英語為目前使用的最為普遍的國際語言，英語能力已成為每個學生都需要養成的基本能力，而英語字彙的學習，更是學好英語的最重要基礎，因此如何幫助學生學好英語也就越顯重要。 隨者資訊科技日新月異的發展，透過電腦輔助語言學習已成為發展趨勢，近年來利用自律機制輔助數位學習的研究，已證實自律機制有助於提升學習成效，然而目前仍少有研究將自律學習機制應用於英語學習，特別是英語字彙學習。因此本研究所發展一「具自律學習機制支援之英語字彙學習APP」，可以讓學習者監控並提醒自己所設定的英語字彙自律學習目標，希望藉由敦促學習者達成自己所設定的自律學習目標，促進學生利用零碎時間學習，提升學習者的英語字彙學習成效。為了驗證「具自律學習機制支援之英語字彙學習APP」是否有助於提升英語字彙學習成效，本研究隨機選取國小六年級二個班級學生為研究對象，將其中一班隨機分派為採用「具自律學習機制支援之英語字彙學習APP」的實驗組，另一班為採用「無自律學習機制支援之英語字彙學習APP」的控制組，分別進行為期三週的英語字彙學習活動。實驗結果發現： (1).實驗組學習者學習成效及學習動機顯著優於控制組學習者 (2)實驗組場地相依學習者學習成效及學習動機顯著優於控制組場地相依學習者 (3).實驗組男性學習者在學習成效及學習動機均顯著優於控制組男性學習者 (4).實驗組女性學習者在學習成效及學習動機均顯著優於控制組女性學習者 (5).實驗組學習者進行自律學習後的學習成效及學習動機均顯著提升 (6).實驗組女性學習者學習成效及學習態度優於實驗組男性學習者 綜合本研究之研究結果，建議未來可以延長實驗時間，進行自律鷹架的去除，瞭解學生是否會因此養成自律學習的能力。此外根據學生的回應，希望APP中具休閒的功能，故亦可往遊戲化學習方向進行研究。 關鍵字： 自律學習(Self-regulated Learning)、學習成效(Learning Performance)、認知風格(Cognitive Style)、英語字彙學習(English Vocabulary Learning) / English is currently the commonest international language. English competence has become the basic competence of each student. English vocabulary learning is a primary basis to learn English well. How to help students learn English well therefore becomes more important. Following the changeable development of information technology, computer assisted language learning has become a development trend. Research on utilizing self-regulatory mechanisms for e-learning proved that self-regulatory mechanism could enhance learning performance. Nonetheless, there is little research on the application of self-regulatory learning mechanism to English learning, particularly to English vocabulary learning. For this reason, a “self-regulatory learning supported English vocabulary learning APP” is developed in this study, allowing learners monitoring and reminding themselves of the preset English vocabulary self-regulatory learning goal. It is expected to promote learners’ English vocabulary learning performance by urging learners to achieve the preset self-regulatory learning goal and enhance students learning with trial time. To verify that the “self-regulatory learning supported English vocabulary learning APP” could enhance English vocabulary learning performance, two classes of G6 students are randomly selected as the research subjects. A class is randomly assigned as the experiment group with the “self-regulatory learning supported English vocabulary learning APP”, and the other class is the control group without the “self-regulatory learning supported English vocabulary learning APP” for the three-week English vocabulary learning. The experiment findings show that (1) Learners in the experiment group present significantly better learning performance and learning motivation than those in the control group. (2) Site-dependent learners in the experiment group show remarkably better learning performance and learning motivation than those in the control group. (3) Male learners in the experiment group reveal notably better learning performance and learning motivation than male learners in the control group. (4) Female learners in the experiment group appear significantly beter learning performance and learning motivation than femal learners in the control group. (5) Learners in the experiment group remarkably enhance the learning performance and learning motivation after the self-regulatory learning. (6) Femal learners in the experiment group reveal better learning performance and learning attitudes than male learners in the experiment group. Summing up the research results, it is suggested that the future experiment time could be extended and the self-regulatory scaffolding could be removed to understand whether students would cultivate the self-regulatory learning ability. According to the students’ responses, it is further expected that the APP could show the function of leisure. In this case, the gamification of learning could be studied in the future. Keywords：Self-regulated Learning, Learning Performance, Cognitive Style, English Vocabulary Learning

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Paper [I] Using a unique and highly detailed data set on energy consumption at the appliance-level for 200 Swedish households, seemingly unrelated regression (SUR)-based end-use specific load curves are estimated. The estimated load curves are then used to explore possible restrictions on load shifting (e.g. the office hours schedule) as well as the cost implications of different load shift patterns. The cost implications of shifting load from "expensive" to "cheap" hours, using the Nord Pool spot prices as a proxy for a dynamic price, are computed to be very small; roughly 2-4% reduction in total daily costs from shifting load up to five hours ahead, indicating small incentives for households (and retailers) to adopt dynamic pricing of electricity. Paper [II] Using a detailed data set on appliance-level electricity consumption at the hourly level, we provide the first estimates of hourly and end-use-specific income elasticities for electricity. Such estimates are informative about how consumption patterns in general, and peak demand in particular, will develop as households’ income changes. We find that the income elasticities are highest during peak hours for kitchen and lighting, with point estimates of roughly 0.4, but insignificant for space heating. Paper [III] In this paper, I estimate the price elasticity of electricity as a function of the choice between fixed-price and variable-price contracts. Further, assuming that households have imperfect information about electricity prices and usage, I explore how media coverage of electricity prices affects electricity demand, both by augmenting price responsiveness and as a direct effect of media coverage on electricity demand, independent of prices. I also address the endogeneity of the choice of electricity contract. The parameters in the model are estimated using unique and detailed Swedish panel data on monthly household-level electricity consumption. I find that price elasticities range between −0.025 and −0.07 at the mean level of media coverage, depending on contract choice, and that households with monthly variation in electricity prices respond more to prices when there is extensive media coverage of electricity prices. When media coverage is high, for example 840 news articles per month (which corresponds to the mean plus two standard deviations), the price elasticity is −0.12, or 1.7 times the elasticity at the mean media coverage. Similarly, media coverage is also found to have a direct effect on electricity demand. Paper [IV] I explore how households switch between fixed-price and variable-price electricity contracts in response to variations in price and temperature, conditional on previous contract choice. Using panel data with roughly 54000 Swedish households, a dynamic probit model is estimated. The results suggest that the choice of contract exhibits substantial state dependence, with an estimated marginal effect of previous contractchoiceof0.96, andthattheeffectofvariationinpricesandtemperatureonthechoice of electricity contract is small. Further, the state dependence and price responsiveness are similar across housing types, income levels and other dimensions. A plausible explanation of these results is that transaction costs are larger than the relatively small cost savings from switching between contracts.

Previous research has shown that substantial learning gains are possible when formative assessment and support for students’ development of self-regulated learning skills are implemented in classroom practice. Such implementation is not straightforward and there is a need for both further understanding of the knowledge and skills teachers require to practice formative assessment, and further insights into how different characteristics of ordinary teaching practices support students’ in becoming proficient self-regulated learners. This doctoral thesis includes a licentiate thesis and two articles. In the licentiate thesis, classroom observations are used to investigate the knowledge and skills used by a teacher engaged in a comprehensive formative classroom practice. The results show that the teacher's practice is complex and requires advanced knowledge and skills that are often used simultaneously and under time pressure. For example, the teacher, sometimes in a matter of seconds, handles new (to her) mathematics, makes inferences from students’ responses to their understanding, and based on these inferences makes decisions about her teaching. The first article is a literature review focusing on the effects of formative assessment on student achievement in mathematics since there is a lack of knowledge of the effects of formative assessment on student achievement, in particular for subject areas such as mathematics. In the review, a systematic literature search is made for articles studying the effects of both teacher-centered approaches and approaches emphasizing student involvement in the formative assessment processes. The latter type of approaches includes teacher practices that support students’ development of aspects of self-regulated learning competence. The results show that all approaches included in the review have significant positive effects on student achievement in mathematics. The second article examines in what ways learning situations in authentic classroom practices provide opportunities for the students to develop self-regulated learning skills, and how students experience these opportunities. The analysis is based on data from classroom observations of three teachers’ mathematics lessons, and on interviews with their students. The results show that instruction in self-regulated learning skills mostly occurred implicitly, and the opportunities to develop the skills were mainly provided and experienced at the observational level.

Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.

The diploma thesis deals with topic of production, enterprise and consumption of "Olomoucké tvarůžky" (Olomouc cottage cheese) in a 1938-1960 period on the ground of bohemian lands, or Czechoslovakia respectively. It summarizes development of this branch up to the year 1938 and observes how it was affected by the consequences of the Munich Treaty. The thesis puts closer look at the types of state interventions in production of Olomouc cottage cheese in war and postwar time. It also observes process of socialization and subsequent nationalization of private businesses in 1950s. Then it focuses on major aspects of business in this branch and brings more detailed study of three typical entrepreneurs according to the scale of their involvement. The thesis furthermore characterizes production of Olomouc cottage cheese as an individual branch of dairy industry. It surveys number, form, regional dislocation and machinery of businesses. Then it considers amount of production of Olomouc cottage cheese, its relation to total cheese production, to type of plant and region. It deals with number, structure and position of employees in Olomouc cottage cheese businesses. It also concerns export of Olomouc cottage cheese. Last chapter inquires position of Olomouc cottage cheese in consumption habits of population...

This study has aimed to investigate monitoring accuracy as a skill in an academic performance. First part of the study defined metacognitive monitoring theoretically as a strategy evolved from metacognitive strategies and based on self-regulated learning principles. Previous studies assert that monitoring accuracy is a beneficial skill that enhances performance regardless a domain of use. In order to give those claims empirical support in the Czech educational environment, the research has been carried out. Data have been collected from three classes of 6th graders within six weeks. Classes were assigned during the practice test into different settings: individual, competitive and cooperative. Reading comprehension has been selected as the monitored skill. The results corroborate the assumptions that monitoring accuracy training is beneficial both for performance and for increasing metacognitive skills to monitor. Secondary, the cooperative setting appeared to be the only one that both calibration accuracy and reading comprehension did significantly increase. The outcomes and recommendations for follow-up studies are discussed.

This study evaluates the public market system in New Orleans, Louisiana by focusing on the history of New Orleans public markets, the privatization of food, and the "greening" of the city with the creation of the Crescent City Farmers Market and other grass roots food activist efforts. Using qualitative methods, ethnographic fieldwork, participant observation and interviewing, issues of food access, food security, food production, food locality, quality, and affordability in New Orleans are explored. The history of public markets in New Orleans and the patterns of market proliferation, regulation, and privatization are significant in the landscape of cultural self-identification, community cohesion, neighborhood networks and economic and ecological development and sustainability. The city's various food shopping arenas and their locations become markers of history, status, rebellion, and of the "other," and become centers for issues of health, economy, politics, and food.

Freeskiing och snowboard, med alla sina tre tävlingsgrenar; slopestyle, big air och halfpipe introducerade i olympiska spelen, är två snabbt växande idrotter som etablerar sig i idrottsvärlden. Sverige ligger i framkant på både freeski- och snowboardscenen där två starka landslag kan mäta sig med världseliten. I och med det ökade intresset och möjligheten att tävla i idrotterna så ställs det högre krav på ett fungerande ledarskap och coaching för åkarna.   Syftet med den här studien är att beskriva och öka förståelsen för hur coaching och ledarskap inom freeskiing och snowboard kan definieras och komma till uttryck på elitnivå. Baserat på sju djupintervjuer, relevant tidigare forskning och självbestämmandeteorin så har det undersökts hur både coacher och utövare ser på nuvarande coaching och ledarskap samt vilka utvecklingspotentialer som finns. Det undersöks även hur den rådande idrottskulturen ser på prestationsutveckling.   Slutsatsen visade att nuvarande coaching och ledarskap fungerar tillfredsställande för både coacher och åkare, främst när det kommer till självbestämmande och självreglerat lärande för åkarna. De ser gärna utvecklingsmöjligheter i utökad kunskap kring kost, träning, mental träning och andra delar som främjar prestationsutveckling. Trots att idrottskulturen i vissa fall kan verka motsättande moderniseringen av idrotten så visade coacherna och de aktiva en positiv inställning till idrotterna utveckling. / Freeskiing and snowboard, with its three branches; slopestyle, big air and halfpipe now introduced in the Olympic games, are two fast-growing sports establishing themselves in the sporting world. Sweden, on top of the freeski- and snowboard scene with two solid national teams who can compete with the world elite. With the increased popularity and the opportunity to compete in both sports requires higher demands of a functional leadership and coaching for the riders.   The aim of this study was to describe and develop deeper understanding of how coaching and leadership in freeskiing and snowboard can be defined and expressed on an elite level. Based on seven interviews, earlier relevant research and the self-determination theory it has been examined how coaches and athletes view the existing coaching and leadership together with potential development. It is also investigated how the prevailing sports culture view performance enhancement.   The conclusion showed that coaches and athletes were satisfied with the current coaching and leadership, especially when it comes to self-determination and self-regulated learning for the riders. They see possible development in educating riders and coaches about performance enhancing tools like diet, training, mental training and other factors. Despite the sports’ culture opposing the modernization of freeskiing and snowboarding, coaches and riders were still positive about the development.

O sistema visual exerce importante papel para o reconhecimento do ambiente externo e para estabelecer relações entre objetos, tempo e espaço. Além disso, ele está relacionado com o controle e o desempenho motor. O objetivo deste estudo foi verificar se a privação de luz ambiente alteraria o desempenho e as respostas fisiológicas e psicológicas durante dois modelos de exercício, um fechado e um aberto. Onze ciclistas formaram o grupo de exercício fechado (GEF) e completaram um teste de 20 km, enquanto doze indivíduos ativos formaram o grupo de exercício aberto (GEA) e executaram um teste de potência constante até a exaustão (TWC). Após teste incremental máximo, GEF e GEA realizaram exercício na presença (controle) ou privação (experimental) de luz ambiente, em ordem balanceada. Respostas de desempenho, VE, VO2, VCO2 RER, FC, eletromiografia do músculo vato lateral (EMG), percepção subjetiva de esforço (PSE) e pensamento associado ao exercício (PAE) foram obtidas durante, e no ponto final do exercício, em ambas as condições. O tempo total de exercício indicou a resposta de desempenho em GEF e GEA. As respostas das variáveis fisiológicas e psicológicas foram analisadas durante a realização, ou no ponto final do exercício. A média das respostas geradas durante os 20 km no GEF, e as respostas obtidas no mesmo tempo absoluto do TWC no GEA, pareado pelo menor tempo de exaustão atingido no teste, indicaram as respostas durante a execução do exercício. As respostas obtidas nos 5 segundos finais de cada exercício indicaram as respostas do ponto final do GEF e GEA. A taxa de incremento na PSE foi calculada em GEF e GEA, e o erro de predição da distância real percorrida no teste de 20 km foi obtido no GEF. No GEF, não houve efeito da privação de luz sobre o tempo para completar o teste de 20 km, porém a privação de luz gerou menores respostas (P< 0,01) na VE, VO2, VCO2, EMG e PAE, quando comparada ao controle. No ponto final do exercício, nenhuma diferença foi verificada entre as condições. A privação de luz não alterou a taxa de elevação da PSE ou o erro de predição da distância percorrida. No GEA a privação de luz ambiente reduziu o tempo de exaustão (P< 0,05) no TWC e aumentou a resposta do VO2 e EMG (P< 0,05). Entretanto, não foi observado efeito da privação de luz na VE, VCO2 e FC. No ponto final do exercício observou-se menor EMG com a privação de luz (P< 0,03), mas nenhuma diferença nas demais variáveis foi observada. Maior taxa de elevação na PSE foi observada em ambiente privado de luz. Os resultados do presente estudo podem ser interpretados de acordo com a existência de um \"relógio biológico interno\" que calcula a duração tolerável do exercício de acordo com a aproximação ao ponto final do exercício, sugerindo que os efeitos da privação de luz sobre o desempenho possam depender da presença de um ponto final previamente conhecido / The visual system plays an important role for the environment recognition as well as to set objects, time and space relationships. Furthermore, the visual system is related to the motor learning and performance. The aim of this study was to verify if light deprivation environment would alter performance, and physiological and psychological responses to different exercise modes, closed- and open-loop exercises. Eleven cyclists were the closed-loop exercise group (CLE) and performed a 20 km time trial, while twelve active individuals were the open-loop exercise group (OLE) and cycled to exhaustion during a constant workload exercise. After maximal incremental test CLE and OLE groups performed exercise in a control and experimental condition (i.e. under light deprivation), in a counterbalanced fashion. Performance responses and responses of VE, VO2, VCO2 RER, HR, eletromyography of the vastus lateralis muscle (EMG), ratings of perceived exertion (RPE) and associative thoughts to exercise (ATE) were obtained during exercise and at the exercise endpoint in both the conditions. Time of exercise indicated performance responses in CLE and OLE groups. Physiological and psychological responses were analyzed either during or at the exercise endpoint. Mean responses throughout the 20 km cycling time trial and responses obtained at absolute matched time of exercise, corresponding to the shortest time to exhaustion provided responses along the exercise in CLE and OLE groups, respectively. Responses obtained during the last 5 seconds of the exercises provided responses at the exercise endpoint in both CLE and OLE groups. The rate of increase in RPE was calculated in CLE and OLE groups, and the predictive error of the distance was calculated in the CLE group. In CLE group no effect of light deprivation was observed in the time to complete the 20 km, although the lower response (P< 0.01) of VE, VO2, VCO2, EMG e ATE when compared to control condition. Neither difference was observed in variables at the exercise endpoint. Light deprivation had effect in neither rate of increase in RPE or predictive error of distance. Regarding OLE group the light deprivation decreased the time to exhaustion (P< 0.05) and increased VO2 and EMG (P< 0.05) responses. However, there was no light deprivation effect in VE, VCO2 and HR. Lower EMG was observed at the exercise endpoint in light deprivation condition (P< 0.05) than in control, but no difference was observed in the others. Greater rate of increase in RPE was detected (P< 0.05) in the light deprivation condition than in control. Results of the present study were interpreted according to a \"biological internal clock\" that calculates the tolerable exercise duraton based on the exercise endpoint approximation, suggesting that light deprivation effects on performance may depend on the presence of an exercise endpoint previously known