The aim of my diploma thesis is to prepare documents for price calculation and determination of the common rent in the suburb of Brno - Žabovřesky. In this work, I used information from executed leases Realtors Matras&Matras & Real Estate Ltd. and Dvorak. Analysis of factors affecting price formation I have devoted the factors that I considered at that locality as valid for determining the price and verifying their influence on rental prices. I added my own factor into the monitored critical factors. This factor is noise. As the analysis results showed it was a major factor that significantly affects the final price of the lease. His inclusion among the decisive factors was correct. By setting standards and calculation of coefficients, I obtain results that helped determine the normal cost of rent and contributed to the view of the importance of determining the level of the individual factors to calculate the final rental price. Data collection, analysis and examination of the relationships between the key factors, I see as a guide for calculating the normal price, which will be used by districts and the real estate market.

Tato práce se zabývá regulovanými gramatikami. Zavádí nové modifikace existujících regulovaných gramatik. Pro tyto modifikace zavádí metody syntaktické analýzi. Diskutuje problémy determinismu v definici gramatik. Studuje sílu nově uvedených modifikací aplikovaných na regulárně regulované gramatiky.

The Virginia Tech Summer Academy (VTSA) Program, developed by through a collaborative partnership between faculty, administrators and staff concerned by attrition among-first year students, was introduced in summer 2012 as a campus initiative to assist first-year college students transition and acclimate to the academic and social systems of the campus environment. VTSA is a six-week intensive residential summer-bridge program that provides academic preparation, highly-individualized advising, learning communities, and the personal attention of faculty and peer mentorship through both academic engagement and structured activities. Although based on a substantive body of research concerning student retention, little is known about the empirical and influential value of this program. A two-phase, sequential explanatory mixed-methods (QUAN"" QUAL) study was developed to assess the value of student academic engagement in a first-year experience program.  Specifically, this research investigated the outcomes of participation on cognitive, behavioral, and affective factors of motivation, taking into account demographic and academic performance variables. In the initial quantitative phase, data from 89 students were analyzed to assess engagement and academic motivation. Data from the Scale of Educationally Purposeful Activities (SEPA) were used to determine levels of student engagement among VTSA students, while the Motivation Subscale of the Learning and Study Strategies Inventory (LASSI) was used to investigate the change in student academic motivation before and after participation in VTSA. In the subsequent qualitative phase, 16 students participated in focus groups designed to explore student perceptions of engagement in the VTSA program and their connections to academic motivation. Both qualitative and quantitative data were assessed to provide an in-depth evaluation used to interpret and explain significant factors of student engagement that provide for internal and external academic motivation in college. / Ph. D.

The purpose of this exploratory case study was to examine how student-to-teacher interactions encourage students to develop self-regulated learning (SRL) habits and skills. Zimmerman's social cognitive theory of SRL, which supposes a relationship between academic success and SRL, is used as a conceptual framework. The representative case is a computer-based alternative education program for students at risk of dropping out of high school in grades 10-12. The teachers worked one-on-one with students in a computer lab while the students engaged in mastery-based learning using Apex Learning Inc. digital curriculum. Five teachers responded to three questionnaires to examine how student-to-teacher interactions influenced student-to-content interactions, and students' forethought, performance, and evaluation behavior. The teachers also submitted instructional artifacts and described instructional tools, activity types, and scaffolds within the digital curriculum. After analysis of primary and secondary data, the results showed the following: Student-to-teacher interactions encouraged students to engage in forethought behaviors associated with goal setting and strategic planning; examples of performance behaviors were using the content to increase understanding, navigating the content efficiently and effectively, monitoring the use of task strategies, and developing thinking steps; and examples of evaluative behaviors were calibrating and making accurate self-judgments. The study can promote social change by helping students at-risk of dropping out of school develop SRL strategies correlated to academic achievement and high school graduation. SRL habits are transferable to everyday behaviors associated with continued employment, maintaining healthy relationships, and lifelong learning.

Online learning research is largely devoted to comparisons of the learning gains between face-to-face and distance students. While student learning is important, comparatively little is known about student satisfaction when engaged in online learning and what contributes to or promotes student satisfaction. Emerging research suggests there are a few strong predictors of student satisfaction, and other predictors that may or may not predict student satisfaction. None of the existing research examines predictors together, or statistically controls for course differences. This study examines the influence of various factors on student satisfaction including three types of interaction, Internet self-efficacy, and self-regulated learning. Participants (N = 180) include both undergraduate and graduate students attending exclusively online classes in education. Students responded to an online survey adapted from several different scales. A pilot test of the survey and procedures showed strong validity and reliability for the sample. To control for course differences, data analysis focused on a hierarchical linear model (HLM) with student and class level variables. Results indicate learner-instructor interaction and learner-content interaction are significant predictors of student satisfaction when class-level variables are excluded. Of the class-level predictors, only the program from which the course was offered moderates the effect of learner-content interaction on student satisfaction. There is no direct impact of class-level predictors on student satisfaction. Learner-content interaction is the sole significant predictor when class-level predictors are added to the model. Supporting analyses for the HLM, results, limitations, and significance of the findings are reported and discussed.

This thesis studies grammar systems whose components use sequences of productions whose left-hand sides are formed by nonterminal strings, not just single nonterminals. It introduces three restrictions on the derivations in these grammar systems. The first restriction requires that all rewritten symbols occur within the first l symbols of the first continuous block of nonterminals in the sentential form during every derivation step. The second restriction defines derivations over sentential forms containing no more than m continuous blocks of nonterminals. The third restriction extends the second in the way that each sequence of nonterminals must be of length h or less. As its main result, the thesis demonstrates that two of these restrictions decrease the generative power of grammar systems.

京都大学 / 0048 / 新制・課程博士 / 博士(医学) / 甲第20983号 / 医博第4329号 / 新制||医||1027(附属図書館) / 京都大学大学院医学研究科医学専攻 / (主査)教授 竹内 理, 教授 杉田 昌彦, 教授 湊谷 謙司 / 学位規則第4条第1項該当 / Doctor of Medical Science / Kyoto University / DFAM

No description available.

No description available.

Over the last decades, the frequency on the Nordic electrical power grid has deteriorated. Therefore, new stricter requirements are developed for the hydropower delivering regulating active power on the Frequency Containment Reserve market (FCR). This thesis aims to investigate the possibility of modeling two double-regulated hydropower plants, referred to as Unit 1 and 2, to evaluate their compliance with the new FCR-requirements.  By modeling the hydropower plants, the first goal was to find a model structure that captures the essential dynamics of the systems. A second goal was to evaluate whether the two units currently fulfill the new FCR-requirements, and investigate how the turbine governors’ settings could be optimized to fulfill the new requirements. Data obtained from FCR-tests was used in MATLAB to evaluate the two stations’ dynamic stability and performance requirements. Through system identification in MATLAB, grey-box modeling was used to create linear and non-linear turbine and waterways models for Unit 1 and Unit 2. The non-linear turbine and waterways models were implemented in Simulink, together with corresponding turbine governors, to find optimal parameter settings to fulfill the FCR-requirements.  The evaluation of the new FCR-requirements shows that none of the two units fulfills the dynamic stability requirement. However, Unit 1 fulfills the performance requirement. The results imply that double-regulated turbines will most likely have difficulties fulfilling the new requirements, which will cause major consequences in improving the frequency regulation quality. The results from the grey-box modeling present that the linear models are not validated with the step response data, due to not capturing the system dynamics when compared with provided data from the units. On the other hand, the non-linear models are validated with step response data as the model captures the system dynamics more accurately. However, the non- linear Simulink models cannot capture the dynamics of the hydropower systems for sinusoidal signals with varying frequencies which are used in the new FCR-requirement test. Consequently, the thesis has no result of the optimal parameter setting of the turbine governors to fulfill the new FCR-requirements. In conclusion, the grey-box models, with the level of detail presented in this thesis, are inadequate in capturing the system’s dynamics to evaluate the new FCR-requirements. Thus, the thesis contributes to filling a knowledge gap within the area of modeling for frequency regulation.