The main focus of the work is the design and construction of static excitation unit of asynchronous generator small hydro power plants with regard to the economic and technical demands. Description of the issue excitation asynchronous generators and possible technical solutions use asynchronous generators in island networks.

This master's thesis is focused to engine control by CAN bus. Theoretical part describes industrial control buses, servo-traction engines and their application. There are mentioned principal and basic parameters of common control buses and their comparison. Each engine type is described in side of construction and control requirements. Practical part of of this paper works on servo-engines in metal cutting machine applications.

The aim of this theses describes the design of the control program for the synchronous axes model and reconstruction of this model. The first main part is description of synchronous axes model, description of engines and other components of model. Then model modifications are described. Another part is discussing the TwinCAT programming environment and describe all important elements that must be performed for proper functionality of the model. There is also a description of function blocks that are used to program motion sequences. The last part is described of demonstration program and program which would be used for teaching.

Information processing in living tissues is dramatically different from what we see in common man-made computer. The data and processing is distributed into the activity of cells which communicate only with neighboring cells. There is no clock for the global synchronization of cellular activities. There is not even one bit of central memory for globally shared data. The communication network between cells is highly irregular and may change without changing the outcome of the computation. A simple network of automata is introduced and analyzed to represent a mathematical model of special group of cells in an imaginary tissue sample. The interaction between the cells, their communication method, and their level of intelligence is studied. Three different structures of this model are demonstrated. Later on a simplification in the cells' program and elimination of a beat keeping clock will lead to a finite state automata network that is surprisingly more powerful in achieving the overall network's goal than its previous generation which had the advantage of more complex programs and a beat keeping clock.

Synchronizing hand and foot movements under reactive versus predictive control results in differential timing structures between the responses. Under reactive control, where the movement is externally triggered, the electromyographic (EMG) responses are synchronized, resulting in the hand displacement preceding the foot. Under predictive control, where the movement is self-paced, the motor commands are organized such that the displacement onset occurs relatively synchronously, requiring the EMG onset of the foot to precede that of the hand. The current study used a startling acoustic stimulus (SAS), which is known to involuntarily trigger a prepared response, to investigate whether these results are due to differences in the pre-programmed timing initiation structure of the responses. Participants (n=17) performed isolated and synchronous movements of the right heel and right hand under both reactive and predictive modes of control. The reactive condition involved a simple reaction time (RT) task where participants performed the required movement in response to a visual go-signal. The predictive condition involved an anticipation-timing task where participants initiated the required movement coincidently with a sweeping clock hand reaching a target. On a subset of trials, a SAS (114 dB) was presented 150 ms prior to the imperative stimulus. Results from the SAS trials revealed that while the differential timing structures between the responses was maintained under both reactive and predictive control, the EMG onset asynchrony under predictive control was significantly smaller following the SAS. Additionally, there was no difference in the effect of the SAS when the movements were performed in isolation versus synchronously. Together, these results suggest that the timing between the responses, which differs between the two control modes, is pre-programmed; however, under predictive control, an increase in cortical activation from the SAS may have shortened the between-limb delay.

Diagnosis of two distinct malignant entities existing concurrently and at the same location (synchronous malignancy) by fine-needle aspiration (FNA) is unusual but may occur. Small lymphocytic lymphoma/chronic lymphocytic leukemia (SLL/CLL) in particular is associated with an increased incidence of secondary tumor, likely due to associated immunodeficiency. Co-occurrence of some carcinomas such as squamous cell carcinoma (SCC), may show especially aggressive behavior. A 57-year-old Caucasian male presented with recurrent upper extremity lymphedema and diffuse lymphadenopathy ofthe axillary and cervical regions. FNA ofa large cervical lymph node was diagnostic for both atypical lymphocytic proliferation and SCC. Flow cytometric analysis showed the atypical lymphocytic proliferation to be positive for CD5, CD23, CD19, CD20, HLA-DR, CD38, and the population was kappa light chain restricted. These cells were negative for CD-10 and FMC-7 antigens, suggesting a phenotype of B-cell SLL/CLL. We report a rare occurrence of metastatic SCC to a lymph node infiltrated by SLL/CLL. The diagnosis was achieved by a combination of cytomorphologic examination of FNA smears, immunohistochemical staining of cell block material, and flow cytometry on the sample obtained by FNA. To the best of our knowledge, only three cases of SCC metastasis to SLL/CLL diagnosed by FNA have been reported in the English literature. Though rare, awareness of such a possibility and careful cytological examination under the appropriate clinical conditions is warranted.

Early work on the reproductive seasonality of corals in the Red Sea suggested that corals exhibit temporal reproductive isolation, unlike on the Great Barrier Reef where many species spawn in synchrony. More recent work has however shown high synchrony in the maturity of gametes in Acropora species, suggesting multi-specific spawning is likely to occur in the Red Sea. In this thesis I investigate the patterns of coral reproduction in the central Red Sea. The spawning season in the central Red Sea lasts four months, from April to July and spawning occurs on nights around the full moon. During this period Acropora species show a peak of spawning in April, with some species spawning again in May. The level of synchrony, quantified with a spawning synchrony index, is comparable to other locations where multi-specific spawning has been reported. Observations over two consecutive years show that the synchrony of spawning was lower in spring 2012 than in spring 2011, and thus that spawning patterns are variable from one year to the other. Coral settlement patterns on artificial substrata confirmed a main spawning season in the spring but also supported reproductive data suggesting that some Porites spawn in October-November. Settlement was studied over 2.5 years on a reef, which had suffered recently from high mortality after a local bleaching event. Settlement appeared low but post-bleaching studies from other locations indicated similar abundances and showed that recruits generally did not increase until 5 years after the bleaching event. Abundance of juvenile corals however started to increase significantly three years after the bleaching. Successful recruitment, although low suggests that the coral assemblage on the affected reef will most likely recover as long as it is not affected by another disturbance.

Both legislative mandates such as those of No Child Left Behind (NCLB), and developments in the provision of reading instruction such as Response to Intervention (RTI), increase the demand for high quality tutoring services. However, the U.S. Department of Education and state officials report that access to intensive supplemental tutoring may be limited in rural and urban areas due to limited availability of qualified providers. Online tutoring may be one way to provide supplemental reading instruction to students identified as at-risk of reading failure. Researchers have focused on distance education since the 1920s. The authors of recent meta-analyses report near zero effect sizes between distance education and traditional face-to-face instruction for adults, paraprofessionals, postsecondary, and K-12 students. Relatively little information is available about the effects of distance education on K-12 students at-risk of reading failure. To update and narrow the search of previous reviews, we systematically reviewed literature on distance education for at-risk K-12 students. We found 39 articles that met our search criterion. None of the 39 articles provided empirical evidence on the effects of distance education for at-risk K-12 students. The purpose of this study was to examine the effects of online reading instruction for at-risk fourth-grade students in Utah and Philadelphia. A multiple baseline design was used to assess the extent to which at-risk fourth-grade students increase their oral reading rate given systematic supplemental online reading instruction. Tutoring consisted of four sessions per week with 50-minute lessons of direct instruction delivered over a web-based synchronous two-way audiovisual system. Analysis of the multiple baseline across participants revealed gains in oral reading fluency for all participants when placed into the synchronous online tutoring program. Additionally, all participants made standard score gains on basic reading skills as assessed by the Woodcock Johnson Test of Achievement and Dynamic Indicators of Basic Early Literacy Skills (DIBELS) benchmark assessments. Participating students and tutors reported an awareness of increased reading skills and value of synchronous online instruction. Finally, teachers and parents generally reported that students demonstrated increased reading skills after receiving instruction.

Blended Online Learning (BOL) combines synchronous and asynchronous online learning in ways that potentially can overcome limitations of fully asynchronous online. Although BOL has been an emergent modality for decades, research on the experiences, benefits and challenges of its implementation has been limited. However, the Covid-19 pandemic forced many college courses to go fully online, including courses with hands-on learning components assumed to require face-to-face instruction to support learners. For this study, the pandemic disruption offered an authentic learning setting to investigate the learning and experiences of pre-service teachers in a technology course that was forced into a fully online BOL modality. Previously, the technology course was delivered in a Blended Learning modality (BL) that combined face-to-face computer lab meetings with asynchronous online materials and activities using a Learning Management System (LMS). BOL replaced face-to-face meeting with synchronous online (e.g., Zoom) meetings.The purpose of this study was to explore if BL and BOL course modalities would generate different student outcomes in terms of rubric scores obtained on a final project (competence), along with student-written reflections on the final project (confidence/self-efficacy) that covered topics and skills such as digital audio, digital video, and PowerPoint. The study showed that students enrolled in the BL modality obtained higher scores on the final project as compared to students engaged in the BOL modality. On the other hand, BOL students made a higher number of problem-solving statements in their written reflections about the final project, displaying an antifragile disposition. This study contributes to the existing body of research on online learning modalities by exploring the dimension of competency and self-efficacy of students enrolled in blended and blended online versions of a course with concentration on learning technology. The findings of this study can inform decisions of teacher education administrators and faculty about how they are going to integrate educational technology into Teacher Education Programs. Further, the study has implications for adopting BOL modality in a range of higher education courses in which fully online delivery has been resisted because of students’ assumed needs for face-to-face support in skills learning.

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