Thesis (Ph. D.)--University of Chicago, Department of Sociology, June 2000. / Includes bibliographical references. Also available on the Internet.

Thesis (M.Arch.) - Carleton University, 2007. / Includes bibliographical references (p. 81-84). Also available in electronic format on the Internet.

Thesis (doctoral)--Universität, Wien, 1961. / Includes bibliographical references (p. 424-438) and index.

Inaugural-Dissertation--Greifswald. / Lebenslauf. "Literaturverzeichnis": p. 10-14.

abstract: The purpose for this doctoral action research study was to discover if and how an updated training and development curriculum benefited residential student organization advisers at Arizona State University (ASU). Eleven advisers of residential student organizations completed a pilot training and development program and agreed to participate in a focus group. This program consisted of nine 60-minute workshops as well as a journaling experience. Data was collected through a focus group at the completion of the nine workshops to document the practical value of the training and development program and to determine how prepared advisers were for their professional roles. Study participants named six important themes in understanding the most effective methods for training and developing advisers: interaction among advisers, the experiences of seasoned advisers, the dialogues and other learning techniques, the structure and timing of the training workshops, the training curriculum itself, and the general understanding of how to support students best. Participants also reported practical value in the effectiveness of the program, positive reactions to the overall training curriculum, and mixed perspectives on the value of journaling as a part of the development experience. / Dissertation/Thesis / Ed.D. Higher and Postsecondary Education 2012

abstract: With budgets on the decline, university officials are seeking alternative methods to maintain and increase the type of services provided to students. By incorporating social entrepreneurial competencies in the daily actions of university staff members, staff members will be able to perform their work more effectively and help students acquire skills such as innovative thinking, which is needed in today's society. Social entrepreneurs are defined as change agents for society; these individuals seize opportunities missed by others, improve systems, create solutions, innovate and adapt, leverage resources they do not control, and advocate for what they and others need to be successful (Ashoka, 2010a; Bornstein & Davis, 2010; Dees, 1998). Universities will be more successful in respect to helping students with a workforce of social entrepreneurs capable of leveraging resources. Through action research, this study utilized a phenomenological perspective with both qualitative and quantitative methods of data collection and analysis to introduce social entrepreneurial competencies to the live-in housing professionals (pro-staff) at Arizona State University (ASU) and then examined the incorporation of the competencies into the pro-staff's daily work. Ten current pro-staff participated in two phases of the study, each of which consisted of surveys and workshops. Participants' responses indicated that there are five competencies and three strengths related to social entrepreneurship that are significant to the pro-staff position and their daily work at ASU. / Dissertation/Thesis / Ed.D. Higher and Postsecondary Education 2012

This research concerns the in-use performance of light-gauge steel modular construction used for residential purposes. The aim was to investigate ways to reduce the in-use energy consumption of new buildings, while ensuring thermal comfort. Data were collected from two case study buildings in the UK, one in Loughborough and the other in London, using a variety of methods including building measurement, building monitoring, inspections, and a detailed review of the construction documentation. The case study buildings were monitored using EnOcean enabled wireless sensor networks and standalone temperature sensors. Monitoring data included electricity consumption in individual rooms, often by end use, space heating use, internal temperature and relative humidity, and external temperature. Building measurements included blower door tests to measure fabric air leakage rates, infrared thermal imaging to identify fabric defects and weaknesses, and ventilation system flowrate measurements. Inspections and the review of documentation allowed problems with design, manufacture and construction to be identified. A particular concern for thermally lightweight construction is the risk of overheating, therefore overheating analyses were undertaken. The research identified weaknesses in the design, construction and operation of the case study buildings resulting in increased energy use and poor thermal comfort, particularly overheating. The modular construction studied requires specific design changes to improve the fabric and building services, in order to reduce energy use. There are also specific recommendations for quality control on site to ensure critical stages are correctly completed, such as installing rigid insulation. There are also more general recommendations for how a company operates because this can influence performance; there ought to be greater attention to holistic design and greater collaboration with suppliers and contractors to determine robust solutions. Overheating was a problem in the London case study, and more research is required to understand the scale of the problem. Avoidance of overheating must be a focus in the design of new buildings. The findings suggest that once the problems with the design and quality control on site are rectified, offsite modular construction can be used to consistently and reliably provide low energy homes.

Plug loads—traditionally viewed as behaviorally motivated and beyond the control of designers and operations—are now seen as an integral part of achieving low-energy building targets. Higher education institutions are increasingly recognizing the environmental impacts of campus facilities through holistic approaches to energy savings including energy efficient design and occupant engagement. Residence halls are a compelling example because students bring large numbers of electronics to their rooms and have unlimited access to power for an all-inclusive room rate and resource usage competitions and campaigns are commonplace. However, limited research exists on residence halls plug loads. This dissertation asked the following of residence halls: (1) What are the measured plug loads and how do they compare with design estimates? (2) What role do building design characteristics play in plug loads? (3) What are the specific occupant behaviors that could influence future design? (4) How can plug loads be better understood in terms of behavior, design, and operations? To answer these questions, a sequential mixed methods study included field measurements and student surveys in six residence halls on three Oregon campuses followed by 24 interviews with designers, operators, and students. Findings suggest that plug loads in occupied residence halls are higher and usage profiles differ from design predictions. Results do not show significant correlations between design characteristics and plug loads but suggest that some room/suite level features may play a somewhat stronger role. Survey responses indicated that students are doing more with fewer smart devices, which suggests opportunities for students sharing energy intensive devices. Lighting emerged as both a practical and a social consideration. Finally, the data revealed “balance of power” as a coherent process that explicates the relationships between design, operations, and behavior. Designers have the power to recommend plug load strategies and technologies but are limited by costs, maintenance, and political concerns; operations personnel have the power to impose limits on student power usage but are often reluctant to interfere with the overall living experience; and students have the power to use plug load electricity with few restrictions. This suggests that the balance may be skewed toward student behavior.

Orientador: Elizabeth Nogueira Gomes da Silva Mercuri / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T22:08:07Z (GMT). No. of bitstreams: 1 Garrido_EdleusaNery_D.pdf: 1945440 bytes, checksum: 44ea9523737bc8b92256b6b4e6ffb229 (MD5) Previous issue date: 2012 / Resumo: Estudos têm destacado a amplitude dos impactos da educação superior sobre os estudantes. A vivência acadêmica, composta por uma gama de atividades com as quais os estudantes se deparam nesse período, em ambiente acadêmico, tanto dentro como fora da sala de aula, está relacionada a tais impactos. A moradia estudantil, um dos espaços que compõem o ambiente acadêmico, traz contribuições importantes para o estudante em formação, e as investigações, especialmente aquelas realizadas nos Estados Unidos, confirmam isso. Contudo, no Brasil, as raras publicações sobre moradias estudantis e/ou seus moradores não têm atentado para esse aspecto, concentrando-se, frequentemente, na sua análise enquanto ação de assistência estudantil. A presente investigação teve como objetivo identificar e analisar mudanças percebidas pelos residentes em moradias estudantis no domínio pessoal, social, acadêmico e saúde e as condições associadas a essas mudanças. Buscou também descrever as características de uma moradia estudantil adequadas à formação universitária, segundo a percepção de seus moradores. É um estudo qualitativo, de caráter exploratório e descritivo, desenvolvido em duas universidades públicas baianas, com 32 estudantes de graduação de ambos os sexos, residentes em oito moradias estudantis em tempo superior a dois semestres. Os dados foram coletados a partir de entrevista semiestruturada, cujo roteiro foi amparado por resultados de estudos centrados no impacto da moradia estudantil sobre o estudante nos anos de formação. Somado aos itens referentes aos quatro domínios investigados, o instrumento apresentava ainda uma questão sobre as características consideradas desejáveis para uma moradia estudantil, tendo em vista as necessidades e as responsabilidades impostas pela formação universitária. Foram identificados 542 pares de relação entre impactos e condições, distribuídos nos quatro domínios de impactos, na seguinte ordem de frequência: social, acadêmico, pessoal e saúde. Os impactos positivos foram mais numerosos nos domínios social e acadêmico; os indesejáveis, nos domínios saúde e pessoal. As condições de impacto identificadas foram organizadas nas categorias relativas ao ser morador e à moradia em seus aspectos sociais e estruturais. Dentre as condições propiciadoras de mudanças, as associadas aos aspectos sociais presentes na moradia apresentaram maior força na produção de impactos. Os aspectos estruturais da moradia, por sua vez, revelam uma situação preocupante: a eles foi atribuída a maior parte dos impactos indesejáveis no domínio saúde. Os estudantes apresentaram 183 sugestões dirigidas à moradia, aos serviços e aos compromissos institucionais e dos moradores. Os resultados confirmam a contribuição da moradia no enriquecimento da vivência acadêmica e apontam para a necessidade de investimentos nesses espaços, especialmente no que tange aos aspectos estruturais e que valorizem seu potencial de formação. Diante do escasso conhecimento sobre o impacto das moradias estudantis brasileiras, sugerem-se novos estudos em outros contextos institucionais que incorporem variáveis não contempladas na presente investigação. / Abstract: Several studies have pointed out the scope of the impacts of higher education on students. College life, consisting of a wide range of activities facing students in an academic environment both inside and outside the classrooms, is related to such impacts. The residence hall, one of such spaces comprising the academic environment, plays a major role in the college students' formative years, which has been confirmed by research work, mostly undertaken in the United States. In Brazil, however, the rare existing studies on residence halls and/or their residents have not addressed such an aspect, often focusing, instead, on their assistance role for students. This investigation was aimed at identifying and analyzing the changes perceived by residence hall residents in the personal, social, academic, and health domains and the conditions associated with those changes. It also sought to describe the residence hall features deemed as desirable in the college's formative years, as per the residents' perception. It is an exploratory descriptive qualitative study carried out in two public universities in the state of Bahia (Brazil) involving 32 undergraduate students of both genders, residents in eight residence halls for over two semesters. Data were gathered from a semi-structured interview, the protocol of which was based on results from studies focused on the impact of residence halls on the college students' formative years. Adding to the items concerning the four domains under investigation, the tool also featured a question about the characteristics deemed as desirable for a residence hall in view of the needs and responsibilities imposed by the college experience. Data analysis showed 542 pairs of relationships between impacts and conditions, distributed among the four impact dimensions in the following order of frequency: social, academic, personal and health. Positive impacts were more frequent in the social and academic dimensions whereas the undesirable ones were more often found in the health and personal domains. The impact conditions identified were then organized in categories related to being a resident and to the social and structural aspects of the residence hall. Among the conditions favoring changes, those related to social aspects in the residence hall were found to be the strongest in exerting impact. Findings for the structural aspects of the residence hall revealed a worrying situation: they were assigned most of the undesirable impacts concerning the health dimension. Respondents provided 183 suggestions regarding the residence hall, the services and the residents' and institution's commitments. Results confirmed the contribution of residence halls in enriching the academic experience and point to the need for investments in such spaces especially concerning the structural aspects and those which may maximize their formative potential. In light of the scarce knowledge on the impact of Brazilian residence halls, further studies in other institutional contexts are warranted in order to add variables not included in this investigation. / Doutorado / Psicologia Educacional / Doutor em Educação

The purpose of this report was to investigate the sound environments in lecture halls at Umeå University and to assess to whether the sound environments in these lecture halls are satisfactory and whether have good speech intelligibility or not. Based on a web survey, a number of lecture halls were selected for this investigation, namely Hörsal A, Hörsal C, N280, KB.F3.01, Ma121, KB.E3.01, N340 and N335. Assessing room acoustics includes many relevant parameters, therefore a delimitation has been made. Only installation noise, reverberation time and speech intelligibility have been investigated. The methods followed established Swedish standards i.e SS-EN ISO 16032:2004 for installation noise,” integrated impulse response method” SS-EN ISO 3382:2:2008/AC:2009 for reverberation time and direct FULL STI (speech transmission index) IEC 60268-16:2011 for speech intelligibility. An ocular inspection was carried out of all the selected lecture halls. The result from the STI test showed that all the lecture halls except for Hörsal A have a good speech intelligibility, if the audience has normal hearing and they are listening to a lecture in their native language. In Hörsal A there are three measuring positions that fails to achieve the threshold for good speech intelligibility. The conclusion for all of the measurements that has been made are that Ma121 and KB.E3.01 has a satisfactory sound environment and that Hörsal A, Hörsal C, N280, KB.F3.01, N340 and N335 need actions to improve their sound environment so they can fulfil the benchmarks in Swedish public health authority regulations in FoHMFS 2014:13 and/or SS 25268:2007.