriedades nucleares. / The isoscalar monopole vibrational mode in 4 He,16 O and 40Ca is studied with the aid of collective Hamiltonians obtained from e general formalism proposed by A. Toledo Piza and E. Passos, which makes use of the generator coordinate method and Functional Analisis Spectral Theorem. Cur generator wave functions are that of the harmonic oscillator and use is made of the Skyrme\'s schematic effective interaction. Using the collective Hamiltonian we can calculate the energy spectrum, inertial parameters end incompressibility modulus and compare with numerical results of Flocard and Vautherin. R. m. s. radii are also calculated. Center of mass spurious effects are exactly eliminated and the forementioned nuclear properties are calculated again for 4 He.

Σε αυτή τη διπλωματική διατριβή θα μελετήσουμε τα πρώτα δύο μέρη του έργου του Γαβριήλ Καλλονά "Παιδαγωγία" και ειδικά τη σχέση τους με τη γαλλική μετάφραση (De l’éducation des Enfans) του "Some Thoughts Concerning Education" του Άγγλου φιλοσόφου John Locke από τον Γάλλο θεολόγο, παιδαγωγό και κυρίως μεταφραστή Pierre Coste. Με το θέμα αυτό έχουν ασχοληθεί ως σήμερα ο Ε. Κριαράς (1954) στο άρθρο του «Γαβριήλ Καλλονάς, μεταφραστής έργων του Locke και του Gracian» και η Σ. Βαρίτη στη διπλωματική της διατριβή Η παιδαγωγική θεωρία και πράξη στο έργο του ιερομόναχου Γαβριήλ Καλλονά. Ο μεν Κριαράς αναφέρει ότι τα δύο πρώτα μέρη του έργου του Καλλονά είναι απλή μετάφραση του Some Thoughts Concerning Education, ενώ η Βαρίτη υποστηρίζει ότι ο Κ. βασίστηκε μεν στο έργο του Άγγλου φιλοσόφου, αλλά, αξιοποιώντας και αρχαιοελληνικές, βιβλικές και πατερικές πηγές, δημιούργησε ένα δικό του παιδαγωγικό εγχειρίδιο, προσαρμοσμένο στις ανάγκες του ορθόδοξου ελληνικού έθνους, και δεν έκανε απλώς μια πιστή μετάφραση του έργου. Η παρούσα μελέτη θα δείξει, μέσα από συστηματική σύγκριση των έργων, ότι η Παιδαγωγία είναι σχεδόν αποκλειστικά μετάφραση και όχι δημιουργική διασκευή. Το έναυσμα για την εκπόνηση της παρούσας μελέτης ήταν το άρθρο του Κριαρά, ο οποίος είναι ο πρώτος που διαπίστωσε ότι το έργο αυτό είναι εν μέρει μετάφραση του Some Thoughts Concerning Education. Αυτό αποτέλεσε σταθμό για τη μετέπειτα αναφορά στην Παιδαγωγία, καθώς οι παλαιότερες εκτιμήσεις του Γ. Ζαβίρα (1872: 239 —241), ο οποίος έζησε κοντά στον Κ., και του Κ. Σάθα (1868: 526) ήθελαν την Παιδαγωγία έργο πρωτότυπο. Ο Ε. Κριαράς (1954: 306–307) κατέληξε στο παραπάνω συμπέρασμα μετά από σύγκριση των δύο κειμένων, καταγράφοντας παράλληλα τα σημεία όπου ο Έλληνας μεταφραστής παραλείπει μεγάλα κομμάτια του έργου του Locke. Σημειώνει επίσης ότι ο Κ. επέφερε ορισμένες αλλαγές στη διατύπωση, προκειμένου να φέρει το κείμενο πιο κοντά στο ελληνικό αναγνωστικό κοινό. Επίσης, ο Κριαράς διαπίστωσε ότι ο Κ. δεν εργάστηκε με βάση το αγγλικό κείμενο, αλλά χρησιμοποίησε τη γαλλική μετάφραση του P. Coste. Αυτό επιχείρησε να το δείξει ως εξής. Πρώτον, ο Έλληνας μεταφραστής, αν και δεν υποπίπτει σε γαλλισμούς, βρίσκεται εντούτοις πολύ κοντά στη φρασεολογία του γαλλικού κειμένου. Δεύτερον —και σημαντικότερο κατά τον Κριαρά—, ο Κ. παρεμβάλλει στο κείμενό του χωρία Γάλλων συγγραφέων και αρχαίων Ελλήνων που βρίσκονται στη γαλλική έκδοση. Όπως θα δούμε, το πρώτο ισχύει, το δεύτερο όμως όχι. Σκοπός της παρούσας εργασίας είναι να φέρουμε στο προσκήνιο ένα έργο της εποχής του νεοελληνικού Διαφωτισμού και να φωτίσουμε το έργο ενός Έλληνα λόγιου που συνέβαλε σε αυτόν. Ο νεοελληνικός Διαφωτισμός δεν συντελέστηκε μόνον από επιφανείς Έλληνες λόγιους ή διανοούμενους, αλλά και από λιγότερο γνωστούς ανθρώπους των γραμμάτων, οι οποίοι, αν και λησμονημένοι στις μέρες μας (όπως και οι περισσότεροι από τους αντίστοιχους λόγιους διαφόρων ευρωπαϊκών εθνών της ίδιας εποχής), συνέβαλαν σε μεγάλο βαθμό με τα έργα τους και τη διδασκαλία τους. Ένας από αυτούς ήταν ο ιεροδιδάσκαλος Κ., ο οποίος, εκτός από την προσφορά του ως παιδαγωγού και την ενασχόλησή του με τον Ελληνισμό του εξωτερικού, προσέθεσε στην ελληνική βιβλιογραφία το παραπάνω πολύ σημαντικό έργο του J. Locke. Το έργο αυτό περιείχε καινοτόμες ιδέες και μεθόδους για την ανατροφή και την εκπαίδευση των παιδιών, οι οποίες μέχρι τότε δεν υπήρχαν συστηματικά οργανωμένες σε ένα σύγγραμμα. Επιπρόσθετα, θα προχωρήσω σε πλήρη σύγκριση του ελληνικού έργου με το γαλλικό, καταγράφοντας λεπτομερώς τα σημεία όπου τα δύο κείμενα αποκλίνουν ή ταυτίζονται. Τέλος, θα επιχειρήσω να συναγάγω συμπεράσματα σχετικά με τον τρόπο με τον οποίο εργάστηκε ο Κ. για να παραγάγει την Παιδαγωγία. / In this dissertation we looked into the two first parts of the work of Gabriel Kallonas Pedagogy and especially their relation to the French translation (De l’éducation des Enfans) of the English philosopher’s John Locke Some Thoughts Concerning Education from the French theologist, pedagogist and mainly translator Pierre Coste. The motive or elaborating on this study was Kriara’ s article “Gabriel Kallonas, translator of the works of Locke and Gracian”, who is the first to realise that this particular work is partly a translation of Some Thoughts Concerning Education. That fact was a turning point for the preceeding references to Pedagogy, since previous estimation of G. Zavira (1872: 239-241), who lived closely to Kallona and K. Satha (1868: 526) presented Pedagogy to be the prototype work. According to Kriara (1954: 305), Kallonas didn’t translate that work based on the English prototype version but by using its French translation from Pierre Coste, instead. Indeed, by comparing the Greek work with the French and the English we realise that the Greek resembles the French work as far as the way of expressing is concerned. It is especially important to note that Kallonas reproduces the same division and headlines of each unit in the French text, whereas in the English prototype the writer separates the text into units without using headlines in them. Since 1695 up until 1798 the French translation of Locke’s work, was editted a lot of times. Its translator was the French Pierre Coste. Having studied the French translations as well as Kallona’s biography, I reached the conclusion that most probably he used the French translation o 1783 or 1760. In any case, both translations are identical as in fact the one is just a reproduction of the other. After that I followed a comparing study and analysis of Kallonas Pedagogy with the French translation of Some Thoughts Concerning Education, from Coste. This comparison was done as follows; initially I compared the contents of both books and afterwards went on to compare the texts themselves. This whole procedure included the parallel study of both works as well as registration of their differences. Studying the list of differences I reached conclusions the style of the translation and the reasons which led Kallona to bring about the changes he made on the French text and leave out what he finally left out. In the text we can spot 71 points where the Greek writer intervened in the French text which are of three different types of intervention; addings, paraphrasing and omissions. Parts of the French text are mainly left out although the paraphrasing of some parts is also common. Specifically 99,78% of the Greek work is an identical translation of the French while the addings and paraphrasis comprise 0,217%, that is almost just 131 words. Those interventions were done by Kallonas with a view to making his work more comprehensible to the Greek readers. It is notable in many parts that he transfers the examples of the prototype work to the Greek reality and to exclude words or even certain parts which set the meaning of the text to certain places irrelevant to Greece. Moreover, it should be taken into account that Kallonas was not only a priest but also a pedagogist. Pedagogy was found in a handwritten form and we can therefore safely assume that he wanted his work to be used as an educational guide for teachers and parents alike. That specific assumption covelates with the previously mentioned adaptation to the Greek reality as well as the content of the units left out by the Greek writer. These particular units often refer to certain English issues while others, they include general pedagogical matters which are either covered in a summary form in other parts of his work or were considered of least importance for the upbringing and education of Greek children. Taking into consideration the above we cannot characterise Pedagogy as a precise translation but just as a piece of work with elements which reveal an adapted transfer or an adaptation of the English-originated French text into Greek. Kallonas, therefore, worked for the production of a text to be used by Greek educators and parents. Its sounds normal that the writer/translator, since he had chosen to base upon the work De l’éducation des Enfans to translate the text word by word although the contents of it did not yet exist in the Greek literature thus, choosing the points that could apply to the Greek reality and making slight interventions as to adapt the text to Greek. Finally, it should be noted that since then Lockes work Some Thoughts Concerning Education was never translated to Greek, neither was it studied by anyone through the history of Pedagogy in Greece from 1800 up to today.

Diss. / Résumé en anglais.