Although much research has reported the effectiveness of task repetition on oral performance (Bygate, 2018), few studies have investigated its effectiveness on writing performance (Manchón, 2014), especially in languages other than English. For instance, Nitta and Baba’s (2014) longitudinal study revealed that EFL undergraduates considerably progressed their syntactic complexity and lexical aspects, but not fluency, through repeating a timed writing task. In relation to the task repetition, however, whether and how L2 learners develop their grammatical accuracy and communicative adequacy (Pallotti, 2009) has remained unclear in the literature. Furthermore, in addition to the linguistic measurements and the qualitative assessments, scant research has attempted to investigate whether any significant changes are brought about in terms of learners’ perceptions through repeating language tasks. <br>Therefore, the current study has shed new light on the developmental changes in the writing performance of Japanese-as-a-foreign-language (JFL) learners. It investigated whether any remarkable changes are brought about in terms of overall complexity, complexity by subordination, accuracy, and fluency through repeating a weekly “15-Minute Writing Task” throughout one academic semester (16 weeks) and one academic year (32 weeks). The writing task topics were considered in terms of the Cognition Hypothesis (Robinson, 2001), which states that different cognitive demands of tasks will lead to different L2 output. Regarding this point, this study explored whether there were any significant differences between two task types: descriptive and argumentative essays. JFL learners who were enrolled in an intermediate-level course at an American university engaged in the two different types of timed writing tasks.<br>First, the one-semester investigation, based on the pre/posttest analysis, revealed different patterns between the two types of writing tasks. For the descriptive essays, despite the improvements in overall complexity, complexity by subordination, and fluency with a large effect size (r ≥ .6) (Plonsky & Oswald, 2014), no significant findings were confirmed for accuracy. In contrast, in the argumentative essays, the learners improved all the linguistic aspects but with a medium effect size (.4 ≤ r < .6).<br>Second, in the one-year investigation, the JFL learners significantly improved overall complexity, complexity by subordination, and fluency during the study period. The dynamic systems approach (Verspoor & van Dijk, 2011) also unraveled the developmental trajectories to show how different variables interacted in the two different types of writing tasks, respectively, throughout the measurement period. Although there were no statistically significant differences in grammatical accuracy measures, the process of L2 writing development showed fluctuations, demonstrating that the improvements in syntactic complexity seemed to have caused many grammatical errors temporarily. Lastly, the learners’ compositions, which were also assessed qualitatively by two native Japanese speakers in terms of readability, indicated significant improvements in communicative adequacy.<br>Finally, to investigate any changes in the learners’ beliefs toward Japanese writing before and after the task repetition, the JFL learners completed the Belief Questionnaire About Writing in Japanese (Ishibashi, 2009). In addition, to examine any changes in foreign language anxiety with a focus on Japanese writing, the learners were required to complete the second-language version of the Daly-Miller Writing Apprehension Test (Cheng, Horwitz, & Schallert, 1999). The study found that the extensive writing experience had a positive impact on the JFL learners’ confidence and willingness when writing in L2 Japanese.<br><br>

Eine Kompetenz beschreibt im Kontext eines Lehr-/Lernprozesses fachliche und fachübergreifende Basisqualifikationen. Als latente Fähigkeit kann sie jedoch nicht direkt beobachtet werden. Eine indirekte Beobachtung ist möglich, indem sie durch eine Menge valider Aufgaben beschrieben wird, die nur erfolgreich bearbeitet werden können, wenn die Kompetenz existiert. Werden diese Aufgaben durch einen Lernenden bearbeitet, so liefert ihm das Ergebnis der Bearbeitung ein unmittelbares Feedback über seinen aktuellen Lernerfolg. Der Lehr-/Lernprozess verhält sich dabei wie ein Regelkreis, in dem das Feedback als Regelgröße Einfluss auf verschiedene Aspekte des Lernens nimmt, zum Beispiel die Motivation. Wurde eine Aufgabe nicht korrekt gelöst, wünschen sich die Lernenden Feedback, welches ihnen hilft, das Problem zu erkennen, zu verstehen und zu lösen. Dabei kann sie ein Tutor unterstützen. Betreut der Tutor jedoch mehrere Lernende gleichzeitig, zum Beispiel während einer Übung, kann es zu einer Verringerung der individuellen Betreuungszeit kommen. Dadurch fällt es dem Tutor schwerer, ein individuelles, ausführliches und sofortiges Feedback im Anschluss an die Aufgabenbearbeitung zu geben. Es wird anhand mehrerer empirischer Studien untersucht, ob zuvor entwickeltes FCF einen Beitrag zur Bewältigung dieser Herausforderung bei kompetenzorientierten Programmieraufgaben leisten kann.

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This diploma thesis analyses and tries to solve a communication problem found in a roofing company situated in Průhonice nearby Prague. The solution is presented as a web application and new web page. The diploma thesis is constructed as follows: an analysis, the problem description, suggestion of a solution, creating the suggested solution and trial launching. In the end, the thesis evaluates the costs and benefits of the web application and web page.

The aim of the diploma thesis is to choose network simulator suitable for network technologies laboratory tasks for educational use. Theoretical part of thesis describes basics of network communication, addressing, reference models. Thesis also describes standards Wi Fi, Ethernet and routing protocol OSPF - technologies which are discussed in laboratory tasks. The practical part of diploma thesis describes a few available network simulators suitable for creating two laboratory tasks. Finally, the NS-3 simulator was chosen. Both laboratory tasks include theoretical introduction, detailed description of source code, individual tasks, expected outputs and control questions which senses understanding of discussed technologies.

Communication between devices should be based on predefined rules. These rules are called communication protocols. In this master thesis I am concerned with communication protocols, specially security protocols. Their design demand specialized tools, that will provide interactive simulations and security testing. I have described each of these tools in detail and mentioned about their properties, their pros and cons. In available tools I have implemented security protocols. The result is set of demonstration tasks that are usable in network courses at FIT VUT

The thesis is devoted to organometallic chemistry teaching problematics at Czech secondary schools. In this thesis it is analyzed what space in the schooling is given this theme by educational programs. Furthermore, the thesis are in terms of the theme of organometallic compounds analyzed secondary school textbooks commonly used chemical education, and there is estimated interest of teachers for the newly prepared materials on this topic as well. As a reaction to the conclusions of the analyzes was prepared explanatory text on the topic of organometallic compounds intended for teachers who can use it for their own learning and to prepare their lessons as well. The second main output of this work is a set of test tasks relating to the created explanatory text of organometallic compounds. These questions are not only intended for testing mastering the topic of organometallic compounds by pupils, but also serves as an mastery-level proposal of the topic that students especially in grammar schools and secondary vocational schools should achieve. Explanatory text and a set of test tasks were verified by teachers teaching chemistry through direct interview method and then there were incorporated comments emerged in the interviews into them. Powered by TCPDF (www.tcpdf.org)

With the development of technologies such as Global Navigation Satellite Systems (GNSS), mobile computing, and Information and Communication Technology (ICT) the procedure of sampling positional data has lately been significantly simplified.  This enables the aggregation of large amounts of moving objects data (i.e. trajectories) containing potential information about the moving objects. Within Knowledge Discovery in Databases (KDD), automated processes for realization of this information, called trajectory data mining, have been implemented.   The objectives of this study is to examine 1) how trajectory data mining tasks are defined at an abstract level, 2) what type of information it is possible to extract from trajectory data, 3) what solutions trajectory data mining tools implement for different tasks, 4) how tools uses visualization, and 5) what the limiting aspects of input data are how those limitations are treated. The topic, trajectory data mining, is examined in a literature review, in which a large number of academic papers found trough googling were screened to find relevant information given the above stated objectives.   The literature research found that there are several challenges along the process arriving at profitable knowledge about moving objects. For example, the discrete modelling of movements as polylines is associated with an inherent uncertainty since the location between two sampled positions is unknown.  To reduce this uncertainty and prepare raw data for mining, data often needs to be processed in some way. The nature of pre-processing depends on sampling rate and accuracy properties of raw in-data as well as the requirements formulated by the specific mining method. Also a major challenge is to define relevant knowledge and effective methods for extracting this from the data. Furthermore are conveying results from mining to users an important function. Presenting results in an informative way, both at the level of individual trajectories and sets of trajectories, is a vital but far from trivial task, for which visualization is an effective approach.   Abstractly defined instructions for data mining are formally denoted as tasks. There are four main categories of mining tasks: 1) managing uncertainty, 2) extrapolation, 3) anomaly detection, and 4) pattern detection. The recitation of tasks within this study provides a basis for an assessment of tools used for the execution of these tasks. To arrive at profitable results the dimensions of comparison are selected with the intention to cover the essential parts of the knowledge discovery process. The measures to appraise this are chosen to make results correctly reflect the 1) sophistication, 2) user friendliness, and 3) flexibility of tools. The focus within this thesis is freely available tools, for which the range is proven to be very small and fragmented. The selection of tools found and reported on are: MoveMine 2.0, MinUS, GeT_Move and M-Atlas.   The tools are reviewed entirely through utilizing documentation of the tools. The performance of tools is proved to vary along all dimensional measures except visualization and graphical user interface which all tools provide. Overall the systems preform well considering user-friendliness, somewhat good considering sophistication and poorly considering flexibility. However, since the range of tasks, which tools intend to solve, overall is varying it might not be appropriate to compare the tools in term of better or worse.   This thesis further provides some theoretical insights for users regarding requirements on their knowledge, both concerning the technical aspects of tools and about the nature of the moving objects. Furthermore is the future of trajectory data mining in form of constraints on information extraction as well as requirements for development of tools discussed, where a more robust open source solution is emphasised. Finally, this thesis can altogether be regarded to provide material for guidance in what trajectory mining tools to use depending on application. Work to complement this thesis through comparing the actual performance of tools, when using them, is desirable. / I och med utvecklingen av tekniker så som Global Navigation Satellite systems (GNSS), mobile computing och Information and Communication Technology (ICT) har tillvägagångsätt för insamling av positionsdata drastiskt förenklats. Denna utveckling har möjliggjort för insamlandet av stora mängder data från rörliga objekt (i.e. trajecotries)(sv: rörelsebanor), innehållande potentiell information om dessa rörliga objekt. Inom Knowledge Discovery in Databases (KDD)(sv: kunskapsanskaffning i databaser) tillämpas automatiserade processer för att realisera sådan information, som kallas trajectory data mining (sv: utvinning från rörelsebanedata).   Denna studie ämnar undersöka 1) hur trajectory data mining tasks (sv: utvinning från rörelsebanedata uppgifter) är definierade på en abstrakt nivå, 2) vilken typ av information som är möjlig att utvinna ur rörelsebanedata, 3) vilka lösningar trajectory data ming tools (sv: verktyg för datautvinning från rörelsebanedata) implementerar för olika uppgifter, 4) hur verktyg använder visualisering, och 5) vilka de begränsande aspekterna av input-data är och hur dessa begränsningar hanteras. Ämnet utvinning från rörelsebanedata undersöks genom en litteraturgranskning, i vilken ett stort antal och akademiska rapporter hittade genom googling granskas för att finna relevant information givet de ovan nämnda frågeställningarna.   Litteraturgranskningen visade att processen som leder upp till en användbar kunskap om rörliga objekt innehåller dock flera utmaningar. Till exempel är modelleringen av rörelser som polygontåg associerad med en inbyggd osäkerhet eftersom positionen för objekt mellan två inmätningar är okänd. För att reducera denna osäkerhet och förbereda rådata för extraktion måste ofta datan processeras på något sätt. Karaktären av förprocessering avgörs av insamlingsfrekvens och exakthetsegenskaper hos rå indata tillsammans med de krav som ställs av de specifika datautvinningsmetoderna. En betydande utmaning är också att definiera relevant kunskap och effektiva metoder för att utvinna denna från data. Vidare är förmedlandet av resultat från utvinnande till användare en viktig funktion. Att presentera resultat på ett informativt sätt, både på en nivå av enskilda rörelsebanor men och grupper av rörelsebanor är en vital men långt ifrån trivial uppgift, för vilken visualisering är ett effektivt tillvägagångsätt.   Abstrakt definierade instruktioner för dataextraktion är formellt betecknade som uppgifter. Det finns fyra huvudkategorier av uppgifter: 1) hantering av osäkerhet, 2) extrapolation, 3) anomalidetektion, and 4) mönsterdetektion. Sammanfattningen av uppgifter som ges i denna rapport utgör ett fundament för en utvärdering av verktyg, vilka används för utförandet av uppgifter. För att landa i ett givande resultat har jämförelsegrunderna för verktygen valts med intentionen att täcka de viktigaste delarna av processen för att förvärva kunskap. Måtten för att utvärdera detta valdes för att reflektera 1) sofistikering, 2) användarvänlighet, och 3) flexibiliteten hos verktygen. Fokuset inom denna studie har varit verktyg som är gratis tillgängliga, för vilka utbudet har visat sig vara litet och fragmenterat. Selektionen av verktyg som hittats och utvärderats var: MoveMine 2.0, MinUS, GeT_Move and M-Atlas.   Verktygen utvärderades helt och hållet baserat på tillgänglig dokumentation av verktygen.  Prestationen av verktygen visade sig variera längs alla jämförelsegrunder utom visualisering och grafiskt gränssnitt som alla verktyg tillhandahöll. Överlag presterade systemen väl gällande användarvänlighet, någorlunda bra gällande sofistikering och dåligt gällande flexibilitet. Hursomhelst, eftersom uppgifterna som verktygen avser att lösa varierar är det inte relevant att värdera dem mot varandra gällande denna aspekt.   Detta arbete tillhandahåller vidare några teoretiska insikter för användare gällande krav som ställs på deras kunskap, både gällande de tekniska aspekterna av verktygen och rörliga objekts beskaffenhet. Vidare diskuteras framtiden för utvinning från rörelsebanedata i form av begränsningar på informationsutvinning och krav för utvecklingen av verktyg, där en mer robust open source lösning betonas. Sammantaget kan detta arbete anses tillhandahålla material för vägledning i vad för verktyg för datautvinning från rörelsebanedata som kan användas beroende på användningsområde. Arbete för att komplettera denna rapport genom utvärdering av verktygens prestation utifrån användning av dem är önskvärt.

The purpose of this study has been to investigate which approach history textbooks authors have towards the historical representations of male respective female tasks, places and traits, aswell as how these representations relates to the gender perspective in Gy 11.In this study three history textbooks are analyzed with the help of a discourse analysis based on a sender-oriented interpretation strategy and Yvonne Hirdman’s gender system. The result shows that all history textbooks authors in general have a critical approach towards the historical aswell as the contemporary representation of male respective female tasks, places and traits and that this is in line with the gender perspective in Gy 11. In the concluding discussion it is established that the result of this study differ from previous studies regarding the presence of dominating male norms, the separation of male and female aswell as the lack of gender perspective.

The article deals with a special kind of modelling tass. These problems are used for learning and researching as well. So the results of an empirical study on mathematical modelling of pupils in secondary schools are presented. Pupils of forms 8-10 were observed working on open, realistic problems. These observations were recorded and evaluated. The goal of the presented part of the study is a detailed look at the control processes of modelling problems. In this context changes between real life control and mathematical control during the control phases are studied and evaluated. We describe in detail the sub phases of controlling and explain their connection with modelling process. The problems used in this project can also be used in math lessons, so this kind of research can put teachers and researchers together. These tasks are suitable to support ongoing in-service development and teacher education.