Dissertations / Theses on the topic 'Flesh flies'

Territoriality in the flesh fly, Sarcophaga crassipalpis (Diptera: Sarcophagidae) was studied in the laboratory. In rectangular enclosures, male flies exhibited a lower tolerance (occupation of the same physical space) of same-sex conspecifics than did female flies. In circular arenas, male flies showed significantly higher levels of spatial separation among themselves (as determined from nearest neighbor analyses) than did females: males were distributed uniformly whereas females were nearly random. The male spatial behavior occurred during the photophase but not the scotophase of light-dark cycles, suggesting that visual cues are required for maintenance of inter-individual spacing. No significant differences in male spacing behavior occurred between subjective day and subjective night in either constant dark or constant light conditions, suggesting that spatial patterning is not driven by a circadian rhythm.

Thesis (M.S.) -- Central Connecticut State University, 2008.
Thesis advisor: Matthew Ciscel. "... in partial fulfillment of the requirements for the degree of Master of Science in TESOL." Includes bibliographical references (leaves 58-63). Abstract available via the World Wide Web.

Thesis (M.A.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vi, 101 p. Includes abstract. Includes bibliographical references (p. 97-101).

Dans ce travail de thèse, nous étudions les pratiques dialogales dans les classes de FLES au Liban. L’objectif est de caractériser le rapport existant entre les manifestations dialogales présentes, en amont, sous diverses formes (dialogue modèle, consignes…) dans un manuel de FLE et les phénomènes dialogaux observables, en aval, dans les classes de FLES qui les utilisent, en particulier lors des jeux de rôle mis en œuvre par les apprenants.La visée de cette recherche est d’étudier l’exploitation qui est faite du dialogue fictionnel du manuel à travers les interactions entre partenaires de la classe de langue au Liban. Qu’est-ce que les enseignants et/ou les apprenants en gardent et, au contraire, qu’est-ce qu’ils laissent de côté ? Comment les dialogues ou documents pédagogiques du manuel sont-ils exploités ? Les consignes du livre de l’élève sont-elles exécutées (ou non) à la lettre ? Les conseils « interactionnels » du livre du professeur sont-ils suivis (ou non) ? Etc. Nous tentons ainsi d’apporter une meilleure compréhension de la variété et de la spécificité des pratiques dialogales mises en œuvre dans des classes de FLES arabo-libanaises utilisant un manuel franco-français
In this PhD thesis, we investigate dialogical practices in French as Foreign and Second Language (FFSL) classrooms in Lebanon. The objective is to characterize the relationship between the existing dialogical manifestations in various forms (model dialogue, instructions...) found in the FFL textbook and the dialogical phenomena observable in FFSL classes that use them, particularly during role-play activities performed by the learners.The aim of this research is to study the exploitation of fictional dialogue found in the textbook through interactions among partners in the classroom in Lebanon. What do teachers and/or students keep from the dialogue and what do they leave aside? How are the textbook’s dialogues or pedagogical documents implemented? Are the instructions of the student’s textbook applied literally or not? Are the interactional tips of the teacher’s book abided by or not? Thus, we try to provide a better understanding of the variety and specificity of dialogical practices implemented in Lebanese FFSL classes using a French textbook

Située au carrefour de la didactique des langues et cultures et des sciences de l’éducation, la présente thèse porte sur l’appropriation, par les enseignants du cycle primaire au Bénin, de l’Initiative Francophone pour la Formation à Distance des Maîtres (IFADEM) en tant que dispositif de formation continue, en enseignement-apprentissage du FLES. L’objectif consiste à apporter des pistes pour améliorer l’appropriation du dispositif. A partir d’un modèle théorique d’appropriation, mis en place au regard d’une approche théorique transdisciplinaire et des spécificités du contexte d’étude, doublé d’une démarche de triangulation articulant enquêtes par questionnaires, par entretiens semi-directifs, d’auto-confrontation et par observations de pratiques effectives (situantes), nous nous sommes attachés à identifier les « indicateurs » d’appropriation ainsi que les « effets » du dispositif de formation sur les « pratiques pédagogiques effectives » des enseignants. Les théories holistiques de l’apprentissage des langues et spécifiquement l’éducation bilingue, le translanguaging et les théories sur l’enseignement-apprentissage de l’oral, ont constitué un socle pour l’analyse et la compréhension de la situation de recherche. La stabilité de nos analyses, offerte par le choix d’une méthodologie par triangulation, confirme que le parcours d’appropriation est déterminé par des relations d’interdépendance entre des facteurs situationnels (contextualisation), relationnels (relation avec les pairs) et individuels (self-system, réflexivité, recul épistémologique). Elle nous permet également d’aboutir aux conclusions suivantes : les enseignants bénéficiaires de la formation IFADEM font usage de la formation de façon instrumentale, et notamment des tâches qui leurs sont proposées pour améliorer l’enseignement oral du et en français afin de faire face au plurilinguisme. Ils sont exposés à plusieurs variations d’échelle, sources de contraintes et de tensions dans leurs activités pédagogiques, et ces dernières constituent un frein à l’appropriation du dispositif. L’analyse du processus d’appropriation au regard de l’émergentisme et des systèmes complexes d’activité permet d’aboutir au fait que les tensions générées par le déploiement du dispositif IFADEM font partie intégrante du processus de transformation de ce dernier. C’est l’absence de feed-back soutenu et institutionnalisé qui constitue une entrave à l’appropriation du dispositif. Afin de réagir positivement à ces écarts et de garantir l’appropriation du dispositif, le recours à la médiation ainsi qu’à une approche par tâches constituerait une voie intermédiaire. Elle permettrait notamment au dispositif de formation IFADEM, de s’inscrire dans une démarche co-évolutive, essentielle à l’équilibre des systèmes. C’est en tenant compte de l’ensemble de ces analyses et ajustements que cette recherche aboutit à l’élaboration d’un modèle d’appropriation
This PhD thesis, situated at the crossroads of two domains – language and culture learning and teaching and learning sciences – deals with the way Beninese primary school teachers appropriated the IFADEM programme - « Initiative Francophone pour la Formation à Distance des Maîtres » (Francophone Initiative for Distance Education of Teachers), as a lifelong education environment in the teaching and learning of « French as Foreign/Second Language Learning ». Our purpose is to suggest new avenues aimed at improving the appropriation of this education environment. Our approach is based on a theoretical model of appropriation informed by a transdisciplinary theoretical stance and by the specifics of the context under study, but also on a triangulation method mixing questionnaire surveys, semi-directive interviews, self-confrontation interviews and observations of actual practises (situating). We try to identify the « indicators » of appropriation as well as the « effects » of the education environment on the « actual pedagogical practises » of teachers. Holistic theories of language learning – and more specifically bilingual education, translanguaging and the theories on oral skills development have given a foundation to the analysis and the comprehension of the research situation. The stability of our analyses, made possible by the choice of a triangulation methodology, confirms that the appropriation paths are determined by interdependency relations between factors of situational (contextualisation), relational (relationships with peers) and individual (self-system, reflexivity, epistemological distancing) natures. It also allows us to reach the following conclusions : the teachers who benefitted from the IFADEM training use it instrumentally and more specifically use the tasks they were proposed to improve the teaching of oral skills in and of French, in order to tackle the question of plurilingualism. These teachers are faced with several scale variations which engender constraints and tensions in their pedagogical activities, thus hindering the appropriation of the education environment. The analysis of the appropriation process in the light of emergentism and of complex systems of activity leads to the conclusion that the tensions generated by the implementation of the IFADEM progamm are part and parcel of its process of transformation. The absence of institutionalised and sustained feedback is the real hindrance to the appropriation of the education environment. In order to reduce these discrepancies in a positive way and to guarantee appropriation, turning to mediation and a task-based approach would constitute a middle way. In particular, it would allow the IFADEM environment to come within the scope of a co-evolutive approach, which is essential to the balance of systems. Taking into account all these analyses and adjustments helps this research to reach the elaboration of a model of appropriation

This study examines the perceptions of foreign language elementary school (FLES) teachers under current federal education legislation, specifically the No Child Left Behind Act (NCLB) of 2001. The study data was collected during the fall of 2008, while Congress continued to debate the reauthorization of NCLB and just prior to the U.S. presidential election. The study gives voice a traditionally under-researched group of teachers, elementary school foreign language teachers. Inner-city public FLES teachers at Murray Language Academy, a Chicago (Illinois, U.S.A.) Public School (CPS), shared their beliefs about working under NCLB in order to document the perceived impact of NCLB on their early foreign language curriculum and their own behavior. The study also provides a review of current literature illuminating NCLB's impact on FLES programs and FLES teacher behavior in the U.S. As a case study, the research included structured interviews and classroom observations which were designed and analyzed with the following research questions in mind: 1. What do CPS elementary school foreign language teachers believe about No Child Left Behind's impact on their curriculum? 2. What do CPS elementary school foreign language teachers believe about No Child Left Behind's impact on their own behavior? The interviews were analyzed using the constant comparative method (Glaser and Strauss, 1967) to methodically identify patterns in the ways in which FLES teachers are influenced by NCLB. To further enrich the study, classroom observations were conducted. The study participants did not note any reduction in FLES programming due to NCLB, however, the study uncovered two recurring critical issues for Murray FLES teachers in the climate of NCLB. The two recurring critical issues revealed by the study's participants are: (a) FLES teachers in CPS believe they face increased challenges in integrating students from NCLB failed schools into their language curriculum and (b) FLES teachers in CPS perceive increased workloads and increased use of school resources, including greater interaction with the school's special education staff, as a result of mainstreaming students with cognitive and behavioral disabilities into FLES programs under NCLB.

Educational Administration
Ed.D.
The primary goal of this study was to identify how middle school language teachers bridge the skills acquired and strategies taught in an elementary school language program with the skills taught and practiced at the middle school level. The study will answer in detail this question: What perceptions do middle school teachers form regarding their students' language skills and how do these perceptions impact a world language program? By identifying the language teachers' current perceptions as they relate to their lesson design and delivery, school districts may find relationships between the teachers' perceptions of their students' language abilities and the program's perceived benefits or deficiencies. The researcher examined a middle school language program through the participation of language teachers from three middle schools in an urban setting. The findings indicate that teachers in the program can improve the delivery of their instruction by implementing strategies identified as necessary for the continued growth of the program and for students' acquisition of the language skills needed in the 21st century. Three themes derived from the findings and results of this study are: 1) collaborating with the teachers from the previous level; 2) using question and answer techniques and; 3) minimizing the amount of time used for review.
Temple University--Theses

Cette thèse poursuit une lignée de recherches en psycholinguistique cognitive et interculturelle visant à clarifierles processus cognitifs en œuvre lors de l’acquisition d’une langue étrangère et/ou de la traduction bilingue. Elle est centrée sur l'étude de la complexité cognitive de l’acquisition du français comme langue seconde et/ouétrangère (FLES); il s’agit d’une étude comparative des risques d’interférences de populations d’adultes étrangers primo-arrivants en France (pratiquant l’arabe, l’arménien, certaines langues asiatiques et africaines)évalués dans deux situations d’interlocution : avec un sujet naturel et un sujet virtuel. L’objet d’étude est l’analyse des interférences en production orale et écrite en français selon l’image culturelle dégagée par l’interlocuteur : le but est de tester l’impact visuel accentué du contexte interactif sur les facultés psycholinguistiques et cognitives perceptuelles des sujets interrogés. Les interférences identifiées dans les deux situations naturelles et virtuelles constituent des indices des processus psycholinguistiques et des stratégies interculturelles de contact mises en œuvre par ces sujets. La perception culturelle et interculturelle déclenche-t-elle un certain type de fonctionnement cognitif en fonction d’une certaine mémoire culturelle? Quel est le risquecognitif, psycholinguistique et interculturel généré et révélé expérimentalement par ces différents types de communication? Les résultats quantitatifs et qualitatifs obtenus vérifient le modèle psycholinguistique multilingue construit par Salinas (1995), à l’exception des sujets africains trilingues. La mémoire culturelle stimulée par les situations virtuelle et naturelle d’entretien peut jouer un rôle primordial dans les processus cognitifs et le traitement d’informations chez les individus apprenants du Français langue étrangère ou seconde quant à la chronicisation ou la réduction des interférences

Ce travail s’inscrit dans le cadre de la didactique du Français sur Objectifs Universitaire. Il porte sur l’accueil des étudiants de nationalité étrangère en mobilité en France et les difficultés qu’ils rencontrent pour leur intégration dans le système universitaire français. L’objectif de ce travail est d’analyser les difficultés ressenties par d'étudiants en mobilité en France dans le cadre de leur parcours universitaire. Ces difficultés peuvent être liées aux dimensions linguistiques, culturelles et à l’organisation du système universitaire. Par ailleurs, ce travail cherche à donner des pistes et des alternatives pour améliorer l’intégration d'étudiants de nationalité étrangère en France ; donc nous avons essayé de proposer les bases pour l'élaboration d’un programme de Français sur Objectifs Universitaires (FOU) visant à préparer d'étudiants à l’acquisition de compétences langagières, disciplinaires et méthodologiques de la vie universitaire à partir de l’analyse de leurs besoins spécifiques
This work is part of the pedagogy of “French as Foreign Language”, and more specifically French for university purpose. It focuses on the reception of foreign students who moved to France and are having difficulties relating to their integration into the French university system.The objective of this work was to analyze the difficulties felt by international students studying in France as part of their university career. The most difficulties were related to linguistic, cultural and organizational aspects of the university system..This work gives leads and alternatives to improve the integration of foreign students in French universities. There fore we propose basis for the development of a program for French university purpose aimed at preparing students to acquire linguistic, disciplinary and methodological skills for university life due to an analysis of their specific needs

Eleven species of flesh fly were identified in a sample of 737 specimens captured during fortnightly trapping at three sites in Grahamstown, South Africa, over a year. Sarcophaga africa Wiedemann, 1824, S. inaequalis Austen, 1909, S. exuberans Pandelle, 1896 and S. tibialis Macquart, 1851 showed well-defined peaks between early October 2001 and late April 2002, and only S. africa was trapped at other times of year. These peaks occurred when average minimum and maximum ambient air temperatures were above 12°C and 22°C, respectively, and showed no obvious relationship to rainfall. There were indications of population cycles in all of these species. Sarcophaga hera Zumpt, 1972, S. arno Curran, 1934, S. inzi Curran, 1934, S. langi Curran, 1934, S. freyi Zumpt, 1953, S. nodosa Engel, 1925 and S. samia Curran, 1934 were too scarce to assess their patterns of occurrence rigorously. Insects attending a corpse are reputed to assist forensic entomologists in estimating the time of year when the body died. Some flesh flies provide more precise estimates than others, so several species should be used for cross-validation. Insect activity at a corpse depends on the weather, so that presence of a species indicates particular environmental conditions and not simply calendar dates (particularly if climate changes). Absence of a species is not necessarily evidence of specific conditions because species may not be present at all sites simultaneously, populations cycle even when their members are active, and low population densities may hamper detection of a species.

During the long eighteenth century, married women in England were subject to the rules of coverture, which denied them a legal identity independent of their husbands and severely curtailed their acquisition, possession and disposition of property. There is a consensus among historians that married women circumvented the restrictions of coverture both in their daily lives and by use of the legal mechanism of the separate estate. This study reviews contemporary legal and social attitudes towards women’s property rights in marriage to examine the extent to which married women had economic agency under coverture. Through a review of reported cases, treatises on the law of property, and a contemporary fictional representation of pin-money, I assess the foundations justifying the law of coverture, and the challenges presented to coverture by the separate estate. I argue that there is a distinction between the theory and practice of the separate estate; the separate estate must be understood as a type of property set aside for a special purpose rather than a type of property separated from a husband’s control. More precisely, the existence of the separate estate generally, and pin-money in particular, did little to advance married women’s economic agency.
Graduate

The purpose of the present study is to investigate the implementation of Foreign Language in Elementary School (FLES) programs, in this case Spanish, through the regular-classroom-teacher model—an instructor who is not a foreign language specialist. The traditionally accepted model for teaching foreign language in elementary school is the use of a language specialist as the person in charge of the program in one or more schools. A look at the history of FLES in the United States reveals that one of the major challenges programs always face is the lack of FLES teachers. The viability of the FLES regular teacher model is assessed through studying the issue at all levels: from the schools and the administration to the teachers and learners. This dissertation examines the implementation of the classroom teacher model in four FLES programs. Each of the schools constitutes a single case-study, since each institution tailored the teaching model to its own needs and circumstances. Data was obtained from a variety of sources: A teacher and staff survey, a parent survey, children's questionnaires, class observations, teachers' journals reflecting on their FLES teaching experience, and interviews with the superintendent, the principals, and two selected teachers from each school. The rich description and analysis of the data illuminates the rationale for adopting a FLES program in each one of the schools, the circumstances under which the FLES model works effectively, and the specific details about teachers, parents and students. The analysis of data points out that the critical issue is not to ascertain which FLES teaching model yields better results, but to explore how a community approach to FLES may serve as a valid teaching model for FLES programs. The final analysis shows that a variety of conditions, as opposed to one single cause, are critical in the implementation of a FLES program, and that regardless of teaching model, the support of the community, especially the parents, the classroom teacher's involvement, and teachers' professional development all seem to be necessary components for the implementation of successful FL programs.

碩士
國立高雄大學
經營管理研究所
101
This study examined the relationships between FLE service competencies and purchase intention in the financial service industry. Moreover, this study explored the mediating role of consumer perceived risk between FLE service competencies and purchase intention. 300 questionnaires were distributed to customers who were contacting with insurance agents within the last three months, and the 263 questionnaires were usable. This experimental study utilized the Partial Least Squares (PLS) techniques to analyze the data. The findings of this study indicated that the direct effect of task-oriented competencies on purchase intention was not significant. One of the possible explanations is that task-oriented competency had no direct effect but indirect effect on purchase intention. In other words, task-oriented competency influenced purchase intention through reducing consumer’s perceived risk. In theory, this empirical study provided the possible explanation for the linkage between FLE service competencies and customer purchase intention based on the role of customer perceived risk. In practice, the findings of this research may provide suggestions for employers who seek to reduce customer perceived risk and to increase customer purchase intention, strategies for selecting quality FLEs, and directions for training FLEs.