Text in Afrikaans / Hierdie proefskrif oor 'n Fundamenteel-agogiese besinning oor die eise van kulturaliteit in 'n multikulturele samelewing beklemtoon kulturaliteit as een van die antropiese grondvorme en die eise dienaangaande om kulturaliteit te realiseer. Die mens is as unieke synde in sy gerelasioneerdheid tot sy medesyndes, sy geofisiese omgewing en die transendentale in-en-aan-die-wereld teenwoordig. As sodanig is hy in gerelasioneerdheid tot die horn omringende besig om 'n leefwereld te stig. Hy doen dit in die tyd en in historiese verbondenheid en in medesynsbetrokkenheid met sy medemens. Sy leefwereldstigting realiseer hy kragtens sy synsfundamentalium van kulturaliteit. Onderliggend aan sy kulturaliteitvergestaltende leefwereldstigting le 'n bepaalde normeen waardesisteem. Hierdie norme en waardes dien as riglyne vir sy Ieefwereldstigtende Dasein. Kulturaliteitvergestalting is ook nie 'n individuele aangeleentheid nie. Die mens stig sy leefwereld saam met medesyndes as gemeenskap-in-struktuur volgens gemeenskaplike norme en waardes. As gemeenskap-in-struktuur organiseer die mens homself as kollektiewe synde in samelewingsinstellings, waaronder die gesin, skool, kerk en staat. Hierdie (en ander) samelewingsinstellings speel 'n funksie-spesifieke rol as moveerder van kulturaliteitvergestalting, wat impliseer dat elke samelewingsinstelling die norme- en waardesisteem van die gemeenskap waarin hy ageer 6f handhaaf 6f bevraagteken en selfs nihileer. Kulturaliteitvergestalting as aangeleentheid wat in die tyd plaasvind, beteken die huidige, post-moderne tegnokratiese era, is die vergestaltingstyd van kulturaliteitvergestalting. 'n Verkenning van die post-moderne era toon dat kulturaliteitvergestalting blootgestel word aan die bedreiginge van die tyd, waaronder die geofiese aftakeling/vernietiging van die aarde as primere vergestaltingsbodem van kulturaliteit, asook antropies-eksistensiele bedreiginge wat die outentieke, waardige menswees as Dasein en Sosein as partikuliere, genormeerde syn erodeer. Hierdie bedreiginge van kulturaliteit figureer as omgewingskending en -vemietiging asook die dehumaniseringstendense van die tegnokratiese tirannie op veral sosio-politieke en sosio-ekonomiese terreine. Om die mens kulturaliteitvergestaltend deur genormeerde leefwereldstigting as kultuurskepping sy Dasein te laat vergestalt, kan verskeie eise as moontlikheidsvoorwaarde gestel word. Die eise geld vir die mens as individu en mens-ingemeenskap en hou verband met die erkenning van sy menswaardigheid, sy norme en waardes op grond waarvan hy sy Dasein kulturaliteitvergestaltend realiseer, asook die bewaring en sinvolle benutting van die geofisiese gegewene as bestaansvoorwaarde vir alle lewe. Slegs dan leef hy voluit. / This thesis highlights culturality as an anthropic fundamentalium and the imperatives governing it in order to realise culturality. Man as unique being is immanent in his relatedness to his fellow human beings, his geophysical environment and the transcendental being in and at the world. As such, man is engaged in creating a life-world within time and historicity and in co-existential engagement with his fellow man. Man realises his life-world in terms of the fundamentalium of being pertaining to his culturality. Underlying his creation of a life-world reflecting his culturality, is a certain system of values/norms operating as guidelines for his Dasein created by his life-world. Shaping culturality is not an individual act. Man with his fellow man as society in structure creates his life-world in terms of common norms/values, organising himself as collective being in social institutions, including the family, school, church and state, which play a function-specific role to actuate the creation of culturality, implying that each one either maintains or questions or even utterly rejects norms/values of the society within which it operates. The creation of culturality as something temporal means that the present post-modem technocratic era serves as a temporal focus for it. Scrutiny of this era shows that the creation of culturality faces threats posed by this very era, among others the geophysical despoiling/destruction of earth as the primary locus for the creation of culturality as well as anthropic-existential threats eroding authentic human dignity as Dasein and Sosein as particular normed being. These threats are manifested as environmental violation and destruction as well as the tyrannic technocratic proclivity towards dehumanization, especially socio-politically and socio-economically. For man to realise his Dasein by normed creation of a life-world as the creation of culture, various imperatives may operate as conditions of potentiality for man individually and socially, relating to his human dignity, the norms/values by which he realises his Dasein through the creation of culturality as well as the conservation and meaningful utilization of the geophysical environment as condition of the geophysical environment as erudition for life. Only then does man fully exist. / Educational Studies / D.Ed. (Filosofie van die Opvoeding)

<p>For thousands of years, people from a variety of philosophical, religious, spiritual, and scientific perspectives have believed in the fundamental unity of all that exists, and this belief appears to be increasingly prevalent in Western cultures. The present research was the first investigation of the psychological and interpersonal implications of believing in oneness. Self-report measures were developed to assess three distinct variants of the belief in oneness – belief in the fundamental oneness of everything, of all living things, and of humanity – and studies examined how believing in oneness is associated with people’s self-views, attitudes, personality, emotions, and behavior. Using both correlational and experimental approaches, the findings supported the hypothesis that believing in oneness is associated with feeling greater connection and concern for people, nonhuman animals, and the environment, and in being particularly concerned for people and things beyond one’s immediate circle of friends and family. The belief is also associated with experiences in which everything is perceived to be one, and with certain spiritual and esoteric beliefs. Although the three variations of belief in oneness were highly correlated and related to other constructs similarly, they showed evidence of explaining unique variance in conceptually relevant variables. Belief in the oneness of humanity, but not belief in the oneness of living things, uniquely explained variance in prosociality, empathic concern, and compassion for others. In contrast, belief in the oneness of living things, but not belief in oneness of humanity, uniquely explained variance in beliefs and concerns regarding the well-being of nonhuman animals and the environment. The belief in oneness is a meaningful existential belief that is endorsed to varying degrees by a nontrivial portion of the population and that has numerous implications for people’s personal well-being and interactions with people, animals, and the natural world.</p> / Dissertation

The current generation of cosmological hydrodynamical simulations offer new levels of fidelity in galaxy formation and evolution that can be benchmarked against observations. However, it is crucial that the comparison between the simulation products and observations is performed on level-ground. Using mock-observations of galaxies from hydrodynamical simulations with observational realism, an image-based comparison is enabled between the simulations and modern galaxy surveys that allow galaxy properties to be derived consistently. A new methodology is presented that provides an unprecedentedly comprehensive suite of observational realism to synthetic images of galaxies from simulations and performs detailed decomposition of their morphological structures. The crux of the methodology is that the same procedure for image-based surface-brightness decompositions of galaxy structures is employed for the simulations and observations -- facilitating a fair and unbiased comparison of galaxy properties. The methodology is piloted on galaxies from the Illustris simulation and is designed to enable comparison with galaxies from the Sloan Digital Sky Survery (SDSS). The biases from observational realism on the decomposition results for the simulated galaxies are characterized in detail using several controlled experiments. Then, the decompositions are used in a comparison of the galaxy size-luminosity and bulge-to-total vs. total stellar mass relations. The comparisons show that galaxies from Illustris contain too many discs and too few bulges at low masses M*/M☉≤11 relative to the SDSS. A comparison of the photometric and kinematic bulge-to-total is also enabled by the methodology. The comparison suggests that photometry tends to systematically under-estimate the bulge fractions relative to the kinematics -- allowing no discernible connection to be made between photo-bulges and kinematic bulges. Several possibilities that may be driving the bulge deficit in Illustris' low-mass galaxies are discussed, though particle resolution is argued to be the main culprit. The methodology that is presented in this thesis has broad applications to comparisons between computational and observational galaxy astronomy and stands to provide a wealth of feedback between each community. / Graduate / 0606 / cbottrel@uvic.ca

The problem confronted in this thesis is that of determining direct calculations of the fundamental group of certain topological spaces.

The observed constraints on the variability of the proton to electron mass ratio and the fine structure constant are used to establish constraints on the variability of the Quantum Chromodynamic Scale and a combination of the Higgs Vacuum Expectation Value and the Yukawa couplings. Further model dependent assumptions provide constraints on the Higgs VEV and the Yukawa couplings separately. A primary conclusion is that limits on the variability of dimensionless fundamental constants such as and provide important constraints on the parameter space of new physics and cosmologies.

Submitted by Ana Paula Lisboa Monteiro (monteiro@univates.br) on 2012-09-14T21:06:47Z No. of bitstreams: 3 AndreiaStrapasson.pdf: 6012431 bytes, checksum: e2b1ffa23387d430c150a8e082296246 (MD5) license_text: 20325 bytes, checksum: bd95378101e91f400b0d86e2335fbeae (MD5) license_rdf: 24332 bytes, checksum: 306824103cdab5a2460a7737d9c97e69 (MD5) / Approved for entry into archive by Ana Paula Lisboa Monteiro (monteiro@univates.br) on 2012-10-03T13:36:12Z (GMT) No. of bitstreams: 3 AndreiaStrapasson.pdf: 6012431 bytes, checksum: e2b1ffa23387d430c150a8e082296246 (MD5) license_text: 20325 bytes, checksum: bd95378101e91f400b0d86e2335fbeae (MD5) license_rdf: 24332 bytes, checksum: 306824103cdab5a2460a7737d9c97e69 (MD5) / Made available in DSpace on 2012-10-03T13:36:12Z (GMT). No. of bitstreams: 3 AndreiaStrapasson.pdf: 6012431 bytes, checksum: e2b1ffa23387d430c150a8e082296246 (MD5) license_text: 20325 bytes, checksum: bd95378101e91f400b0d86e2335fbeae (MD5) license_rdf: 24332 bytes, checksum: 306824103cdab5a2460a7737d9c97e69 (MD5) / Este trabalho tem por objetivo investigar os jogos de linguagem matemáticos que emergem quando alunos de uma turma da Sétima Série do Ensino Fundamental, de uma escola situada num pequeno município gaúcho, lidam com situações vinculadas à disciplina Matemática e como tais jogos se relacionam com os que usualmente estão presentes na cultura camponesa da sua comunidade. A metodologia que orienta a investigação é a qualitativa, baseada em técnicas oriundas da etnografia, tais como: observação direta, entrevistas individuais e de grupo focal. Os aportes teóricos que sustentam a investigação são oriundos da etnomatemática. O material de pesquisa é composto por: diário de campo da professora pesquisadora, relatos e material escrito produzidos por pais e alunos da escola pesquisada. Os resultados da prática investigativa indicam que os alunos sujeitos da pesquisa, quando resolvem questões vinculadas à forma de vida camponesa se expressam por meio de regras próprias daquela cultura. Porém, ao resolverem as mesmas questões no ambiente escolar, valem-se de regras usualmente presentes na matemática escolar.

Submitted by FERNANDA DA SILVA VON PORSTER (fdsvporster@univates.br) on 2015-10-21T17:11:29Z No. of bitstreams: 3 license_text: 21328 bytes, checksum: 683d9883b2ad62ac3b8bafc566b2e600 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) 2015FernandaEloisaSchmitt.pdf: 1688731 bytes, checksum: 2dfec052171c8db2d9149c8b01f47dde (MD5) / Approved for entry into archive by Ana Paula Lisboa Monteiro (monteiro@univates.br) on 2015-11-17T18:45:43Z (GMT) No. of bitstreams: 3 license_text: 21328 bytes, checksum: 683d9883b2ad62ac3b8bafc566b2e600 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) 2015FernandaEloisaSchmitt.pdf: 1688731 bytes, checksum: 2dfec052171c8db2d9149c8b01f47dde (MD5) / Made available in DSpace on 2015-11-17T18:45:43Z (GMT). No. of bitstreams: 3 license_text: 21328 bytes, checksum: 683d9883b2ad62ac3b8bafc566b2e600 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) 2015FernandaEloisaSchmitt.pdf: 1688731 bytes, checksum: 2dfec052171c8db2d9149c8b01f47dde (MD5) / Este estudo refere-se a atividades de geometria abordadas à luz da metodologia investigação matemática com alunos do 5o e 9o anos do Ensino Fundamental de duas escolas públicas da Educação Básica da região do Vale do Taquari. Estas escolas são parceiras do Observatório da Educação intitulado “Estratégias metodológicas visando à inovação e reorganização curricular no campo da Educação Matemática no Ensino Fundamental”. Este trabalho tem por objetivo investigar as conjecturas apresentadas pelos alunos e as diferenças e semelhanças que os alunos destas distintas turmas apresentam quando as criam. Pretendeu-se, ainda, estimular nos alunos a cultura da escrita em matemática, proporcionar-lhes momentos de autonomia no que diz respeito a sua formação discente e momentos de trabalho em grupo, promovendo a socialização de aprendizagens. Os aportes teóricos usados estão alicerçados nos escritos de Ponte, Brocardo e Oliveira (2009) que expressam que atividades de investigação matemática instigam o aluno à descoberta de novos saberes, por meio de problemas abertos, os quais propiciam o levantamento de conjecturas possíveis de serem testadas e matematicamente registradas. A proposta com foco investigativo foi composta de cinco atividades que abordavam diferentes tópicos de geometria. A pesquisa de cunho qualitativa pode ser considerada um estudo de caso. O material de pesquisa constituiu-se de diário de campo dos alunos, diário de campo do professor e filmagens das aulas. Para análise dos dados foi utilizada a análise de conteúdo, por meio de categorias elaboradas a partir das diferenças e semelhanças que foram surgindo ao longo da intervenção. Como resultados, verificou-se a dificuldade no manuseio da régua e do transferidor, tanto por parte dos alunos do 5o como pelos do 9o ano e em relação à escrita das conjecturas e conclusões. Percebeu-se que os alunos expressavam suas ideias oralmente, mas, no momento de escrevê-las no papel, apenas o faziam de forma sintética. Como ponto positivo, os alunos trabalharam em grupo, colaborando uns com os outros e auxiliando os que apresentavam maiores dificuldades. Esta experiência possibilitou lidar com o novo e o inesperado, permitindo aos alunos participarem mais ativamente de sua própria aprendizagem, dando-lhes mais autonomia. / This study refers to geometry activities approached in the light of the mathematical investigation tendency, with students of the 5th and 9th grades of the Elementary Education from two public schools in the area of the Taquari Valley. These schools are partners of a project from the Educational Observatory entitled “Methodological strategies aimed at innovation and curriculum reorganization in the field of Mathematical Education in Elementary School”. This work has as an objective to investigate the conjectures presented by the students, and also to analyze the differences and similarities that the students of these distinct grades show while creating them. It was intended, also, to stimulate the culture of written mathematic inthe students, besides to provide them moments of autonomy in regards to their formation and moments of team work, promoting schooling socialization. The theoretical contributions employed in this study are grounded on the writings of Ponte, Brocardo and Oliveira (2009), which express that mathematical investigation activities tempt the student to discover new knowledges by means of open-ended questions, bringing conjectures that are possible to be tested and mathematically registered. The purpose, with an investigative focus, was composed by five activities that approached many geometry topics. The research, of qualitative measurement, may be considered a case study. The research material consisted in students's field diary, teachers's field diary and videotaped classes. The data analysis was based on the concept of Content Analysis, in which the categories were elaborated after the differences and similarities that were developed during the intervention. As a result, it was verified that there is a difficulty in the handling of the ruler and the protractor for part of the students of both 5th and 9th grades, and also in regards to the writing of conjectures and conclusions. It was noticed that the students expressed their ideas orally, however, in the moment of writing them in the paper, they would only do it synthetically. As a positive, the students worked in groups, colaborating with each other and helping those who showed more difficulties. This experience made possible to handle the new and unexpected, providing the students the possibility to participate more actively in their schooling, which gives them more autonomy.

Submitted by FERNANDA DA SILVA VON PORSTER (fdsvporster@univates.br) on 2015-10-21T17:25:31Z No. of bitstreams: 3 license_text: 21082 bytes, checksum: 0c4c90d15030798a831b448203448a1a (MD5) license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5) 2015JanainadeRamosZiegler.pdf: 3665512 bytes, checksum: b3372b7334838daae04ccd34db8b233f (MD5) / Approved for entry into archive by Ana Paula Lisboa Monteiro (monteiro@univates.br) on 2015-11-18T11:31:29Z (GMT) No. of bitstreams: 3 license_text: 21082 bytes, checksum: 0c4c90d15030798a831b448203448a1a (MD5) license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5) 2015JanainadeRamosZiegler.pdf: 3665512 bytes, checksum: b3372b7334838daae04ccd34db8b233f (MD5) / Made available in DSpace on 2015-11-18T11:31:29Z (GMT). No. of bitstreams: 3 license_text: 21082 bytes, checksum: 0c4c90d15030798a831b448203448a1a (MD5) license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5) 2015JanainadeRamosZiegler.pdf: 3665512 bytes, checksum: b3372b7334838daae04ccd34db8b233f (MD5) / A presente dissertação é fruto de uma intervenção pedagógica realizada com alunos do 6º ano do Ensino Fundamental de duas escolas, localizadas nos municípios de Muçum e Lajeado, cidades que constituem, entre outras, o Vale do Taquari – RS. Esses educandários estão entre os seis que integram o Observatório da Educação, pesquisa em desenvolvimento no Universidade do Vale do Taquari Univates, que conta com o apoio financeiro da CAPES (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior). O desenvolvimento dessa ação pedagógica teve por objetivo geral examinar os resultados decorrentes da exploração de atividades envolvendo a Modelagem Matemática e o tema de interesse, com estudantes do 6º ano do Ensino Fundamental. Durante os encontros, entre os meses de outubro e novembro de 2013, foram efetuadas tarefas as quais culminaram na construção de questionários, gráficos, maquetes, desenhos ilustrativos e textos. No decorrer das atividades, os estudantes exploraram conceitos matemáticos, como escalas, porcentagem, ângulos e o valor do número π. Apesar de os alunos terem escolhido o mesmo tema de interesse - o esporte -, os subtemas abordados em sala de aula foram diferentes, uma vez que, em uma turma, as modalidades esportivas foram o vôlei e o futebol e, na outra, além destes, os discentes elencaram o skate e a bicicleta. No entanto, como em toda atividade desenvolvida com grupos de estudantes, nem todos os envolvidos participaram ativa e totalmente das tarefas. Entre os pontos positivos da realização da intervenção - em ambas as turmas – merecem destaque a motivação dos alunos na socialização com os demais, suas descobertas e a matemática envolvida em seus trabalhos. / The thesis presented here is the result of an educational intervention carried out with students of the 6th grade of elementary school two schools located respectively in the cities of Muçum and Lajeado, cities that are among others the Taquari Valley - RS. These schools are among the six that integrate the Centre for Education, Research in development at the University Center Univates that receives financial support from CAPES (Higher Education Personnel Training Coordination). The development of this pedagogical action had as main objective to examine the results from exploration activities involving mathematical modeling and of interesting theme with students of the 6th year of elementary school. During the meetings between the months of October and November 2013, tasks were made which culminated in the construction of questionnaires, charts, models, illustrative drawings and texts. During them students explored mathematical concepts such as scales, percentage, angles and the value of the number π. I emphasize that although the students have chosen the same topic of interest - sport - the sub-themes discussed in the classroom were different since, in a class were chosen the sports volleyball and soccer; and on the other, beyond these sub-themes the students also listed the skate and the bike. However as in any activity performed with groups of students, not all involved cooperated completely in all tasks. Among the positive points of the intervention performance in both classes I highlight students' motivation to socialize with others, their findings and the mathematics involved in their work.

Orientador: Rosinéte Gaertner. / Com: Produto Educacional: Material de orientação metodológica - Vivenciando a matemática por meio de resolução de problemas : um caminho para o ensino de matemática. / Dissertação (mestrado) - Universidade Regional de Blumenau, Centro de Ciências Exatas e Naturais, Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática.

Doctor of Philosphy (PhD) / The term boset was coined by Patrick Jordan, both as an abbreviation of biordered set, and as a generalisation of poset, itself an abbreviation of partially ordered set. A boset is a set equipped with a partial multiplication and two intertwining reflexive and transitive arrow relations which satisfy certain axioms. When the arrow relations coincide the boset becomes a poset. Bosets were invented by Nambooripad (in the 1970s) who developed his own version of the theory of fundamental regular semigroups, including the classical theory of fundamental inverse semigroups using semilattices, due to Munn (in the 1960s). A semigroup is fundamental if it cannot be shrunk homomorphically without collapsing its skeleton of idempotents, which is a boset. Nambooripad constructed the maximum fundamental regular semigroup with a given boset of idempotents. Fundamental semigroups and bosets are natural candidates for basic building blocks in semigroup theory because every semigroup is a coextension of a fundamental semigroup in which the boset of idempotents is undisturbed. Recently Jordan reproved Nambooripad's results using a new construction based on arbitrary bosets. In this thesis we prove that this construction is always fundamental, which was previously known only for regular bosets, and also that it possesses a certain maximality property with respect to semigroups which are generated by regular elements. For nonregular bosets this constuction may be regular or nonregular. We introduce a class of bosets, called sawtooth bosets, which contain many regular and nonregular examples, and correct a criterion of Jordan's for the regularity of this construction for sawtooth bosets with two teeth. We also introduce a subclass, called cyclic sawtooth bosets, also containing many regular and nonregular examples, for which the construction is always regular.