The capacity of a directed hypergraph is a particular numerical quantity associated with a hypergraph. It is of interest because of certain important connections to longstanding conjectures in theoretical computer science related to fast matrix multiplication and perfect hashing as well as various longstanding conjectures in extremal combinatorics. We give an overview of the concept of the capacity of a hypergraph and survey a few basic results regarding this quantity. Furthermore, we discuss the Lovász number of an undirected graph, which is known to upper bound the capacity of the graph (and in practice appears to be the best such general purpose bound). We then elaborate on some attempted generalizations/modifications of the Lovász number to undirected hypergraphs that we have tried. It is not currently known whether these attempted generalizations/modifications upper bound the capacity of arbitrary hypergraphs. An important method for proving lower bounds on hypergraph capacity is to exhibit a large independent set in a strong power of the hypergraph. We examine methods for this and show a barrier to attempts to usefully generalize certain of these methods to hypergraphs. We then look at cap sets: independent sets in powers of a certain hypergraph. We examine certain structural properties of them with the hope of finding ones that allow us to prove upper bounds on their size. Finally, we consider two interesting generalizations of capacity and use one of them to formulate several conjectures about connections between cap sets and sunflower-free sets.

Tyrimo tikslas – ištirti savarankišką mokinių mokymąsi skatinančius veiksnius mokykloje, akcentuojant mokytojų požiūrį. Darbe siekiama atsakyti į probleminį tyrimo klausimą: kokie veiksniai mokytojų požiūriu skatina savarankišką mokinių mokymąsi mokykloje? Tyrimo objektas – mokinių savarankiškas mokymasis. Tyrimo uždaviniai: 1. Apžvelgti mokymosi teorijų sampratas bei išskirti šių teorijų pagrindinius parametrus. 2. Palyginti tradicinį ir šiuolaikinį mokymą(si). 3. Išskirti savarankišką mokinių mokymąsi skatinančius veiksnius. 4. Atskleisti mokytojo vaidmenį ir veiksnius, skatinančius mokinių savarankišką mokymąsi mokykloje. Duomenų rinkimo metodai: mokslo šaltinių apžvalga ir analizė, mokslinės literatūros analizė, pusiau struktūrizuotas interviu. Duomenų analizės metodas: kokybinė turinio analizė. Magistro darbas susideda iš dviejų dalių. Pirmojoje dalyje apžvelgiama mokymosi teorijų samprata ir pagrindiniai parametrai, tradicinis ir šiuolaikinis mokymas ir mokymasis, savarankiško mokinių mokymąsi skatinančių veiksnių teoriniai aspektai. Antrojoje dalyje yra analizuojami rezultatai, gauti atlikus kokybinį tyrimą. Galiausiai pateikiamos išvados ir rekomendacijos. Tyrimo rezultatai patvirtina atliktas teorines įžvalgas. Tyrimo rezultatai parodė, kad mokytojai yra atviri kaitai ir naujovėms bei jų pritaikymui savo darbe. Jie yra pasirengę seminarų, projektų metu, dalijantis gerąja patirtimi mokytis ugdyti mokinį... [toliau žr. visą tekstą] / The aim of the paper - to investigate independent factors contributing to student learning in school, focusing on teacher's attitudes. The paper seeks to answer basic question of research: which factors encourages teachers to independent learning of students in school? Research object - independent student learning. Tasks of research: 1. Review the concept theories of learning and exclude basic parameters. 2. Compare traditional and modern teaching and learning. 3. Distinguish independent student learning promoting factors. 4. Reveal the teacher's role and factors that promote students' self learning in school. Methods of research – literary, documents, legislation's analysis, semi-structured interview method and the content analysis. Master's paper consists of two parts. The first part reviews learning theories and the concept of key parameters, traditional and modern teaching and learning, self-promoting factors on student learning theoretical aspects. The second part analyzes the results from a qualitative study. Finally, conclusions and recommendations. The results confirm the accomplished theoretical insights. Survey results have shown that teachers are open to changes and innovations as well as adjusting them at work. Teachers prepare during seminars and projects while sharing the best experience how to train a student as an independent personality. The roles of a teacher change in contemporary training process. A teacher of... [to full text]

Darbo tema – Tėvų ir specialistų bendradarbiavimas ruošiant sutrikusio intelekto vaikus savarankiškam gyvenimui. Sutrikusio intelekto žmonės iki šiol mūsų visuomenėje yra laikomi silpnais ir nesavarankiškais, nesugebančiais spręsti gyvenimiškų problemų. Dažnai jie yra tapatinami su niekad nesuaugančiais vaikais. Pagrindinis sutrikusio intelekto vaikų ugdymo tikslas – parengti auklėtinius gyventi kaip galima savarankiškiau , todėl juos lavinant turi būti daug gyvenimiškų situacijų pratybų, mokymosi kartoti veiklą pagal jos nuoseklumą. Didelę įtaką ruošiant šiuos vaikus savarankiškam gyvenimui turi ugdymo kryptingumas. Sutrikusio intelekto vaikų rengimas savarankiškam gyvenimui yra sudėtingas ir įvairiapusis procesas, kuriam realizuoti reikia naujų pedagoginių būdų, metodų. Ypač aktualu kalbėti apie vaikų, turinčių negalią, savarankiškumo ugdymo ir realizavimo problemas ir galimybes tapo vykstant integracijai ir pradėjus rūpintis šių žmonių gyvenimo sąlygų bei kokybės gerinimu. Tyrimo objektas – tėvų ir specialistų bendradarbiavimas, ruošiant sutrikusio intelekto vaikus savarankiškam gyvenimui. Tyrimo tikslas – atskleisti tėvų ir specialistų bendradarbiavimo problemas, ruošiant sutrikusio intelekto vaikus savarankiškam gyvenimui. Tyrimo uždaviniai : Apibūdinti sutrikusio intelekto vaikų savarankiškumo bruožus. Atskleisti sutrikusį intelektą turinčių vaikų savarankiškumo formavimo ypatumus. Nustatyti tėvų ir specialistų bendradarbiavimo būdus ir problemas... [toliau žr. visą tekstą] / The topic of the thesis – the partnership of parents and specialists while training children with mental disorders to live independently. Nowadays in our society people with mental disorders are considered to be weak and non self-sufficient, being not able to solve life difficulties. They are often compared with children who never grow up. The major purpose of children with intellectual disabilities training is to prepare them to live as more independently as possible; therefore, there should be much practice of real-life situations and learning to repeat an activity under its sequence while training pupils. The purposefulness of education has a great impact on these children’s preparation for an autonomous life. The training of children with mental disorders to live on their own is a complicated and diverse process which needs new educational techniques and methods to get it realized. It became particularly relevant to talk about problems and possibilities of self-sufficiency training and implementation of children with intellectual disabilities during the process of integration and starting paying attention on the improvement of life conditions and quality. The subject-matter is the collaboration of parents and specialists while preparing children with mental disorders to live independently. The research goal is to reveal the problems of the partnership of parents and specialists while preparing intellectually disorded pupils to live on their own. The tasks of the... [to full text]

Singing voice separation (SVS) can be defined as the process of extracting the vocal element from a given song recording. The impetus for research in this area is mainly that of facilitating certain important applications of music information retrieval (MIR) such as lyrics recognition, singer identification, and melody extraction. To date, the research in the field of SVS has been relatively limited, and mainly focused on the extraction of vocals from monophonic sources. The general approach in this scenario has been one of considering SVS as a blind source separation (BSS) problem. Given the inherent diversity of music, such an approach is motivated by the quest for a generic solution. However, it does not allow the exploitation of prior information, regarding the way in which commercial music is produced. To this end, investigations are conducted into effective methods for unsupervised separation of singing voice from stereophonic studio recordings. The work involves extensive literature review of existing methods that relate to SVS, as well as commercial approaches. Following the identification of shortcomings of the conventional methods, two novel approaches are developed for the purpose of SVS. These approaches, termed SEMANICS and SEMANTICS draw their motivation from statistical as well as spectral properties of the target signal and focus on the separation of voice in the frequency domain. In addition, a third method, named Hybrid SEMANTICS, is introduced that addresses time‐, as well as frequency‐domain separation. As there is lack of a concrete standardised music database that includes a large number of songs, a dataset is created using conventional stereophonic mixing methods. Using this database, and based on widely adopted objective metrics, the effectiveness of the proposed methods has been evaluated through thorough experimental investigations.

Previous research has noted that members of research ethics committees are unclear about the extent of their roles. In this study, research amongst members of independent ethics committees (IECs) about how the ‘expert’ and ‘lay’ roles are understood and operationalized offers an explanation for this lack of clarity. IECs were selected for study because they have only addressed one type of research (Phase 1 ‘healthy volunteer’ studies) and this limited remit suggested that it would be in such committees that the member roles would have become most pronounced. Drawing on findings from the sociology of professions and employing a phenomenological approach to understanding, 20 semi-structured interviews with both expert and lay members of these committees revealed that a number of members were not only unclear about the roles, but unclear too whether they, or certain of their colleagues, were in which membership category. Notwithstanding this fact, and paradoxically, the ‘expert’ designation was seen as granting its members a privileged position on the committees. The expert member was seen to be either a medically qualified member or one tightly associated with the medical model. Such a repository of expertise being with the medical model privileges this model in ethics review such that other matters formally to be scrutinized by ethics committees become marginalised. Participant safety was the prime concern of the ethics review for IEC members. This relegated other matters including the adequacy of the insurance arrangements, the readability of the consent forms, the fairness of the inclusion criteria, and so forth, into areas of lesser concern. That this occurs though when the science, the safety and the methodology of the trials are already – separately - subject to an independent analysis by a body of experts, whose statutory role is to concern itself with these issues such that no trial may occur without their sanction, is of significance. IEC members were cognizant of this duplication of role but unable to resolve it. The situation could be accounted for as due to capture by the medical model and a cognitive dissonant process. Members’ training and education were found to have been neglected because under the medical professions’ gaze no other type of knowledge was considered necessary in ethics review. The study revealed that the medical profession’s dominance of such committees accounts for the members’ role uncertainty and as such allies itself to Freidson’s theory of professional dominance. If such a concept has been thought to be an obsolete one, this study suggests such a notion of the status of the theory is premature. The medical model’s status is implicitly accepted such that nothing else need be considered. The research calls for further studies to corroborate such findings in other research ethics settings and for a debate about what society wants its ethics committees to focus upon in their review.

A systematic study of the surface-initiated polymerisation kinetics of a relatively new type of atom transfer radical polymerisation (ATRP), activators regenerated by electron transfer (ARGET) ATRP, is first demonstrated in this report. Poly(2-hydroxyethyl methacrylate) (PHEMA) and poly(methyl methacrylate) (PMMA) were successfully grown from silicon surfaces at room temperature by surface-initiated ARGET ATRP using a "3rd generation" cationic macroinitiator. The polymer films were analysed by ellipsometry, X-ray photoelectron spectroscopy (XPS) and Fourier transform infrared spectroscopy (FTIR). With the initial experiment showing that water accelerated conventional ATRP but made it less controlled, the effect of solvent on ARGET ATRP was also evaluated. The living character of ARGET ATRP was demonstrated by successfully reinitiating PHEMA-grafted silicon wafers to grow a second block of PHEMA. Initiator density was shown to have a great effect on the growth rate of PHEMA film thickness on silicon surfaces by comparing the ARGET ATRP growth of PHEMA films using two different initiators, "1st generation" and "3rd generation" cationic macroinitiators, which have different ratios of initiating groups to positive charge. Another type of initiator for ATRP systems, an amide silane, was then investigated as an alternative to polyelectrolyte macroinitiators to avoid degrafting. The effects of solvent, 2, 2′ bipyridyl (bpy) ligand concentration and different types of reducing agent on the growth of PHEMA film from amide-initiator coated silicon wafers by ARGET ATRP were then explored at room temperature. However, it was found that the swings in the uncontrolled laboratory ambient temperature caused inter-sample and inter-experiment variability and so could make the evaluations inaccurate or even wrong. An investigation of temperature on ARGET ATRP showed a dramatic effect on the polymerisation rate. The higher the temperature, the faster the polymerisation proceeded. Therefore, the effects of solvent, ratio of bpy to Cu and reducing agent on the ARGET ATRP growth of PHEMA brushes from amide initiator-coated silicon wafers were re-evaluated at a constant temperature, 30 °C. The development of a polydopamine-based initiator, which was designed to be able to be immobilised on a wide range of surfaces, is then presented in this report. Polydopamine was first shown to be able to deposit on various types of material surfaces by oxidative polymerisation in aqueous solution. Bromoester initiating groups for ATRP systems were incorporated into polydopamine coatings by reacting a fraction of the dopamine monomer with 2-bromoisobutyryl bromide (BIBB) before polymerisation. The modified polydopamine initiator film grew at a comparable rate to unmodified polydopamine, with a 45 nm being grown in 24 hours. Successful incorporation of initiator groups was confirmed by XPS and FTIR, and by the growth of PMMA and PHEMA polymer brushes by ARGET ATRP from the polydopamine initiator coatings. A PMMA brush with a thickness of 239 nm was grown in 72 hours, indicating that the grafting density is sufficiently high to be in the brush regime. This initiator was demonstrated to be able to deposit on a range of substrates, such as metals (steel) and polymers (polystyrene), and successfully initiate polymer growth, demonstrating its broad applicability. The assessment of ARGET ATRP as a simple and effective tool for interfacial shear strength improvement in cellulose-based fibre reinforced thermoplastic composites is finally presented. It was demonstrated by control experiments that grafting polystyrene on glass fibre surfaces via ARGET ATRP greatly improved the interfacial adhesion between glass fibres and a high-impact polystyrene (HIPS) matrix, although a specific value of interfacial strength was not obtained due to failure of the modified glass fibre composite samples in areas other than the interface. It was then demonstrated that PMMA was successfully grown from the surfaces of polydopamine initiator coated cotton fibre and BIBB-modified cotton fibre by ARGET ATRP. Polydopamine initiator was shown to be a better initiator for cotton fibre than BIBB, possibly since the adsorbed water on cotton fibres can react with BIBB. The improvement of interfacial adhesion between cotton fibres and a PMMA matrix by grafting PMMA on the cotton surface was assessed by peel testing of cotton fibres pressed into PMMA sheets. There is a clear trend in the relationship between the peeling force and growth time of PMMA on the cotton fibre by ARGET ATRP, although the inter-sample reproducibility is not good.

It is conventional to argue that the autonomy and reputation of regulatory agencies depend on their expertise. Yet the studies on how independent regulatory agencies (IRAs) create and deploy their knowledge capacity are few and far apart. Normatively, the justification for delegating decision-making powers to IRAs is that they operate by using technical analysis and expertise rather than political considerations. But yet again, although delegation has been discussed as a design principle, systematic evidence on the conditions under which IRAs make use of knowledge and how is still scarce. The literature on knowledge utilization portrays a rather complex link between expertise and policy, where relevant knowledge is not always reflected in policy outcomes and plays several functions besides facilitating the solution of policy problems. Unfortunately, scholars of IRAs have not exploited the insights of this literature yet. This dissertation addresses the under-explored question of the usage of economic knowledge by IRAs. We identify four possible uses of expertise: instrumental (i.e., to solve problems); strategic (e.g. to advocate a position); symbolic (e.g., to gain legitimacy), and non-use. Our aim is to explain under which conditions a certain usage is more likely to occur. To do so, we draw on the methodological device of explanatory typologies (Elman 2005). Specifically, we select two explanatory dimensions that reflect both the context and the content of policy: the level of conflict in the policy arena, and the degree problem tractability. We use different combinations of these two dimensions to derive four hypotheses on the possible uses of expertise mentioned above. The elusive nature of knowledge utilization makes the identification and measurement of these different usages highly dependent on an in-depth understanding of the institutional, organisational, and political context in which a regulatory decision is taken. We have thus opted for a qualitative approach based on case studies and process tracing (Bennett 2010; Brady 2010; Freedman 2010) to appraise the four hypotheses. Empirically, we performed three case studies on regulatory policy decisions taken by the UK Office of Communications (Ofcom) between 2005 and 2010. We find that, given certain scope conditions, the prevalent use of economic analysis is instrumental - a finding that contradicts previous research that labelled instrumental learning as extremely rare, if not a sort of technocratic utopia. Other uses still exist however, and given other scope conditions regulators can be strategic and symbolic in their approach to knowledge and expertise. This is not surprising if we accept the notion that regulators operate in a policy environment that is eminently but not exclusively technical: to survive in a (at least partially) political environment, regulators have to deploy usages of knowledge that deviate from the instrumental type.

This study was performed as the result of gaps in the literature in the area of transition to independent living (IL) using secondary data from the National Longitudinal Transition Study 2 (NLTS-2). Its findings identify individual, skills, family, and school factors that predict postsecondary living status and moderators of the relationships between predictors and the outcome. Specifically, results indicated the following factors as predicting postsecondary living status: individual factors (ethnicity and disability label), skills (self-care, functional mental, personal autonomy, self-realization, and social), family factors (parental expectations and parental involvement in school), and school factors (student’s role in transition planning and having IL as the primary IEP goal). The following factors also emerged as moderators: ethnicity, disability label, mental skills, social skills, personal autonomy, and having IL as the primary goal. Performing analyses on secondary data, although providing the advantage of large numbers of participants, also result in limitations that were considered when making recommendations. Future research should investigate the accuracy of findings regarding skills predictors, and probe for better understanding of decision making during transition planning and participants’ experiences. Policy should include transition planning specifically for IL and postsecondary follow-up for this outcome, while practice should focus on incorporating planning for IL during transition planning, addressing cultural diversity in transition, and helping parents develop high and realistic expectations for their children.

There has been an increasing focus on web-based instruction (WBI) systems which accommodate individual differences in educational environments. Many of those studies have focused on the investigation of learners’ behaviour to understand their preferences, performance and perception using hypermedia systems. In this thesis, existing studies focus extensively on performance measurement attributes such as time spent using the system by a user, gained score and number of pages visited in the system. However, there is a dearth of studies which explore the relationship between such attributes in measuring performance level. Statistical analysis and data mining techniques were used in this study. We built a WBI program based on existing designs which accommodated learner’s preferences. We evaluated the proposed system by comparing its results with related studies. Then, we investigated the impact of related individual differences on learners’ preferences, performance and perception after interacting with our WBI program. We found that some individual differences and their combination had an impact on learners' preferences when choosing navigation tools. Consequently, it was clear that the related individual differences altered a learner’s preferences. Thus, we did further investigation to understand how multiple individual differences (Multi-ID) could affect learners’ preferences, performance and perception. We found that the Multi-ID clearly altered the learner’s preferences and performance. Thus, designers of WBI applications need to consider the combination of individual differences rather than these differences individually. Our findings also showed that attributes relationships had an impact on measuring learners’ performance level on learners with Multi-ID. The key contribution of this study lies in the following three aspects: firstly, investigating the impact of our proposed system, using three system features in the design, on a learner’s behavior, secondly, exploring the influence of Multi-ID on a learner’s preferences, performance and perception, thirdly, combining the three measurement attributes to understand the performance level using these measuring attributes.

The aim of the research is to identify, evaluate and develop service quality measures/dimensions – from the students’ point of view – at independent Colleges in the UK. The primary objective of the study is to determine whether private higher education providers in the UK meet student expectations. In order to achieve the primary objective, the research identified two secondary objectives as: what are the areas of service quality that are most important to students, when choosing to study at a private college in the UK; and does their chosen private college meet student expectations in all these areas? The research consists of three stages: 1) an extensive analysis of literature followed by discussions with industry experts to map recent developments within independent colleges in the UK, 2) an analysis of a student focus group discussions as well as an expert panel review, of the focus group findings, in order to develop the initial conceptual model and the development of the measurement instrument i.e., online questionnaire, and 3) the online questionnaire link was then promoted to qualifying participants internationally using the official website (www.service-quality.co.uk) as well as social media, such as Facebook, LinkedIn, and Twitter. In addition, links to the survey and the progress have been listed at several discussion groups as well as included in online press releases. The online questionnaire was made available from 1st June to 30th November 2013, to ensure sufficient time was given to promote the survey and attract a good number of responses. 12,775 completed questionnaires were gathered during the six months period. The sample data was analysed for the normality of distribution followed by assessment of validity and reliability, using parametric statistical analysis tools. Finally, the research concluded that students chose to study at independent colleges as they offered five service quality dimensions as: flexible, market driven, assurance, customer focus and focus practitioners. The participants also agreed that their chosen independent college either met or exceeded their expectations. The research findings were inconclusive in terms of the order of importance of these service quality dimensions. The service quality and performance model for independent colleges in the UK requires these three components: service quality dimensions, measures, and implementation points, to continuously refine and develop. Following such a model, the organisation will continuously identify and refine the service quality dimensions and measures to meet changing student expectations on a continuous basis, whilst sustaining positive service gaps, thriving to remove negative service gaps and by converting neutral areas to positive service gaps.