I explore whether participation on Estimize.com, a crowdsourced earnings-forecasting platform aimed primarily at novices, improves professional analysts’ forecast accuracy and career outcomes. Estimize provides its contributors with frequent and timely feedback on their forecast performance and offers them a new channel for disseminating their forecasts to a wider public, features that could help analysts improve their forecast accuracy and raise their online visibility. Using proprietary data obtained from Estimize and a difference-in-differences research design, I find that IBES analysts who are active on Estimize improve their EPS forecast accuracy by 13% relative to the sample-mean forecast error, as well as reduce forecast bias. These improvements in performance vary predictably in ways consistent with learning through feedback. Additionally, I find increased market reaction to the positive earnings-forecasts revisions issued by analysts who are active on Estimize. I also find that analysts active on Estimize enjoy incremental positive career outcomes after controlling for forecast accuracy. My results suggest that professional analysts can learn to become better forecasters through online feedback and consequently garner more attention from the market. My results also suggest analysts can improve their career outcomes by gaining additional online visibility. / Business Administration/Accounting

This project is an in-depth investigation on the impact of lighting, marking and paint schemes on the operational aspects of police vehicles. This investigation consisted of two phases that ultimately consisted of four experiments. An array of lighting and marking schemes were implemented on police vehicles in a variety of jurisdictions for evaluation. The study then investigated the change in the visibility of police officers, the public reaction to these schemes, and the operational impacts of these systems. The first phase of the project was a naturalistic observation study where the goal was to better understand how traffic behaved around traffic stops. Test vehicles were positioned in simulated traffic stops and patrol locations to determine how traffic behavior was affected by various configurations of police lighting and markings. Camera and radar systems were used to measure the changes in driver speed and when drivers responded to the move over law. Based on the results of the naturalistic studies, the impact of the lighting system on officer visibility was investigated in a controlled human factors test where the ability of a driver to see a police officer outside of their vehicle was measured in the presence of the lighting systems. The purpose of this interjected effort was to verify that the experimental schemes would not increase risk to law enforcement despite data from the first phase indicating the vehicles were more visible. A second part to that study evaluated conventional methods of bolstering an officer's visibility outside of their vehicle at night. The second phase took the findings of the first phase and implemented changes to several police vehicles from local and state agencies to be in operation for at least 18 months. This was to assess the rate of near-misses and crash rate to relate the vehicle changes to law enforcement safety. Additionally, rates of citations were assessed, and surveys offered an opportunity for law enforcement to provide their own feedback on the implementations. The lighting systems evaluated included a completely blue lighting system, an enhanced all blue lighting system with twice the light output, a red and blue system, and a single flashing blue beacon. In terms of markings, retroreflective markings along the side of the vehicle, a retroreflective contour line, chevrons on the rear of the vehicle and unmarked vehicles were evaluated. Finally, a variety of vehicle colors were used to investigate the impact of the base vehicle paint color. The results indicate that both the red and blue lighting system and the high output blue lighting system increase the distance at which drivers moved over significantly. In general, at least 95% of traffic attempted to merge away from an actively lighted police vehicle, when possible. In terms of the speed change, drivers began reducing their speed by approximately 600 m from the police vehicle. Similarly, the addition of retroreflectivity to the rear of the vehicle showed an additional benefit for causing drivers to move over sooner. However, these benefits came at a cost to the officer's visibility. When outside of their vehicle, the high output blue system significantly reduced officer detectability while the red and blue configuration only impacted detection distance by 3 meters. The investigation did find that these impacts could be overcome with retroreflective vests worn by the officers. In the second phase, a preference revealed by officers favored the red-blue configuration. They stated that this configuration provided greater comfort for them and less glare to approaching drivers. The study also revealed that the alternative configurations did not impact the operational activities of police authority. / Doctor of Philosophy / This project evaluated how lighting, marking and paint schemes on police vehicles affected their visibility and how traffic responded to them. An observational study positioned police vehicles with alternative lighting and markings in simulated traffic stops and patrol locations to evaluate traffic behavior. Camera and radar systems were used to measure the changes in driver speed and when drivers responded to the Move Over law. A second study evaluated how the lighting systems on a police car affect the visibility of an officer at night in a traffic stop scenario. A followup experiment looked into methods for bolstering the visibility of officers at night through conventional implementations such as body worn LED lighting, the use of a retroreflective vest, or by using lighting on the police vehicle's light bar to increase illumination of the police officer. A third study took the findings of the previous experiments and outfitted 64 Virginia State Police vehicles for 18 months. Another 64 Virginia State Police vehicles participated in a control condition where no changes were made to their vehicles. Data collected included the rate of near-misses or crashes and the rates of written citations. Surveys were administered to each participating officer regarding their perception of safety and comfort and allowed their open feedback and suggestions. The lighting systems evaluated included a completely blue lighting system, an enhanced all blue lighting system with twice the light output, a red and blue system, and a single flashing blue beacon. In terms of markings, retroreflective markings along the side of the vehicle, a retroreflective contour line, chevrons on the rear of the vehicle, and unmarked vehicles were evaluated. Finally, a variety of vehicle colors were used to investigate the impact of the base vehicle paint color. The results indicate that both the red and blue lighting system and the high output blue lighting system increase the distance at which drivers moved over significantly. In general, at least 95% of traffic attempted to merge away from an actively lighted police vehicle, when possible. In terms of the speed change, drivers began reducing their speed by approximately 600 m from the police vehicle. Similarly, the addition of retroreflectivity to the rear of the vehicle showed an additional benefit for causing drivers to move over sooner. However, these benefits came at a cost to the officer's visibility. When outside of their vehicle, the high output blue system significantly reduced officer detectability while the red and blue configuration only impacted detection distance by 3 meters. The investigation did find that these impacts could be overcome with retroreflective vests worn by the officers. In the second phase, a preference revealed by officers favored the red-blue configuration. They stated that this configuration provided greater comfort for them and less glare to approaching drivers. The study also revealed that the alternative configurations did not impact the rate of citations.

Mémoire en recherche-création / Il y a quelques années, j’ai presque gagné 100 000 $ dans une émission de télé-réalité appelée Big Brother Canada. Je rêvais fièrement à ma victoire quand j'ai été rapidement ramenée à la réalité en étant évincée de la maison par les quatre autres concurrent.es. restant.es. Quelques semaines après la fin de l'émission, déçue et quelque peu déstabilisée, j'ai découvert que plusieurs images de moi circulaient de façon virale en ligne. En fait, j'étais devenue un mème ! Fascinée par cette nouvelle forme de langage que les mèmes semblent avoir créé sur mes réseaux sociaux au fil des ans, l'expérience de devenir un mème a suscité une grande envie de savoir ce que d'autres personnes ayant une expérience similaire à la mienne ressentent. Ma curiosité a inspiré cette recherche exploratoire dans laquelle je cherche à mieux comprendre ma mise en mème (ou mémification) à travers l’expérience vécue d'autres mèmes. Présenté sous la forme d'une création audiovisuelle accompagnée d’un script réfléchi, et soutenu par le concept de « face » de Goffman, ainsi que par les théories sur la « visibilité » de Voirol et Jauréguiberry, ce travail explore la face cachée des mèmes, le rapport entre individu-face-mème et les effets de devenir-mème. / I once came close to winning a 100 000$ on a reality TV show called Big Brother Canada. I could almost taste the jackpot when I suddenly got evicted from the house by the four remaining houseguests. Few weeks after the show was over, disappointed, and overwhelmed, I discovered that multiple images of me went viral on social media. In fact, I had become a meme! Already fascinated by this new form of language that memes seem to have created on my social media over the years, the experience of becoming a meme ignited a thirst to know how other individuals with a similar experience to mine felt. My curiosity led to this exploratory research where I seek to better understand my transformation into a meme (or memefication) through the lenses of other memes. Presented in the form of an audio-visual creation accompanied by a commented script and supported by Goffman’s concept of “face” as well as Voirol and Jauréguiberry theories about “visibility”, this work digs into the hidden faces behind memes, the connection between individual-face-meme and the effects of becoming meme.

This small-scale study is positioned within a social constructionist interpretive paradigm using a mixed methodology employing principles of adapted grounded theory, simple scale-based questionnaires and action research. Fourteen disabled young people from one specialist and three secondary mainstream settings were interviewed using semi-structured interviews to gain their views on friendship and belonging in schools. Three groups of parents, TAs, SENCos and allied education professionals engaged in action research to examine these views, their own views and values and those of disabled young people in their families and schools in order to better understand the sensitivities and subtleties of successful social inclusion and to consider change to whole school practice. The limitations that non-disabled adults unwittingly ‘construct’ that act as barriers to friendship and social inclusion were explicitly recognised in this interpretive research as a contribution to informing practice and theory in this domain. Paper One focuses on the views of young people and the meaning and importance they placed on friendship and social relationships in their lives. Findings included that young people in specialist and mainstream setting highly valued friendships but that sustaining friendships in the wider community was often problematic for those participants who attended schools outside their local community. This mainly affected the specialist setting students but was also recognised as an issue by some of the mainstream parents who lived outside the catchment area. Findings also revealed that young people gained their sense of belonging from the positive relationships they formed with TAs and teachers as well as friends. In order for friendship and positive social inclusion to develop, however, participants required schools to provide a supportive environment of accessible rooms, doors and lifts and adults who trusted them to have the competency and agency to manage their social times and spaces with choice and autonomy. The issue of ‘surplus visibility’ was highlighted by disabled young people who spoke of an experience of school where lack of choice concerning where and with whom to spend break times limited their friendship opportunities and sense of well-being and inclusion. This was compounded by an expectation of compliance by adults and automatic assumption of their belonging to a disabled group despite differences of sex, gender or common interests. The participants valued genuine connection through humour, interests and social support and were active in seeking private time for talking with friends. Schools that provided a range of highly social or quieter, more private, locations for students were highly valued. Paper Two describes using these views as stimulus for action research to bring about change towards improved social inclusion. Groups of parents, senior management, SENCos, TAs and other education professionals met formally three times over a four month period. These groups examined vignettes selected from data from paper one, engaged in debate and discussions, interviewed disabled young people themselves, formulated key concept maps leading to revised theoretical frameworks, reflected and evaluated the process of the action research and considered practice change or further research. This stage was a continued process of seeking to hear authentic voices, in depth discussion and reflection on what we were learning from disabled young people combined with our own knowledge, values, and beliefs. This led to the development of conceptual models and practical change intentions to promote social inclusion. Intentions to change included •Developing alternative social rooms with minimal TA presence •Including disabled young people in TA selection processes •Involving parents in reviewing the school inclusion policy •Establishing a regular parents’ support group •A commitment to keep listening to young people’s voices and preferences on key matters rather than ‘assuming that we already know!’ •Lengthening the lunch break in the specialist setting to ensure time for socialising and friendship building These commitments to change demonstrated that schools were able to engage successfully in the action research process, valued parents’contributions further and were willing to change practice towards greater social inclusion of disabled young people and parents.

Cette recherche exploratoire vise à documenter, du point de vue des intervenants, les conditions nécessaires à la mise en place de projets utilisant des outils de narrativité numérique, de même que les principaux apports de ces outils à l’intervention. Ces outils peuvent être des récits numériques qui sont de courtes vidéos (deux à cinq minutes) intégrant images, musique, texte, voix et animation, ou encore de courts fichiers audio, aussi appelés podcasting ou baladodiffusion. Il peut aussi s’agir de jeux vidéo interactifs ou d’un montage vidéo à partir d’extraits de témoignages. Dans un contexte où les pratiques d’intervention, dans les services publics en particulier, sont de plus en plus normées et standardisées, une recherche qui explore des outils d’intervention recourant à la créativité s’avère des plus pertinentes. Par ailleurs, ce champ n’a été que très peu exploré en service social jusqu’à maintenant. Des entrevues semi-dirigées ont été menées auprès de huit intervenants ayant utilisé ces outils dans leur pratique. L’analyse de leurs propos met d’abord en lumière les conditions nécessaires à la réalisation de ce type de projet, de même que les questions éthiques qui les accompagnent. Ensuite, du côté des principaux apports de ces outils, ils se situent, d’une part, dans le processus créatif collaboratif. Celui-ci permet d’enrichir l’intervention en donnant un espace de parole plus libre où intervenants et usagers créent des liens qui modifient le rapport hiérarchique entre aidant et aidé. D’autre part, l’attention professionnelle accordée à la réalisation des produits et à leur diffusion contribue à donner une plus grande visibilité à des personnes souvent exclues de l’espace public. Ainsi, en plus d’explorer les apports d’un outil artistique à l’intervention, cette recherche permet également d’analyser les enjeux de visibilité et de reconnaissance associés à l’utilisation de médias participatifs. / This exploratory study describes, from the viewpoint of social workers and other support workers, the conditions needed to set up a project that makes use of digital storytelling tools, as well as the main contributions of these tools as part of an intervention. The tools may be digital stories in the form of short, two-to-five minute videos (with music, text, voice, and/or animations), or short audio files (i.e., podcasts). They may also be interactive video games or a video montage created from extracts drawn from personal stories. A study exploring intervention tools that encourage creativity becomes all the more pertinent in a context where, particularly in public health and social services, intervention practices are becoming increasingly standardized. As yet, this field has been only minimally explored. Semi-directed interviews were conducted with eight workers who used these tools in their practice. Analysis of their statements sheds light on the conditions necessary to carry out this type of project, as well as the ethical questions that arise in the process. The analysis also reveals that one of the main contributions of these tools lies within the collaborative creative process. The process enriches the intervention by providing a space for freer speech where support workers and the people they help create ties that modify the hierarchical relationship between them. Moreover, the professional attention given to creating and sharing the products helps provide greater visibility to people who are often excluded from the public arena. Thus, in addition to exploring the contributions of an artistic tool to interventions, this study also makes it possible to analyze the issues of visibility and recognition associated with using participatory media.

Demonstration videos can be found on fr.linkedin.com/in/doriangomez/ / Cette thèse porte sur la modélisation procédurale de mondes virtuels étendus dans le domaine de l’informatique graphique. Nous proposons d’exploiter les propriétés de visibilité entre régions élémentaires de la scène, que nous appelons tuiles, pour contrôler sa construction par pavage rectangulaire. Deux objectifs distincts sont visés par nos travaux : (1) fournir aux infographistes un moyen efficace pour générer du contenu 3D pour ces scènes virtuelles de très grande taille, et (2) garantir, dès la création du monde, des performances de rendu et de visualisation efficace. Pour cela, nous proposons plusieurs méthodes de détermination de la visibilité en 2D et en 3D. Ces méthodes permettent l’évaluation d’ensembles potentiellement visibles (PVS) en temps interactif ou en temps réel. Elles sont basées sur les calculs de lignes séparatrices et de lignes de support des objets, mais aussi sur l’organisation hiérarchique des objets associés aux tuiles. La première technique (2D) garantit l’occultation complète du champ visuel à partir d’une distance fixe, spécifiée par le concepteur de la scène, depuis n’importe quel endroit sur le pavage. La seconde permet d’estimer et de localiser les tuiles où se propage la visibilité, et de construire le monde en conséquence. Afin de pouvoir générer des mondes variés, nous présentons ensuite l’extension de cette dernière méthode à la 3D. Enfin, nous proposons deux méthodes d’optimisation du placement des objets sur les tuiles permettant d’améliorer leurs propriétés d’occultation et leurs impacts sur les performances de rendu tout en conservant l’atmosphère créée par l’infographiste par ses choix de placement initiaux. / This thesis deals with procedural modeling applied to extended worlds for computer graphics.We study visibility applied to tiling patterns, aiming at two distinct objectives : (1) providing artists with efficient tools to generate 3D content for very extended virtual scenes, and (2) guaranteeing that this content improves performance of subsequent renderings, during its construction. We propose several methods for 2D and 3D visibility determination, in order to achieve interactive or real-time evaluation of potentially visible sets (PVS). They are based on the concepts of separating and supporting lines/planes, as well as objects hierarchies over tiles. Our first 2D method guarantees full occlusion of the visual field (view frustum) beyond a fixed distance, regardless of the observer’s location on a tiling. The second method enables fast estimation and localization of visible tiles, and builds up a virtual world accordingly. We also extend this method to 3D. Finally, we present two methods to optimize objects locations on tiles, and show how to improve rendering performance for scenes generated on the fly.

Ce mémoire vise à comprendre l’expérience de vie des jeunes Québécoises de 2e génération portant le voile islamique, qui ont vécu le débat sur la charte de la laïcité au Québec en 2012. Un des articles de ce projet de loi visait à interdire le port des signes religieux «ostentatoires» par les employés de la fonction publique. Une vague de protestation a animé les membres des minorités religieuses visées et une apparition, quoique marginale, des Québécois de 2e génération a commencé à émerger. À travers le concept de lutte pour la reconnaissance tel que théorisé par Honneth et celui de stigmate amené par Goffman et élaboré par Göle, j’ai tenté de comprendre l’expérience de lutte pour la reconnaissance entamée par des Québécoises porteuses d’un signe religieux stigmatisé. Le concept d’hybridité m’a permis également de comprendre la richesse identitaire de ces jeunes qui se manifeste notamment dans l’articulation de leurs revendications. J’ai ainsi mené 13 entrevues semi dirigées sur le mode du récit de vie avec des jeunes femmes âgées entre 19 et 27 ans, nées au Québec et portant le voile islamique. / This Masters aims to understand the life experience of young Québécoises from second generation of Muslims immigrants wearing Islamic headscarves, and who experienced the debate over the political project la charte des valeurs in 2012. One of the articles of this charte aimed to forbid employees of the public sector to wear ‘ostentatious’ religious signs. The province of Quebec has witnessed a wave of protests and many rallies of members of religious minorities who felt targeted by this bill. I have noticed the emergence of the second generation of these religious minorities who displayed their religious signs in the public space and protested against La Charte. To understand this phenomenon I used the concept of struggle for recognition theorized by Honneth and the concept of stigma elaborated by Goffman and later by Göle. I tried to comprehend the struggle for recognition of the young Quebeckers wearing the veil as a stigmatized religious sign. The concept of hybridity allowed me to consider the multiplicity of identifications of these young women and how it could be articulated through their struggle for recognition. I conducted 13 semi structured interviews with young Muslim women between 19 and 27 years old, born in Quebec and wearing the Islamic headscarf.

史考特‧費茲傑羅(F. Scott Fitzgerald)的小說《大亨小傳》為一深刻反映二十世紀美國文化的作品之一，書中描述主人翁蓋茲比如何在現實中追求不可及的夢想直至夢想幻滅的過程。在現實的不可抗逆下，蓋茲比以各式物質展演將不可見慾望的化為清晰的圖像。 本論文將透過廣告及攝影概念的引用，探討圖像與觀者的連結如何創造出一個既不屬於現實也不屬於幻象的虛擬現實，並論述蓋茲比如何運用觀者的觀看經驗為自身建立起一可被認同的身份，並且以這樣的策略開展小說中關於視覺與想像的辯證。 第一章略述《大亨小傳》的梗概、介紹其相關評論與說明本論文理論架構。第二章將藉由對二十世紀初媒體發展回顧重新定義「可見」的概念；第三章將詳述費茲傑羅與其作品與名流文化及媒體的密切性，及媒體文化對作者生活及作品的影響。第四章檢視書中敘事者尼克視覺化的觀察方式，進而分析其虛擬凝視(Virtual Gaze)如何打破生理視覺的侷限進而發展出一結合主體感觀經驗與客觀現實的感知方式。第五章重新討論小說中現實與幻象的矛盾，並點出「虛擬」將翻轉對現實的固有認知，並且成就更多可能性。 / F. Scott Fitzgerald’s The Great Gatsby has been regarded as one of the most brilliant literary works that captures the essence of the roaring twenties. In the novel, Fitzgerald takes readers into a full picture of the life of Gatsby, unfolding the life of the glamour in a new world material without being real and the conflicts between social classes. Writing against the lucid narrative strategy, Fitzgerald completes The Great Gatsby with impressive languages, imagery and symbols. The present thesis would like to adopt theories of advertising and photography to examine how the order of presentation and observation is converted at the time when visual perception is inevitably intertwined with subjective imagination. In addition, the present thesis also aims to shed light on the concept of virtual gaze as well as the notion of identity by taking vision from the field of the visible into the field of the virtual. Chapter one begins with the introduction of The Great Gatsby and the methodology used in the present thesis. Chapter two includes literature reviews concerning the issue of seeing and Fitzgerald’s The Great Gatsby. Chapter three focuses on reviewing the presentation of images used in the mass media and on building the interrelationship among Fitzgerald’s life and the notion of “visibility.” Chapter four pays attention to the concept of “virtual gaze” and its capability to break the boundary between physical eyesight and imagination. Chapter five reconsiders the ambiguity of reality associated with contradictory vision and further validates the value of “virtual gaze.

In 1905 Albert Einstein developed the theory of Special Relativity. This theory describes the relation between space and time and revolutionized the understanding of the universe. While the concept is generally accepted new experimental setups are constantly being developed to challenge the theory, but so far no contradictions have been found. One of the postulates Einsteins theory of Relativity is based on states that the speed of light in vacuum is the highest possible velocity. Furthermore, it is demanded that the speed of light is independent of any chosen frame of reference. If an experiment would find a contradiction of these demands, the theory as such would have to be revised. To challenge the constancy of the speed of light the socalled Kennedy Thorndike experiment has been developed. A possible setup to conduct a Kennedy Thorndike experiment consists of comparing two independent clocks. Likewise experiments have been executed in laboratory environments. Within the scope of this work, the orbital requirements for the first space-based Kennedy Thorndike experiment called BOOST will be investigated.BOOST consists of an iodine clock, which serves as a time reference, and an optical cavity, which serves as a length reference. The mechanisms of the two clocks are different and can therefore be employed to investigate possible deviations in the speed of light. While similar experiments have been performed on Earth, space offers many advantages for the setup. First, one orbit takes roughly 90 min for a satellite based experiment. In comparison with the 24 h duration on Earth it is obvious that a space-based experiment offers higher statistics. Additionally the optical clock stability has to be kept for shorter periods, increasing the sensitivity. Third, the velocity of the experimental setup is larger. This results in an increased experiment accuracy since any deviation in the speed of light would increase with increasing orbital velocity. A satellite planted in a Low Earth Orbit (LEO) travels with a velocity of roughly 7 km/s. Establishing an Earth-bound experiment that travels with a constant velocity of that order is impossible. Finally, space offers a very quiet environment where no disturbances, such as vibrations, act upon the experiment, which is practically unavoidable in a laboratory environment. This thesis includes two main chapters. The chapter titled "Mission Level" exploits orbital candidates. Here, possible orbits are explained in detail and the associated advantages and problems are investigated. It also contains a discussion about ground visibility and downlink feasibility for each option. Finally, a nominal mission scenario is sketched. The other chapter is called "Sub-Systems". Within this chapter the subsystems of the spacecraft are examined. To examine the possible orbits it is necessary to define criteria according to which the quality of the orbits can be determined. The first criterion reflects upon the scientific outcome of the mission. This is mainly governed by the achievable velocity and the orbital geometry. The second criterion discriminates according to the mission costs. These include the launch, orbital injection, de-orbiting, satellite development, and orbital maintenance. The final criteria defines the requirements in terms of mission feasibility and risks, e.g. radiation. The criteria definition is followed by explaining the mission objectives and requirements. Each requirement is then discussed in terms of feasibility. The most important parameters, such as altitude, inclination, and the right ascension of the ascending node (RAAN), are discussed for each orbital option and an optimal range is picked. The optimal altitude depends on several factors, such as the decay rate, radiation concerns, experimental contributions, and eclipse duration. For the presented mission an altitude of 600 km seems to be the best fit. Alongside the optimal altitude possible de-orbiting scenarios are investigated. It is concluded that de-orbiting of the satellite is possible without any further external influence. Thus, no additional thrusters are required to de-orbit the satellite. The de-orbiting scenario has been simulated with systems tool kit (STK). From the simulation it can be concluded, that the satellite can be deorbited within 25 years. This estimation meets the requirements set for the mission. Another very important parameter is the accumulative eclipse duration per year for a given orbit. For this calculation it is necessary to know the relative positions and motion of the Earth and the Sun. From this the eclipse duration per orbit for different altitudes is gained. Ground visibilities for orbital options are examined for two possible ground stations. The theory is based on the geometrical relation between the satellite and the ground stations. The results are in an agreement with the related STK simulations. Finally, both ground stations are found adequate to maintain the necessary contact between the satellite and the ground station. In the trade-off section, orbit candidates are examined in more detail. Results from the previous sections with some additional issues such as the experiment sensitivities, radiation concern and thermal stability are discussed to conclude which candidate is the best for the mission. As a result of the trade-off, two scenarios are explained in the "Nominal Mission Scenario" section which covers a baseline scenario and a secondary scenario. After selecting a baseline orbit, two sub-systems of the satellite are examined. In the section of "Attitude Control System (ACS)" where the question of "Which attitude control method is more suitable for the mission?" is tried to be answered. A trade-off among two common control methods those are 3-axis stabilization and spin stabilization is made. For making the trade-off possible external disturbances in space are estimated for two imaginary satellite bodies. Then, it is concluded that by a spin stabilization method maintaining the attitude is not feasible. Thus, the ACS should be built on the method of 3-axis stabilization. As the second sub-system the possible power system of the satellite is examined. The total size and the weight of the solar arrays are estimated for two different power loads. Then, the battery capacity which will be sufficient for the power system budget is estimated together with the total mass of the batteries. In the last section, a conclusion of the thesis work is made and the possible future works for the BOOST mission are stated.

After situating my interest in issues of women’s participation in technoscience, starting withmy experiences in the 1970s, this thesis turns to consider women’s visibility in more recenttechnoscience, in the light of European Commission figures indicating a slower progressionfor women into the more prestigious positions in STEM (Science, Technology, Engineeringand Mathematics) than the Commission had hoped.Two media case studies are presented focusing on the visibility of women in the EuropeanUnion (including the United Kingdom). One case study considers the media campaign whichinitiated the public promotion of a European Commission campaign to encourage women intoscience. The campaign-launch taster video was “Science it’s a girl thing! The other casestudy involved an analysis of media from a ‘Day in the technology news’ drawn from theBBC TechNews website on the 7th January 2018.The analysis of the social imaginary draws upon still images clipped from the short videoclips. The discussion is set within the context of the ‘woman question’ in science and ‘thescience question in feminism’ and both the notion of the gaze, and also Deleuzian notions offaceicity and affect. This analysis then reflects upon the research question: “Dorepresentation and visual modelling, visual encounters, or some less tangibleaffective factors, play a role in continuing an androcentric focus in science andtechnology, and how might this impact on the on-going exclusion or disincentivisingof technology and research careers for women, even if narratives havechanged and initiatives have tried to entice more women into STEM and research inthe UK and European Union?” Ultimately the underlying interest is “What can bedone about the woman question in science and technology in these areas if we are to try and redress the imbalance in women’s participation?”