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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 7 of 7 (0.036 seconds)| 1 |
A comparison of type I error and power of the aligned rank method using means and medians for alignmentYates, Heath Landon January 1900 (has links)
Master of Science / Department of Statistics / James J. Higgins / A simulation study was done to compare the Type I error and power of standard analysis
of variance (ANOVA), the aligned rank transform procedure (ART), and the aligned rank
transform procedure where alignment is done using medians (ART + Median). The methods
were compared in the context of a balanced two-way factorial design with interaction when
errors have a normal distribution and outliers are present in the data and when errors have the
Cauchy distribution. The simulation results suggest that the nonparametric methods are more
outlier-resistant and valid when errors have heavy tails in comparison to ANOVA. The ART +
Median method appears to provide greater resistance to outliers and is less affected by heavy-tailed
distributions than the ART method and ANOVA.
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Estatística espacial e redes neurais aplicadas no estudo de epidemias de huanglongbing e mancha preta na cultura dos citrosAndrade, André Gustavo de [UNESP] 26 November 2008 (has links) (PDF)
Made available in DSpace on 2014-06-11T19:33:38Z (GMT). No. of bitstreams: 0
Previous issue date: 2008-11-26Bitstream added on 2014-06-13T20:45:32Z : No. of bitstreams: 1
andrade_ag_dr_jabo.pdf: 23073379 bytes, checksum: 890e280dd903085eca5cf094bbbb6ce3 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Para o estudo da viabilidade do emprego de metodologias de sistema de informação geográfica, geoestatística e redes neurais foram desenvolvidos dois ensaios. O primeiro visou a modelagem da evolução espaço-temporal da incidência do Huanglongbing ao longo dos anos de 2004, 2007 e 2008 em cinco grupos de idade (0 a 2 anos, 3 a 5 anos, 6 a 10 anos, mais de 10 anos, todas as idades), por meio da técnica geoestatística da krigagem e da técnica de inteligência artificial de rede neurais do tipo perceptron de múltiplas camadas com topologia 3x10x10x1, treinada pelo algoritmo da propagação elástica do erro. Neste ensaio foi ainda realizada a análise do modelo do semivariograma, cálculo da média zonal dos talhões dentro de cada faixa de idade e mesorregião do estado de São Paulo, e finalmente, foi previsto o padrão espacial da incidência da doença para o ano de 2009 pelas redes neurais. O segundo ensaio consistiu em se verificar o efeito do alinhamento de plantio na severidade da mancha preta dos citros e sua implicação na qualidade do suco e produção. Neste ensaio foram selecionados talhões distribuídos ao longo do cinturão citrícola paulista com diferentes alinhamentos de plantio, onde foram analisadas as variáveis supracitadas nas linhas de plantio e nas faces expostas da planta. / For viability study of using geographic information systems, geostatistics and neural networks two experiments were carried out. The first one was focused on modeling the spatial-temporal progress of Huanglongbing incidence in 2004, 2007 and 2008 on five age groups (0 – 2 years old, 3 – 5 years old, 6 – 7 years old, more than 10 years old and all ages) using the geostatistical technique of kriguing and the artificial intelligence technique of neural networks of multi-layer perceptron type with 3x10x10x1 topology, trained by resilient error propagation. Complementing the study the analysis of semivariogram model, zonal mean calculation of blocks on each age group were realized inside the mesoregions of São Paulo state and finally the disease incidence spatial pattern for 2009 was forecasted by the neural networks. The objective of the second experiment was verifying effect of planting alignment on citrus black spot severity and its implication on juice quality and production. On this experiment was selected blocks distributed among the São Paulo state citrus belt with different planting alignments, where was analyzed those variables on the lines and exposed faces.
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Estatística espacial e redes neurais aplicadas no estudo de epidemias de huanglongbing e mancha preta na cultura dos citros /Andrade, André Gustavo de. January 2008 (has links)
Orientador: Antonio de Goes / Banca: Margarete Camargo / Banca: Gener Tadeu Pereira / Banca: Renato Beozzo Bassanezi / Banca: Edson Luiz Furtado / Resumo: Para o estudo da viabilidade do emprego de metodologias de sistema de informação geográfica, geoestatística e redes neurais foram desenvolvidos dois ensaios. O primeiro visou a modelagem da evolução espaço-temporal da incidência do Huanglongbing ao longo dos anos de 2004, 2007 e 2008 em cinco grupos de idade (0 a 2 anos, 3 a 5 anos, 6 a 10 anos, mais de 10 anos, todas as idades), por meio da técnica geoestatística da krigagem e da técnica de inteligência artificial de rede neurais do tipo perceptron de múltiplas camadas com topologia 3x10x10x1, treinada pelo algoritmo da propagação elástica do erro. Neste ensaio foi ainda realizada a análise do modelo do semivariograma, cálculo da média zonal dos talhões dentro de cada faixa de idade e mesorregião do estado de São Paulo, e finalmente, foi previsto o padrão espacial da incidência da doença para o ano de 2009 pelas redes neurais. O segundo ensaio consistiu em se verificar o efeito do alinhamento de plantio na severidade da mancha preta dos citros e sua implicação na qualidade do suco e produção. Neste ensaio foram selecionados talhões distribuídos ao longo do cinturão citrícola paulista com diferentes alinhamentos de plantio, onde foram analisadas as variáveis supracitadas nas linhas de plantio e nas faces expostas da planta. / Abstract: For viability study of using geographic information systems, geostatistics and neural networks two experiments were carried out. The first one was focused on modeling the spatial-temporal progress of Huanglongbing incidence in 2004, 2007 and 2008 on five age groups (0 - 2 years old, 3 - 5 years old, 6 - 7 years old, more than 10 years old and all ages) using the geostatistical technique of kriguing and the artificial intelligence technique of neural networks of multi-layer perceptron type with 3x10x10x1 topology, trained by resilient error propagation. Complementing the study the analysis of semivariogram model, zonal mean calculation of blocks on each age group were realized inside the mesoregions of São Paulo state and finally the disease incidence spatial pattern for 2009 was forecasted by the neural networks. The objective of the second experiment was verifying effect of planting alignment on citrus black spot severity and its implication on juice quality and production. On this experiment was selected blocks distributed among the São Paulo state citrus belt with different planting alignments, where was analyzed those variables on the lines and exposed faces. / Doutor
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Handboekouteurs en wiskunde-onderwysers se inlyninterpretasie van die wiskundekurrikulum vir effektiewe klaskamerpraktykVan der Merwe, Wynand Johannes 10 1900 (has links)
Text in Afrikaans / Due to the radical reform in mathematics education worldwide, the mathematics curriculum
underwent dramatic changes in order to meet the new objectives in mathematics. This has
placed a huge responsibility on curriculum compilers and the authors of mathematics textbooks
and mathematics teachers to enhance the cognitive development of learners.
This study takes the view that:
What happens in the class is what you get.
Based on the above statement, the foundation of mathematics teaching, namely the mathematics
curriculum, the mathematics textbook and the teacher’s instruction in the teaching
venue were scrutinised. During a diagnostic examination of teachers’ interpretation,
knowledge and application of the mathematics curriculum and the content of mathematics textbooks on the East Rand, the following problems regarding mathematics teaching
emerged: The most important finding of TIMMS is that the differences in performance in
mathematics between different countries can be linked to the way teachers interpret and
present the content of mathematics. Research has revealed that the interaction of teachers
with curriculum content follow a dynamic and constructive application instead of direct application
based on the mathematics curriculum.
Teachers often change the prescriptions and order of content in the mathematics curriculum
to suit their teaching style, knowledge and previous experience. Consequently, align application
of mathematical concepts and skills does not take place and this creates a gap in learners’
cognitive development. It also leaves a gap in the application of the Type 5 cognitive
development tasks in mathematics which enable a verifying deductive application of concepts. The action research created a structure which could meet this need.
Authors of mathematics textbooks present their own vision, interpretation and style in mathematics
textbooks, which influences the order of mathematics content and concepts. The
result is that mathematics content and concepts are at times not aligned with representations
in the mathematics curriculum and objectives are therefore not reached. The different interpretations
of mathematics textbooks by teachers differ greatly and these differences place
great pressure on teachers to decide how the mathematics textbook will be used in the
teaching venue. In this study a mathematics textbook profile and a task analysis were formulated in the
cause of action research which will enable teachers to make a professional analysis which
they can use.
Because a variety of mathematics textbooks are selected for use in schools, teachers assume
that these approved mathematics textbooks focus on the curriculum. They therefore
slavishly follow the mathematics textbooks without consulting the mathematics curriculum.
Shortcomings in mathematics textbooks and teachers’ own interpretation of mathematics
content leave a big gap in their own alignment of mathematics teaching.
To satisfy this need, an assessment profile and an methodology for alignment are provided
to enable teachers to monitor the curriculum alignment presentation of concepts and skills. / As gevolg van die radikale hervorming in wiskunde-onderrig wêreldwyd het die
wiskundekurrikulum dramatiese veranderings ondergaan ten einde die nuwe doelstellings in
wiskunde te bereik. Dit het enorme verantwoordelikheid geplaas op kurrikulumsamestellers
en outeurs van wiskundehandboeke en wiskunde-onderwysers om die kognitiewe
ontwikkeling van leerders te bevorder.
In hierdie studie is van die volgende standpunt uitgegaan:
What happens in the class is what you get.
Derhalwe is die fondasie van wiskunde-onderrig, naamlik die wiskundekurrikulum,
wiskundehandboek en die onderwyser se instruksies in die klaskamer ondersoek. In `n
diagnostiese ontleding van onderwysers se interpretasie, kennis en toepassing van die
wiskundekurrikulum en die wiskundehandboekinhoude aan die Oos-Rand het die volgende
probleme in verband met wiskunde-onderrig na vore gekom: Die belangrikste bevinding van
TIMMS is dat die verskille in wiskundeprestasie tussen lande verband hou met die wyse
waarop onderwysers die wiskudekurrikuluminhoude interpreteer en aanbied. Navorsing toon dat die interaksie van onderwysers met kurrikulummateriaal op ʼn dinamiese en
konstruktiewe toepassing geskied in plaas van direkte toepassing vanuit die
wiskundekurrikulum.
Onderwysers verander dikwels die wiskundekurrikulum se voorskrifte en volgorde van
inhoude om by hulle onderrigstyl, kennis en vorige ervarings te pas. Die gevolg is dat geen
inlyntoepassing van wiskundebegrippe en vaardighede plaasvind nie en dit laat ʼn leemte in
leerders se kognitiewe ontwikkeling. Verder laat dit ʼn leemte in die toepassing van die 5-tipe
kognitiewe ontwikkelingstake in wiskunde wat ʼn verifiërend deduktiewe toepassing van
begrippe bewerkstellig. In die aksienavorsing is ʼn struktuur geskep wat in hierdie behoefte
voorsien.
Outeurs van wiskundehandboeke het ʼn eie visie, interpretasie en styl wat hulle in
wiskundehandboeke aanbied. Dit het ʼn invloed op die volgorde van wiskunde-inhoude en begrippe en gevolglik is wiskunde-inhoude en -begrippe soms nie inlyn geplaas met
voorstellings van die wiskundekurrikulum nie, en word doelstellings nie bereik nie. Onderwysers se verskillende interpretasies van wiskundehandboekinhoude verskil radikaal
van mekaar en plaas gevolglik groot druk op onderwysers om ʼn keuse te maak wat betref
die gebruik van ʼn wiskundehandboek vir gebruik in die klaskamer.
In die studie is ʼn wiskundehandboekprofiel en ʼn taakontleding tydens aksienavorsing
geformuleer wat onderwysers in staat sal stel om ʼn professionele ontleding te maak vir
gebruik.
As gevolg van die verskeidenheid wiskundehandboeke wat gekeur word vir gebruik in skole
neem onderwysers aan dat hierdie gekeurde wiskundehandboeke op die kurrikulum gerig is.
Gevolglik word wiskundehandboeke slaafs nagevolg sonder om die wiskundekurrikulum te
raadpleeg. Tekortkominge in wiskundehandboeke en die eie interpretasie van wiskundeinhoude
deur onderwysers laat ʼn groot leemte in hul eie inlynwiskunde-onderrig.
Om te voorsien in hierdie behoefte is ʼn assesseringsprofiel en ʼn inlynmetodiek saamgestel om onderwysers in staat te stel om die inlynaanbieding van begrippe en vaardighede te
monitor. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)
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Handboekouteurs en wiskunde-onderwysers se inlyninterpretasie van die wiskundekurrikulum vir effektiewe klaskamerpraktykVan der Merwe, Wynand Johannes 10 1900 (has links)
Text in Afrikaans, abstract in English and Afrikaans / Due to the radical reform in mathematics education worldwide, the mathematics curriculum
underwent dramatic changes in order to meet the new objectives in mathematics. This has
placed a huge responsibility on curriculum compilers and the authors of mathematics textbooks
and mathematics teachers to enhance the cognitive development of learners.
This study takes the view that:
What happens in the class is what you get.
Based on the above statement, the foundation of mathematics teaching, namely the mathematics
curriculum, the mathematics textbook and the teacher’s instruction in the teaching
venue were scrutinised. During a diagnostic examination of teachers’ interpretation,
knowledge and application of the mathematics curriculum and the content of mathematics textbooks on the East Rand, the following problems regarding mathematics teaching
emerged: The most important finding of TIMMS is that the differences in performance in
mathematics between different countries can be linked to the way teachers interpret and
present the content of mathematics. Research has revealed that the interaction of teachers
with curriculum content follow a dynamic and constructive application instead of direct application
based on the mathematics curriculum.
Teachers often change the prescriptions and order of content in the mathematics curriculum
to suit their teaching style, knowledge and previous experience. Consequently, align application
of mathematical concepts and skills does not take place and this creates a gap in learners’
cognitive development. It also leaves a gap in the application of the Type 5 cognitive
development tasks in mathematics which enable a verifying deductive application of concepts. The action research created a structure which could meet this need.
Authors of mathematics textbooks present their own vision, interpretation and style in mathematics
textbooks, which influences the order of mathematics content and concepts. The
result is that mathematics content and concepts are at times not aligned with representations
in the mathematics curriculum and objectives are therefore not reached. The different interpretations
of mathematics textbooks by teachers differ greatly and these differences place
great pressure on teachers to decide how the mathematics textbook will be used in the
teaching venue. In this study a mathematics textbook profile and a task analysis were formulated in the
cause of action research which will enable teachers to make a professional analysis which
they can use.
Because a variety of mathematics textbooks are selected for use in schools, teachers assume
that these approved mathematics textbooks focus on the curriculum. They therefore
slavishly follow the mathematics textbooks without consulting the mathematics curriculum.
Shortcomings in mathematics textbooks and teachers’ own interpretation of mathematics
content leave a big gap in their own alignment of mathematics teaching.
To satisfy this need, an assessment profile and an methodology for alignment are provided
to enable teachers to monitor the curriculum alignment presentation of concepts and skills. / As gevolg van die radikale hervorming in wiskunde-onderrig wêreldwyd het die
wiskundekurrikulum dramatiese veranderings ondergaan ten einde die nuwe doelstellings in
wiskunde te bereik. Dit het enorme verantwoordelikheid geplaas op kurrikulumsamestellers
en outeurs van wiskundehandboeke en wiskunde-onderwysers om die kognitiewe
ontwikkeling van leerders te bevorder.
In hierdie studie is van die volgende standpunt uitgegaan:
What happens in the class is what you get.
Derhalwe is die fondasie van wiskunde-onderrig, naamlik die wiskundekurrikulum,
wiskundehandboek en die onderwyser se instruksies in die klaskamer ondersoek. In `n
diagnostiese ontleding van onderwysers se interpretasie, kennis en toepassing van die
wiskundekurrikulum en die wiskundehandboekinhoude aan die Oos-Rand het die volgende
probleme in verband met wiskunde-onderrig na vore gekom: Die belangrikste bevinding van
TIMMS is dat die verskille in wiskundeprestasie tussen lande verband hou met die wyse
waarop onderwysers die wiskudekurrikuluminhoude interpreteer en aanbied. Navorsing toon dat die interaksie van onderwysers met kurrikulummateriaal op ʼn dinamiese en
konstruktiewe toepassing geskied in plaas van direkte toepassing vanuit die
wiskundekurrikulum.
Onderwysers verander dikwels die wiskundekurrikulum se voorskrifte en volgorde van
inhoude om by hulle onderrigstyl, kennis en vorige ervarings te pas. Die gevolg is dat geen
inlyntoepassing van wiskundebegrippe en vaardighede plaasvind nie en dit laat ʼn leemte in
leerders se kognitiewe ontwikkeling. Verder laat dit ʼn leemte in die toepassing van die 5-tipe
kognitiewe ontwikkelingstake in wiskunde wat ʼn verifiërend deduktiewe toepassing van
begrippe bewerkstellig. In die aksienavorsing is ʼn struktuur geskep wat in hierdie behoefte
voorsien.
Outeurs van wiskundehandboeke het ʼn eie visie, interpretasie en styl wat hulle in
wiskundehandboeke aanbied. Dit het ʼn invloed op die volgorde van wiskunde-inhoude en begrippe en gevolglik is wiskunde-inhoude en -begrippe soms nie inlyn geplaas met
voorstellings van die wiskundekurrikulum nie, en word doelstellings nie bereik nie. Onderwysers se verskillende interpretasies van wiskundehandboekinhoude verskil radikaal
van mekaar en plaas gevolglik groot druk op onderwysers om ʼn keuse te maak wat betref
die gebruik van ʼn wiskundehandboek vir gebruik in die klaskamer.
In die studie is ʼn wiskundehandboekprofiel en ʼn taakontleding tydens aksienavorsing
geformuleer wat onderwysers in staat sal stel om ʼn professionele ontleding te maak vir
gebruik.
As gevolg van die verskeidenheid wiskundehandboeke wat gekeur word vir gebruik in skole
neem onderwysers aan dat hierdie gekeurde wiskundehandboeke op die kurrikulum gerig is.
Gevolglik word wiskundehandboeke slaafs nagevolg sonder om die wiskundekurrikulum te
raadpleeg. Tekortkominge in wiskundehandboeke en die eie interpretasie van wiskundeinhoude
deur onderwysers laat ʼn groot leemte in hul eie inlynwiskunde-onderrig.
Om te voorsien in hierdie behoefte is ʼn assesseringsprofiel en ʼn inlynmetodiek saamgestel om onderwysers in staat te stel om die inlynaanbieding van begrippe en vaardighede te
monitor. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)
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BBT Acoustic Alternative Top Bracing CADD Data Set-NoRev-2022Jun28Hemphill, Bill 22 July 2022 (has links)
This electronic document file set consists of an overview presentation (PDF-formatted) file and companion video (MP4) and CADD files (DWG & DXF) for laser cutting the ETSU-developed alternate top bracing designs and marking templates for the STEM Guitar Project’s BBT (OM-sized) standard acoustic guitar kit. The three (3) alternative BBT top bracing designs in this release are (a) a one-piece base for the standard kit's (Martin-style) bracing, (b) 277 Ladder-style bracing, and (c) an X-braced fan-style bracing similar to traditional European or so-called 'classical' acoustic guitars.
The CADD data set for each of the three (3) top bracing designs includes (a) a nominal 24" x 18" x 3mm (0.118") Baltic birch plywood laser layout of (1) the one-piece base with slots, (2) pre-radiused and pre-scalloped vertical braces with tabs to ensure proper orientation and alignment, and (3) various gages and jigs and (b) a nominal 15" x 20" marking template.
The 'provided as is" CADD data is formatted for use on a Universal Laser Systems (ULS) laser cutter digital (CNC) device. Each CADD drawing is also provided in two (2) formats: Autodesk AutoCAD 2007 .DWG and .DXF R12. Users should modify and adapt the CADD data as required to fit their equipment. This CADD data set is released and distributed under a Creative Commons license; users are also encouraged to make changes o the data and share (with attribution) their designs with the worldwide acoustic guitar building community.
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BBT Acoustic Alternative Top Bracing CADD Data Set-NoRev-2022Jun28Hemphill, Bill 22 July 2022 (has links)
This electronic document file set consists of an overview presentation (PDF-formatted) file and companion video (MP4) and CADD files (DWG & DXF) for laser cutting the ETSU-developed alternate top bracing designs and marking templates for the STEM Guitar Project’s BBT (OM-sized) standard acoustic guitar kit. The three (3) alternative BBT top bracing designs in this release are (a) a one-piece base for the standard kit's (Martin-style) bracing, (b) 277 Ladder-style bracing, and (c) an X-braced fan-style bracing similar to traditional European or so-called 'classical' acoustic guitars.
The CADD data set for each of the three (3) top bracing designs includes (a) a nominal 24" x 18" x 3mm (0.118") Baltic birch plywood laser layout of (1) the one-piece base with slots, (2) pre-radiused and pre-scalloped vertical braces with tabs to ensure proper orientation and alignment, and (3) various gages and jigs and (b) a nominal 15" x 20" marking template.
The 'provided as is" CADD data is formatted for use on a Universal Laser Systems (ULS) laser cutter digital (CNC) device. Each CADD drawing is also provided in two (2) formats: Autodesk AutoCAD 2007 .DWG and .DXF R12. Users should modify and adapt the CADD data as required to fit their equipment. This CADD data set is released and distributed under a Creative Commons license; users are also encouraged to make changes o the data and share (with attribution) their designs with the worldwide acoustic guitar building community.
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