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University course planning and scheduling is the process of determining what courses to offer, how many sections are needed, determining the best term to offer each section, assigning a faculty member to instruct each section, and scheduling each section to a timeslot to avoid conflicts. The result of this task has an impact on every student and faculty member in the department. The process is typically broken down into three major phases: course offering planning, faculty assignment to planned course sections, and course scheduling into timeslots. This thesis looks at each of these phases for the Industrial and Manufacturing department and brings them together into a decision support and scheduling system. A decision support tool is created to facilitate planning of course offerings. Operations research is applied to assign sections to faculty members using a faculty preference driven integer linear programming model in order to minimize dissatisfaction in the department. Next, the faculty-section pairs are scheduled into university timeslots using a complex integer linear programming model. This scheduling model takes into consideration the faculty member time availability and preferences and general student time slot preferences as it minimizes dissatisfaction while avoiding conflicts among labs, faculty members and courses offered for each class level.

One of the most important and challenging questions in the area of clustering is how to choose the best-fitting algorithm and parameterization to obtain an optimal clustering for the considered data. The clustering aggregation concept tries to bypass this problem by generating a set of separate, heterogeneous partitionings of the same data set, from which an aggregate clustering is derived. As of now, almost every existing aggregation approach combines given crisp clusterings on the basis of pair-wise similarities. In this paper, we regard an input set of soft clusterings and show that it contains additional information that is efficiently useable for the aggregation. Our approach introduces an expansion of mentioned pair-wise similarities, allowing control and adjustment of the aggregation process and its result. Our experiments show that our flexible approach offers adaptive results, improved identification of structures and high useability.

In our qualitative study, we have described what the after-school teacher and her double roles are about from the perspective of after-school teachers and school leaders. In the introduction and background, we have described the activity of the after-school centre and the role and operation of the after-school teacher. In our theoretical starting points, we have used a theory based on Gidden's theory of structuration, which Haglund further developed into various professional practices within the leisure-time centre’s activities. We have collected material by interviewing both school leaders and after-school teachers to find out how they perceive the after-school teacher’s role at leisure-time centre. In the results and analysis section, we have presented, explained, compared and interpreted all data collection. Finally, in the discussion section, we have discussed how the results relate to previous research. In summary, we have concluded in the study that the assignment can both be interpreted and look different depending on the workplace an after-school teacher is at. This is based on the role the after-school teacher chooses to assume, as well as how school leaders view and allocate the assignment. / I vår kvalitativa studie har vi beskrivit fritidshemmet samt fritidshemslärarens dubbla uppdrag utifrån fritidshemslärares och skolledares perspektiv. I inledningen och bakgrunden har vi beskrivit fritidshemmets verksamhet, samt fritidshemslärarens roll och uppdrag. Vi har i våra teoretiska utgångspunkter använt oss av en teori baserat på Giddens struktureringsteori, som av Haglund vidareutvecklats till olika yrkespraktiker inom fritidshemmets verksamhet. Vi har samlat in material genom att intervjua både skolledare och fritidshemslärare, för att ta reda på hur de uppfattar fritidshemslärarens roll. I resultat och analysavsnittet har vi presenterat, redogjort, jämfört och tolkat all datainsamling. Avslutningsvis har vi i diskussionsavsnittet diskuterat hur resultaten förhållit sig till tidigare forskning. Sammanfattningsvis har vi i studien kommit fram till att uppdraget både kan tolkas och se olika ut beroende på vilken arbetsplats en fritidshemslärare befinner sig på. Detta baserat på vilken roll fritidshemsläraren själv väljer att anta, samt hur skolledare ser på och fördelar uppdraget.

German and Greek are both Indo-European languages that realize grammatical gender and indeed they have similar grammatical gender systems, they both realize three genders (masculine, feminine, neuter). They pose some similarities concerning gender agreement as well. However, the lexical gender between these two languages differs a lot. The purpose of this study is to examine first, whether L2 learners of German with Greek as their first language are able to use German grammatical gender predictively. Secondly, it was also examined to what extent the differences associated with L1-L2 lexical gender are going to affect their ability to make gender-based predictions in their L2. An experimental condition providing lexical cues (i.e., numeral) as informative cues was added, so that a comparison between the L2ers’ predictive ability based on morphosyntactic cues compared to lexical cues, can be investigated. The research questions of the study were examined by means of a speeded picture-selection task. Gender Assignment Tasks and a proficiency test were also included to investigate the influence of proficiency and knowledge of grammatical gender on the L2ers’ ability to use gender predictively. Besides the L2ers’ group, a control group of German native speakers also participated. The results suggest that L2ers were not able to use grammatical gender in their L2 predictively across the board of the gender trials, although they did successfully use the lexical cues to predict upcoming words. Although proficiency did not significantly interact with L2ers’ performance at the task, their knowledge of grammatical gender did significantly affect their performance, leading to faster Reaction Times.

The security of multi-robot systems is critical in various applications such as patrol, transportation, and search and rescue operations, where they face threats from adversaries attempting to gain control of the robots. These compromised robots are significant threats as they allow attackers to steer robots towards forbidden areas without being detected, potentially causing harm or compromising the mission. To address this problem, we propose a resilient planning, task assignment, and control framework. The proposed framework builds a multi-robot plan where robots are designed to get close enough to other robots according to a co-observation schedule, in order to mutually check for abnormal behaviors. For the first part of the thesis, we propose an optimal trajectory solver based on the alternating direction method of multipliers (ADMM) to generate multi-agent trajectories that satisfy spatio-temporal requirements introduced by the co-observation schedules. As part of the formulation, we provide a new reachability constraint to guarantee that, despite adversarial movement by the attacker, a compromised robot cannot reach forbidden areas between co-observations without being detected. In the second part of the thesis, to further enhance the system's performance, reliability, and robustness, we propose to deploy multiple robots on each route to form sub-teams. A new cross-trajectory co-observation scheme between sub-teams is introduced that preserves the optimal unsecured trajectories. The new planner ensures that at least one robot in each sub-team sticks to the planned trajectories, while sub-teams can constantly exchange robots during the task introducing additional co-observations that can secure originally unsecured routes. We show that the planning of cross-trajectory co-observations can be transformed into a network flow problem and solved using traditional linear program technique. In the final part of the thesis, we show that the introduction of sub-teams also improves the multi-robot system's robustness to unplanned situations, allowing servicing unplanned online events without breaking the security requirements. This is achieved by a distributed task assignment algorithm based on consensus ADMM which can handle tasks with different priorities. The assignment result and security requirements are formulated as spatio-temporal schedules and guaranteed through control barrier function (CBF) based controls.

The title of our essay is I wonder who I am at work. It is a qualitative study about the descriptions of leisure teachers and leisure educators of their dual mission and the dilemmas of the dual mission. The purpose of this study is to examine the dilemmas after-school teachers and after-school educators encounter in their professional role. We also look into the experiences of four after-school teachers and two after-school educators regarding the support they receive from their supervisor who is an assistant principal in after-school education. We also investigate how three deputy head teachers in leisure time centres describe the tasks of leisure time teachers and leisure time educators and the support they provide to them as a group of teachers and for the leisure time centre activities. In the study, we use concepts from the framework factor theory and the theory of KASAM. We also make use of some previous research in the field. After analyzing our interviews, we concluded that all after-school teachers and leisure time educators have common responsibilities in their mission and these are recess activities, leisure time supervisor and interaction during school hours. Unlike after-school teachers, recreation teachers had instruction during school hours while after-school teachers had interaction in the classroom. All interviewees felt that planning time was a major issue. It is difficult to plan for their assignments which are both during school, and after. Therefore, our interviewees chose to focus on the area that they felt was most important to them. The after-school teachers have chosen to focus on planning for school teaching while the after-school educators for after-school activities. Our study results showed that assistant principals in after-school programs were knowledgeable in their field because they have both training and experience in after-school programs. Both the after-school teachers and the after-school educators we interviewed emphasized the importance of having an assistant principal who has training in after-school education. The assistant principals in after-school care were very careful to have at least one FL or FP in each after-school department.

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