During this project a mechanical design proposal has been developed for the Veritas project at Uppsala University. The Veritas resonant inelastic X-ray scattering (RIXS) spectrometer aims at becoming a world leading beamline for RIXS in the 275-1500eV range. The instrument is almost 10 meters long and will rotate 120 degrees in the horizontal plane. Usually similar instruments are rotated manually. This project has developed a design proposal that allows the instrument to be rotated to a set angle without the need to manually move the instrument. The project started off with a phase of information gathering. It focused mainly on available products and suitable components. The information gathered here was later used to create concepts. To focus the concept generation on the most critical funcionality the challange was divided up into four different problems. Conecpts were generated for each of these problems. By comparing the conecepts against one another the most suitable concepts was merged into a final design proposal during a phas of embodiement design. This resultet in a motorized trolley. The trolley pulls or pushes the instrument around its rotational axis by moving along a rolled stainless steel T-profile. The final design proposal meets the mechanical and finiancial requirements set at the beginning of this project. / Under detta examensarbete har ett konstruktionsförslag på en förflyttningsenhet tillVeritasprojektet tagits fram. Veritasprojektet är ett forskningsprojekt där en storspektrometer skall komma att användas.Spektrometern är dryga tio meter lång och utvecklas för MAX IV laboratoriet i Lund.För att genomföra olika mätningar med spektrometern krävs möjligheten att rotera den ihorisontalplanet. Vid liknande instrument runt om i världen görs detta manuellt dåinstrumenten kan förflyttas med en liten kraft.Konstruktionsförslaget beskriver hur en enhet bäst utformas för att klara av att roteraden stora spektrometern 120° i horisontalplanet. Det presenterade konstruktionsförslagetuppfyller de ställda kraven och den preliminära kostnaden är under den satta budgeten.Under arbetets gång har tillgängliga komponenter och färdiga produkter studerats.Utifrån dessa förstudier har olika koncept genererats. På samtliga förutspådda problemhar problemlösningar genererats. Genom att jämföra dessa med varandra har de bästlämpade koncept valts ut att vidareutveckla i modelleringsprogram.Under modelleringsfasen tar konstruktionsförslaget form och möjliggör en virtuellverifiering av att konstruktionen uppfyller de krav ställda i kravspecifikationen. Detfärdiga konstruktionsförslaget förflyttar instrumentet med en tangentiell kraft mha enstång och driften sker längs en valsad skena. Längs skenan monteras en kuggstång somen givare refererar till för att positionen skall kunna utläsas.

Bogotá is a city that has seen rapid change in the recent years. By the 1990’s the city’s public space was in crisis and its elements were being used in inappropriate ways; some were even been illegally privatized. Inside the city’s multiple ills, a politically driven set of changes began to happen. By the turn of the millennium an urban renaissance of the city originated. Multiple public spaces, libraries, schools, and new transportation systems were built and implemented by different city Mayors. At present, after the initial thrill and polemics developed during the construction of the new public spaces, some of the major changes have settled. This situation makes it a good moment to develop an analysis of the performance of these public spaces today, in order to understand how they have evolved along with Bogotano’s during these years. The Plaza de San Victorino located in the downtown area of the city was one of the major renovation projects that the city underwent around the year 2000. Its analysis is representative of the evolution of Bogota’s public spaces during these years. This MDS makes an assessment from the point of view of the users of the Plaza de San Victorino. By making a Post-occupancy evaluation of this recently constructed public space using participant observations, mappings and surveys, this MDS generates a set of design recommendations for the Plaza and a design proposal for its improvement. / text

This degree project looks at the effective methods and principles in planning and design for regenerating public space, especially regenerating public space in residential areas. This regeneration of public space is important, as a way to solve problem of unattractiveness, lack of social interaction and insecurity feeling among people or inhabitants in public spaces in residential areas. In this project, we choose Oxhagen housing area in Kalmar, as the project object. In which, the projects aim to change the Oxhagen from unattractive place to an attractive place which enhance people to have positive social interactions among inhabitants.   Firstly, this project begun by collecting the relevant study and theory regarding public space, especially in residential areas. From there, we based this project with proper guidelines and planning principles. Furthermore, to thoroughly consider all practical aspects, this project also studied successful public spaces in residential areas in Scandinavia countries, therefore, the project can learn from the successful projects. The second and third part, the project provides information of the context of the area and situational analyses of the site, Oxhagen in Kalmar. The last important part of this project, we provide the proposal of public space in residential area, Oxhagen. The project based the proposal on the relevant theories and the situational analysis. The proposal are consists of detail plans and other planning suggestions. In the proposal, we focus the planning and design with the concept of accessibility, enclosure, and diversity of activities, as we think these three concepts are the most applicable to the context of Oxhagen. Therefore, the suggestions and proposal are from these three concepts.

The price of the tools for making prototypes and small series of products, as well as the cost of additional changes in the tool are quite high and increase the price of the final product. A flexible tool provides an advantageous solution to create a wide variety of molds. In this thesis the area of flexible tooling is introduced. An experimental mechanism has been manufactured and tested. With the help of a methodical approach several solutions for a flexible tool design have been proposed. Based on the evaluation of all given criteria, the most suited version has been designed and manufactured. The tool has been tested and evaluated for the thermoforming process. Improvements and potential applications have been suggested. The results show that the flexible tool has some limitations but has a broad potential use in several applications.

Efterfrågan på studentbostäder blir större i universitets- och högskolestäder, där kombinationen av ett ökat intresse för högre studier och en långvarig bostadsbrist resulterat i att studenter stått bostadslösa vid kursstart. Resultatet har utmynnat i att studentbostadsområdens fysiska miljö nedprioriterats, trots dess påverkan på det psykiska välmåendet och den enskilde individens uppfattning av ett lärosäte eller en stad ifråga. Genom utformningen av studentbostadsområden med syftet att öka den sociala hållbarheten kan uppfattningen av bosättningen förbättras. Social hållbarhet utgör en av tre hållbarhetsdimensioner som syftar på det gemensamma målet gällande global hållbarhet. Social hållbarhet relaterar till de sociala aspekterna i samhället, där förhållandena som berör begreppet, på grund av sin komplexitet, har gjort att det många gånger exkluderats i praktiken. Inom konceptet social hållbarhet ingår flera aspekter, däribland socialt kapital, vilket syftar på individers olika sociala sammanhang och nätverk. Studien syftade till att beskriva hur ett socialt hållbart studentbostadsområde kan utformas genom målsättningen av strukturering kring kriterier och riktlinjer. Dessa kriterier och riktlinjer förväntades uppstå genom kombinationen mellan studenters preferenser kring ett studentbostadsområdes fysiska och sociala faktorer, samt litteratur kring ämnet. Genom 25 semistrukturerade intervjuer med studerande vid Högskolan i Gävle kunde respondenternas preferenser definieras. Detta med hjälp av frågor kring deras tidigare och nuvarande bostadsområden, samt deras åsikter och preferenser kring utformningen av ett studentbostadsområde generellt. För ytterligare förståelse av studenternas bostadssituationer genomfördes inventeringar av befintliga studentbostadsområden i Gävle. Studien utmynnade i 16 kriterier utifrån analysmodellens begrepp, som senare resulterade i 9 riktlinjer. Dessa riktlinjer applicerades sedan i en fysisk kontext med hjälp av ett gestaltningsförslag. Dock var denna gestaltning endast ett förslag kring riktlinjernas applicering. Diskussion kring huruvida riktlinjerna kan appliceras, ter sig bäst genom att applicera och utforma dessa utifrån en lokal kontext. Studiens slutsats utmynnade i att relationen mellan social hållbarhet och utformningen av studentbostadsområden kan beskrivas med hjälp av studiens analysmodell. Kriterierna och riktlinjerna presenterade i studien, resulterade i ett starkt socialt kapital inom studentbostadsområden, men ansågs vara bäst applicerbara inom en lokal kontext. Kriterier och riktlinjer kring ett socialt hållbart studentbostadsområde i relation till socialt kapital bör struktureras genom kombinationen av litteratur och preferenser hos de som utnyttjar den fysiska miljön ifråga. / The demand on student housing is growing in cities containing universities, where the combination of a growing interest in higher education and a prolonged shortage in housing has resulted in students being homeless by the time their studies has begun. The result of this has become a de-prioritization in the physical environment. Although, the design of these areas should be prioritized higher as it affects both mental well-being and the individual perception of the university and the city. By designing residential areas for students with the purpose of increasing the social sustainability, it is possible to improve the perception of these areas over all. Social sustainability form one of three dimensions of sustainability that aims for the common goal of global sustainability. Social sustainability relates to the social aspects in society. Conditions relating to social sustainability has, due to its complexity, often been excluded in practice. Within the concept of social sustainability are many aspects, among which social capital is included, which refers to different social contexts and social networks. The aim of the study was to describe how socially sustainable residential areas for students could be designed through the objective of structuring criterias and guidelines. These criterias and guidelines was expected to be formed by the combination of preferences amongst students, regarding physical and social factors in residential areas for students, and literature concerning the subject. Through 25 semi-structured interviews with students at the University of Gävle, the preferences amongst the respondents could be defined, by asking them about their preferences, previous and current residential areas. As well as their general opinions regarding the design of a residential area for students. For further understanding of residential areas for students, an inventory was made in similar existing areas in Gävle. The study resulted in 16 criterias based on the concepts within the analysis model, that later resulted in 9 guidelines. These guidelines were applied in a physical context by creating a design proposal. This design was only a proposal concerning the application of the guidelines. A discussion regarding the application of the guidelines, is in itself best applied and created through a local context. The conclusion was that the relationship between social sustainability and the design of residential areas for students, could be described by using the analysis model in the study. The criterias and guidelines presented in the study, resulted in strong social capital within the residential areas for students. Although they are best applied in local context. These are best structured by combining literature and preferences amongst those using the physical environment in question.

This diploma thesis is focused on design proposal of bicycle frame, which is powered by human force and then strength analysis of designed frame. Vehicle is designed to city and relates to physically handicapped persons and elderly people. This thesis content comparison of different types of bicycles.

In this thesis I have analyzed how the phenomenon level of contrast, a consequence of the relation between level of light and distribution of light, works within urban green areas. For this particular site, the too high level of contrast is a result of the high level of light distributed 1) in the direction of oncoming pedestrians and 2) in a single zone of light and 3) on a too condensed surface area and 4) in a space with multiple vertical elements (in a dark space with low reflectance values). Being in the only lighted area surrounded by trees (vertical elements absorbing or reflecting light), with eyes adapted to its level of light, consequently, makes it impossible to see beyond the path. This since our eyes always adapt to the brightest spot in our field of view, which in all directions is a spot very close to the user. And since adapting to the emitted and reflected light our eyes cannot also adapt to the darkness beyond this enclosed space. Another perspective on this, also related to the very basics of our vision has to do with the task oriented lighting solutions. We humans have two different types of vision - central and peripheral. The central vision is approximately 2% of our field of view, it is the small spot where our gaze focus, the rest is peripheral vision. The strange thing is that modern urban lighting design have focused almost solely on task lighting and the central vision, and left the peripheral vision literally disorientated. Because, in order for the peripheral vision to help us navigate and collect spatial information, it needs variable lightning with multiple zones of light, creating differences in shade, revealing form and depth. The main contribution of this thesis, beyond defining knowledge regarding how light acts in these specific situations, is the development of a lighting design method specifically for urban green areas from a practice based design perspective (see figure 16). And that I have started the work of creating practical knowledge and answers to the question: How can the method be used in practice?

生物學的互利共生，探討兩生物體生活在一起的交互作用，互利共生雙方成員都得到好處，維持持續性的關係。由於環境不斷在變動，使得兩生物體必須共同學會適應環境，持續共生行為。設計服務產業中的供應商及市場上顧客，有如互利共生的雙方，而服務產業的變遷及新科技的注入，為這個環境加入許多不確定性。設計團隊如何利用服務科學之觀點從顧客角度建立互利共生之設計流程，遠瞻市場脈動和顧客建立長久的關係，是本研究要探討的議題。近幾年來工業設計逐漸浮出檯面。箇中翹楚，莫過於「手機設計」。過去通話是手機最基本的功能。現在，因為功能的跨界設計，讓手機不再只是一個移動式的話筒。本研究從設計的流程切入，探究工業設計團隊在初期進行創意構思到概念構成，及最後設計商品化的部分，如何使用互利共生與服務科學原則建立相關分析模型進行設計流程有效管理，使得設計師更瞭解市場和消費者的需求，並以消費者為尊的觀念，讓客製化的程度提高，建立一使得顧客與設計團隊間的交互作用得以持續。 / In service exchange, both providers and customers are involved in shaping the continuum of value co-production. Inspired by the symbiosis concepts, service exchange engaged by providers and customers can be regarded as the unfolding of mutually beneficial interactions between two species. The providers and customers in design service industry (e.g., industrial design) are the analogy as two organisms in mutualism. In this industry, there are many uncertain factors to consider and it is important for a design team to establish a mutualism relationship with their customers and unfold a design service process which can meet consumers’ expectations. This paper takes the design service of mobile phones as an example and presents an analytical model of mutualism-based idea management characterized with the principles of symbiosis concepts and service science. The model is unfolded with three symbiosis analytic tasks (concept definition, idea visualization, and commercialization) and achieves a design service process regarding the points of view of the customers in order to improve customization.

Services surround us every day and companies all over the world have to adapt to the demand of services to make their products more successful and attractive. This master thesis has, on behalf of Scania in Södertälje, Sweden, focused on the service Driver coaching, a service where drivers are dedicated a personal coach who gives regular calls to the drivers. The aim of the thesis was to explore how a driver coaching service could be individualised to each driver. Furthermore, the aim was to develop a design proposal for Driver coaching that creates value for both coaches and drivers. Three coaches from Sweden, Finland and Norway were observed and interviewed to identify what role the coaches have in the service and all the activities they perform. During the analysis of the ethnographic findings, explorations were made on whether valuable insights can be found by interpreting the data with service design visualisations. A customer journey was created which catalysed the analysis phase and helped to generate insights in which pain points could be identified. Three important themes that emerged from the insights were individualisation, trust and communication. Insights from the ethnographic findings and the literature review show that a driver coaching service should, in fact, be individualised. The design proposal that was developed enables different arrangements of the service, which fit each driver’s needs and goals, with the help of a driver profile. Conclusions include information about what is important to think about when designing a driver coaching service that is individualised. Lastly, the thesis contributes to research with lessons learned about how ethnographic data can be used in a generative service design process.

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