The research was carried out with 9 triticale, 3 bread wheat, 3 durum wheat and 3 barley varieties and advanced lines in Tekirdag, Edime and Silivri locations during three years. In the study, the data obtained from c...The research was carried out with 9 triticale, 3 bread wheat, 3 durum wheat and 3 barley varieties and advanced lines in Tekirdag, Edime and Silivri locations during three years. In the study, the data obtained from combined variance analysis were performed and the significance of the differences between the averages was determined by LSD multiple comparison test. GGE biplot analysis and graphics were made by using the statistical package program. The genotypes G2 and G3 for thousand kernel weight, genotype G1 for the heading time and test weight, genotypes G14 and G15 for the maturation time, number of spikelets per spike and grain weight per spike and G13 for the plant height, spike length and grain yield per hectare decare revealed the highest values. The genotypes G6, GS, G4, G14, G9, G8 and G7 gave lower values than the average in terms of grain yield, whereas the other genotypes gave higher values than the general average. According to biplot graphical results, while locations 1 and 8 were closely related, locations 9, 2 and 7 were positively related to these environments. Although the location 7 is slightly different from the other 4 locations, these 5 locations can be seen as a mega environment. Genotypes G12, G2, G3 and G10 for this mega-environment showed the best performances. According to the results of grain yields obtained from 9 different locations, the location 5 was the most discriminating area while the location 1 was the least discriminating. Location 2 was the best representative location, while locations 4 and 7 were with the lowest representation capability. The locations that are both descriptive and representative are good test locations for the selection of adapted genotypes. Test environments, such as location 8, with low ability to represent are useful for selecting genotypes that perform well in specific regions if the target environments can be subdivided into sub-environments.展开更多
Assessing student learning can be exceedingly challenging considering that as faculty we never really know what a student knows prior to entering our classroom and what value-added material has been assimilated during...Assessing student learning can be exceedingly challenging considering that as faculty we never really know what a student knows prior to entering our classroom and what value-added material has been assimilated during the academic quarter. This research paper introduces a self-assessment instrument that focuses on ten major finance topics and reports the results of the administration of the self-assessment tool for finance education at the undergraduate and graduate level in courses taught in the United States and abroad. Ten topics of importance to most finance curriculum design were selected as the focus topics. The research methodology employed uses a pre-/post- test comparison with ＂understanding＂ being measured on a five-point Lichert scale as implemented in five different fmanee courses. Significant measurable differences occurred in each of the courses using this finance assessment instrument with overall average improvement of understanding by the students as much as one entire point. For exarnple, 1.5 mean score for the pre-test and 2.4 mean score for the post -test for an introductory finance class at the undergraduate level in a college of business. Additional improvements were assessed in each of the courses surveyed.展开更多
文摘The research was carried out with 9 triticale, 3 bread wheat, 3 durum wheat and 3 barley varieties and advanced lines in Tekirdag, Edime and Silivri locations during three years. In the study, the data obtained from combined variance analysis were performed and the significance of the differences between the averages was determined by LSD multiple comparison test. GGE biplot analysis and graphics were made by using the statistical package program. The genotypes G2 and G3 for thousand kernel weight, genotype G1 for the heading time and test weight, genotypes G14 and G15 for the maturation time, number of spikelets per spike and grain weight per spike and G13 for the plant height, spike length and grain yield per hectare decare revealed the highest values. The genotypes G6, GS, G4, G14, G9, G8 and G7 gave lower values than the average in terms of grain yield, whereas the other genotypes gave higher values than the general average. According to biplot graphical results, while locations 1 and 8 were closely related, locations 9, 2 and 7 were positively related to these environments. Although the location 7 is slightly different from the other 4 locations, these 5 locations can be seen as a mega environment. Genotypes G12, G2, G3 and G10 for this mega-environment showed the best performances. According to the results of grain yields obtained from 9 different locations, the location 5 was the most discriminating area while the location 1 was the least discriminating. Location 2 was the best representative location, while locations 4 and 7 were with the lowest representation capability. The locations that are both descriptive and representative are good test locations for the selection of adapted genotypes. Test environments, such as location 8, with low ability to represent are useful for selecting genotypes that perform well in specific regions if the target environments can be subdivided into sub-environments.
文摘Assessing student learning can be exceedingly challenging considering that as faculty we never really know what a student knows prior to entering our classroom and what value-added material has been assimilated during the academic quarter. This research paper introduces a self-assessment instrument that focuses on ten major finance topics and reports the results of the administration of the self-assessment tool for finance education at the undergraduate and graduate level in courses taught in the United States and abroad. Ten topics of importance to most finance curriculum design were selected as the focus topics. The research methodology employed uses a pre-/post- test comparison with ＂understanding＂ being measured on a five-point Lichert scale as implemented in five different fmanee courses. Significant measurable differences occurred in each of the courses using this finance assessment instrument with overall average improvement of understanding by the students as much as one entire point. For exarnple, 1.5 mean score for the pre-test and 2.4 mean score for the post -test for an introductory finance class at the undergraduate level in a college of business. Additional improvements were assessed in each of the courses surveyed.
