The aim of the thesis is to define the relevant market in railway transportation on the route Prague - Košice. In the theoretical part we describe the concept of relevant market, its use and importance for competition policy. We explain methods used for defining the relevant market and focus on the SSNIP test and its practical application, critical loss analysis. In the empirical part we conduct a consumer survey among passenger on the route Prague - Košice and use its results to compute elasticity of demand for rail transportation on the route Prague - Košice and then we perform critical loss analysis. JEL Classification C80, C81, D42, D47,K21, L41, L92 Keywords relevant market, SSNIP test, critical loss analysis, critical elasticity, critical loss Author's e-mail juhasova.zuzana@gmail.com Supervisor's e-mail vacek@fsv.cuni.cz

Doctor of Philosophy / Department of Economics / Philip G. Gayle / This dissertation is composed of two essays in the field of Industrial Organization. Specifically, the empirical studies are conducted by focusing on the market structure and competition issues in the airline industry. The first essay investigates entry deterrence through incumbents’ pricing strategies in the airline industry. Recent research finds evidence that incumbent airlines tend to cut fares in response to the “threat” of entry by Southwest Airlines. Instead of focusing on the entry threat by a single carrier, this essay re-examines this issue by looking at incumbent airlines’ price response when entry is threatened by a wider variety of potential entrant airlines. Results show that incumbents’ response vary by the identity of the firm making the threat. As expected, incumbents cut fares in response to the threat of entry by some potential entrants; however, a new result is also found that incumbents may respond by raising their fare depending on who is making the threat. The second essay looks into an antitrust-relevant issue in the airline industry. Proper antitrust analysis often focuses on whether the concerned differentiated products are truly competing with each other. This essay uses a structural econometric model to investigate whether nonstop and connecting air travel products effectively compete with each other. Estimate results suggest that connecting products may be an attractive alternative to nonstop products for leisure travelers but less so for business travelers. If connecting products are counterfactually eliminated, the empirical model predicts small price changes for nonstop products. This suggests that the two product types only weakly compete with each other and can be treated as being in separate product markets for antitrust purposes.

The subject of this diploma thesis is the appraisal of the A. R. Okenní technika spol. s r.o., as of 1. 1. 2010. The thesis is comprised of four main parts. Financial analysis is aimed at examining the company's financial health. Strategic analysis defines and evaluates the relevant market in which the company operates and it also quantifies the potential of the company to succeed. Executing both analyses provides the answer about whether the company fulfills the going concern requirement. The third portion assesses the main figures which determine the value of the company. Based upon these assessments a financial plan is constructed. In the final part, the company is appraised by using two methods -- DCF Entity method and market comparison method.

Thesis advisor: Diana Pullin / In recent years, critical race theory (CRT) has garnered much attention in education scholarship as a way to examine the racialized practices that persist in U.S. schooling. This study was a grassroots attempt at using CRT as the theoretical framework to engage a group of administrators and teacher leaders at one urban school in inquiry-based discourse that focused on raising the educators' race consciousness and co-constructing an antiracist pedagogy. A combined method of action research and critical case study was used as the research methodology. This dissertation reports on three notable findings that surfaced from the study. One, the participants largely perceived racism an individual pathology, not as a system of privilege. Because the participants regarded themselves as educators who were committed to social justice, they were often deceived by their activism to recognize their own complicity in the perpetuation of racist ideologies in their practice. Two, despite the overwhelming criticisms against NCLB in scholarly literature, the participants at this low-income, racially-diverse, urban school were passionately in favor of the goals behind the statute. With the recent push toward the development of common core content standards through the Race to the Top program, increased dialogue regarding what knowledge should be considered "common" and "core" needs to occur in order to breach the impasse between the divergent curricular viewpoints held by all stakeholders. Three, although culturally relevant pedagogy is widely espoused and utilized in educational research and practice, it is often not commonly understood as a conceptual framework that advocates the three-pronged elements of academic success, cultural competence, and sociopolitical consciousness. Findings revealed wide misconceptions and misuse of the theory that stemmed from teachers' cultural bias, the nature of racism in school settings, and the lack of support to adequately implement theories into practice. ` All of these findings revealed issues of power, positionality, and privilege that were deeply entrenched in the policies and practices of the school, which suggested that greater collaboration between scholars and practitioners was necessary in order to engender ongoing critical self-reflection and reconceptualization of theories as viable pedagogical tools to begin the work of antiracism. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2018. / This research is an investigation into how Graphic Design, a visual communication subject is taught and learnt at Cape Peninsula University of Technology in light of the dynamics that cultural semiotics present. There is a need to equip students with the cultural awareness to design communication that is sensitive to the varying needs of their consuming audiences. By its very nature, visual communication is vulnerable to an unintended array of misinterpretations because of the audiences’ differing semiotic backgrounds. The pedagogic duty of academy is to equip communication students in this case Graphic Design students with adequate tools to facilitate the understanding of their audiences, the communicative purpose of their designs is compromised. Vygotsky’s (1978) learning theory is therefore applied to examine the role of culture in the teaching and learning of culturally diverse students. Concepts from JoAnn Phillion’s (2002) Narrative Multiculturalism are also used to understand how the narratives collected from the respondent students, lecturers and an industry expert in this study offered guidelines for the effective teaching of Graphic Design. To investigate the teaching and learning of Graphic Design holistically the research employed a mini-ethnographic case study method. Data for this research were obtained through participant observations, semi-structured informal interviews of participants narratives and document analysis. The findings point to a lack of a cohesive and coordinated approach to teaching and learning, which in turn reflects a lack of sensitivity to cultural diversity in the Graphic Design department at the Cape Peninsula University of Technology. This is evidenced in the unreformed curriculum and a culturally unbalanced staff complement. Industry’s lethargic participation also seems to have done nothing to ensure the standardisation of the curriculum to align with industry demands nor guide the career paths of students. As a result, the gap in these areas may leave some historically vulnerable students feeling excluded and despondent about both their academic and career prospects.

O teste do monopolista hipotético, descrito nos guias de defesa da concorrência dos vários países do mundo, consiste na metodologia usada para definir o tamanho do mercado de um bem. Os testes de preços constituem uma das formas de operacionalizar o teste do monopolista hipotético via análise de cointegração. Considerando a ausência de intersecção desta área antitruste da economia com a área de computação, esse trabalho desenvolveu e implementou o teste de cointegração não linear de Kapetanios et al. (2006), como proposta de teste de preços, para avaliar se estes bens pertencem a um mesmo mercado relevante. Este objetivo é vinculado ao desenvolvimento de uma ferramenta visual de informação (computacional) com o objetivo de facilitar a apresentação vinculada aos resultados obtidos, uma vez que a área de antitruste envolve diferentes grupos de profissionais e agentes (consumidores e produtores). A ferramenta visual resultante busca facilitar a apresentação dos conceitos econômicos envolvidos em relação aos resultados normalmente apresentados. / The hypothetical monopolist test, described in guidebooks antitrust various countries of the world, is the methodology used to define the size of the market for a good. The tests of prices are one of the ways to operationalize the hypothetical monopolist test via cointegration analysis. Considering the absence of this intersection area of antitrust economics to the field of computing, this paper developed and implemented the nonlinear cointegration test of Kapetanios et al. (2006), as proposed price test to assess whether these goods belong to the same relevant market. This objective is linked to the development of a visual tool for information (computational) in order to facilitate the presentation linked to the results obtained, since the area of antitrust involves different groups of professionals and agents (consumers and producers). The resulting visual search tool facilitate the presentation of economic concepts involved in relation to the results presented normally.

Dissolution testing and physiological based pharmacokinetic modeling are the essential methods during drug development. However, there is a lack of a sound approach and understanding of the parameter that controls dissolution and absorption of amorphous formulations. Robust dissolution conditions and setup and PBPK models that have a predictability of in vivo results will expedite and facilitate the drug development process. In this project, cefuroxime axetil, CA (Zinnat® as the amorphous formulations); itraconazole, ITR (Sporanox® as the amorphous formulation) and a compound undergoing clinical trial, Compound X, CX (CX tablet as the amorphous formulation) were chosen. The design of experiments for the in vitro dissolution studies using different apparatus, media and setup which closely simulate the physiological condition of humans (CA and ITR) and dogs (CX) were implemented. The dissolution of CA, ITR and CX formulations was successfully characterised using different dissolution apparatus, setting and media (compendial, biorelevant and modified media) to simulate the changes of pH, contents, hydrodynamic conditions (flow rate and rotation speed) in human gastrointestinal tract (fasted and fed state). The change of hydrodynamics combined with media change that corresponded to the physiological conditions created with USP apparatus 4 and biorelevant dissolution media were able to mimic the in vivo performance of the tested formulations. Furthermore, surface UV dissolution imaging methodology that could be used to understand the mechanism of CA and ITR (Active compounds and their amorphous formulations) dissolution were developed in this project. The UV images developed using surface UV imaging apparatus provided a visual representation and a means for the qualitative as well as quantitative assessment of the differences in dissolution rates and concentration for the model compounds used. In this project, validated PBPK models for fasted state (CA, ITR) and fed state (CA, ITR and CX) were developed. These models incorporated in vitro degradation, particle size distribution, in vitro solubility and dissolution data as well as in vivo human/ dog pharmacokinetics data. Similarly, the results showed that level A IVIVCs for all three model compounds were successfully established. Dissolution profiles with USP apparatus 4 combined with biorelevant media showed close correlation with the in vivo absorption profiles. Overall, this project successfully provides a comprehensive biorelevant methodology to develop PBPK models and IVIVCs for orally administered amorphous formulations.

This dissertation study explores the relationship between Ladson-Billings’ (1992, 1994, 2006) early scholarship and work with Culturally Relevant Pedagogy (CRP) frameworks and the literacy practices of the multilingual students in my community college classroom. This qualitative, interpretive case study draws upon CRP and sociocultural frameworks to specifically investigate the visual, media, and technological literacy (multimodal) practices in a community college developmental English class for multilingual students. When visual, media, and technological literacy practices are purposefully included in a CRP framework and curriculum, it helps to reposition both teachers’ and students’ conceptual understanding of language acquisition. Two important aims of this study are to fill an existing gap of literature around the CRP theoretical framework and strengthen it with the specific inclusion of college-level, multilingual student’s use of visual and technological literacy practices for the acquisition of English literacy. This in turn helps to legitimize the inclusion of visual and technological literacies into curriculums designed especially for multilingual students which are also adaptable for any class. In this study, my classroom serves as the primary unit of analysis (Merriam, 2009). I present the multimodal practices of four student participants as “cases” or portraits to illustrate the study’s findings. I am interpreting/defining the multimodal productions my students create as their observable literacy events (Barton & Hamilton, 2000; Heath, 1992) and their literacy practice is the ongoing act of creating and engaging with visual, media, and other related technological literacy practices. The act of students creating multimodal productions, “visual interpretation,” is the specific visual literacy practice this study investigates triangulated with students’ interactions on a group Facebook page and digital story compositions. Using a reflexive model (Luttrell, 2010b) of research and additional grounded theory methods (Charmaz, 2008, 2010; Corbin & Strauss, 2008) to analyze data, findings for this study reveal that a curriculum utilizing multimodal literacy practices promote Ladson-Billings’ (1992, 2006) three tenets of CRP: academic excellence, cultural competence, and sociopolitical consciousness in the following ways: First, the curriculum acknowledges students' multiple literacies and cultural backgrounds. Second, the curriculum enables students to become personally invested and more engaged in their academic participation, productions and achievement. Third, the curriculum raises students' competencies in reading/writing comprehension, deconstruction, and production of subsequent multimodal texts as it privileges students’ own literacy practices. Therefore, visual literacy practices should be a mechanism for achieving and representing these tenets of a Culturally Relevant Pedagogy inside college classrooms with curriculums designed for multilingual students.

Em 1999, o mercado de medicamentos genéricos foi criado no Brasil. Com isso, iniciou-se uma nova fase do mercado farmacêutico brasileiro. Através de dados cedidos pela ANVISA sobre o mercado varejista brasileiro, objetivou-se testar em até que ponto a política de medicamentos genéricos tem logrado êxito. Foram utilizados dados em painel para analisar o impacto da entrada dos medicamentos genéricos sobre a estrutura do mercado, assim como o impacto nos preços e na quantidade vendida entre 2003 e 2007. Os resultados foram favoráveis à diminuição da concentração dos mercados relevantes da amostragem e também ao aumento da quantidade comercializada. Em relação aos preços, o modelo se mostrou pouco significativo, provavelmente pela política de medicamentos genéricos ser um instrumento indireto de controle de preços. De qualquer forma, os resultados encontrados parecem sugerir o bom andamento da política de medicamentos genéricos, o que é um alívio em se tratando de um mercado tão essencial para o bem-estar da população. / In 1999, the generic medicines market was created in Brazil. Thus, a new phase of the Brazilian pharmaceutical market began. Through data provided by ANVISA on the Brazilian retail market, aimed to test in how far the generic drug policy has been successful, we used panel data to analyze the impact of the entry of generic drugs on the market structure, as well as the impact on prices and quantities sold between 2003 and 2007. The results were favorable to the policy as they show decrease of the concentration level in the relevant markets of the sample and also increase of the quantity sold. Regarding prices, the model was negligible, probably due to generic drug policy being an instrument of indirect price control. Anyway, the results seem to suggest the progress of the generic drug policy, which is a relief when it comes to a market as essential for the welfare of the population.

nÃo hà / This thesis aims facing the skeptical argument classic type from the contrastivist knowledge theory. The problem we will approach is when we accept the epistemic logic principle called closing principle. The principle states that knowledge is closed under implication and seems to regulate the way we expand our ordinary knowledge. Basically the closure affirms that for every epistemic subject S, target proposition p and logic Contrary q, If S knows that p and S knows that p logically implies q, so S knows that q. The problem arises when the contrary logic is a skeptical hypothesis, a hypothesis we can't know. Operating a modus tollens in the beginning closure a skeptic concludes logically that we can't know anything. To contextualize the skeptical problem contrastive solution problem that makes uses of closing we will show two theories treatment that will serve as preliminaries. The first is Fred Dretske's Relevant Alternatives Theory and the secondd is David Lewis' Contextualism. Dretske acknowledged accepting closure means surrendering to skepticism, for this reason tried to solve the problem rejecting the closing validity. The Closure rejection by Dretske, however, was considered ad hoc, therefore, unable to solve the problem. David Lewis contextualist solution, however, accepts the closure principle validity and seeks problem resolution by accusing the skeptic of misunderstand as to semantic term know. For Lewis, "knowledge" is an indexical term and , as such, undergoes contextual (semantic and epistemic) variations. Understand adequately the knowledge indexicality, for the contextualist, will show the paradox is only apparent. We will show Lewis theory advantages, but we will also show that it is unsatisfactory to solve skepticism problem. We will defend, finally, that the theory that best accommodates ordinary knowledge against skeptical arguments is Jonathan Schaffer's Contrastivism. The contrastivist theory will look to dodge the problem appealing to an epistemic revisionism. For Schaffer, the knowledge relation is essentially ternary and when we look at the skeptic puzzle by contrastivist bias we will perceive the problem is mitigated, that is, it is weakened in a most intuitive way than Dretske and Lewis theories. The contrastivist theory will defend, in an innovative way, that ordinary knowledge is compatible with skeptical doubt. / Esta tese tem por objetivo enfrentar um tipo clÃssico de argumento cÃtico a partir da teoria contrastivista do conhecimento. O problema que abordaremos surge quando aceitamos o princÃpio de lÃgica epistÃmica chamado princÃpio de fechamento. O princÃpio afirma que o conhecimento à fechado sob implicaÃÃo e parece regular o modo como expandimos nosso conhecimento ordinÃrio. Basicamente o fechamento afirma que para todo sujeito epistÃmico S, proposiÃÃo alvo p e contrÃria lÃgica q, se S sabe que p e S sabe que p implica logicamente q, entÃo S sabe que q. O problema surge quando a contrÃria lÃgica à uma hipÃtese cÃtica, uma hipÃtese que nÃo podemos conhecer. Operando um modus tollens no princÃpio de fechamento o cÃtico conclui logicamente que nÃo podemos conhecer qualquer coisa. Para contextualizar a soluÃÃo contrastivista do problema cÃtico que faz uso do fechamento apresentaremos o tratamento de duas teorias que nos servirÃo de preliminares. A primeira à a Teoria das Alternativas Relevantes de Fred Dretske e a segunda à o Contextualismo de David Lewis. Dretske reconheceu que aceitar o fechamento significa se render ao ceticismo, por esta razÃo tentou resolver o problema rejeitando a validade do fechamento. A rejeiÃÃo do fechamento por Dretske, entretanto, foi considerada ad hoc e, por isso, incapaz de resolver o problema. A soluÃÃo contextualista de David Lewis, entretanto, aceita a validade do princÃpio do fechamento e busca resolver o problema acusando o cÃtico de equivocar-se quanto à semÃntica do termo conhecer. Para Lewis o âconhecimentoâ à um termo indexical e, como tal, sofre variaÃÃes (semÃnticas e epistÃmicas) contextuais. Compreender adequadamente a indexicalidade do conhecimento, para o contextualista, mostrarà que o paradoxo à apenas aparente. Mostraremos as vantagens da teoria de Lewis, mas mostraremos tambÃm que ela à insatisfatÃria para resolver o problema do ceticismo. Defenderemos, por fim, que a teoria que melhor acomoda o conhecimento ordinÃrio frente aos argumentos cÃticos à o Contrastivismo de Jonathan Schaffer. A teoria contrastivista buscarà esquivar-se do problema apelando para um revisionismo epistÃmico. Para Schaffer, a relaÃÃo de conhecimento à essencialmente ternÃria e quando olharmos para o puzzle cÃtico pelo viÃs contrastivista perceberemos que o problema à mitigado, ou seja, à enfraquecido de um modo mais intuitivo do que as teorias de Dretske e Lewis. A teoria contrastivista defenderÃ, de maneira inovadora, que o conhecimento ordinÃrio à compatÃvel com a dÃvida cÃtica.