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This corpus-based study aims to better understand the difficulties for Swedish students regarding English pronouns and based on the result give recommendations for the teaching of English pronouns within a Swedish context. The study investigates Swedish students' usage of pronouns in English writing and the result is compared with Köhlmyr’s (2001) result.  The material is taken from the corpus ULEC (Uppsala Learner English Corpus) and consists of 18 048 words. There are 48 essays written by Swedish students in year six and 39 essays from students in year twelve. The youngest and the oldest students from ULEC are chosen to be able to make comparisons between the years. Error Analysis is the method for finding errors and analyzing them. The errors are first analyzed as addition, misinformation (also called substitution), misordering or blends and then as interlingual or intralingual. They are analyzed to better understand the reasons behind them.  The essays contain a total of 56 errors and most of them are analyzed as misinformation caused by interlingual transfer. The most erroneous pronouns are interpreted as the most problematic, which in year six are the reflexive pronouns and in year 12 genitive dependent pronouns. In both years there also occur errors of object pronouns. A similarity with the previous study by Köhlmyr is that the students have difficulties using existential there and instead use the subject pronoun it. A possible reason behind these errors could be the difference between Swedish and English grammar rules which lead to negative transfer. A recommendation for teaching is to focus more on explaining the genitive and reflexive pronouns. / Syftet med denna korpusbaserade studie är att bättre förstå svårigheterna för svenska elever gällande engelska pronomen och baserat på resultatet ge rekommendationer till undervisningen av engelska pronomen inom en svensk kontext. Studien undersöker svenska elevers användning av pronomen i engelsk skrift och jämför resultatet med Köhlmyrs (2001) resultat. Materialet är hämtat från korpuset ULEC (Uppsala Learner English Corpus) och består av 18 048 ord. Det är 48 uppsatser skrivna av svenska elever i årskurs sex och 39 uppsatser från elever i tredje året på gymnasiet. De yngsta och de äldsta eleverna från ULEC är utvalda för att kunna göra en jämförelse mellan åren. Felanalys är metoden för att hitta felen och analysera dem. Felen är först analyserade som tillägg, substitution, felordning eller blandning och sedan som interlinguala eller intralinguala. De är analyserade för att bättre förstå orsaken till att de uppstod. Uppsatserna innehåller 56 fel och de flesta av dem analyseras som substitution på grund av interlingual överföring. De mest felaktiga pronomenen tolkas som de mest problematiska, vilket i årkurs sex är reflexiva pronomen, och i år 12 genitiva pronomen. Inom båda åren förkommer även fel av objektpronomen. En likhet med den tidigare undersökningen av Köhlmyr (2001) är att eleverna i årskurs sex har svårt att använda existentiella there och i stället använder subjekt pronomenet it. En orsak bakom dessa fel kan vara skillnaden mellan svenska och engelska grammatikregler som leder till negativ överföring. En rekommendation för undervisning är att fokusera mer på att förklara possessiva och reflexiva pronomen.

Short-term load forecasting (STLF) deals with forecasting of hourly system demand with a lead time ranging from one hour to 168 hours. The basic objective of the STLF is to provide for economic, reliable and secure operation of the power system. This dissertation establishes a new approach to artificial neural network (ANN) based STLF. It first decomposes the prediction problem into representation and function approximation problems. The representation problem is solved using phase-space embedding which identifies time delay variables from load time series that are used in forecasting. The concept is inherently different from the methods used so far because it does not use correlated variables for forecasting. Temperature variables are included as well using identified embedding parameters. Function approximation problem is approached using ANN ensemble and active selection of a training set. Training set is selected based on predicted weather parameters for a prediction horizon. Selection is done applying the k-nearest neighbors technique in a temperature-based vector space. A novel approach of pilot set simulation is used to determine the number of hidden units for every forecast period. Ensemble consists of two ANNs which are trained and cross validated on complementary training sets. Final prediction is obtained by a simple average of two trained ANNs. The described technique is used for predicting one week’s load in four selected months in summer peaking and winter peaking US utilities. Mean absolute percent errors (MAPEs) for 24-hour lead time predictions are slightly greater than 2% for all months. For 120-hour lead time (weekday) predictions, MAPEs are around 2.3%. MAPEs for 48- hour lead time (weekend) predictions are around 2.5%. Maximal errors for these cases are around 7%. Predictions for one-hour lead time are slightly higher than 1% for all months, with maximal errors not exceeding 4.99%. Peak load MAPEs are 2.3% for both utilities. Maximal peak-load errors do not exceed 6%. The technique shows very good performance faced with sudden and large changes in weather. For changes in temperature larger than 20° F for two consecutive days, forecasting error is smaller than 3.58%. / Ph. D.

Single digital-photo correction using the collinearity condition equations for a GIS application was investigated by control and test data from digital photos and USGS 1:24,000 topographic maps and by USGS 7.5-minute DEMs of two study areas, Prentiss, North Carolina and Blacksburg, Virginia. The collinearity equations were used to remove geometric errors caused by image tilt and relief, displacement. In addition to the study of geometric error in uncorrected and corrected digital photos, the impact of error in ground control points and error in DEM data on the accuracy of rectification was analyzed in terms of errors in point position, line length, and polygon area. Computer programs for single digital-photo correction using the collinearity equations and for impact analysis of errors in ground control and DEM data were developed. Point errors in uncorrected photos were tested by the affine transformation from UTM to photo coordinates by control points. Estimated error for the Prentiss photo was 14.599 meters and that for the Blacksburg photo was 11.252 meters. Due the poor distribution of control and test points, estimated errors in uncorrected photos were underestimated. Estimated error for the corrected photo of the Prentiss area was 11.397 meters and that for the Blacksburg area was 7.071 meters. Geometric errors in corrected digital photos were clearly not significantly greater than 12.192 meters. Error removed for the Blacksburg photo was significantly greater than zero and that for the Prentiss photo was not significantly greater than zero. Estimated removed errors were also underestimated. Errors in point position, line length, and polygon area of corrected digital photos were positively related to error in ground control points for photo orientation and error in DEM data for registration. The accuracy of ground control points has greater impact on point position and polygon area, and the accuracy of DEM data has greater impact on line length. The point position error, line length change, and polygon area change caused by random error within ±15 meters in ground control points were within 4 meters, 0.12% and 0.3% and those caused by random error within ±10 meters in DEM data of test features were within 2 meters, 0.11% and 0.0065%. It is both practical and accurate to use ground control points obtained from USGS 7.5-minute topographic maps and USGS 7.5-minute DEMs for single digital-photo correction by the collinearity equations for most GIS applications with spatial data layers obtained from USGS 1:24,000 topographic maps or smaller-scale maps for areas such as those studied here. / Master of Science

Linguistic error has proven to be a recurrent area of interest for researchers. There exist several types of approaches to error; some studies have focused on specific errors, such as grammatical errors, others on more general or exogenous issues, such as the perception of error of the group object of study, etc. From the point of view of methodology, some have been dedicated to the definition and description of error, while others have studied the identification of erroneous uses of language. Several proposals for error categorisation have also been propounded. In the case of error production in languages foreign to the speaker, the learning factor must also be included. Some authors have focused on the underlying reasons, questioning if the cause for errors rests upon an inadequate teaching method, or the actual teacher, or even if the cause is intrinsic to any learnt language, as opposed to the Mother Tongue. From the principle that it is possible to improve the language proficiency level of students by looking at the errors produced, this doctoral dissertation studies pragmatic error in the production of written English. In addition, it includes pedagogic perspectives that introduce a Second Language to potential speakers and the European Framework of Reference. The thesis is structured as follows: the first part is dedicated to a theoretical justification of the research, with an introduction to Pragmatics, Error Analysis, Contrastive Analysis, Second Language Acquisition -in particular the Communicative Approach- and the European Framework for Languages. The third chapter is dedicated to the objectives. Chapter 4 explains the methodology used for data processing and analysis. The results are explained in chapter 5 and chapter 6 presents the conclusions derived from these. To begin with, a proposal for error analysis and identification is presented. This takes into account error distribution and classification and language levels proposed in the Common Europea Framework of Reference for Languages as an open tool for the analysis of errors investigated. / Mestre I Mestre, EM. (2011). Error in the learning and teaching of english as a second language at higher education level [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/11277

In this thesis, we develop the a new immersed finite element(IFE) space formed by piecewise linear polynomials defined on sub-elements cut by the actual interface curve for solving elliptic interface problems on interface independent meshes. A group of geometric identities and estimates on interface elements are derived. Based on these geometric identities and estimates, we establish a multi-point Taylor expansion of the true solutions and show the estimates for the second order terms in the expansion. Then, we construct the local IFE spaces by imposing the weak jump conditions and nodal value conditions on the piecewise polynomials. The unisolvence of the IFE shape functions is proven by the invertibility of the well-known Sherman-Morrison system. Furthermore we derive a group of fundamental identities about the IFE shape functions, which show that the two polynomial components in an IFE shape function are highly related. Finally we employ these fundamental identities and the multi-point Taylor expansion to derive the estimates for IFE interpolation errors in L2 and semi-H1 norms. / Master of Science / Interface problems occur in many mathematical models in science and engineering that are posed on domains consisting of multiple materials. In general, materials in a modeling domain have different physical or chemical properties; thus, the transmission behaviors across the interface between different materials must be considered. Partial differential equations (PDEs) are often employed in these models and their coefficients are usually discontinuous across the material interface. This leads to the so called interface problems for the involved PDEs whose solutions are usually not smooth across the interface, and this non-smoothness is an obstacle for mathematical analysis and numerical computation. In this thesis, we present a new immersed finite element (IFE) space for efficiently solving a class of interface problems on interface independent meshes. The new IFE space is formed by piecewise linear polynomials defined on sub-elements cut by the actual interface. We present the construction procedure for this IFE space and establish fundamental properties for its shape functions. Furthermore, we prove that the proposed IFE space has the optimal approximation capability.