Origami-inspired design is an emerging field capable of producing compact and efficient designs. The object of a surrogate fold is to provide a fold-like motion in a non-paper material without undergoing yielding. Compliant mechanisms provide a means to achieve these objectives as large deflections are achieved. The purpose of this thesis is to present a summary of existing compliant joints suitable for use as surrogate folds. In doing so, motions are characterized which no existing compliant joint provides. A series of compliant joints is proposed which provides many of these motions. The possibility of patterning compliant joints to form an array is discussed. Arrays capable of producing interesting motions are noted.

Denna uppsats besvarar frågeställningen: Hur används narrativa koncept i spelmiljön för spel inom Western & Cyberpunk-genren? Utifrån narrativbakgrund från Henry Jenkins (2004) och generaliseringar av genrerna så har RedDead Redemption 2 och Cyberpunk 2077 analyserats genom att ta individuella fall från spelen för djupgående analys utifrån narrativa koncept. Genom denna bakgrund så har spelen jämförts för skillnader och likheter vilket ledde till slutsatsen att narrativa koncepten behöver breddas ut för att i djup kunna analysera Environmental storytelling. Det finns stor potential för framtida arbete inom området genom att utbredda mängden fall, spel och narrativ bakgrund för vidare och övergripande analys av Environmental storytelling i spel.

Instruction that purposefully develops emergent learning is inherently efficient and is well-supported in behavior science research. This type of instruction is underpinned by two contemporary theories of human language and learning - Relational Frame Theory (RFT) and Stimulus Equivalence. Unfortunately, RFT is not widely taught in higher education in research and practice. Consequently, the adoption of these teaching methodologies at a meaningful scale is out of proportion with their potential benefits for learners across many populations (Dixon, et al., 2018). Most research that does make use of these theories in computer-based instruction involves proprietary or costly software and is therefore unlikely to be replicable. Few low-cost solutions have been proposed to date to address barriers to adoption and application, and the solutions that have been proposed are missing critical features (e.g., Blair & Shawler, 2020). This project 1) determined specific barriers to implementing computer-based derived stimulus relations research and practice, 2) attempted to fill this gap, by developing instruction and training for researchers and practitioners to code their own web-based RFT/equivalence-based instruction tasks, and 3) demonstrated the effectiveness of the above web-based solution via training on derived stimulus relations key concepts and terms. This project supports the methods of behavior science researchers to align with open science standards and provide a tool for researchers and instructors to efficaciously deliver instruction to meet the needs of their learners.

This paper analyzes the Nemesis System in Middle Earth: Shadow of War (2017) developed by Monolith Productions and explores the system’s way of creating stories. For years, there has been a debate about whether or not stories belong in games, with supporters on all sides. There are different ways to provide stories in games and in this study, the focus has been on game mechanics, emergent narrative, and interactive storytelling. These three elements are all common ways of creating stories in games. Formal Analysis is the main method used in this paper. This specific method often pairs well with smaller systems of larger games rather than an entire game, as it examines specific elements closely and explains them in detail. The game was played one time by each author and the system’s behavior was documented to be able to examine it fully. This analysis aims to provide knowledge of how stories in games can be created, and it focuses specifically on how the Nemesis System manages to do so using mechanics, interactive storytelling, and emergent narrative.

This study investigated the use of storytelling in order to support children's emergent literacy in Malawi's resource deprived Community Based Childcare Centers (CBCCs). It focused on the professional development of four caregivers from four CBCCs following a Formative and Design Experiment model, and using qualitative methods of inquiry. The professional development on storytelling was designed following an informative two-week observation period. Following the observation, a daylong professional development was organized to train the caregivers. In the seven-week intervention period that followed the professional development, the main focus of the study was on the perceptions of the caregivers about their participation in a professional development on storytelling in CBCCs, their responses to using storytelling, and their perceptions about children's responses to using storytelling in CBCCs. Data that informed the study comprised caregivers' reflective notes in their journals, individual caregiver weekly interviews, weekly focus group discussions, and research reflective field notes that were collected over seven weeks after the professional development. Findings suggested that the four caregivers found the professional development beneficial to them all. However, out of the four caregivers, three of them and their respective children demonstrated benefit from storytelling, growth in knowledge and development of storytelling skills. The three caregivers reported becoming more connected with the children, understood them better, found storytelling to be a teaching approach, and felt that their teaching was made easier and enjoyable. The children taught by these three caregivers enjoyed their learning and even resourced stories from their communities. They too, became storytellers. In the end, the caregivers felt that they were ready to share their experiences with other caregivers in Zomba District in Malawi. These findings suggest that storytelling could be used in support of emergent literacy at a larger scale, as well as serve as springboard for pedagogical training of the caregivers culminating in the development of locally available teaching and learning resources in the Malawian CBCC. / Ph. D.

The study aimed to develop the knowledge and provide a broader understanding of how management consultants (MC) manage strategic change, by examining their approach in relation to their function in strategic change processes. The literature review explored the function of MCs as change agents from four perspectives: standards setters, information sources, knowledge integrators, and knowledge brokers. Highlighting the client-consultant relationship as an aspect within their function. Additionally, the planned and emergent approach to change was presented. Based on the presented concepts, a conceptual framework was developed. A qualitative approach was taken where semi-structured interviews were conducted with MCs from different consulting firms to gather relevant data. Finally, the data was structured and thematically analyzed through our conceptual model.   There is no one-size-fits-all regarding managing strategic change. MCs focus on recognizing the unique context of each change process and client, implying that the MCs can function differently in different change processes. Furthermore, MCs approach strategic change processes in relation to their function as change agents by utilizing activities from both planned- and emergent activities, depending on the specific function they perceive they have.

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