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Primary goal of this thesis is to present proposed method for fatigue life evaluation applicable to light composite aircraft. The first chapter of this thesis is focused on certification specifications and requirements for fatigue life proof of structure. Significant part of this thesis is dedicated to fatigue life evaluation and guideline how to proceed in evaluation of fatigue data. Thesis also points out on possible methods of statistical fatigue data analysis and critical parts of structure in means of fatigue life. The last part of thesis is focused on design of experimental evaluation of structure including test rig and load sequence. This chapter also provides inside into possible means of introducing artificial defects into the structure.

Thesis advisor: Deoksoon Kim / Most science education reform efforts are designed to promote science literacy for all students. In order for students to effectively apply abstract science concepts and knowledge to their lives, they must develop strong science literacy skills. Yet culturally and linguistically diverse (CLD) students, whose language and cultural backgrounds are different from mainstream American culture, often lack full access to all the educational avenues that would help them fully develop science literacy. Consequently, this dissertation explored and documented the ways educators have investigated and modified multiple aspects of science-based teaching and learning in order to benefit CLD students. This three-paper dissertation investigates three pedagogical approaches for supporting CLD students’ science literacy: culturally relevant pedagogy, translanguaging, and writing-to-learn. Research on these three pedagogical approaches is crucial for examining factors that affect CLD students in developing science literacy and providing recommendations on how to support them. To investigate CLD students’ experiences in-depth, this dissertation used a multiple-case study design to conduct analyses within each case as well as across all cases. The first paper investigated how middle school CLD students applied their family and cultural knowledge to learning science content in school. This study addressed the development of students’ science literacy by examining CLD students’ engagement with “HomeFun,” a set of culturally relevant activities. The second paper explored CLD students’ science literacy development in a translanguaging science classroom. By inquiring into participant students’ experiences with translanguaging and perceptions of its use, this study uncovered tensions between how translanguaging can facilitate students’ comprehension of science content while underscoring students’ desire to use English to improve their English language skills. The third paper examined how writing-to-learn can shape CLD students’ science literacy development. In a case study of six CLD students’ experiences with writing and content analysis of their compositions, this study revealed how writing helped students develop their thinking, effectively facilitating knowledge transfer from school-based contexts to real-world ones. Together, these studies demonstrate the usefulness of culturally relevant pedagogy, translanguaging, and writing-to-learn for fostering CLD students’ science literacy. Furthermore, each study offers insight into influences on CLD students’ ability to develop science literacy, such as the importance of family engagement or the pervasive nature of school-based monoglossic language ideologies. The three pedagogical approaches effectively support students socially, culturally, and academically, to make meaningful connections between science concepts and the world around them. In exploring the application points of culture, language, and literacy within science-based learning, this research offers science educators new insights and educational practices in support of CLD students. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Aux Antilles Françaises, les animaux d’élevage sont susceptibles d’être exposés à la chlordécone (CLD), Polluant Organique Persistant (POP) présent dans leur environnement. Afin de sécuriser les Denrées Alimentaires d’Origine Animale (DAOA) destinées à la consommation humaine, nos travaux ont porté sur l’étude du devenir de la CLD chez la brebis. Les objectifs de ces travaux étaient de comprendre comment s’effectue l’élimination de la molécule depuis l’organisme animal c’est-à-dire de déterminer par quelle(s) voie(s), sous quelle(s) forme (s), en combien de temps, en quelle quantité et par quels mécanismes s’élimine la CLD. Pour cette étude, deux volets ont été considérés : un volet analytique et un volet toxicocinétique. En effet, les méthodes de dosage connues des métabolites de la CLD ne permettaient pas d’obtenir la sensibilité et la fiabilité attendues pour nos travaux. Ainsi, un développement analytique de méthodes de dosage de la CLD et de ses métabolites dans les matrices d’intérêt a été mené. Ces travaux analytiques se sont appuyés sur une méthodologie d’extraction de type Quick, Easy, Cheap, Effective, Rugged and Safe (QuEChERS), une analyse par chromatographie en phase liquide couplée à la spectrométrie de masse en tandem (LC-MS/MS) et l’utilisation d’étalons internes isotopiques. Ce développement permet de disposer de méthodes de dosage sensibles, rapides et fiables de la CLD et de ses métabolites dans différentes matrices animales. A l’issue de l’étape de développement analytique, les méthodes dans le foie, les fèces et les urines ont été validées à l’aide de profils d’exactitude établis selon la norme V03-110 et le guide SANTE de référence pour les pesticides. Pour exemple, dans la matrice foie, des limites de quantification de 1,36 µg kg-1 PF et de 2,50 µg kg-1 PF respectivement de chlordécone et de chlordécol (métabolite de la CLD) ont été retrouvées. Le deuxième volet de cette thèse s’est appuyé sur deux protocoles toxicocinétiques réalisés chez la brebis. A l’aide de ces expérimentations, il a été possible de combler une partie des lacunes sur la toxicocinétique de la CLD chez la brebis. Nos travaux ont démontré que la CLD est partiellement métabolisée en chlordécol (CLDOH) par la chlordécone réductase dans le foie des brebis. Par la suite, la CLD et le CLDOH peuvent être métabolisés à l’aide d’UDP-glucuronosyl-transferases et de sulfo-transferases en métabolites conjugués de la CLD et du CLDOH (CLD-C et CLDOH-C). Le CLDOH est un métabolite intermédiaire qui n’est quasiment jamais quantifié dans l’organisme animal hormis dans le tissu gras. L’élimination de la CLD se fait majoritairement via les fèces : 1/3 de la molécule parent CLD est éliminé sous forme de CLD et 1/6 est éliminé sous forme de CLDOH. La voie urinaire est une voie mineure d’élimination de la CLD. A l’aide de ces travaux, un modèle compartimental a été proposé. Sur la base de ce modèle, des travaux de modélisation seront possibles et permettront la proposition et la mise en place de stratégies de décontamination des ovins aux Antilles Françaises / In the French West Indies (FWI), farming animals can be exposed to CLD, a persistent organic pollutant (POP) bound to soil in contaminated areas. In order to produce safe animal products, this thesis was focused on the CLD’s fate in ewes. The aims were to determine by which way(s), in which form(s), in how much time, in which quantities and by which mechanisms, CLD would be eliminated from the animal body. In this thesis, two complementary approaches were followed. First it was necessary to improve the analytical methods especially for the metabolites in order to obtain more sensitive and reliable methods than the actual ones. In the analytical approach, methods for CLD and its metabolites were developed in various animal matrices suitable for the toxicokinetic studies. The extraction method was based on the Quick, Easy, Cheap, Effective, Rugged and Safe (QuEChERS) methodology and the analysis was performed with a liquid chromatography with tandem mass spectrometry (LC-MS/MS). Isotopic Standards were also used. Thanks to this work, sensitive, quick and reliable methods were obtained in animal matrices. The set-up methods in liver, feces and urine were validated with accuracy profiles according to the French Standard NF V03-110 and European Union guidelines. Limits of quantifications of 1.36 μg kg−1 and 2.50 μg kg−1 of fresh liver were respectively found for chlordecone and chlordecol (the CLD’s metabolite). Secondly, and thanks to the analytical development, in vivo toxicokinetic studies were performed to determine the fate of CLD in ewes. The second approach of this thesis was based on two toxicokinetic protocols realized in ewes. The results revealed that CLD is partially metabolized in chlordecol (CLDOH) by the chlordecone reductase in ewe’s liver. Then, CLD and CLDOH can be conjugated by UDP-glucuronosyl-transferases and sulfo-transferases in conjugated metabolites (CLD-C and CLDOH-C). It appeared that CLDOH is only an intermediate metabolite which is almost never quantified in the organism except in fat tissue. The major route of CLD elimination is in feces: 1/3 of the molecule is eliminated in its CLD’s form and 1/6 in its CLDOH’s form. The urinary way of CLD elimination is minor. Based on the obtained results, a compartmental model was proposed. It will allow to propose and to establish ovine decontamination strategies in the FWI

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The aim of this research is to find out what environmental impact a wave power park has on the Swedish west coast by creating a consultation paper (”Samrådsunderlag”) for the Lysekilproject at Uppsala University. To highlight the complexity of the problem a system analytic approach was used and illustrated by a Causal Loop Diagram. The overall assessment of the Lysekilprojects wave power park at the Swedish west coast is that it will have a low impact on the environment. This is due to the relative small size of the wave power park and some technical solutions made with the environmental aspect in mind. Artificial reefs and a sanctuary for marine species are effects created by the wave power park and in the longer term the impact will give access to an untapped source of renewable energy, wave energy. Thus reducing the need of fossil fuels and making it possible to reach the Swedish national environmental goals. / Lysekilsprojektet

This thesis deals with modelling of project teams and their behavior using the principles of system dynamics. Main goal of this thesis is to create a model using system dynamics, which will allow to simulate how projects are finished. Results from the model are going to be used to define the best possible strategy to finish a project in required time. Theoretical part of this work is composed of presentation of project management and further the thesis extensively describes system dynamics, principles of system dynamics, used diagrams and possible ways of application of system dynamics in the real world. Furthermore are described the principles and advantages of using models and specifically system dynamics models. In the practical part of this thesis is presented the created model, which allows for simulating of project team behavior based on the input from the user of the model. Model serves the purpose of finding the best possible strategy to finish the product successfully.

Extensive digitization is currently underway in the railway sector, which has resulted in several benefits and improvements, but also challenges. The increased use of digital technologies increases the risks of vulnerabilities and susceptibility to cyberattacks. The effects of a cyber attack can have significant consequences on operations such as financial losses and damaged reputations, or in the worst-case scenario, devastating consequences where the lives of passengers are endangered. With the ongoing digitalization of the railways and the growing concern for cybersecurity, stakeholders in the sector have identified the need to systematically understand the risks of digitization related to cybersecurity and safety. Therefore, this study aims to identify and communicate these risks using system dynamics modeling. This study evaluated how actors in the railway sector reason about risks in the railway, how safety and cybersecurity are related, and new risks associated with digitalization and cybersecurity that have not been mentioned in the literature before. A qualitative study was conducted to answer the research question. Ten actors from different parts of the railway value chain were interviewed, and secondary data was collected from articles and reports within the area of cybersecurity and the railways. The results revealed a connection between cybersecurity and safety which could be seen through the chain of consequences that can arise from a cyberattack and in the event of loss of data availability and integrity. Based on this, core elements of the system and the relationships between them could be identified, from which the causal loop diagram (CLD) was constructed. New risks that were identified were the safety culture that permeates the railway industry, unclear areas of responsibility that are a result of deregulation in the Swedish railway sector, and competitiveness. Insights from the system dynamic model identified a reinforcing loop telling a causal story that shows that low cybersecurity priorities could lead to decreased safety on the railway. This further demonstrates the usefulness of identifying and communicating risks using system dynamics modeling. / En omfattande digitalisering pågår just nu inom järnvägssektorn vilket dels har resulterat i en mängd fördelar och förbättringar, men också utmaningar. Den ökade användningen av digitala teknologier ökar risker för sårbarheter samt mottagligheten av cyberattacker. Effekterna av en cyberattack kan ha betydande konsekvenser på verksamheten så som ekonomiska förluster och skadat rykte, eller också i värsta fall förödande konsekvenser där passagerarnas liv sätts i fara. I och med den pågående digitaliseringen av järnvägen och den ökade oron för cybersäkerhet har intressenter inom sektorn identifierat behovet av att på ett systematisk sätt förstå riskerna med digitalisering relaterade till cybersäkerhet och säkerhet (safety). Denna studie syftar därför till att identifiera och kommunicera dessa risker genom att använda systemdynamisk modellering. Studien utvärderade hur aktörer i järnvägens värdekedja resonerade kring risker i järnvägen, hur säkerhet och cybersäkerhet var relaterat, samt vad det finns för nya risker relaterade till digitaliseringen och cybersäkerhet som inte nämnts i litteraturen tidigare. En kvalitativ studie genomfördes för att svara på frågeställningen. Tio aktörer från olika delar av järnvägssektorns värdekedja intervjuades, och sekundärdata samlades in från artiklar och rapporter inom cybersäkerhet och järnvägen. Resultaten visade att det finns en koppling mellan cybersäkerhet och säkerhet (safety) som syns i den kedja av konsekvenser som kan uppstå från en cyberattack vid förlust av datas tillgänglighet och integritet. Utifrån detta kunde nyckelelement i systemet samt relationerna mellan dessa identifieras, och baserat på detta konstruerades vidare ett causal loop diagram (CLD). Nya risker som identifierades var säkerhetskulturen som genomsyrar järnvägsbranschen, oklara ansvarsområden som är ett resultat av den svenska järnvägens avreglering, samt konkurrenskraft. Insikter från den systemdynamiska modellen identifierade en förstärkande loop som berättar en orsakshistoria som visar att låg prioritering av cybersäkerhet kan leda till minskad säkerhet på järnvägen. Vidare demonstrerar detta nyttan av att identifiera och kommunicera risker med hjälp av systemdynamsik modellering.

Standardized tests are generally based on the norms of the majority population who share the same culture, language and above all, similar prior learning experiences. Because of this, it is problematic for clinicians to use standardized tests when assessing children from culturally and linguistically diverse (CLD) backgrounds. Dynamic assessment (DA) is an alternative assessment method that can circumvent the dilemma of biased testing of children from CLD populations. By looking at the child‟s modifiability instead of static performance DA aims to target the child‟s true language ability. In this study the researchers investigated the difference between narratives produced before and after a dynamic assessment procedure called a test-teach-retest method. 16 South African preschool children were assessed in one session with a wordless picture sequence and then the test-teach-retest format was implemented. Each child was asked to tell the story in the pictures, followed by a dynamic assessment phase (focused questions), and finally a second elicitation of the narrative. No time elapsed between the tests and the teaching phase. Significant differences were found between the narratives elicited before and after the focused questions, but not for all measures. The use of mental state terms (what characters feel and think) increased from the first to the second narrative as well as some of the microstructural elements (linguistic structures) and macrostructural elements (global organization of the story). These results indicate that the use of narrative language in the field of DA has the potential of reducing bias when assessing children‟s narrative ability in culturally and linguistically diverse populations. / Standardiserade test är främst baserade på normer som hämtats från studier av majoritetsbe-folkningen i ett land. En befolkning delar ofta samma kultur och de är ofta enspråkiga, men framförallt delar de liknande upplevelser. På grund av detta är det mycket svårt för kliniker att använda standardiserade test på barn med flerspråkig bakgrund. Dynamic assessment (DA) är en alternativ och dynamisk bedömningsmetod som kan förhindra att språklig testning av mångkulturella barn blir partisk. DA är ett tillvägagångssätt som fokuserar på barns sätt att ta sig an språk medan traditionella mått främst används för att statiskt kvantifiera prestation. Den här uppsatsen syftar till att undersöka om det finns en skillnad i barns sätt att berätta en saga före och efter intervention med dynamisk bedömningsmetod. 16 sydafrikanska förskole-barn testades, varje barn fick vid ett tillfälle berätta två historier till samma bildsekvens. Mel-lan de två berättelserna ställde forskarna riktade frågor om innehållet, dessa riktade frågor motsvarar det dynamiska inslaget i bedömningen. Signifikanta resultat hittades, men inte för alla mätvärden. Signifikant var den ökade användningen av mental state terms (vad karaktä-rerna i en berättelse känner och tänker), samt ökningen av vissa mått på mikro- (lingvistisk struktur) och makrostruktur (övergripande organisering av berättelsen). Detta resultat tyder på att användningen av en dynamisk bedömningsmetod kan ge kliniker ett instrument som är opartiskt vid bedömning av mångkulturella barns berättarförmåga.

Teachers work in complex and demanding times with an increasing number of students from culturally and linguistically diverse backgrounds (CLD) in classrooms. These students are over represented in statistics of under achievement. All teachers are teachers of academic language, and while no child is born with school language as a first language, for some students the match between home and school is more closely aligned than for other students. Teachers are expected to be culturally responsive, ensuring the languages and culture of students is visible in the classroom environment and the classroom curriculum. Despite the increasing knowledge about the specific strategies and approaches that will most effectively support CLD students in classrooms, the teaching of CLD students within mainstream contexts remains far from ideal. Teachers need support to access the principles of effective teaching of CLD learners that are available, and importantly to transfer the knowledge into classroom practice. Professional development and learning is linked to improved teacher practice and student learning outcomes. When teachers have opportunities to be engaged in successful elements of in-depth professional learning such as in-class modelling, observation and feedback, and co-construction of teaching and planning they are able to demonstrate improved pedagogical content knowledge. Their beliefs may also need to be challenged. The study was conducted in two schools in a large city in New Zealand where I am employed as an ESOL and literacy adviser. Using an action research method I was able to examine how a professional development and learning process shaped my own knowledge and practice as well as teacher knowledge and practice. The study fills a research space to gain insights into the effective professional learning processes that impact on teacher strategies and approaches with their CLD learners A central tenet of this research is that teachers can improve their practice of teaching CLD students and they can specifically learn strategies and approaches that are considered effective for them.