<div><div><div><p>Electronic health records collect an enormous amount of data about patients. However, the information about the patient’s illness is stored in progress notes that are in an un- structured format. It is difficult for humans to annotate symptoms listed in the free text. Recently, researchers have explored the advancements of deep learning can be applied to pro- cess biomedical data. The information in the text can be extracted with the help of natural language processing. The research presented in this thesis aims at automating the process of symptom extraction. The proposed methods use pre-trained word embeddings such as BioWord2Vec, BERT, and BioBERT to generate vectors of the words based on semantics and syntactic structure of sentences. BioWord2Vec embeddings are fed into a BiLSTM neural network with a CRF layer to capture the dependencies between the co-related terms in the sentence. The pre-trained BERT and BioBERT embeddings are fed into the BERT model with a CRF layer to analyze the output tags of neighboring tokens. The research shows that with the help of the CRF layer in neural network models, longer phrases of symptoms can be extracted from the text. The proposed models are compared with the UMLS Metamap tool that uses various sources to categorize the terms in the text to different semantic types and Stanford CoreNLP, a dependency parser, that analyses syntactic relations in the sentence to extract information. The performance of the models is analyzed by using strict, relaxed, and n-gram evaluation schemes. The results show BioBERT with a CRF layer can extract the majority of the human-labeled symptoms. Furthermore, the model is used to extract symptoms from COVID-19 tweets. The model was able to extract symptoms listed by CDC as well as new symptoms.</p></div></div></div>

The goal of this master's thesis is appreciation actual estate of intradepartmental administration in company Minerva Boskovice and concept unprecedented solution. Dissertation contain analyze and concept of implementation based on present available information systems.

Diploma thesis is dedicate to plan project which task is to improve communication on high school while it is going to use project and change management. The theoretical part is about basic knowledge of project and change management. Analysis of current state is done primarly with strategic analysis. Practical part include Logical Framework approach, risk analysis, budget etc. In this part we also choose and implement chosen IT solution. Benefits of the project and project itself is summarized at the end of thesis.

Autocallable structured products represent an investment opportunity which has been growing in both the European and American market since they were first launched. The value of these structured products is dependent on how their underlying assets perform, which can consist of stocks, indexes or other assets. With a sample size of 30 structured products we provide research on the relation between the products return and the return of the underlying assets. Specifically, the purpose of the study is to analyse how increases in the returns of the underlying assets affect the returns in the products. Using an ordinary least squares regression model, we find that the return in the underlying assets, the issuers credit rating and the interest rate at issuance have a statistically significant effect on the returns in the products. We conclude that in our sample, an increase in the underlying assets returns results in a less than equal increase in the returns of the autocalls.

The aim of this research has been to investigate the UK Home Office, Country Policy and Information Notes (CINP) in the asylum-seeking process, through investigating the case of Eritrean CINP documents from 2010 until 2018. This single case study aimed to confirm its theoretical background of Lukes 2005 three-dimensional view of power theory. A pattern-matching analysing technique was implemented to address the research questions with the effort of trying to find overlapping patterns between the theory and the observed patterns in the data. The result shows there are some similarities between patterns. The connection between the three dimensions of power and the three overlapping patterns are then broadly discussed.

The antebellum era was a time of paper—there were newspapers and magazines to read, advertising bills to recognize, and money in the pocket to evaluate. Both the bank note companies and art unions emphasized the quality of the artists they hired, and publicized these works for their taste and nationalizing sentiments. These groups set out to produce a product that encouraged consumer confidence in paper in exchange for something more lasting, such as a painting in oil or a gold coin. The link between these two ideas and the creators of that ineffable quality that lent confidence to both the bank note and the fine art engraving was the engraver himself. Navigating this modern, paper economy in both realms were engravers such as Alfred Jones (1819-1900), a man who made his way in the financial and art worlds, and whose ambitions and career serve as a case study to explore the rapid changes in the demand for images during the Nineteenth Century. Chapter one situates Jones and his colleagues in their historical era and illuminate how cultural, political, and technological advances created a market where engraving could flourish. Chapter two examines Jones’s role within the art unions of the day, and how those groups advertised the skill of engravers, such as Jones, to bolster notions of value in the prints they issued. Chapter three looks more closely at the images created by engravers, and investigates their role in establishing and reinforcing a national visual lexicon that could unify the idea of the nation even as it was unraveling. Chapter four discusses the confusion surrounding counterfeit engravings during the antebellum period and the efforts bank notes companies undertook to highlight the skill of their engravers to reassure the general public of their worth. The burins of Jones and his cohort, through their work in fine arts organizations and bank note companies created images accessible to the average citizen, images these consumers could recognize and assign a value. They applied their talents to works on paper that illustrated the making of the American self in the years before the Civil War.

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Research states that reflection is the foundation for improved teaching (Dewey, 1933). As a result, educators have used many methods to facilitate teacher reflections. Some of these methods include keeping reflective journals, conducting peer teaching sessions, providing written feedback, giving lesson critiques, conducting action research projects, and using reflective conferences (Cook, Young & Evenson, 2001). As video has become more accessible, educators have also become interested in using video analysis tools to facilitate teacher reflections. However, very little has been published on how the use of video analysis tools influences teacher reflections. If reflection is the foundation for improved teaching, it is important for educators and researchers to understand how the use of these tools impacts teacher reflections. Therefore, the focus of this study was to understand the experience of a supervisor and student teacher as they used a video analysis tool to reflect on teaching. The researcher included thick descriptions of participants' experiences, so researchers and educators interested in using video analysis tools to facilitate reflection will be able to transfer the findings to their individual circumstances. This study compared a student teacher's experience reflecting with a video analysis tool to her experience participating in her department's traditional reflection method, which was a post-lesson conference with her supervisor. The researcher investigated how these reflection methods influenced the student teacher's ability to collect data about her teaching, make judgments about her teaching, design intervention plans for future teaching situations, and evaluate her intervention plans. The participants indicated that both video analysis and the traditional reflection method were beneficial for reflection. Although both methods were beneficial, the student teacher felt that using video analysis to reflect was more useful than the department's traditional reflection method for helping her understand the changes she wanted to make in her teaching. The student teacher felt that video analysis was more useful than the traditional reflection method because it allowed her to notice things that she did not remember or attend to during her lesson, it helped her focus her reflections on specific aspects of her teaching, and the video clips provided evidence to support her discussions with her supervisor.

Praise has been found to be an effective promoter of positive school and classroom environments and is used commonly by school adults to promote positive behavior among students. Praise can be given using many different methods; the method studied in this research project was praise notes. As part of a school-wide Positive Behavior Support program, faculty and staff from an elementary school were encouraged to write praise notes to students, identifying targeted positive behaviors. Over a 2-year time period, 2,839 notes were collected, examined for the content of the praise, and further examined according to recipient's gender. This study of praise notes was completed to determine if school adults provided more praise notes or different types of praise to male and female students. The findings showed that the school adults at the research setting were gender fair in the praise that they gave. They did not praise one gender more than would be expected, given the population; however, males were praised more than females in two areas: responsibility and cleaning. It appears from this population that school adults may have praised students for non-typical gender behaviors in order to promote positive behavior in their classrooms and school.

The purpose of this research was to examine the impact of professional development on teachers' delivery of written praise notes and the number of office disciplinary referrals (ODRs). The professional development consisted of training teachers on the effective use of behavior specific written praise, as well as on how to analyze and respond to praise-note and office disciplinary referral data. It was hypothesized that this process could help support and increase teachers' delivery of behavior-specific written praise notes and would subsequently decrease in the rate of office discipline referrals (ODRs). As baseline data, this study used the participating school's existing data (November through February for academic years 2009-2010 and 2010-2011). Data included number of praise notes and office disciplinary referrals. Across the most recent school year (November thru February 2011-2012), on a monthly basis, data were collected on number and content of notes and the number of ODRs. Current data were compared with baseline data from two previous school years. Although the data did not indicate significant changes between baseline data and post intervention data, overall data suggest a gradual increase in respect to the number of written praise notes. However, contrary to anticipated outcome, a slight upward trend was indicated in the number of office discipline referrals. These results are considered inconclusive in regard to whether professional development significantly impacts the number and specificity of praise notes and decreases the number of students with ODRs. However, the majority of teachers supported delivering written praise notes as an effective intervention to increase desired classroom academic achievement and appropriate social behavior.