Seven commercial hybrids of Phalaenopsis were included in an asymbiotic germination experiment. Plants differed in size and color of flowers and number of inflorescences and flowers. A total of 109 ...flowers were included of which 60 or 55% were cross-pollinated and reciprocally pollinated. Seed capsules developed on 46 (76.7%) fertilized flowers. Of these, 38 (82.6%) produced seeds as a result of 19 combinations of cross crossing and 19 combinations of reciprocal crossing. Seeds were surface sterilized using 1.6% dichloroisocyanuric acid and inoculated in Petri dishes on commercial media Sigma P1056, in two repeats. There were 23.7% contaminated Petri dishes with seeds after sterilization. The highest average percentage of protocorms (43.1%) developed in cross crossing of plants 3x7, which statistically significantly differed (p < 0.001) from all other combinations of cross crossing except cross crossing 2x6 (30.6%). Crossing 2x6, 1x6 (8.1%) and 1x5 (5.5%) overlap and there were no statistically significant differences between them. There were no statistically significant differences among all of the remaining crossings. There was an overlap of groups among combinations of cross crossing with small flowers x big flowers and reciprocal crossing of big flowers x small flowers. In successful crossing combinations, first plants with two leaves and one or two roots developed only 80 days after seed inoculation on media. Plant no. 4 with the smallest green-yellow flowers was not compatible with any test plants. Seed capsules without seeds developed when plant 4 was a female plant and flowers just fell off when plant 4 was a male plant.
Bletilla striata is a terrestrial sympodial orchid. Substrates used for outdoor growing, differing in the mixture of added components and nutrients, were chosen for acclimatization of the asymbiotic ...propagated plants. A total of 651 Bletilla striata orchids were planted in 3 commercial substrates: ″Tonsubstrat″ (Ton), ″Baltisches substrat″ (Baltski) and ″Royal-Garden″ (Royal). Prior to acclimatization, the plants were 2.5 cm on average, with at least 2 leaves and 2 - 3 cm long root or roots. Fewest plants (3.1%) died in Ton substrate, 3.2% in Baltski substrate and 5.0% in Royal substrate. There were no statistically significant differences among substrates (p = 0.558) in the percentage of plants that died. Substrates used in combination with the chosen phenophase and established conditions were suitable for acclimatization of Bletilla striata orchids, whereby 95-97% of plants successfully adapted from heterotrophic to autotrophic conditions in a very short period of two months. The basic conditions for success are that plants are large and vital enough prior to acclimatization, that the substrate is appropriate and that appropriate conditions of relative humidity, temperature, light and ventilation without major fluctuations of these factors are ensured during acclimatization.
Seven commercial hybrids of Phalaenopsis were included in an asymbiotic germination experiment. Plants differed in size and color of flowers and number of inflorescences and flowers. A total of 109 ...flowers were included of which 60 or 55% were cross-pollinated and reciprocally pollinated. Seed capsules developed on 46 (76.7%) fertilized flowers. Of these, 38 (82.6%) produced seeds as a result of 19 combinations of cross crossing and 19 combinations of reciprocal crossing. Seeds were surface sterilized using 1.6% dichloroisocyanuric acid and inoculated in Petri dishes on commercial media Sigma P1056, in two repeats. There were 23.7% contaminated Petri dishes with seeds after sterilization. The highest average percentage of protocorms (43.1%) developed in cross crossing of plants 3×7, which statistically significantly differed (p < 0.001) from all other combinations of cross crossing except cross crossing 2×6 (30.6%). Crossing 2×6, 1×6 (8.1%) and 1×5 (5.5%) overlap and there were no statistically significant differences between them. There were no statistically significant differences among all of the remaining crossings. There was an overlap of groups among combinations of cross crossing with small flowers x big flowers and reciprocal crossing of big flowers x small flowers. In successful crossing combinations, first plants with two leaves and one or two roots developed only 80 days after seed inoculation on media. Plant no. 4 with the smallest green-yellow flowers was not compatible with any test plants. Seed capsules without seeds developed when plant 4 was a female plant and flowers just fell off when plant 4 was a male plant.
V poskus asimbiotske kalitve je bilo vključenih 7 komercialnih orhidej iz rodu Phalaenopsis, ki so se razlikovale po velikosti in barvi cvetov ter številu socvetij in cvetov. Skupno je bilo na njih 109 cvetov, od teh je bilo 60 oz. 55% navzkrižno in recipročno oprašenih. Semenske glavice je oblikovalo 46 oz. 76,7% oplojenih cvetov. V 38 oz. v 82,6% semenskih glavicah so nastala semena, kot rezultat 19 kombinacij navzkrižnega in 19 kombinacij recipročnega križanja. Semena so bila površinsko razkužena z 1,6% dikloroizocianurno kislino in inokulirana v dveh ponovitvah na komercialno gojišče Sigma P1056 v petrijevke. Po razkuževanju je bilo okuženih 23,7% petrijevk s semeni. Največji odstotek nastalih protokormov (43,1%) je bil dobljen pri navzkrižnem križanju rastlin 3×7, ta odstotek se statistično značilno (p < 0.001) razlikuje od ostalih kombinacij navzkrižnih križanj, razen navzkrižnega križanja 2×6 (30,6%). Križanja 2×6, 1×6 (8.1%) in 1×5 (5.5%) se prekrivajo in med njimi ni statistično značilnih razlik. Prav tako ni statistično značilnih razlik med ostalimi kombinacijami križanja. Med skupinami navzkrižnih križanj rastlin z malimi cvetovi x rastlin z večjimi cvetovi in recipročnih križanj rastlin z velikimi cvetovi x malimi cvetovi pride do medsebojnega prekrivanja in med njimi ni statistično značilnih razlik. Pri uspešnih kombinacijah križanj so že po 80 dneh inokulacije semen na gojišče nastajale prve rastline z dvema listoma in eno ali dvema koreninama. Rastlina z oznako 4 z najmanjšimi, zeleno rumenimi cvetovi ni bila kompatibilna z nobeno od vključenih rastlin v križanja. V primerih, ko je bila materina rastlina, so nastale semenske glavice brez semen, v primerih, ko je bila očetova rastlina, so cvetovi po oprašitvi odpadli.
In a longitudinal study, we determine the beliefs of primary education students regarding the factors of academic achievement, good teachers, and the developmental characteristics of children, and we ...present which experiences mostly shape these beliefs. The same group of students (N = 59) completed the same questionnaire at the beginning of their first year and then at the end of their postgraduate studies. At both meas¬urements, the students stated that the pupils themselves are the most responsible for their academic achievement (approximately 33%). At the beginning of the study, the students mostly showed idealised beliefs regarding what makes a good teacher, such as he/she is self-controlled and calm in all situations; he/she likes all children equally, etc. At the end, the results showed a reshaping of most idealised beliefs about what makes good teachers towards more realistic ones. Regarding the devel¬opmental characteristics of children, at the beginning and at the end of their studies the students had similar beliefs that heredity and environment contribute to an individual's development. At the end of their studies, the students are significantly less convinced that experience from an early age decisively influences their further development, that there are no major differences in cognitive abilities of pupils of the same class, that a child who knows a lot of information is clever, and that school is not a place for the expression of emotions. According to the students, direct experiences in the classroom have the most significant influence on the beliefs among all the factors that we have examined in the study. (DIPF/Orig.).
The study focuses on the self-esteem of deaf and hard of hearing (D/HH) students from Slovenia. A total of 80 D/HH students from regular and special primary schools (grades 6-9) and from regular and ...special secondary schools (grades 1-4) completed the Self-Esteem Questionnaire (Lamovec
1994
). For the entire group of D/HH students, the results of all self-esteem dimensions, including social, emotional and physical self and confidence, do not differ regarding their gender and level of hearing loss. Furthermore, almost no differences in self-esteem were found in respect to the students' ages. Relative to the norms of hearing students, D/HH students achieved average results in each self-esteem dimension. D/HH students from regular schools had higher self-esteem in emotional and physical self and confidence than those from special schools. The final grade in Slovene language was an important predictor of D/HH students' self-esteem in the dimension of confidence.
The main purpose of this paper was to determine the beliefs of students, teachers and parents about the internal factors of academic achievement and to verify whether their beliefs vary. In this ...paper the beliefs about the internal factors of academic achievement: personality traits, intellectual ability, language competence, interest in the subject and locus of control are thematised. The sample included 516 students from grades 5, 7 and 9 of 12 different basic schools in central Slovenia, 408 of their parents and 195 teachers. Amongst the broad range of personality traits in the survey questionnaire, parents selected openness and conscientiousness as the most important traits for academic success, while students selected openness and extroversion, and teachers selected agreeableness and emotional stability. In the opinion of the participants in the research, amongst other internal factors of academic success emphasised, those that have the greatest influence on academic achievement are interest in the subject and internal locus of control, while students' intellectual ability and language competence are attributed slightly less importance. Beliefs regarding the individual factors of academic achievement vary between the groups of participants. In the future, it would be sensible to encourage students, teachers and parents to reflect on the meaning of the individual factors of academic achievement, and especially to speak with them about the factors on which each respective group can exert an influence in order to improve students' academic achievement. PUBLICATION ABSTRACT
The main purpose of this paper was to determine the beliefs of students, teachers and parents about the internal factors of academic achievement and to verify whether their beliefs vary. In this ...paper the beliefs about the internal factors of academic achievement: personality traits, intellectual ability, language competence, interest in the subject and locus of control are thematised. The sample included 516 students from grades 5, 7 and 9 of 12 different basic schools in central Slovenia, 408 of their parents and 195 teachers. Amongst the broad range of personality traits in the survey questionnaire, parents selected openness and conscientiousness as the most important traits for academic success, while students selected openness and extroversion, and teachers selected agreeableness and emotional stability. In the opinion of the participants in the research, amongst other internal factors of academic success emphasised, those that have the greatest influence on academic achievement are interest in the subject and internal locus of control, while students’ intellectual ability and language competence are attributed slightly less importance. Beliefs regarding the individual factors of academic achievement vary between the groups of participants. In the future, it would be sensible to encourage students, teachers and parents to reflect on the meaning of the individual factors of academic achievement, and especially to speak with them about the factors on which each respective group can exert an influence in order to improve students’ academic achievement.
Although this area is relatively well studied in the hearing population, there are no studies in which the authors have directly researched the personality traits of deaf and hard-of-hearing persons ...in any developmental period. We investigated personality traits in relation to the academic achievement of deaf and hard-of-hearing adolescents, since research findings on the hearing population suggest that personality traits explain a significant proportion of an individual's academic performance. In this paper, we initially present the results of the study of personality traits of 78 deaf and hard-of-hearing adolescents. They attended regular and special primary schools (classes 6 to 9) and regular and special secondary schools (classes 1 to 4). Personality data were obtained by the self-report measure using the Inventory of Child/Adolescent Individual Differences; final grades of school subjects were collected by school counselors. In none of the robust and specific personality traits did the average results of deaf and hard-of-hearing girls and boys display any deviation from the average results of hearing adolescents (regarding the norms), with one exception: Robust personality trait conscientiousness and specific trait shyness were below average for girls from special primary schools. Deaf and hard-of-hearing students from regular schools achieved higher final grades than deaf and hard-of-hearing students from special schools. Among all four robust personality traits and all included final grades, a significant correlation was found between conscientiousness and Slovene Language grade for deaf and hard-of-hearing students from secondary schools. PUBLICATION ABSTRACT
The study focuses on the personality traits of 78 deaf and hard of hearing (DHH) students, aged between 11 and 24 years, from regular and special primary and secondary schools in Slovenia. ...Personality data was obtained through self-report using the Inventory of Child/Adolescent Individual Differences. The self-assessments of robust personality traits (conscientiousness, disagreeableness, neuroticism and extraversión) by DHH girls and boys did not demonstrate variance with regard to the level of hearing loss and did not differ on average from self-assessments by a normative sample of hearing adolescents. In the DHH students' responses regarding each of the robust personality traits, we did not find a significant main effect (ANCOVA) of gender and school setting (special and regular schools), or of the interaction of gender and school setting, while controlling the age of the students. In mid-level traits, however, DHH students from regular schools assessed themselves as more considerate than students from special schools. In the robust personality trait neuroticism and the specific trait fearful/insecure, the oldest group of DHH students (aged between 19 and Z4 years) demonstrated a significantly higher self-assessment than younger DHH students. Individual analysis of robust personality traits showed that the majority of DHH students assessed their own robust personality traits as average and less frequently as above average or below average. Considering the overall results and the analyses, it can be concluded that the personality traits of DHH students do not differ with regard to gender, level of hearing loss or school settings, and that they are similar to the personality traits of the normative sample of adolescents. PUBLICATION ABSTRACT
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