英語簡單句的認知診斷模式測驗，具有積極的教育意義，其訊息可以協助國小學生瞭解自己，也可以幫助國中小學校進行補救教學，促進國中英語課程的銜接。本研究對象為429位基隆市國民小學六年級學生，自編具有英語簡單句六個認知屬性的試題及其相關影響因素的測量問卷，研究發現如下： 壹、古典測驗理論之試題分析探索題目和相關影響因素： 一、英語簡單句題目，具有內部一致性信度和選項誘答力。 二、英語簡單句題目，以2個或3個認知屬性的題目比僅有1個認知屬性的題目具有難度與鑑別度。 三、自我效能、內在動機題目，具有良好的建構效度和內部一致性信度。 貳、以認知診斷模式分析英語簡單句測驗： 一、對於不良試題，認知診斷模式和古典測驗理論之試題分析結果可相呼應。 二、英語簡單句題目以G-DINA模式進行分析較為適當。 三、DINA模式和G-DINA模式的分析結果，大致相同。 四、僅有1個認知屬性的題目，有較高猜測參數，可能需要再檢視Q矩陣結構或修改試題。 五、認知屬性中，人稱代名詞單複數的判斷之精熟程度最高，而現在式一般動詞在單數或複數人稱上的使用之精熟程度最低。 六、精熟組型中，有幾乎一半的學生均具備全部的認知屬性；但是，也有約略二成的學生不具備任一認知屬性。 參、女學生、有課後英語文課程、高自我效能和高內在動機者，具有較多認知屬性個數的精熟組型 最後，本研究根據研究結果，提出供教育相關當局與人員之教學與研究建議。

The main purpose of this study was to develop a three-tier test for assessing ninth-grade students&rsquo / misconceptions about simple electric circuits. The first tier of an item on the test presents an ordinary multiple choice question, the second tier presents a set of reasons for the response given to the first tier, and the third tier questions if examinees are confident for their responses to the first two tiers. The study was carried in Polatli, the biggest outlying district of capital Ankara. In the light of the related literature, interviews were conducted by the researcher so as to collect information about students&rsquo / understanding of simple electric circuits. Thereby, a list of misconceptions was acquired and it was used for developing an open-ended questionnaire. Next, the questionnaire was examined by two physics teachers and an instructor from METU for establishing content validity. The questionnaire was administered to 99 ninth-grade students and their responses were categorized in the purpose of determining the distracters of the three-tier test / the Simple Electric Circuit Diagnostic Test (SECDT). At last, the SECDT was developed and administered to 124 ninth-grade students. The validity of the SECDT was established by means of quantitative methods in addition to the qualitative methods. A positive correlation coefficient was estimated between student scores and confidence levels, that is, successful students on the SECDT were more confident for their responses than unsuccessful students. This result means that the SECDT works properly, for example, students generally understood the items and found their reasoning among the distracters. Also, what items measure was investigated by means of factor analysis, and three reasonable factors were obtained. Furthermore, proportions of false positives and negatives were estimated and found as 17.47 % and 10.82 %, respectively. As well as, Cronbach alpha reliability coefficient of student scores was estimated as 0.69, but the reliability coefficient of student misconception scores was estimated as 0.33. Consequently, the SECDT scores are valid and reliable measure of students&rsquo / qualitative understanding of simple electric circuits / however, misconception scores may not be reliable.

A method to solve the Navier-Stokes equations for incompressible viscous flows is proposed. This method is SIMPLE (Semi-Implicit Method for Pressure Linked Equations) algorithm to iteratively solve the two-dimensional laminar steady momentum equations and based upon finite volume method on staggered grids. Numerical tests are performed on several cases of the flow in the lid-driven cavity, as well as of the flow after a backward-facing step with SIMPLE and SIMPLER (SIMPLE Revised) methods. Finally, results are compared qualitatively and quantitatively with numerical and experimental results available in the literature for different Reynolds numbers to validate the methods.

The problem of determining whether or not a theoretical model is an accurate representation of an empirically observed phenomenon is one of the most challenging in the empirical scientific investigation. The following study explores the problem of stochastic model validation. Special attention is devoted to the unusual two-peaked shape of the empirically observed distributions of the conditional on realised volatility financial returns. The application of statistical hypothesis testing and simulation techniques leads to the conclusion that the conditional on realised volatility returns are distributed with a specific previously undocumented distribution. The probability density that represents this distribution is derived, characterised and applied for validation of the financial model.

The SOAP Service Description Language (SSDL) is a SOAP-centric language for describing Web Service contracts. SSDL focuses on message abstraction as the building block for creating service-oriented applications and provides an extensible range of protocol frameworks that can be used to describe and formally model Web Service interactions. SSDL's natural alignment with service-oriented design principles intuitively suggests that it encourages the creation of applications that adhere to this architectural paradigm. Given the lack of tools and empirical data for using SSDL as part of Web Services-based SOAs, we identified the need to investigate its practicability and usefulness through empirical work. To that end we have developed Soya, a programming model and runtime environment for creating and executing SSDL-based Web Services. On the one hand, Soya provides straightforward programming abstractions that foster message-oriented thinking. On the other hand, it leverages contemporary tooling (i.e. Windows Communication Foundation) with SSDL-related runtime functionality and semantics. In this thesis, we describe the design and architecture of Soya and show how it makes it possible to use SSDL as an alternative and powerful metadata language without imposing unrealistic burdens on application developers. In addition, we use Soya and SSDL in a case study which provides a set of initial empirical results with respect to SSDL's strengths and drawbacks. In summary, our work serves as a knowledge framework for better understanding message-oriented Web Service development and demonstrates SSDL's practicability in terms of implementation and usability.

Made available in DSpace on 2015-03-26T13:32:13Z (GMT). No. of bitstreams: 1 texto completo.pdf: 496246 bytes, checksum: 8cb1dcd5339bc6d6dd6f03c0370368bf (MD5) Previous issue date: 2012-02-15 / This study aimed to develop, evaluate and verify the influence of medium values imputation through six methods on the genotype recommendation imputing missing in medium genotype from methodologies of stability and adaptability in experiments incomplete sets of conilon coffee, so that it can determine whether it is appropriate or not the implementation of missing means imputation. The first method imputes a missing value through a mathematical model that is a function of the experimental medium value added the effect of genotype; the second method adds to this model the environmental effect. The third, fourth and fifth methods created impute a missing value through a simple linear regression, whose independent variables are the environmental effects, which are estimated using all available data in the experiment set (method 3), or just the means of the genotypes that were evaluated in all environments (method 4). The independent variable of the fifth method are the mean responses of the genotype most correlated with the one you want to estimate a missing value. The dependent variable of these regressions are the mean responses of the genotype that you want to estimate the missing value. The sixth method keeps the sum of squares of the genotype x environment interaction. In order to evaluate and verify the influence of imputation methods proposed, it was obtained a data set provided by INCAPER (Capixaba Institute of Research, Technical Assistance and Rural Extension). It was from an experiment tin which 38 complete set genotypes (clones) of conilon coffee were evaluated in18 environments according to your productivity (bags/hectare). This experiment was submitted to Lin & Binns (1998) and Eberhart-Russell (1966) stability and adaptability analyses, generating, then, reference recommendations. After that, some means were removed randomly simulating experiments with 1%, 5% and 10% of missing means. Then, new mean values were generated through the imputation methods developed. The evaluation of these methodologies and verification of the influence of imputation on the recommendation of the genotypes was performed by calculating the mean squared error, the Spearman correlation between the Lin & Binns recommendation before and after imputation, and the percentage of changes on the recommendation of the genotypes in relation to the reference Eberhart-Russel recommendation. According to the results obtained in this study, the performance of the imputation of means by the developed methodologies with better performance (2, 3, 4 and 6) in incomplete experiment sets is advisable, since the changes in the recommendations of the genotypes was small compared with the number of missing means in the evaluated experiments. / Este estudo teve por objetivo desenvolver, avaliar e verificar a influência de seis métodos de imputação de médias faltantes na recomendação de genótipos proveniente de metodologias de estabilidade e adaptabilidade em experimentos conjuntos incompletos de café conilon, de modo que seja possível constatar se é conveniente ou não a realização da imputação das médias faltantes. O primeiro método imputa uma média faltante por meio de um modelo que é função da média geral acrescida do efeito do genótipo; já o segundo, adiciona a esse modelo o efeito de ambiente. O terceiro, quarto e quinto métodos elaborados imputam uma média faltante por meio de uma regressão linear simples, cujas variáveis independentes são os índices ambientais, que são estimados utilizando todos os dados disponíveis no experimento conjunto (método 3), ou apenas as médias dos genótipos que foram avaliados em todos os ambientes (método 4). A variável independente do quinto método são as respostas médias do genótipo de maior correlação com aquele que se deseja estimar um valor faltante. A variável dependente destas regressões são as respostas médias do genótipo que se deseja estimar o valor faltante. O sexto método mantém a soma de quadrados da interação genótipo x ambiente. Para que a avaliação e verificação da influência dos métodos de imputação propostos fossem possíveis, foi obtido um conjunto de dados cedido pela INCAPER (Instituto Capixaba de Pesquisa, Assistência Técnica e Extensão Rural) oriundo de um experimento conjunto completo em que 38 genótipos (clones) de café conilon foram avaliados em 18 ambientes segundo suas produtividades (sacas/hectare). Este experimento foi submetido às análises de estabilidade e adaptabilidade de Lin & Binns (1998) e Eberhart-Russel (1966), gerando, dessa forma, recomendações padrão. Feito isto, médias foram retiradas aleatoriamente simulando experimentos com 1%, 5% e 10% de médias faltantes. Daí, por meio dos métodos de imputação elaborados, novos valores de médias foram gerados. A avaliação dessas metodologias e a verificação da influência da imputação na recomendação dos genótipos foram realizadas por meio do cálculo do Erro Quadrático Médio, da Correlação de Spearman entre a recomendação de Lin & Binns antes e após a imputação das médias, e da porcentagem de mudanças na recomendação dos genótipos em relação à recomendação padrão de Eberhart-Russel. Conforme os resultados obtidos neste estudo, a realização da imputação das médias mediante as metodologias desenvolvidas com melhor desempenho (2, 3, 4 e 6) em experimentos conjuntos incompletos é aconselhável, uma vez que a alteração nas recomendações dos genótipos avaliados foi pequena se comparado com o número de médias faltantes nos ensaios avaliados.

This study is focused on the transfer accounts and the prototype accounts, and examines aspect through looking at L1 Swedish learners of Spanish who are at early stages of acquisition. The prototype accounts postulate that adult learners will acquire the most prototypical forms of a grammatical feature first, and then, as proficiency increases, less prototypical features, called extended meanings, will be acquired incrementally (Shirai & Andersen, 1995, Geeslin & Fafulas, 2012). The transfer accounts claim that all grammatical features of the L1 will transfer at initial stages, and that this will either facilitate or impede acquisition, depending on if there are structures that are realized differently or similarly in the L1 and in the L2 (Kellerman, 1979, Gass & Ard, 1984, Schwartz & Sprouse, 1996, Gabriele et al., 2015). The study uses the stimuli and experiment used in Gabriele et al. (2015), a study that tested L1 English learners of Spanish and found evidence that support the transfer accounts. Results from the present study shows positive evidence of L1 transfer, which is taken as support for the transfer account. The results are not compatible with the prototype accounts. A finding of a marginal difference might be indicative of L2 transfer, which is also taken as evidence for the transfer accounts.

[pt] O objetivo desta dissertação é apresentar algumas técnicas e ferramentas para a obtenção de cotas superiores e inferiores para tempos de mistura de cadeias de Markov. Para que isso se torne mais interessante, apresentaremos estes conceitos através de cadeias de Markov que atuam sobre o grupo simétrico, que podem ser vistas como embaralhamentos de cartas. Ademais, usaremos um destes embaralhamentos como toy model para o processo de exclusão simples simétrico, o que nos ajudará a determinar os tempos de mistura do embaralhamento e do famoso sistema de partículas. / [en] The aim of this dissertation is to introduce some techniques and tools to obtain upper and lower bounds for Markov chains mixing times. To make it more interesting, we introduce these concepts through Markov chains that act on the symmetric group, which can be seen as card shuffles. Furthermore, we use one of these shuffles as a toy model for the symmetric simple exclusion process, which helps us to determine mixing times for the shuffle and for the famous particle system.

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Ce travail de thèse s'inscrit dans lignée des travaux de Mueller et Dweck (1998) et visait à étudier l'effet des compliments (ou feedback attributionnels) de capacité et d'effort sur les buts, l'implication, les attributions causales et les performances des élèves. Au-delà de l'aspect réplication, notre objectif était d'examiner l'effet d'interaction entre les compliments et les attributions d'échec sur les performances. Dans une série de quatre études, des élèves de cinquième année de primaire recevaient un compliment de capacité ou d'effort pour leur réussite à une première série d'exercices de difficulté moyenne puis indiquait leur préférence pour un but. Après une deuxième série d'exercices très difficile, les élèves recevaient un feedback négatif et devaient communiquer leur implication dans la tâche et les causes de leur échec. Enfin, une troisième série d'exercices de difficulté moyenne permettait d'évaluer à nouveau leurs performances. Nous ne retrouvons aucun des résultats observés par Mueller et Dweck (1998). En revanche, les résultats pointent le rôle des attributions dans la relation entre le compliment et les performances. L'une des études, conduite parallèlement en France et en Chine, révèle des effets distincts du compliment selon les cultures. Deux études supplémentaires nous ont permis de tester nos hypothèses en regard de la non-réplication des résultats. La première se pose en termes de développement différencié de la compréhension des notions d'effort et de capacité. La seconde est d'ordre méthodologique et concerne l'effet du feedback positif simple donné conjointement au compliment. Les résultats vont dans le sens de la première hypothèse. / In line with Mueller and Dweck (1998) framework, this thesis work aimed at studying the effects of praise (or attributional feedback) for effort or ability on pupils' goals, implication, causal attributions and academic performances. Beyond replication aspect, our goal was to examine the interaction effect between praise and failure attributions on performances. In a series of four studies, fifth graders received ability or effort praise for their success on a first set of exercises of moderate difficulty and pointed out their goal preference. After a second difficult set of exercises, pupils received negative feedback and were asked about their task implication and their failure attributions. Finally, a third set of exercises of middle difficulty allowed us to reevaluate their performances. None of the results observed by Mueller and Dweck (1998) appeared. However, results pointed out the role of causal attributions in the relation between praise and performances. One of these studies realized in the same time in France and China revealed different effects of praise according to the cultures. Two additional studies allowed us to test our hypotheses about the nonreplication of the results. The first one dealt with the differentiated development of the understanding of effort and ability notions. The second one was of methodological order and concerned the effect of simple positive feedback jointly given with praise. The results support the first hypothesis.