Simulation environment of distance protection with ATP and foreign models

This paper presents an interactive simulation environment for distance protection, developed with ATP and foreign models based on ANSI C. Files in COMTRADE format are possible to generate after ATP simulation. These files can be used to calibrate real relays. Also, the performance of relay algorithms with real oscillography events is possible to assess by using the ATP option for POSTPROCESS PLOT FILE (PPF). The main purpose of the work is to develop a tool to allow the analysis of diverse fault cases and to perform coordination studies, as well as, to allow the analysis of the relay's performance in the face of a real event. © 2011 IEEE.

Análise de proteção de linhas de transmissão através de relés numéricos e uso de models externos no ATP (Alternative Transient Program)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Mikael Agricolan teosten kielen ala-, ylä-, ja -pää-vartaloiset adpositiot

Adpositions with the stems ala, ylä and pää in the language of Mikael Agricola’s writings The language of Mikael Agricola’s (c 1510–1557) writings represents an interesting phase in the development of the Finnish system for adpositions. In the Finnish language, the older Uralic system of postpositions has undergone expansion and a new system of prepositions has been adopted. On the other hand, the adposition system found in Agricola’s writings has also been strongly affected by foreign models, because Agricola’s texts are mainly translations of religious texts, which by and large use a word-for-word translation strategy. In the thesis, I explore Agricola’s use of adpositions; more specifically, which adpositions carry the meaning of ‘being under’ or ‘being over’ something, and in what other functions these adpositions are used. My main focus is on the semantics of the adpositions. I also study the syntactic features of adpositions and adposition structures; these are intertwined with semantics, since the meaning of adpositions is established in the adposition clause. Finally, I compare Agricola’s use of adpositions to the corresponding adpositions of present-day Finnish. Adpositions with stems ala, ylä and pää form an interesting subject for research. Their frequency in the data, however, is highly uneven. The overwhelming majority of the adpositions studied in the thesis are päälle; there are only two occurrences of adpositions with the stem ylä. Adpositions typically denote a location ‘under’ or ‘above’ something. Almost half of the adpositions, however, can be classified as semantically unmotivated and as representing a foreign model in terms of the Finnish language; they do not occur in present-day Finnish. In Agricola’s texts they act in more grammatical roles than the corresponding adpositions of present-day Finnish. In the thesis, the corresponding adpositions in the source languages are carefully analysed. All other uses of the adpositions are marginal in relation to spatial ones and those based on foreign models. The original meanings of the adpositions have not changed much since Agricola, but adpositions considered to originate from foreign models have been intentionally eliminated in presentday standard Finnish. It is also noteworthy that the system of adpositions with the stems ala, ylä and pää has changed since Agricola. His texts include the adposition ala, which corresponds to the modern adposition alle. Likewise the adposition yllä is absent in Agricola, as are the internal locative cases of the adposition pää.

Em busca de um modelo brasileiro de ciclo de vida familiar para segmentação de mercado

Este trabalho apresenta uma revisão dos principais modelos de ciclo de vida para posteriormente discutir a necessidade de um modelo específico para o ambiente brasileiro. Apesar de toda discussão sobre a crise na instituição família em função das amplas mudanças ocorridas na sociedade contemporânea, tais como o aumento dos domicílios unipessoais, das famílias chefiadas por mulheres, da média de idade ao se casar, de casais que convivem no mesmo domicílio sem necessariamente estarem casados, da participação da mulher no mercado de trabalho e do crescente poder de compra dos domicílios, o conceito "família" vem se flexibilizando para refletir as transições da rígida estrutura familiar nuclear para novos modelos familiares e os estilos de vida associados a eles. O desafio passa a ser um olhar minucioso para as necessidades específicas desta diversidade de arranjos familiares para uma melhor compreensão dos seus desejos e motivações, bem como as mudanças no decorrer dos vários estágios do ciclo de vida. O presente estudo procurou explorar o construto ciclo de vida familiar como uma importante ferramenta de segmentação, a partir da definição de padrões de consumo de acordo com os principais eventos da vida do individuo e da família. Para verificar a utilidade do modelo desenvolvido, será apresentado um teste feito a partir dos micro dados de uma pesquisa feita pelo Instituto Brasileiro de Geografia e Estatística em 2002 e 2003. Uma das grandes contribuições deste trabalho é o esforço em desenvolver uma teoria de Marketing, na área de segmentação de mercados, ancorada na realidade brasileira, ao invés de simplesmente copiar modelos desenvolvidos em outros países.

Implementação de um regime centralizador de matrícula por disciplina numa instituição particular de ensino superior

O objetivo do estudo foi analisar a implementação de um Regime Centralizador de Matrícula por Disciplina nas Faculdades Integradas Simonsen. Buscou-se, através do Regime Centralizador,eliminar as dificuldades inerentes ã aplicação, em Instituições de Ensino Superior brasileiras, do Regime de Matrículas por Disciplina alienígena.

Adições à proposta do modelo SUSEP de risco de mercado

Seguindo a tendência mundial de um melhor gerenciamento de riscos, o regulador do mercado de seguros brasileiro, após a implementação dos demais riscos, está em fase avançada de desenvolvimento de seu modelo para aferir o risco de mercado das seguradoras. Uma vez que as discussões cessem, as empresas serão forçadas a usar um modelo que, hoje, apresenta muitas falhas, gerando uma demanda de capital adicional de seus acionistas que pode levar algumas delas ao estado de insolvência. O principal objetivo deste estudo é analisar a adequação do modelo e subsidiar a discussão a fim de aperfeiçoar o modelo final, com análises comparativas com outros modelos no país e no mundo, estudo de cenários e visões do mercado. De modo geral, as análises feitas revelam problemas sérios no modelo, como necessidade de aporte de capital em empresas extremamente lucrativas e insuficiência de garantia de segurança pelo uso puro dos fatores de choque em detrimento a uma análise estocástica. Finalmente, são sugeridas algumas soluções para minimizar o efeito da inadequação do modelo e ainda algumas sugestões para melhoria do mesmo, de forma que os acionistas não sejam prejudicados, o regulador consiga administrar adequadamente os riscos e a sociedade seja beneficiada pela solidez das companhias em quem confiou seus riscos.

La gestión del conocimiento en las Bibliotecas Universitarias : ¿El qué, cómo y para qué?

El presente artículo tiene como propósito proponer la incorporación de la teoría administrativa denominada Gestión del Conocimiento (GC), en Bibliotecas Universitarias (BU). ¿El qué, el cómo y el para qué? Representa un reto de gestión que conlleva a la implementación de diversas estrategias para el cambio y la innovación (ECI). Hipotéticamente, el diseño de estrategias de gestión posibilita que la BU en los escenarios competitivos de la sociedad de conocimiento y el tercer entorno desarrolle nuevas competencias y directrices para el aprovechamiento de sus diversos recursos con eficiencia y logren alcanzar sus objetivos con eficacia. La innovación es otra de las variables que posibilita la transformación de los servicios que son ofertados a los usuarios, también denominados "socios estratégicos", bajo la visión de creatividad, sustentabilidad y bienestar

La gestión del conocimiento en las Bibliotecas Universitarias : ¿El qué, cómo y para qué?

El presente artículo tiene como propósito proponer la incorporación de la teoría administrativa denominada Gestión del Conocimiento (GC), en Bibliotecas Universitarias (BU). ¿El qué, el cómo y el para qué? Representa un reto de gestión que conlleva a la implementación de diversas estrategias para el cambio y la innovación (ECI). Hipotéticamente, el diseño de estrategias de gestión posibilita que la BU en los escenarios competitivos de la sociedad de conocimiento y el tercer entorno desarrolle nuevas competencias y directrices para el aprovechamiento de sus diversos recursos con eficiencia y logren alcanzar sus objetivos con eficacia. La innovación es otra de las variables que posibilita la transformación de los servicios que son ofertados a los usuarios, también denominados "socios estratégicos", bajo la visión de creatividad, sustentabilidad y bienestar

La gestión del conocimiento en las Bibliotecas Universitarias : ¿El qué, cómo y para qué?

El presente artículo tiene como propósito proponer la incorporación de la teoría administrativa denominada Gestión del Conocimiento (GC), en Bibliotecas Universitarias (BU). ¿El qué, el cómo y el para qué? Representa un reto de gestión que conlleva a la implementación de diversas estrategias para el cambio y la innovación (ECI). Hipotéticamente, el diseño de estrategias de gestión posibilita que la BU en los escenarios competitivos de la sociedad de conocimiento y el tercer entorno desarrolle nuevas competencias y directrices para el aprovechamiento de sus diversos recursos con eficiencia y logren alcanzar sus objetivos con eficacia. La innovación es otra de las variables que posibilita la transformación de los servicios que son ofertados a los usuarios, también denominados "socios estratégicos", bajo la visión de creatividad, sustentabilidad y bienestar

Cosmopolitan Imperialism: Mann, Sarmiento, and the Origins of Universal Education in Nineteenth-Century Boston and Buenos Aires

To reveal the theories and practices that linked education to the development within the cities of Boston and Buenos Aires, and in turn to the development of US and Argentina nationalism, “Cosmopolitan Imperialism” centers on two education reformers, Horace Mann (1776-1859) and Domingo Faustino Sarmiento (1811-1888). Mann and Sarmiento formed part of a supra-national community where liberal intellectual elites created a republic of letters, or perhaps better said, a republic of schools. As different versions of education branched out from a common Atlantic origin during the nineteenth century, Mann and Sarmiento searched for those ideas that better fit their national projects, a local project that started in the cities and moved to the interior parts of the country. In Boston and Buenos Aires, modern nationalism intertwined with imperial projects. This dissertation thus analyzes nationalism and reform in the nineteenth-century as an imperial project led by cosmopolitan intellectual elites. While we might expect to find Mann and Sarmiento’s ideas on education to be centered on their national experiences, looking to Europe for inspiration, this dissertation shows that it was quite the opposite. Educational ideas developed within an interconnected network and traveled within the North-South axis connecting Boston with Buenos Aires. This framework moves the focus from the interchange of ideas between America and Europe and places it within the American continent. At the same time, it allows us to consider Latin American and the US as both creators and recipients of educational ideas. There is a traditional way of talking about nationalism and reform in the nineteenth-century, especially in terms of education and educational policies. It is common to imagine that in the US, and even more certainly in Latin America, educated elites looked to the so-called West for inspiration. The argument is that they ended up adapting foreign models to their local and internal contexts. This dissertation challenges that idea and shows that different versions of education developed from a shared Atlantic milieu in which reformers in certain cities saw themselves as part of the same cosmopolitan empires.

Models of teaching foreign languages to young children. 'Modelos de enseñanza de lenguas extranjeras en Educación Infantil'.

Resumen tomado del autor. Resumen también en francés e inglés

Developing foreign bank efficiency models for DEA grounded in finance theory

We develop foreign bank technical, cost and profit efficiency models for particular application with data envelopment analysis (DEA). Key motivations for the paper are (a) the often-observed practice of choosing inputs and outputs where the selection process is poorly explained and linkages to theory are unclear, and (b) foreign bank productivity analysis, which has been neglected in DEA banking literature. The main aim is to demonstrate a process grounded in finance and banking theories for developing bank efficiency models, which can bring comparability and direction to empirical productivity studies. We expect this paper to foster empirical bank productivity studies.

Econometric models in foreign exchange market

According to the significance of the econometric models in foreign exchange market, the purpose of this research is to give a closer examination on some important issues in this area. The research covers exchange rate pass-through into import prices, liquidity risk and expected returns in the currency market, and the common risk factors in currency markets. Firstly, with the significant of the exchange rate pass-through in financial economics, the first empirical chapter studies on the degree of exchange rate pass-through into import in emerging economies and developed countries in panel evidences for comparison covering the time period of 1970-2009. The pooled mean group estimation (PMGE) is used for the estimation to investigate the short run coefficients and error variance. In general, the results present that the import prices are affected positively, though incompletely, by the exchange rate. Secondly, the following study addresses the question whether there is a relationship between cross-sectional differences in foreign exchange returns and the sensitivities of the returns to fluctuations in liquidity, known as liquidity beta, by using a unique dataset of weekly order flow. Finally, the last study is in keeping with the study of Lustig, Roussanov and Verdelhan (2011), which shows that the large co-movement among exchange rates of different currencies can explain a risk-based view of exchange rate determination. The exploration on identifying a slope factor in exchange rate changes is brought up. The study initially constructs monthly portfolios of currencies, which are sorted on the basis of their forward discounts. The lowest interest rate currencies are contained in the first portfolio and the highest interest rate currencies are in the last. The results performs that portfolios with higher forward discounts incline to contain higher real interest rates in overall by considering the first portfolio and the last portfolio though the fluctuation occurs.

The teaching of reading English in a foreign language in Libyan universities: methods and models

This study focuses on the learning and teaching of Reading in English as a Foreign Language (REFL), in Libya. The study draws on an action research process in which I sought to look critically at students and teachers of English as a Foreign Language (EFL) in Libya as they learned and taught REFL in four Libyan research sites. The Libyan EFL educational system is influenced by two main factors: the method of teaching the Holy-Quran and the long-time ban on teaching EFL by the former Libyan regime under Muammar Gaddafi. Both of these factors have affected the learning and teaching of REFL and I outline these contextual factors in the first chapter of the thesis. This investigation, and the exploration of the challenges that Libyan university students encounter in their REFL, is supported by attention to reading models. These models helped to provide an analytical framework and starting point for understanding the many processes involved in reading for meaning and in reading to satisfy teacher instructions. The theoretical framework I adopted was based, mainly and initially, on top-down, bottom-up, interactive and compensatory interactive models. I drew on these models with a view to understanding whether and how the processes of reading described in the models could be applied to the reading of EFL students and whether these models could help me to better understand what was going on in REFL. The diagnosis stage of the study provided initial data collected from four Libyan research sites with research tools including video-recorded classroom observations, semi-structured interviews with teachers before and after lesson observation, and think-aloud protocols (TAPs) with 24 students (six from each university) in which I examined their REFL reading behaviours and strategies. This stage indicated that the majority of students shared behaviours such as reading aloud, reading each word in the text, articulating the phonemes and syllables of words, or skipping words if they could not pronounce them. Overall this first stage indicated that alternative methods of teaching REFL were needed in order to encourage ‘reading for meaning’ that might be based on strategies related to eventual interactive reading models adapted for REFL. The second phase of this research project was an Intervention Phase involving two team-teaching sessions in one of the four stage one universities. In each session, I worked with the teacher of one group to introduce an alternative method of REFL. This method was based on teaching different reading strategies to encourage the students to work towards an eventual interactive way of reading for meaning. A focus group discussion and TAPs followed the lessons with six students in order to discuss the 'new' method. Next were two video-recorded classroom observations which were followed by an audio-recorded discussion with the teacher about these methods. Finally, I conducted a Skype interview with the class teacher at the end of the semester to discuss any changes he had made in his teaching or had observed in his students' reading with respect to reading behaviour strategies, and reactions and performance of the students as he continued to use the 'new' method. The results of the intervention stage indicate that the teacher, perhaps not surprisingly, can play an important role in adding to students’ knowledge and confidence and in improving their REFL strategies. For example, after the intervention stage, students began to think about the title, and to use their own background knowledge to comprehend the text. The students employed, also, linguistic strategies such as decoding and, above all, the students abandoned the behaviour of reading for pronunciation in favour of reading for meaning. Despite the apparent efficacy of the alternative method, there are, inevitably, limitations related to the small-scale nature of the study and the time I had available to conduct the research. There are challenges, too, related to the students’ first language, the idiosyncrasies of the English language, the teacher training and continuing professional development of teachers, and the continuing political instability of Libya. The students’ lack of vocabulary and their difficulties with grammatical functions such as phrasal and prepositional verbs, forms which do not exist in Arabic, mean that REFL will always be challenging. Given such constraints, the ‘new’ methods I trialled and propose for adoption can only go so far in addressing students’ difficulties in REFL. Overall, the study indicates that the Libyan educational system is underdeveloped and under resourced with respect to REFL. My data indicates that the teacher participants have received little to no professional developmental that could help them improve their teaching in REFL and skills in teaching EFL. These circumstances, along with the perennial problem of large but varying class sizes; student, teacher and assessment expectations; and limited and often poor quality resources, affect the way EFL students learn to read in English. Against this background, the thesis concludes by offering tentative conclusions; reflections on the study, including a discussion of its limitations, and possible recommendations designed to improve REFL learning and teaching in Libyan universities.

Generalized factor models: a bayesian approach

There is recent interest in the generalization of classical factor models in which the idiosyncratic factors are assumed to be orthogonal and there are identification restrictions on cross-sectional and time dimensions. In this study, we describe and implement a Bayesian approach to generalized factor models. A flexible framework is developed to determine the variations attributed to common and idiosyncratic factors. We also propose a unique methodology to select the (generalized) factor model that best fits a given set of data. Applying the proposed methodology to the simulated data and the foreign exchange rate data, we provide a comparative analysis between the classical and generalized factor models. We find that when there is a shift from classical to generalized, there are significant changes in the estimates of the structures of the covariance and correlation matrices while there are less dramatic changes in the estimates of the factor loadings and the variation attributed to common factors.