Inquiry-based teaching and learning has been infused in practical work in science classrooms in schools internationally. However, confirmatory rather than inquirybased practical work is prevalent in many South African Physical Science classrooms, especially in resource-constrained schools. Against this background, this study addresses the scarcity in a professional development framework (PDF) to support these teachers. The PDF was developed using a research process based on the development studies approach in educational design research. The process involved three research cycles, including a systematic literature review from an international perspective (cycle one and two) and a multi-method, multi-case study in South African schools (cycle three). In each research cycle consisting of an analysis, design/develop prototype, and formative evaluation phase, design principles were generated or revised as a basis for developing the PDF. The case study included interviews, observation and document analysis in favour of a context and needs analysis. The formative evaluation methods consisted of screening and one-to-one evaluation, with the quality criteria evolving from relevance (content validity) to relevance and consistency (construct validity) and finally to expected practically and expected effectiveness. The primary outcomes included ten design principles and the associated context-specific version of the PDF. The PDF contained eight primary components: learning phases, learning theory, professional development strategy (lesson study), instructional functions (for example, reviewing learning periodically), teacher motivation (intrinsic and extrinsic), instructional design perspective, attending to contextual factors, and professional development goals. The first primary goal was to create an environment that better supports teacher learning and practice in the design and implementation of IBPW in South African Physical Science classrooms in resource-constrained schools. The second primary goal was to enhance the competences, professional identity and practice of teachers in the design and implementation of IBPW. The process involved in developing the PDF in addition to the PDF and the ten associated design principles could be considered by users in interventions towards enhancing the design and implementation of IBPW in the present and other contexts. The users include policy makers and professional development providers. Also, though the PDF is potentially effective and practical, researchers are encouraged to evaluate its actual effectiveness and practicality. / Thesis (PhD)--University of Pretoria, 2017. / Science, Mathematics and Technology Education / PhD / Unrestricted

The chair is designed for people who need their own peaceful space to hide and relax. The chair is put together with pentagonal shapes which ergonomically houses the human body. The geometrical structure allows the user to feel protected and cosy, almost immune to the outside world. The chair is made of oak wood and it fits for busy hotels, airports, offices and libraries.

Mitt examensarbete syftar till att undersöka skolarkitektur med fokus på skolans mellanrum - det som ofta går under benämningen "kommunikationsyta" eller "sociala ytor" i en skolmiljö.  Skolan är en komplex sammansättning av prioriteringar, intentioner och föreställningar om lärande. I Sverige har vi något som kallas skolplikt, vilket innebär att barn som omfattas av den, måste gå i skolan och delta i den verksamhet som anordnas där. Med andra ord är skolan en plats där den huvudsakliga brukargruppen, dvs. eleverna inte alltid valt sin omgivning. En stor utredning visar också  att 84% av all mobbing sker utanför klassrummet. Beroende på ålder sker det oftare i utomhusmiljön där gömda utrymmen finns eller just i korridorer och uppehållsytor där eleverna är när de inte har lektion. Detta säger också något om hur vi behöver ägna mer uppmärksamhet åt Skolans mellanrum.  Ambitionen har därför varit skapa en en sammanhängande F-9 skola som främjar rörelse, nyfikenhet och gåtfullhet i ett kommunikationsstråk genom skolan samt trygghet genom vuxennärvaro och överblickbarhet. Skolan passas in i naturtomt i södra Stockholm och platsens karaktär tas hand om i både skolhusets placering och gestaltning. / My thesis project aims to investigate school architecture and specifically the spaces in between the learning environment which usually goes by the terms "circulation area" or "social areas" in a school. The school is a complex composition of priorities, intentions, and ideas about learning. In Sweden, we have something called compulsory schooling, which means that children covered by it must go to school and participate in the activities that are organized there. In other words, a school is a place where the main user group - the students don't always get to choose their environment. Studies also show that bullying is more common in spaces outside the classroom, i.e. in the schoolyard, in the corridors, or the social spaces where the students are when they're not in class. This says something about the priority these spaces are given in the planning process. The ambition has been to design a cohesive school that promotes movement, curiosity, and social interaction in the circulation spaces by having clear nodes for integration. The teacher and staff spaces are placed strategically along the main circulation space to promote a sense of security through the presence of adults. The project is situated in the southern part of Stockholm and has great qualities in terms of access to nature. The character of the location has inspired both the placement of the school as well as the exterior and interior design and organization.

The acoustic emission technique is an effective way to acquire crack information from material bodies at the microscopic level. Monitoring of the acoustic emission events provides a deeper understanding regarding the structural health status of critical constructions such as bridges, railways, pipelines, pressure vessels, etc. Thanks to the acoustic emission monitoring systems, it is possible to avoid catastrophic events and save lives, time, and money. For this reason, efforts to develop new acoustic emission sensor technologies, as well as the use of current acoustic emission sensors in new research fields, will contribute to the limited literature sources. Optical sensing systems provide good alternatives to the existing sensing technologies because of their wide range of detection bandwidths, adaptation to harsh environments, and low sensitivity to electromagnetic interference. For this reason, the first part of this thesis demonstrates an optoacoustic sensing methodology that enables the detection of acoustic emissions by optics. This sensing system consists of thin-film optical filters (TFOF) and an elastic microcavity layer. The sensing mechanism is similar to the Fabry Perot structures and it relies on resonance shifts of the cavity when there is a change in the cavity thickness similar to the Fabry Perot structures. Thus, the design, fabrication, and demonstration steps of a Fabry Perot elastic microcavity have been presented. Throughout the fabrication efforts, a new deposition protocol was developed. This deposition technique has enabled the deposition of TFOF on flexible substrates via the RF-sputtering technique. Thus, a new sensing configuration has been developed using flexible optical components. In the second chapter, an optical sensing methodology based on tunable spectral filters and flexible optical components is introduced. The design, fabrication, realization, and characterization of a proof-of-concept optomechanical sensor have been presented. The design step includes optical, mechanical, and optoacoustic correlation simulations using the Transfer Matrix Method, finite element analysis, and analytical models. Moreover, the fabrication part includes multilayer deposition on silica and flexible substrates using the RF-Sputtering technique and integration of these optical components into a 3D-printed housing together with electronic components. Eventually, the performance evaluation of the optomechanical sensor has been carried out and the experimental results showed that the sensor resonance frequency is around 515 Hz and the sensor is capable of detecting static loadings from 50 Pa to 235 Pa values. In the fourth chapter, seismic vulnerability analysis of a coupled Tank-Piping System has been performed using traditional acoustic emission sensors. Real-time performance evaluation of the pipeline as well as the structural health status of the critical parts were monitored. As a result, deformation levels of each critical part were investigated, and the processing of acoustic emission signals provided a more in-depth view of damage level of the analyzed components. Throughout the thesis, TFOFs are an integral part of this thesis. Therefore, both the design and simulation of TFOFs play a crucial role throughout this research work. The Transfer Matrix Method is used to simulate the optical performance of TFOFs. Moreover, in the final chapter, an automated design framework is presented for the design of TFOFs using a nature-inspired machine learning approach called Genetic algorithm. This design approach enables the design of sophisticated geometric configurations with unique optical capabilities. Therefore, not only the improvement of sensor response but also the new ways in the development of novel optical systems are demonstrated in this final chapter.

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This doctoral study is about Mindful Design as an approach to promoting Mindfulness. The main focus of this study is to transfer the Mindful Design approach and tools for industrial design into a higher education context that can be understood and applied by design students. Mindful Design is a design approach based on the socio-cognitive theory of Mindfulness. The concept of Mindful Design was introduced by Niedderer (2004) to describe how design products can promote and enhance mindful attention by interrupting or enhancing the user’s interaction or increase his awareness during social activities. Niedderer (2004) notes that Mindful Design can be associated with behavioural change and extends the understanding of social cognitive Mindfulness by changing the expected functions of product use. The theoretical framework addresses the differences in Mindfulness streams, their benefits, and their applicability to design context, topics that provide an important foundation for the development of Mindful Design criteria and tools. Based on this research, design criteria were selected to increase user awareness when interacting with mindful products. Furthermore, learning and teaching theories in the context of design education were discussed to support the chosen teaching strategies for the transfer of knowledge of the Mindful Design approach to design students. These themes were crucial in determining the current research question of this doctoral study. The research methodology focused on testing the applicability of the design and teaching tools developed to determine how socio-cognitive Mindfulness theory can be effectively and understandably introduced into the design context for design students in higher education. In Investigation One, a collection of tools and strategies were developed to determine student understanding and demonstrate the importance of the Mindful Design approach. As a result of this research, the Mindful Design Evaluation was developed and evaluated based on the socio-cognitive dimension of Mindfulness. Investigation Two sought to measure what students learned from the Mindful Design approach and whether the design proposals developed by students in the intervention group achieved higher levels of socio-cognitive Mindfulness than the design proposals proposed by the control group. Finally, the results of Investigation Two supported the assumptions made on the basis of the findings of the theoretical framework. The tools and strategies used to teach and apply the Mindful Design approach to design students showed significant results when applied in a higher education context.:CONTENTS 0 PREFACE 1 0.1 ZUSAMMENFASSUNG 1 0.2 ABSTRACT 3 0.3 ACKNOWLEDGeMENTs 5 1 INTRODUCTION 9 1.1 Research Problem 9 1.2 Thesis Framework 14 2 THEORETICAL FRAMEWORK 17 2.1 MINDFULNESS 17 2.1.1 Mindfulness: Two streams 17 2.1.2 Mindfulness for subjective well-being and self-regulation 21 2.1.3 Dimensions of Mindfulness 22 2.1.3.1 Distinction between Mindfulness state and Mindfulness trait 22 2.1.3.2 Differences in the categorization of Mindfulness 23 2.1.3.3 Description of the existing Mindfulness self-report 26 2.1.4 Discussion 30 2.2 MINDFUL DESIGN 32 2.2.1 Mindful Design: Meditation, focus, and empathy 33 2.2.2 Mindful Design: Social interaction, engagement, and behaviour change 34 2.2.3 Mindful Design: Mindfulness for Mindlessness 36 2.2.4 Examples of Mindful Design 37 2.2.5 Goals of Mindful Design 40 2.2.6 Discussion 41 2.3 LEARNING THEORY AND DESIGN CLASSES 45 2.3.1 Learning and teaching theories in design higher education 45 2.3.1.1 Constructivism 47 2.3.1.2 Problem-based learning 47 2.3.1.3 Experiential Learning Theory 49 2.3.2 Differences and similarities between disciplines of product design and industrial design engineering 53 2.3.2.1 Industrial design engineering process 55 2.3.3 Tools for mindful product design 56 2.3.3.1 User-centred design tools 57 2.3.3.2 MinD Personas 60 2.3.3.3 Figurative Scenes for Mindful Design 61 2.3.3.4 MinD visual cards 62 2.3.3.5 Discussion 63 2.4 CONCLUSION AND DISCUSSION OF THE THEORETICAL BACKGROUND CHAPTER 64 3 MINDFUL DESIGN EVALUATION 69 3.1.1 Development of the Mindful Design Evaluation Tool 70 3.1.1.1 Phase 1 – Selection of Statements 70 3.1.1.2 Phase 2A: Reliability, comprehensibility, and applicability 75 3.1.1.3 Phase 2B: Statements: Review 76 3.1.1.4 Limitation and adjustment 77 3.1.1.5 Measurability and evaluation 77 3.1.1.6 Phase C: Reliability assessment 78 3.1.2 Interpretation of results and discussion of the Mindful Design evaluation 79 4 EMPIRICAL INVESTIGATIONS 83 4.1 INVESTIGATION ONE – TEACHING AND LEARNING STRATEGIES FOR COMMUNICATING KNOWLEDGE ABOUT THE MINDFUL DESIGN APPROACH 85 4.1.1 Structure of the Investigation 86 4.1.2 Sample 88 4.1.3 Materials for conducting the Investigation 88 4.1.3.1 Presentation 88 4.1.3.2 Design tools: Visual Cards, Figurative Scenes, and Personas 89 4.1.4 Materials for the evaluation of the Investigation 91 4.1.4.1 Evaluation by students 91 4.1.5 Results of Investigation One 92 4.1.5.1 Evaluation by students 92 4.1.5.2 Design Proposal 94 4.1.6 Interpretation and discussion of the results 96 4.2 INVESTIGATION Two – UNDERSTANDING AND DESIGNING BASED ON THE MINDFUL DESIGN APPROACH 101 4.2.1 Ethical approval for the Investigation 103 4.2.2 Structure of the Investigation 104 4.2.3 Sample 105 4.2.4 Materials for conducting the Investigation 106 4.2.4.1 Presentation 106 4.2.4.2 Mindful Design Visual Cards 106 4.2.4.3 Personas and Figurative Scenes 109 4.2.5 Materials for evaluation of the Investigation 111 4.2.5.1 Student Evaluation 111 4.2.5.2 Knowledge Test 112 4.2.5.3 Design proposal 113 4.2.6 Results of Investigation Two 114 4.2.6.1 Evaluation by students 115 4.2.6.2 Knowledge Tests 125 4.2.6.3 Design Proposal 134 4.3 Interpretation and Discussion of the Results 141 4.3.1.1 Student Evaluation 141 4.3.1.2 Knowledge Test 143 4.3.1.3 Design proposals 145 5 CONCLUSION AND OUTLOOK 149 6 DIRECTORIES 157 6.1 References 157 6.2 List of Figures 176 6.3 List of Tables 178 6.4 List of abbreviations and symbols 180 7 APPENDIX 181

As we move towards a sustainable future, designing technology plays a key role. Over the last few decades, the role of design has been steadily expanding from a purely economic benefit for products to a discipline that contributes to positive change for humanity. While the recognition of this responsibility is growing, there is a knowledge gap for design practice. What is a contemporary design approach and how does it translate into practice? We briefly review three major design movements (human-centred design, participatory design, design for sustainability) and introduce the human-driven design approach, which integrates all three perspectives into the design of technology. To explore the gap between human-centred design theory and design practice, we reflect on three use cases. Finally, this paper provides insights into how human-driven design can be implemented in practice and presents four key issues that require action: Stakeholder management, faster horses, prototyping for disruptive scenarios and methods for sustainability.

It can be shown that exceeding both utilitarian and hedonic needs of consumers leads towards greater satisfaction, delight and enduring consumer loyalty. If designers are to meet the progressively diverse needs of consumers, then access to consumer values, aspirations and the underlying logic of their social practice become increasingly important. If we accept that what people say, do and think are often different things, gaining access to these requirements is clearly a challenge. The challenge is not only concerned with how these requirements are accessed at source, through widely adopted ethnographically inspired techniques, but more towards how these requirements are communicated to the designer. There is a clear disconnect between the collection of consumer requirements and how these requirements are arranged and communicated as implications for design. This thesis details a governance framework for the output of ethnographically inspired research methods to provide an understanding of the arrangement and attributes a communication tool for ethnographic work should possess, particularly towards the more technical area of new product development. The framework bridges a gap between consumer research and design action, which may be used as an approach to facilitate innovation, targeted problem solving and offer creative direction for new product development. Following an exploratory review of the literature and a series of way-finding interviews with domestic appliance and consumer goods manufacturers, a pilot study was conducted to identify the philosophical and practical barriers faced by designers, when designing for consumer requirements beyond the functional. A detailed second level literature review explored the emergent themes and led towards a desktop review of over 30 different creative thinking design tools from the design & emotion movement, 24 different communication approaches for ethnographic work in design and a two year case study on communication within the design process.

Wireless Sensor Networks(WSNs) have gained a lot of attention because of their potential to immerse deeper into people' lives. The applications of WSNs range from small home environment networks to large habitat monitoring. These highly diverse scenarios impose different requirements on WSNs and lead to distinct design and implementation decisions. This thesis presents an optimization framework for WSN design which selects a proper set of protocols and number of nodes before a practical network deployment. A Genetic Algorithm(GA)-based Sensor Network Design Tool(SNDT) is proposed in this work for wireless sensor network design in terms of performance, considering application-specific requirements, deployment constrains and energy characteristics. SNDT relies on offine simulation analysis to help resolve design decisions. A GA is used as the optimization tool of the proposed system and an appropriate fitness function is derived to incorporate many aspects of network performance. The configuration attributes optimized by SNDT comprise the communication protocol selection and the number of nodes deployed in a fixed area. Three specific cases : a periodic-measuring application, an event detection type of application and a tracking-based application are considered to demonstrate and assess how the proposed framework performs. Considering the initial requirements of each case, the solutions provided by SNDT were proven to be favourable in terms of energy consumption, end-to-end delay and loss. The user-defined application requirements were successfully achieved.