We define the Lie group G2 and show several equivalent ways to view G2. We do the same with its Lie algebra g2. We identify a new basis for g2 using Bryant’s view of g2 and geometric considerations we develop. We then show how to construct a matrix representation of G2 given our particular basis for g2. We examine the geometry of 1 and 2-parameter subgroups of G2. Finally, we suggest an area of further research using the new geometric characterization we developed for g2.

Laimė sociologijoje dar nėra labai plačiai plėtojama ar įterpiama moksliniuose tyrimuose. Tačiau laimės samprata pasireiškia daugelyje aspektų ir neturi vienareikšmio apibrėžimo. O kiekviena mokslinė sritis pateikia savas sampratas. Taip pat aktualus lieka visuomenėje ir socialinis konstravimas, kuris parodo, kad laimės samprata taip pat yra socialiai konstruojama. Todėl iškeltas probleminis klausimas: Kaip konstruojama laimės samprata Lietuvos žiniasklaidoje? Tikslas: Išanalizuoti laimės sampratos konstravimą Lietuvos žiniasklaidoje. Pasiekiant tikslą, atskleidžiama sociologinė laimės samprata ir jos komponentai, apibūdinamas lietuvių laimingumas/nelaimingumas, apibūdinama konstruktyvistinė laimės samprata, analizuojama ir atskleidžiama Lietuvos žiniasklaidoje konstruojama laimės samprata. Taikyta mokslinės literatūros ir antrinių duomenų analizė, žiniasklaidos kiekybinė ir kokybinė turinio analizė. Tyrimo rezultatai: Laimės samprata Lietuvos internetinėje žiniasklaidoje yra konstruojama pateikiant gyvenimo istorijas, aprašant patarimus kaip siekti laimės, naudojant duomenis ir jas interpretuojant, pateiktus kitų šaltinių ar mokslinių tyrimų. Pateikiami laimės komponentai, kurie yra įvairūs, jų yra daug ir jie gali būti kintami. Kadangi tai, kas tinka vieniems yra nurodoma, bet tai nėra tinkama visiems. Kiekvienas individas taip pat turi savo laimės komponentus ar tikslus kaip jos siekti. Todėl laimė nors ir yra socialiai konstruojamas procesas, bet ji priklauso nuo... [toliau žr. visą tekstą] / Happiness in sociology hasn’t been developed or integrated in academic researches. However, a concept of happiness is reflected in several aspects and can’t be defined unambiguously. Each academic branch introduces its concepts. Moreover, social constructing stays relevant as well as it shows that a concept of happiness could be socially constructed, too. Problematic question: Happiness concept construction in Lithuanian media. Aim: to analyze happiness concept construction in Lithuanian media. In order to achieve the aim, a sociological concept of happiness is been revealed together with its components, also feeling being happy/unhappy in Lithuanians, a constructive happiness concept have been defined, a concept of happiness, constructed in Lithuanian media has been analyzed and revealed. Methods: analysis of academic and secondary data source, media quantitative and qualitative content analysis. Results: the concept of happiness in Lithuanian Internet media is constructed by introducing life stories, explaining how to gain happiness, using and interpreting data from other sources and academic researches. The presented components of happiness differ, change and their number is rather high, as ones, presented as suitable for one group, do not suit for everybody. Each person has his/her own happiness components and ways to achieve it, so despite the fact, happiness is a socially constructed process, it depends on goals and their implementation, demands and freedom of choice... [to full text]

In this thesis, we study the relationship between the geometric shape of a region in the plane, and certain probabilistic information about the behavior of Brownian particles inside the region. The probabilistic information is contained in the function h(r), called the harmonic measure distribution function. Consider a domain Ω in the plane, and fix a basepoint z0. Imagine lining the boundary of this domain with fly paper and releasing a million fireflies at the basepoint z0. The fireflies wander around inside this domain randomly until they hit a wall and get stuck in the fly paper. What fraction of these fireflies are stuck within a distance r of their starting point z0? The answer is given by evaluating our h-function at this distance; that is, it is given by h(r). In more technical terms, the h-function gives the probability of a Brownian first particle hitting the boundary of the domain Ω within a radius r of the basepoint z0. This function is dependent on the shape of the domain Ω, the location of the basepoint z0, and the radius r. The big question to consider is: How much information does the h-function contain about the shape of the domain’s boundary? It is known that an h-function cannot uniquely determine a domain, but is it possible to construct a domain that generates a given hfunction? This is the question we try to answer. We begin by giving some examples of domains with their h-functions, and then some examples of sequences of converging domains whose corresponding h-functions also converge to the h-function. In a specific case, we prove that artichoke domains converge to the wedge domain, and their h-functions also converge. Using another class of approximating domains, circle domains, we outline a method for constructing bounded domains from possible hfunctions f(r). We prove some results about these domains, and we finish with a possible for a proof of the convergence of the sequence of domains constructed.

In this art-based study I will examine the construction of identity creating three life size figures utilizing metaphor and symbolism. I recorded and analyzed the process through reflections. The artist/teacher/researcher will provide conclusions based on art production and self-reflection.

abstract: In order for a robot to solve complex tasks in real world, it needs to compute discrete, high-level strategies that can be translated into continuous movement trajectories. These problems become increasingly difficult with increasing numbers of objects and domain constraints, as well as with the increasing degrees of freedom of robotic manipulator arms. The first part of this thesis develops and investigates new methods for addressing these problems through hierarchical task and motion planning for manipulation with a focus on autonomous construction of free-standing structures using precision-cut planks. These planks can be arranged in various orientations to design complex structures; reliably and autonomously building such structures from scratch is computationally intractable due to the long planning horizon and the infinite branching factor of possible grasps and placements that the robot could make. An abstract representation is developed for this class of problems and show how pose generators can be used to autonomously compute feasible robot motion plans for constructing a given structure. The approach was evaluated through simulation and on a real ABB YuMi robot. Results show that hierarchical algorithms for planning can effectively overcome the computational barriers to solving such problems. The second part of this thesis proposes a deep learning-based algorithm to identify critical regions for motion planning. Further investigation is done whether these learned critical regions can be translated to learn high-level landmark actions for automated planning. / Dissertation/Thesis / Masters Thesis Computer Science 2019

This study asked the question of how I constructed my beginner teacher identity as a female Mathematics teacher and why my journey unfolded in the way it did. With regards to beginner teacher identities I used work from Morrison (2013), Pennington & Richards (2015), Ballentyne & Grootenboer (2012) and Beijaard, Meijer & Verloop (2004). For work on the beginner female STEM teachers, I used authors including Spangenberg & Myburgh (2017), Else-Quest et al. (2013), Stromquist et al. (2013), Ahlqvist et al. (2013) and Rodriguez et al. (2017). These concepts were key to the understanding of this study. An Interpretivist epistemological paradigm underpinned this study (Wagner, Kawilich & Garner 2012). The conceptual lens used in this study was designed employing tenets of the Social Identity Theory of Tajfel & Turner (1979) as well as Albert Bandura’s Self-Efficacy Theory (1994). I followed a qualitative research approach and autoethnography as research design whereby the I, the researcher was also the sole participant of the study (Ellis, 2009). Co-constructors of knowledge were involved in this study to corroborate my personal. They comprised of close family members and a friend. Data generation methods included self-reflexive narratives about my experiences as a beginner teacher and my researcher’s journal. Furthermore, I conducted semi-structured, face-to-face interviews with the co-constructors. In analysing my data, I used the method of thematic analysis whereby I would read my data and identify suitable themes based on my two secondary research questions. The main findings of the study showed that I faced situations that went against my pre-conceived expectations, formed in part by my family members and that the construction of my beginner teacher identity involved a process wherein I had to accept elements of my out-group as part of my in-group (Tajfel & Turner, 1979) to achieve a satisfied social identity. / Dissertation (MEd)--University of Pretoria 2020. / pt2021 / Humanities Education / MEd / Unrestricted

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Denna uppsats har syftat till att undersöka hur maskulinitet görs i omslagsintervjuerna i Café Magazine under åren 2015 och 2020. Analysen har utgått från Raewyn Connells och Ylva Elvin-Nowak & Heléne Thomssons teorier kring maskulinitet och att kön är något som görs, snarare än något som är. Connells maskulinitetsteori innebär att maskuliniteter ska förstås som något dynamiskt som är avhängigt sociala, kulturella och historiska villkor. I vår undersökning har vi sökt besvara frågan: Hur görs maskulinitet i omslagsintervjuerna i livsstilsmagasinet Café Magazine åren 2015 och 2020? Vi har undersökt hur de arbetar med text och bild för att gestalta maskulinitet. Genom att tillämpa en kvalitativ tematisk innehållsanalys samt en semiotisk bildanalys har totalt åtta stycken omslagsintervjuer analyserats, såväl i text som bild, fyra stycken från respektive år.  Av analysen framgår att Café Magazine i bild och text gör en maskulinitet som bär flera kännetecken av den västerländska hegemoniska maskuliniteten. Men vi ser även nyanseringar som kan antyda att det skett, och fortfarande sker, förändringar i denna västerländska, hegemoniska maskulinitet. Fram växer bilden av en emotionell och reflekterande maskulinitet. / The purpose of this study is to examine how masculinity is portrayed in the cover stories of Swedish magazine Café Magazine during 2015 and 2020. The theoretical framework upon which the analysis has been made consists of Raewyn Connell’s theory of masculinity, as well as Ylva Elvin-Nowak & Heléne Thomsson’s concept of gender, stating that gender is constructed by us, rather than something that resides within us. Connell’s theory of masculinity proposes that masculinities are dynamic, social constructs that varies in different cultures and periods of time.  The aim has been to examine how masculinity is constructed in the cover stories of the men’s lifestyle magazine Café Magazine during 2015 and 2020. The material consists of eight cover stories in total, four from each year. The cover stories have been analyzed by combining two methods: (qualitative) thematic analysis for the written content of the articles and semiotic analysis for the images.   The study concludes that the masculinity constructed by Café Magazine, in the written content as well as the images of the cover stories, displays several characteristics consistent with those of western, hegemonic masculinity. However, there are nuances to suggest that this western, hegemonic masculinity has recently undergone, or still is undergoing, changes. In these nuances an emotional and reflecting masculinity emerges.

<p>U savremenoj pedago&scaron;koj literaturi, razlike u obrazovnom postignuću učenika se, veoma<br />retko, proučavaju iz perspektive učenika &scaron;to je, verovatno, jedan od bitnih razloga za<br />kontinuiranu egzistenciju kategorije &bdquo;neuspe&scaron;an učenik&rdquo;. Cilj na&scaron;eg istraživanja bio je da<br />se problem &scaron;kolskog neuspeha razmotri iz perspektive učenika koji su pozicionirani kao<br />neuspe&scaron;ni. Umesto mnogobrojnih pretpostavki istraživača o tome za&scaron;to su neki učenici<br />neuspe&scaron;ni, u istraživanju smo po&scaron;lli od pretpostavke da su učenici ti koji imaju teorije o<br />sopstevnom obrazovnom postignuću koje proveravaju i preispituju, koje mogu, ali i ne<br />moraju da budu u skladu sa teorijama koje o njihovom obrazovnom postignuću imaju<br />&bdquo;značajni drugi&rdquo;. U istraživanju su primenjene kvantitativne i kvalitativne tehnike<br />procene konstruisanja. Konkretnije, primenjena je metodolo&scaron;ka aparatura koja se koristi u<br />teoriji ličnih konstrukata: polustrukturisani intervju, Mreža repertoara, Mreža implikacija,<br />Mreža otpornosti prema promeni i samokarakterizacija. Uzorak je činilo 60 učenika<br />trećeg razreda srednje &scaron;kole koji su u toku &scaron;kolske godine ili na kraju kvalifikacionih<br />perioda imali negativne ocene iz tri i vi&scaron;e predmeta. Na osnovu analize rezultata moguće<br />je zaključiti da se način na koji učenici defini&scaron;u &bdquo;&scaron;kolski neuspeh&rdquo; razlikuje od definicija<br />u udžbenicima pedagogije i pedago&scaron;ke psihologije. Nalazi pokazuju da je učenicima<br />najvažnije da &bdquo;drugi&rdquo; shvate da oni nisu imanentno glupi i stoga neuspe&scaron;ni u &scaron;koli. Kao<br />najče&scaron;će razloge &scaron;kolskog neuspeha učenici navode: odsustvo volje i koncentracije za<br />učenje, lenjost i neadekvatnu didaktičko-metodičku obučenost nastavnika. Nalaz koji<br />zaslužuje posebnu pažnju jeste da učenici jako dobro znaju kakvi nipo&scaron;to ne bi želeli da<br />budu, &scaron;to ukazuje na nagla&scaron;eno veću prediktivnu jasnoću onog &scaron;to predstavlja nepoželjnu<br />stranu njihovog identiteta, i &scaron;to je za nijansu jasnije od idealizovane i željene predstave o<br />onome &scaron;to bi oni želeli da budu. Učenici nipo&scaron;to ne bi želeli da budu &ndash; neuspe&scaron;ni đaci,<br />kampanjci, bezvoljni, lenji, neodgovorni, odbačeni, nepravedni, nesigurni, nedosledni,<br />nesposobni, nesamostalni u učenju, neobrazovani, naivni i neposlu&scaron;ni. &Scaron;tavi&scaron;e, oni bi<br />želeli da budu uspe&scaron;ni đaci, ali da ne moraju da uče.</p> / <p>In contemporary pedagogical literature, the differences in student academic achievement are very<br />rarely studied from student&rsquo;s perspective, which is, probably, one of significant reasons for the<br />continuous existence of the category &bdquo;underachiever&rdquo;. The goal of our research was to consider<br />the problem of school underachievement from the perspective of students who are positioned as<br />underachievers. Instead of numerous assumptions of researchers regarding the issue why certain<br />students are underachievers, the starting point for our research was the fact that students are those<br />who have theories about their own academic achievement, which they test and reconsider, and<br />which can, but do not have to be in keeping with the theories about their academic achievement<br />held by &bdquo;significant others&rdquo;. The research applies quantitative and qualitative methods for the<br />assessment of constructing. More specifically, we applied the methodological apparatus used in<br />personal construct theory: semi-structured interview, Repertory Grid, Implication grid, Resistance<br />to change grid and self-characterisation. The sample comprised 60 secondary school students<br />from the third grade, who failed three or more subjects during the school year or at the end of<br />classification periods. Based on the analysis of results, it is possible to reach the conclusion that<br />the way in which students define &bdquo;school underachievement&rdquo; is different from the definitions<br />provided in pedagogy and educational psychology textbooks. The findings indicate that the most<br />important thing to students is for &bdquo;others&rdquo; to realise that they are not immanently stupid and<br />therefore fail in school. As the most frequent reasons for school underachievement they state the<br />following: the lack of will and concentration for studying, laziness and inadequate didactic and<br />methodical training of teachers. The finding that is especially worthy of attention is that students<br />are well aware of what they do not want to be like under any circumstances, which points out to a<br />prominently higher predictive clearness of what presents the undesirable side of their identity and<br />which is one nuance clearer than the idealised and desired concept about what they would like to<br />be. Students would never want to be &ndash; underachievers, those who study unsystematically,<br />apathetic, lazy, irresponsible, rejected, unjust, insecure, inconsistent, incapable, dependent in<br />studying, uneducated, gullible and disobedient. Furthermore, they would like to be successful<br />students, but without having to study.</p>

Leadership in organizational contexts has received considerable attention through the years. Although much is known about what constitutes effective leadership in an organizational setting, little is known about leadership as it pertains to the family. To address this limitation, a theoretical model of family leadership was developed. This model draws on transformational leadership and proposes five areas in which leadership could be carried out to lead and strengthen the family unit. These five areas include ( 1) leading the family with a vision, (2) maintaining a task orientation, (3) fostering close familial relationships, (4) establishing cooperation and teamwork, and (5) building connections and ties with support networks that are external to the family. In accordance with this theoretical model, it was hypothesized that favorable family outcomes, such as higher levels of cohesion, effective communication, lower levels of conflict, and family involvement are associated with a transformational style of leadership. This hypothesis was tested using a convenience sample of 231 two-parent families. consisting of a father, mother, and an adult child from each family. Family well-being was assessed by each child using The Family Profile, and the leadership style of each parent was assessed using the Multifactor Leadership Questionnaire. Using cluster analysis, four combinations of husband-wife leadership styles emerged. Based on these four leadership clusters, ANOV A was used to assess differences in family outcomes. Significant differences were found when comparing the couples characterized by active transformational leadership to those who were passive, or had a laissez-faire style of leadership. Compared to couples with passive leadership styles, couples with active leadership styles tended to have higher scores on the positive dimensions of family wellbeing (Family Concordance, Marital Strength, Active Involvement, and Religiosity) and lower scores on the negative dimension (Family Discordance). With the exception of a difference between the couples in the active leadership cluster and the couples in another cluster on the Religiosity outcome scale, no other differences were found among the couples in the four leadership clusters.