The classical binary error correcting codes, and subspace codes for error correction in random network coding are two different forms of error control coding. We identify common features between these two forms and study the relations between them using the aid of lattices. Lattices are partial ordered sets where every pair of elements has a least upper bound and a greatest lower bound in the lattice. We shall demonstrate that many questions that connect these forms have a natural motivation from the viewpoint of lattices. We shall show that a lattice framework captures the notion of Singleton bound where the bound is on the size of the code as a function of its parameters. For the most part, we consider a special type of a lattice which has the geometric modular property. We will use a lattice framework to combine the two different forms. And then, in order to demonstrate the utility of this binding view, we shall derive a general version of Singleton bound. We will note that the Singleton bounds behave differently in certain respects because the binary coding framework is associated with a lattice that is distributive. We shall demonstrate that lack of distributive gives rise to a weaker bound. We show that Singleton bound for classical binary codes, subspace codes, rank metric codes and Ferrers diagram rank metric codes can be derived using a common technique. In the literature, Singleton bounds are derived for Ferrers diagram rank metric codes where the rank metric codes are linear. We introduce a generalized version of Ferrers diagram rank metric codes and obtain a Singleton bound for this version. Next, we shall prove a conjecture concerning the constraints of embedding a binary coding framework into a subspace framework. We shall prove a conjecture by Braun, Etzion and Vardy, which states that any such embedding which contains the full space in its range is constrained to have a particular size. Our proof will use a theorem due to Lovasz, a subspace counting theorem for geometric modular lattices, to prove the conjecture. We shall further demonstrate that any code that achieves the conjectured size must be of a particular type. This particular type turns out to be a natural distributive sub-lattice of a given geometric modular lattice.

Group relations events are intended to enable transformation through learning, but such collective experiential events are not explicitly focused on enabling individual group members to derive meaning from them. This research aims to explicate individual learning from the experiences of a group relations event, in order to formulate a process for meaning-making post an intensive experiential event. Literature reviewed provides construct definitions of systems psychodynamic aspects, as well as insight, meaning-making, coaching methods and other approaches to facilitating meaning-making. Systems psychodynamics is the theoretical paradigm that informs a qualitative phenomenological research approach. Data analysis adopted hermeneutic phenomenology to allow for the interpretation of the rich data collected. Multiple case studies were adopted using multi-pronged data collection methods, including semi-structured interviews conducted before the event, as well as both a focus group and Free Association Narrative Interviews (FANI) conducted after the event. The results are reported by case, and this is followed with an interpretation of results by various systems psychodynamic themes. Furthermore, the relationship between personality types and defences mechanisms, with the associative techniques to use for each, have been set forth as additional findings in the thesis. The research hypothesis produced by the study is a meaning-making model to facilitate post-group relations event reflections and debriefing, with the aim of enabling insight formation, learning and adaption by individuals who have participated in such events. / Psychology / Ph. D. (Psychology)

Pair programming is an agile software development practice that can be used in university student's education when learning programming. Previous research on students at universities has shown that there exist different perceived benefits and drawbacks on the practice’s contribution to learning. However, these research are few and no similar studies have been conducted at KTH. A research gap has therefore emerged, which this thesis intends to fill and potentially lead to the subject being more relevant to, for example, Swedish universities. This creates the problem question: “How do students at KTH perceive the benefits and drawbacks of pair programming from a learning perspective, and how do these compare to previous studies?”. The purpose of the thesis is to explore the students' perceived benefits and drawbacks of pair programming at KTH from a learning perspective. The thesis goal is to expand the study on students' perceived benefits and drawbacks of pair programming from a learning perspective, as well as contribute to the knowledge of pair programming. The research methods chosen for the thesis are previous literature studies and qualitative in-depth interviews with eight students at KTH. The results are presented as summerazitations and tables of collected data on KTH students' perceptions on the benefits and drawbacks of pair programming from a learning perspective. The main benefits and their circumstances identified were better perspective, qualitative code and faster progress. Drawbacks and their circumstances on the other hand, were identified as various levels of experience, difference in personal preference, different time schedules and difficulties in alternating roles and changing partners. These results indicate that pair programming contributes much when learning programming, but that there also exist perceived drawbacks by KTH students. / Parprogrammering är en agil praxis inom mjukvaruutveckling som kan användas i universitetsstudenters utbildning när de lär sig programmering. Tidigare forskning på universitetsstudenter har visat att det finns olika upplevda fördelar och nackdelar med praktikens bidrag till lärande. Dessa undersökningar är dock få och inga liknande studier har gjorts på KTH. Ett forskningsgap har därmed uppstått, som denna avhandling avser att fylla och potentiellt leda till att ämnet blir mer relevant vid, exempelvis, svenska universitet. Detta leder till problemfrågan: ”Hur uppfattar studenter på KTH fördelarna och nackdelarna med parprogrammering ur ett lärandeperspektiv, och hur är dem i jämförelse med tidigare studier?”. Syftet med uppsatsen är att utforska studenters upplevda fördelar och nackdelar med parprogrammering på KTH ur ett lärandeperspektiv. Forskningens mål är att utöka studien om studenters upplevda fördelar och nackdelar med parprogrammering ur ett lärandeperspektiv, samt bidra till kunskapen om parprogrammering. De forskningsmetoder som valts ut är tidigare litteraturstudier och kvalitativa djupintervjuer med åtta studenter på KTH. Resultaten presenteras som sammanfattningar och tabeller över insamlad data om KTH-studenters uppfattningar om fördelar och nackdelar med parprogrammering ur ett lärandeperspektiv. De främsta fördelarna och deras omständigheter som identifierades var bättre perspektiv, kvalitativ kod och snabbare framsteg. Nackdelar och deras omständigheter identifierades däremot som olika nivåer av erfarenhet, olika personliga preferenser, olika tidsscheman, svårigheter med alternerande roller och byte av partner. Dessa resultat tyder på att parprogrammering bidrar mycket till lärandet av parprogrammering, men att det också finns nackdelar uppfattade av KTH-studenter.

Thesis (Master of Military Studies)-Marine Corps Command and Staff College, 2008. / Title from title page of PDF document (viewed on: Jan 12, 2010). Includes bibliographical references.