M. Tech. Electrical Engineering / For the last 3 decades, interdisciplinary studies on the Brain Computer Interface (BCI) have grown in number. This common interest has been stirred up by recent developments in technology and opportunities seen in BCI. BCI systems provide an interface for communicating and controlling the physical environment, bypassing the normal neuromuscular pathways. They thus constitute an alternative means of control for the large population of people with limited to non-existent muscular abilities. Limitations in existing systems have prevented BCIs from being used in real life applications. New approaches are now being investigated with the aim of exporting BCI to home usage. This study investigates a BCI with realistic performances for practical home usage. It proposes a BCI to be used as a modality in a multimodal control of an exoskeleton.

The objective of this dissertation is to evaluate decision making related to medical innovations.

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published_or_final_version / Social Work and Social Administration / Master / Master of Social Sciences

Purpose: Environmental sustainability was firstly thought to be an obstacle to economic development, whereas innovation promotes it. Nowadays, the contradiction between these two terms is less and the purpose of this paper is to highlight the importance of the connection between environmental sustainability and eco-innovations as this can lead to a win to win procedure with the help of the relevant strategies that should be applicable based also on scientific evidence. Design – Methodology – Approach: This paper consists of four case studies in the sustainability and eco-innovation sector in Sweden. An abductive method is used. Emails were sent and phone calls were made to the companies. Skype and telephone interviews were conducted. Findings: The findings provide a practical contribution to the companies of how certain strategies can be implemented in businesses so as to connect environmental sustainability and eco-innovations. Moreover, the findings showed that barriers did not appear that could influence or change companies’ strategies. Research limitations / implications: This paper is only limited to one dimension of sustainability, that of the environment, besides focuses on eco-innovations that come from the gulf of the environmental sustainability. Furthermore, the thesis is limited in the strategies that businesses implement towards environmental sustainability and eco-innovations, as well as the potentials barriers that may come up. Practical Implications: The practical implications are identified to the actions / strategies that businesses follow towards environmental sustainability and eco-innovations. Originality – Value: This paper finds and fills the gap that many companies have as far as the non-comprehension of how environmental sustainability and eco-innovations are connected by the means of implementing specific strategies. Key Words: sustainability, innovation, eco-innovation, strategies for sustainability and eco-innovations, barriers. Paper: Master Thesis

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The study was concerned with developing strategies that can be used to implement and operate a School Within A School (SWAS) program that may contain an action-learning component. The study began with an intensive search of the literature. Later, two data collecting instruments were developed: (1)a semi-closed-end questionnaire which was mailed to 112 SWAS programs as identified in the National Directory of Public Alternative Schools (Flaxman and Holmstead, 1978); and (2) an open-ended telephone interview instrument which was administered via telephone to ten respondents working in SWAS programs across the United States. Prior to use, the two instruments were submitted to a panel of five experts for review. Data from the semi-closed-end instrument were recorded and each telephone interview was tape recorded and then transcribed. A summary of the most significant findings, using data from both the instruments follows. The majority of the SWAS programs were implemented to deal with a particular group of students in a more effective manner. A substantial number of programs were implemented to deal with attendance and drop-out problems. Teachers proved to be the most likely group of professionals to call for a SWAS program. Teachers also proved to be the major stumbling block to successful program implementation. The respondents emphasized the importance of dealing with change effectively in order to successfully implement innovations. Involvement of the school community facilitated program implementation. SWAS programs have been implemented and operated in the face of a district's declining resources. The operating expenses of a majority of the SWAS programs were equal to or below operating expenses of the regular host school. The major problem encountered in implementing and operating a SWAS program is the philosophical division the concept promotes between faculty proponents and opponents. However, it was also funding that by successfully dealing with the fears and threats posed by change, program advocates can facilitate implementation and operation. Finally, it was found that SWAS programs offering an action-learning component can easily initiate and maintain communication and coordination with community resource personnel and on-site supervisors. Based on the findings of the study, it was recommended that: (1)SWAS programs be directed at providing either curriculum options or scheduling options; (2)prior to introducing the SWAS concept, a needs survey be conducted and school community participation be encouraged and fostered in all phases of planning, operation, and evaluation; (3)once the SWAS concept has been introduced, steps be taken to reduce the stress and fear attendant to change; (4)accurate program evaluation procedures be established that are sensitive to the goals and objectives of the SWAS program; (5)a SWAS program operate with the same per-pupil expenditure ratio as the host school; (6)lines of authority and responsibility be clearly delineated in the program proposal; and (7) community resource personnel be involved in planning, operating, and evaluating any action-learning component.