Global ETD Search

11	Evaluating System Performance in a Complex and Dynamic Environment Vaneman, Warren Kenneth 10 January 2003 (has links) Realistically, organizational and/or system efficiency performance is dynamic, non-linear, and a function of multiple interactions in production. However, in the efficiency literature, system performance is frequently evaluated considering linear combinations of the input/output variables, without explicitly taking into account the interactions and feedback mechanisms that explain the causes of efficiency behavior, the dynamic nature of production, and non-linear combinations of the input/output variables. Consequently, policy decisions based on these results may be sub-optimized because the non-linear relationships among variables, causal relationships, and feedback mechanisms are ignored. This research takes the initial steps of evaluating system efficiency performance in a dynamic environment, by relating the factors that effect system efficiency performance to the policies that govern it. First, this research extends the concepts of the static production axioms into a dynamic realm, where inputs are not instantaneously converted into outputs. The relationships of these new dynamic production axioms to the basic behaviors associated with system dynamics structures are explored. Second, this research introduces a methodological approach that combines system dynamics modeling with the measurement of productive efficiency. System dynamics is a modeling paradigm that evaluates system policies by exploring the causal relationships of the important elements within the system. This paradigm is coupled with the fundamental assumptions of production theory in order to evaluate the productive efficiency of a production system operating within a dynamic and non-linear environment. As a result, a subsystem within the system dynamics model is introduced that computes efficiency scores based on the fundamental notions of productive efficiency. The framework's ability to combine prescriptive and descriptive modeling characteristics, as well as dynamic and combinatorial complexity, can potentially have a greater impact on policy decisions and how they affect system efficiency performance. Finally, the utility of these concepts is demonstrated in an implementation case study. This methodology generates a prescriptive dynamical production frontier which defines the optimal production resources required to satisfy system requirements. Additionally, the dynamical production frontier allows for analysis for comparisons between options during a transient period, insight into possible unintended consequences, and the ability to forecast optimal times for introducing system or process improvements. / Ph. D. system performance system dynamics modeling implementation phase introduction of new technology dynamic production axioms dynamic productive efficiency hill-climbing optimization
12	Analýza nákladů stavebního objektu a jejich pokrytí / Cost analysis of the building and their coverage Barchánková, Vendula January 2016 (has links) The aim of this thesis is to introduce the given topic " Cost analysis of the building and their coverage" and to show an analyze of selected the life cycle phases on a specific example. The paper also solved ways of financing options especially financing via grants. At the end of work I deal with the recommendations of choosing a suitable grant title for the financing of new construction or reconstruction nursery schools.
13	Cena stavby v průběhu životního cyklu / The price of building during the life cycle Hůlková, Michaela January 2014 (has links) The aim of this thesis is to introduce the given topic "Construction cost over the life cycle of the building" and to show the overview of the development of the cost and price data on a specific example. The thesis is mainly focused on the valuation of the building in its phases. The theoretical part includes an elaboration of the life cycles of the building into various stages based on available information and documents, such as the budget of the building, operating expenses and real estate valuation issues.
14	En studie i elevmotivation genom självreglerande lärande som metod för inlärning i moderna språk / A study on Learner Motivation by means of Learner Autonomy as Studying Technique in Modern Language Learning Gehrke, Karina Wiebke January 2022 (has links) Onödiga språkvalsbyten i moderna språk kan anses vara resultat av motivationsbrist kopplat till intrycket att glädje i språkvalsstudier inte leder till gymnasiebehörighet. Denna studie ämnar undersöka och fördjupa kunskap om a) samband mellan självreglering och elevmotivation, samt b) samband mellan glädje och motivation. Hattie och Zierer (2019) konstaterar att mer självreglering leder till ökad elevmotivation. För att pröva om denna slutsats kan verifieras, genomfördes en empirisk studie med lärarintervjuer som besvarade följande fråga: Vad anser lärare är en bra återkoppling till eleverna? För att kunna nå en slutsats i frågan om samband mellan självreglering och elevmotivation etablerades först en definition av begreppet självreglering. I detta syfte användes en teori som står för uppsatsens analytiska ramverk. Ramverket baseras på författare som arbetar i linje med Richard M. Ryans och Edward L. Decis Self-Determination Theory (SDT). Då slutsatsen att mer självreglerande lärande leder till ökad elevmotivation inte kunde verifieras i min empiriska studie, genomfördes en noggrann litteraturstudie. Utifrån denna kunde jag sedan göra en analys av mina frågeställningar med anslutande diskussion. Resultatet antyder att lärare bör fokusera på elevmotivationens kvalitet, med den prototypiska intrinsiska motivationen som mål, för att kunna motverka motivationsbristen i skolan. I detta forskningsarbete kom jag dessutom fram till slutsatsen att en högre motivation i allra högsta grad kan leda till ett mer effektivt lärande i allmänhet. Nyckelord: effektivt lärande, elevmotivation, intrinsisk motivation, motivationsbrist, Self-Determination Theory, självreglering, återkoppling formative assessment learner autonomy Self-Determination Theory motivation language studies language learner autonomy SDT intrinsic motivation extrinsic motivation learning motivation self-regulation student motivation modern languages language learning formative feedback self-regulated learning effective learning task level process level self-regulation level feedback long-term goals learning goals high school eligibility curriculum primary school language choice multilingual society result-oriented curriculum learning system language skills curriculum in modern languages upper secondary school motivation difficulty motivation problem German lack of motivation planning phase implementation phase self-reflection phase metacognition metacognitive strategy metacognitive process thought process visible learning controlled learning autonomous self-regulation sense of autonomy social values personal values self-regulation style identified regulation integrated regulation SDT work method self-reflection goal setting learning activity formative Motivation im Unterricht Lernermotivation Autonomie Fremdsprachenunterricht Formative Diagnostik Lernerautonomie Lernmotivation Selbstregulation Autonomie Schülermotivation moderne Sprachen Sprachenlernen formative Beurteilung formatives Feedback selbstgesteuertes Lernen effektives Lernen Freude am Lernen Aufgabenebene Prozessebene Selbstregulationsebene Feedback Lernziele Lehrplan Grundschule mehrsprachige Gesellschaft ergebnisorientierter Lehrplan Lernsystem Sprachkompetenz Lehrplan in Moderne Sprachen Sekundarstufe II Motivationsschwierigkeit Motivationsproblem Fach Deutsch DaF Motivationsmangel Planungsphase Umsetzungsphase Selbstreflexionsphase Metakognition metakognitive Strategien metakognitiver Prozess Denkprozess sichtbares Lernen intrinsische Motivation extrinsische Motivation kontrolliertes Lernen autonome Selbstregulation Autonomiegefühl soziale Werte persönliche Werte Selbstregulationsstil identifizierte Regulation integrierte Regulation SDT Arbeitsmethode Selbstreflexion Zielsetzung Lernaktivität lärandemotivation självreglering autonomi elevmotivation moderna språk språkinlärning formativ bedömning formativ återkoppling självreglerande lärande effektivt lärande glädje i undervisning uppgiftsnivå processnivå självregleringsnivå återkoppling långsiktiga mål lärandemål gymnasiebehörighet läroplan språkvalslektion grundskola språkval flerspråkig samhälle resultatorienterad lärosystem språkkunskap kursplan i moderna språk högstadiet motivationssvårighet motivationsproblematik tyska motivationsbrist planeringsfas genomförandefas självreflektionsfas metakognition metakognitiv strategi metakognitiv process tankeprocess synligt lärande inneboende motivation yttre motivation kontrollerad autonom självreglering extrinsisk motivation intrinsisk motivation autonomikänsla sociala värden personliga värden självregleringsstil identifierad reglering integrerad reglering SDT arbetsmetod självreflektion målsättning inlärningsaktivitet formativ Learning Lärande

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