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The Global ETD Search service is a free service for researchers
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Showing 131 to 140 of 200 (0.035 seconds)Spelling suggestions: "subject:"hier"" "subject:"vier""
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Modeling, analysis, and optimization of multi-tier cellular networksSakr, Ahmed 02 February 2017 (has links)
Multi-tier cellular networks have led to a paradigm shift in the deployment of base stations (BSs) where macrocell BSs are overlaid with smaller and lower power BSs such as microcells, picocells, and femtocells. Stochastic geometry has been proven to be an effective tool to capture such heterogeneity and uncertainties in deployment of cellular BSs. In stochastic geometry, random spatial models are used to model multi-tier cellular networks where the locations of BSs is each tier is assumed to be drawn from a point process with the appropriate spatial density. This thesis proposes stochastic geometry-based approaches to analyze, model, and optimize multi-tier cellular networks under several setups and technologies. First, I propose a novel location-aware cross-tier cooperation scheme that aim at improving the performance of users with low signal-to-interference-plus-noise ratio (SINR). Second, I study the performance of cognitive device-to-device (D2D) communication in multi-channel downlink-uplink cellular network with energy harvesting. For the coexistence between cellular and D2D transmissions, I propose a spectrum access policy for cellular BSs to avoid using D2D channels when possible. Third, I investigate the feasibility of energy harvesting from ambient RF interference in multi-tier uplink cellular networks. For this setup, I capture randomness in the network topology and the battery dynamics. Fourth, I extend multi-tier uplink cellular networks to consider the case when users do not necessarily associate with the nearest BS (i.e., flexible cell association). Finally, I compare between different cell association criteria including coupled and decoupled cell association for uplink and downlink transmissions in multi-tier full-duplex cellular networks. For all network setups, I use stochastic geometry to derive simple and closed-form expressions to evaluate the performance in terms of several metrics, e.g., outage probability, mean rate, transmission probability, success probability, and load per BS. I also highlight main tradeoffs in different networks and provide guidelines to optimize different performance metrics by carefully tuning fundamental network design parameters. / February 2017
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Recurso ordinário constitucional em processo civil / The recurso ordinário constitucional appel in the civil procedureSouza Neto, José Eugenio do Amaral 27 May 2013 (has links)
Esta dissertação analisa o recurso ordinário constitucional, espécie recursal autônoma e heterogênea, em Processo Civil. Apenas dois tribunais superiores, o Supremo Tribunal Federal e o Superior Tribunal de Justiça, possuem competência para julgar esse recurso. Inicia conceituando recurso e duplo grau de jurisdição, bem como apontando as semelhanças e as diferenças entre esses dois institutos jurídicos processuais. Em seguida, define o critério de classificação dos recursos entre ordinários em sentido amplo e extraordinários em sentido amplo no ordenamento jurídico brasileiro, para apontar em qual categoria se enquadra o recurso ordinário constitucional. Verifica a origem histórica do recurso ordinário constitucional, com enfoque na sua disciplina pelas Constituições Federais do Brasil republicano, para que identifique quais são os motivos pelos quais essa espécie recursal existe e deve ou não ser mantida atualmente. Define cada uma das hipóteses de cabimento do recurso ordinário constitucional, priorizando a definição daquelas interessantes para o Processo Civil. Delineia os aspectos procedimentais desse recurso (requisitos de admissibilidade, efeitos devolutivo e suspensivo, procedimento perante o juízo a quo e perante o juízo ad quem, possibilidade da sua interposição adesiva e cabimento de embargos infringentes e de embargos de divergência). Aponta as funções dos tribunais superiores brasileiros, comparando-as com as funções e com os recursos de competência de Cortes Constitucionais e de tribunais superiores estrangeiros. Conclui pela necessidade de manutenção do recurso ordinário constitucional no ordenamento jurídico brasileiro, com algumas alterações das hipóteses de cabimento. / This dissertation analyses the recurso ordinário constitucional, a heterogenic and autonomous kind of appeal, in its Civil Procedure forms. Only two superior courts, the Supremo Tribunal Federal (the Brazilian Supreme Court) and the Superior Tribunal de Justiça (the Brazilian Federal Court of Appeals) can judge that kind of appeal. It starts conceptualizing what is an appeal and what is a two-tier judicial exam, as well as their resemblances and differences. It follows defining the standard on how to classify the appeals between ordinary and extraordinary in the Brazilian law, so the recurso ordinário constitucional can be appointed to a category. It verifies the historical origin of that kind of appeal, with special focus on its constitutional discipline, since Brazil has being a republic, so it is possible to identify the reasons why that kind of appeal exists and should or should not be maintained nowadays. It defines each one of the cases that the recurso ordinário constitucional can be interposed, prioritizing the ones regarding Civil Procedure. It outlines the procedural aspects of that kind of appeal (its admissibility requirements, its staying and non-staying effects, its procedure before the judex a quo and the judex ad quem, the possibility of that kind of appeal being adhesive, and the acceptance of the embargos infringentes and the embargos de divergência, two different kinds of appeal). It points out the scopes of the Brazilian superior courts, comparing them to the scopes and the appeals judged by foreign Constitutional Courts and superior courts. It concludes that the recurso ordinário constitucional should remain on the Brazilian law, with some modifications regarding the cases it can be interposed.
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An evaluation of The Good Behavior Game in early reading intervention groupsRodriguez, Billie Jo, 1982- 06 1900 (has links)
xiv, 145 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / As an increasing number of studies document the link between the development of student academic and social behavior, there is a growing need to create and evaluate interventions that address both types of skill development in school contexts. It is of particular importance to focus on interventions that improve the learning environment to maximize student success. The Good Behavior Game (TGBG) is an example of a research-based intervention that can be easily modified and implemented in conjunction with academic interventions to maximize effectiveness of student supports.
The present study focused on the development and implementation of a modified version of TGBG implemented during the delivery of a secondary level early literacy intervention for students at-risk for reading difficulties. Specifically, this study examined whether instructional assistants' implementation of TGBG was functionally related to changes in student and instructor outcomes. The student outcomes assessed were (1) problem behavior, (2) academic engagement, and (3) pre-literacy skill development. The instructor outcomes assessed were provision of opportunities to respond to instruction, specific praise, and corrective statements for student social behavior. Data were also collected on fidelity of implementation, contextual fit, and social validity of TGBG. A concurrent multiple baseline design across five instructional reading groups was used to evaluate effects of TGBG.
Results indicated that TGBG was functionally related to reductions in student problem behavior. In addition, a functional relation was established between implementation of TGBG and increases in instructor provision of specific praise statements and decreases in provision of corrective statements. Academic engagement and provision of opportunities to respond remained high and stable throughout the study. Pre-literacy trajectories did not appear to be functionally related to TGBG implementation; however, this may have been due to the short timeframe of the study. Instructional assistants implementing TGBG as well as students participating in TGBG rated it positively. Conceptual, practical, and future research implications are discussed. / Committee in charge: Cynthia Anderson, Co-Chairperson, Special Education and Clinical Sciences;
Elizabeth Ham, Co-Chairperson, Special Education and Clinical Sciences;
Robert Horner, Member, Special Education and Clinical Sciences;
Marjorie Woollacott, Outside Member, Human Physiology
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Razvoj i evaluacija instrukcione strategije zasnovane na tripletnom modelu reprezentacije sadržaja neorganske hemije u srednjoškolskom obrazovanju / Development and evaluation of instructional strategy based on the triplet model of inorganic chemistry content representation in high school educationMilenković Dušica 24 April 2015 (has links)
<p>Glavni cilj ove disertacije bio je da se ispita u kojoj meri će nastavni pristup zasnovan na interkorelaciji makroskopskog, submikroskopskog i simboličkog nivoa reprezentacije znanja uticati na performanse učenika u oblasti neorganskih reakcija, a takođe i kakav će biti njen uticaj na samoprocenu uloženog mentalnog napora. </p><p>Ukupan uzorak ovog istraživanja sačinjavalo je 313 učenika iz dve gimnazije, a istraživanje je sprovedeno u toku školske 2012/13. školske godine. Kao merni instrument za merenje performansi korišćen je dvoslojni test znanja sa zadacima <br />višestrukog izbora, a svaki zadatakje praćen sedmostepenom skalom Likertovog tipa za samoprocenu uloženog mentalnog napora. </p><p>Dobijeni rezultati pokazuju da primenjena instrukciona strategija, koja se oslanja na primenu višestrukih nivoa reprezentacije znanja vodi povećanju učeničkih performansi, a istovremeno i smanjenju kognitivnog opterećenja. Rezultati dobijeni za procenu instrukcione efikasnosti sugerišu da primenjeni model predstavlja efikasan nastavni model.</p><p>Dalje istraživanja performansi pokazala su da primenjena instrukciona strategija ima <br />podjednako pozitivan uticaj kako na performanse, tako i na procenjeni mentalni napor ispitanika oba pola. Ispitivana strategija takođe se pokazala efikasnom u obuci svih ispitivanih grupa učenika (najmanje uspešnih, srednje uspešnih i najuspešnijih). <br />Pored toga rezultati su ukazali i na postojanje velikog broja miskoncepcija u K grupi ispitanika, dok su u E grupi, koja je učestvovala u eksperimentalnoj nastavi, veliki broj miskoncepcija bio eliminisan.</p><p>Na kraju, rezultati analize kognitivne kompleksnosti ukazali su na postojanje značajnih korelacija između svih ispitivanih parova varijabli (performanse-kognitivna kompleksnost; performanse-mentalni napor i mentalni napor-kognitivna kompleksnost).</p> / <p>The central goal of this disserta-tion was to examine the extent to which a teaching approach fo-cused on the interaction among macroscopic, submicroscopic and <br />symbolic levels of chemistry representations could affect high school students’ performance in the field of inorganic reactions, as well as to examine how the appli-ed instruction influences stu-dents’ assessment of invested mental effort.</p><p>The total sample of this research included 313 high school stu-dents. The survey was conducted in the 2012-2013 school year. As a measuring instrument for stu-dent performance a two-tier mu-ltiple-choice test of knowledge was used. Each task in the test was followed by a seven point Likert-type scale for evaluation of invested mental effort. </p><p>Obtained results indicate that a teaching strategy relying on the interplay between three levels of knowledge representation leads to an increase in students’ performance and also contributes to the reduction of cognitive load. The obtained results for calcula-ted mental efficiency suggest that the applied instructional model represents an effective teaching model. Further performance te-sting have shown that applied instructional strategy have simi-lar positive impact in terms of both performance and mental effort on the subjects of both genders. This strategy has also <br />proved to be effective in training all examined groups of students (low achievers, middle achievers and high achievers). In addition, results indicated the existence of a large number of misconceptions in the K group, while in the group E, that was subjected to experi-mental teaching, a great deal of misconceptions was eliminated.</p><p>Last but not least, the results of cognitive complexity analysis indicated the existence of signifi-cant correlations between all the examined pairs of variables (pe-rformance-cognitive complexity; performance-mental effort; me-ntal effort-cognitive complexity).</p>
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A formação de profissionais em tecnologia da informação na área de desenvolvimento de softwareCamacho Júnior, Carlos Olavo de Azevedo 18 May 2011 (has links)
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Previous issue date: 2011-05-18 / This research aims to verify how application projects can help the software
developer professional to acquire knowledge about the 3-tier development
model.
Nowadays companies want to prove that their services are accomplished with
the best quality standards of information technology. To do that many tools are
created and a special one is called IDE Integrated Development Environment.
An IDE allows the software developer professional to bring efficacy into his
project.
We will discuss what skills are important to this professional. This research will
analyze the question: Why do companies based on information technology like
to use processes with patterns? To demonstrate the importance of patterns in
technology field, we search the Internet history (Vint Cert, Demi Getsko) to
discuss the patterns used in Internet history. We have written articles about
.NET development to demonstrate how to use patterns in a software
development project.
This research originated a book titled "Desenvolvimento em Camadas com C#
.NET (available in portuguese only)" who was used by IFET-SP students in a
study.
We´ll analyze this study to get indicators about the efficiency of application
project in the educational process of the software developer professionals / O trabalho de pesquisa realizado tem como objetivo geral conhecer em que
medida o desenvolvedor de software - estudante de um curso técnico de
informática - pode se beneficiar com a utilização de um projeto de aplicação
para a assimilação da metodologia de desenvolvimento em camadas.
Atualmente empresas de desenvolvimento de software buscam excelência na
prestação de serviços. Com isso acompanhamos o surgimento de diversas
ferramentas para o aumento de produtividade. Dentre elas destaca-se a IDE
(Integrated Development Environment - Ambiente de Desenvolvimento
Integrado) e conhecer essas ferramentas torna-se essencial para este
profissional. Mas o conjunto de competências (Perrenoud, Le Boterf) exigidas
pelo profissional desenvolvedor de software não se restringe aos aspectos
técnicos. Analisamos neste trabalho quais as competências necessárias ao
profissional de desenvolvimento de software. Essa análise tem base no
pensamento complexo de Edgar Morin.
Visando demonstrar ainda a importância dos padrões quando se trata de
tecnologia, buscamos na história da própria Internet (Vint Cert, Demi Getsko)
exemplos para analisar a necessidade de padronização. Pesquisamos um
padrão denominado "metodologia de desenvolvimento em camadas". Para
analisar com maior profundidade a importância dos padrões, criamos neste
trabalho um material didático (projeto LOJA .NET) que permitiu ao aluno
exercitar conceitos sobre desenvolvimento de software. Tendo analisado as
competências exigidas para o profissional de desenvolvimento de software bem
como a importância do uso de padrões nesta profissão, analisamos se o
projeto LOJA .NET contribui com este profissional no uso de suas habilidades e
competências para compreender como utilizar padrões no processo de
desenvolvimento de software.
Com o apoio do IFET-SP Instituto Federal de Educação, Ciência e Tecnologia
de São Paulo realizamos uma pesquisa qualitativa onde alunos do curso
técnico em informática utilizaram o projeto proposto. Utilizar conhecimentos
que o aluno já possui; conhecer o que este aluno é capaz de fazer com a ajuda
do professor ou de outro aluno e atuar nesse intervalo, ou seja, no caminho
que o aluno vai percorrer até que consiga realizar sozinho o que atualmente só
consegue realizar com o auxílio de alguém são conceitos advindos da teoria de
Vygotsky.
Com a análise desta pesquisa buscamos identificar a relevância do uso de
projetos de aplicação na formação do profissional de desenvolvimento de
software
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Workers' Perceptions of the Effect of Three-Tier Shift Schedules on Community FunctioningWallace, Jillian Leigh 01 January 2017 (has links)
Shift work is commonplace in many fields that require around-the-clock employee coverage. There is ample evidence that two-tier shift work can detrimentally affect health and functioning. The purpose of this study was to understand the impact of three-tier shift schedules on physical and mental health and community functioning, a concept which refers to activities and behaviors performed by individuals or groups within a system. This study used a qualitative phenomenological design, and community functioning and recovery theory were central to the conceptual framework. In-depth interviews were used to explore the perceptions of three-tier shift workers on their functioning, relationships, mental health, physical health, and safety. Special attention was paid to sleep, using restoration theory, which indicates that sufficient sleep is necessary to avoid mental and physical breakdown. The data were organized into themes, and epoché and bracketing were used during the interviews and data analysis. The results of the study add to the literature on how three-tier shift schedules affect employees. Emergent themes included overwhelmingly negative perceptions of three-tier shift workers on their health and safety, difficulty adjusting to the three-tier shift schedule, negative impact on workers' personal lives, negative impact on workers' mental health, negative impact on workers' physical health, and negative impact on workers' performance and safety. These findings could lead to positive social change through policy creation on healthier shift schedules, which could result in healthier employees, stronger family units, and safer roads and worksites.
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Response to Intervention Teachers' Perspective of Tier 2 Intervention FidelityMeissner, Doretha 01 January 2016 (has links)
In an urban Texas school district, teachers and administrators were concerned about students' achievement and the teachers' knowledge and implementation of Response to Intervention (RTI) Tier 2 interventions with fidelity. This study addressed teachers' perceptions of the reliability of the application of Tier 2 interventions at the study site, its influence on student achievement, and the appropriateness of current professional development at the targeted campus. The constructivist concept of how people learn and the implementation theory of scaffolding instruction, meaningful experiences, and active learning provided the framework for this study. The educators provided perspectives of how the quality and frequency of the implementation impact the fidelity of Tier 2 interventions. A total of 15 teachers from Grades 3, 4, and 5, the RTI Coordinator, and administrators at the target campus who each met the criteria of more than 2 years of experience working with the RTI process, RTI training, and progress monitoring were included as participants. Data were gathered from the RTI School Readiness Survey, individual interviews, State of Texas Assessment of Academic Readiness for math and reading, and the state required campus and district improvement plans. The data were examined using comparative analyses, inductive generalizations, and analytical coding. The results indicated a need for sustained training to improve teacher knowledge of RTI implementation strategies and students' academic performance on grade-level content. This study will promote social change by providing teachers and administrators at the study site information on the RTI process and on the intensive professional development training needed to support student academic success.
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Downstream-Risiken in der automobilen Wertschöpfungskette: Instrument zur Risikobewältigung in der Kundenbeziehung von Automobilzulieferern / Downstream Risks in the Automotive Supply Chain: A Risk Mitigation Instrument for Automotive Suppliers in their Customer RelationshipErler, Felix 03 June 2015 (has links) (PDF)
Die Automobilzulieferindustrie ist von einem Risikotransfer betroffen. Neben der Anzahl der Risiken steigt auch die Schadenshöhe. Weiterhin sind die Auswirkungen sowie die Eintrittswahrscheinlichkeiten zunehmend schwerer zu beurteilen. Unter diesem Aspekt gewinnt das Risikomanagement in automobilen Wertschöpfungsketten eine enorme Bedeutung.
Die Dissertation klärt, welche Downstream-Risiken für Automobilzulieferer in der Wertschöpfungskette bestehen, welche Bedeutung diese haben, und führt Maßnahmen der Risikobewältigung zusammen. Dies erfolgt für sechs Risikokomplexe: Stückzahl und Forecastqualität, Wertschöpfungstiefe, Produktentwicklung, Prozessentwicklung, Kundeneinkäufer und Plattform- und Modulbauweise in den Schnittstellen zwischen OEM und 1st-tier Lieferanten sowie zwischen 1st-tier Lieferanten und 2nd-tier Lieferanten. Einerseits liefert die Arbeit einen Beitrag zur Risikoforschung zu Supply Chain Risks und andererseits richten sich die Ergebnisse an die Automobilzulieferer, indem ein aggregiertes Instrument zur Risikobewältigung vorgestellt wird. Dazu wurden bei 95 Automobilzulieferern Intensivinterviews durchgeführt. Die zusammenfassenden Erkenntnisse mündeten in ein spezifisches Risikomanagementmodell. Im Ergebnis wurden 29 Downstream-Risiken identifiziert, bewertet und 40 Risikobewältigungsmaßnahmen mit 125 Untermaßnahmen erarbeitet.
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Effects of Response Cards on the Disruptive Behavior of StudentsSinger, Leslie S. 01 January 2013 (has links)
Abstract
This study examined the effects of response cards (RC) on student disruptive behavior, responding, and accuracy of responding during whole-class guided-reading instruction in a first-grade classroom. The authors combined two baseline conditions with an alternating treatments design and then replicated the effects across four teacher-nominated students. The first baseline condition was the teacher's typical instruction format, where one student who raised his/her hand was called upon to respond to the teacher's question. The second baseline condition (BL') was the same as the first baseline with an additional control for the number of teacher-delivered questions to the class per session. The RC condition was the same as BL' except students were expected to write their answers on the laminated card and then display upon the teacher's cue. Response cards and BL' conditions were alternated each session. The results revealed that RC implemented by a classroom teacher did reduce students' disruptive behaviors and increased their responding and accuracy during class.
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An Evaluation on the Effects of Check-In/Check-Out with School-aged Children Residing in a Mental Health Treatment FacilityStuart, Crystal Ann 01 January 2013 (has links)
School-Wide Positive Behavior Interventions and Support (SWPBIS) is an evidence- based application of Applied Behavior Analysis (ABA) to address and prevent problem behaviors from occurring, promote pro-social behaviors, and create a positive learning environment for all students. There are many secondary interventions that have been utilized within the framework of SWPBIS that have high success rates. However, the research conducted on the use of Check-In/Check-Out (CICO), a secondary intervention, has focused its attention more on its effectiveness in public elementary schools. There is a lack of research evaluating the effectiveness of CICO in alternative school settings. This study provides an extension to the literature by examining the effects of the CICO program with school-aged children residing in a mental health treatment facility. Using a concurrent multiple baseline across participants design, students were exposed to a CICO intervention strategy in which problem behaviors were targeted for reduction and academic engagement was targeted for acquisition. All three students showed substantial decreases in problem behavior and increases in academic engagement when the CICO intervention was in place.
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