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Tänk, en plats, ett palats för kunskap. En byggnad gjord för lärande, förståelse och insikt: Kunskapspalatset! Kunskapspalatset är först och främst ett vuxengymnasium där man läser in kurser från grundskolan eller gymnasiet. Parallellt är det en byggnad för konferenser, mässor, möten, föreläsningar och annan kunskapsspridning. Jag tog utgångspunkt i Rafaels Skolan i Aten som inspiration, där kunskapen finns som i luften. Kunskapspalatset är ett försök på att i nutiden skapa en realitet av den bilden. Byggnaden ger plats åt och släpper in parken utanför, och är inspirerad av en kombination av antik arkitektur och postmodernism. För att anknyta till det antika har jag också haft i åtanke Vitruvius grundelement för arkitektur: firmitas (kvalitet/hållbarhet), utilitas (användbarhet/funktion) och venustas (det vackra/skönhet), som tillsammans skapar en välfungerande helhet. Av olika arkitektoniska stilar är det den antika, med de klassiska kolonnerna, som kanske mest associeras med värdighet och stolthet, något som vuxenutbildning förtjänar mer av. Genom att leka med arkitektoniska traditioner med ett eftertänksamt förhållande till platsen skapas en byggnad som både sticker fram näsan och ger utrymme, och kombinationen av det antika och klassiska med det postmoderna och nyskapande blir en självklarhet. Folkflödet längs det centrala stråket genom parken mellan de två noderna Medborgarplatsen i öst och Södra Station i väst hälsas nu av Kunskapspalatsets front av vad jag har kallat för ”inverterade pelare”. Byggnaden är avlång, ren, helgjuten, utan utstickande delar. En byggnad som triggar tänkande. Vuxenutbildningen står där med stolthet och dignitet i hjärtat av Södermalm. Tänk om man kunde stiga in i Kunskapspalatset ... / Imagine, a place, a palace, made for knowledge. A building made for learning, understanding and insight. A Palace of Knowledge! The Palace of Knowledge is a building for adult education, for grown-ups taking up courses from ordinary school. It is at the same time a building for conferences, trade fairs, events, meetings, lectures and other means of the growth of knowledge. As an outset for the project I took inspiration from Rafael’s School of Athens, where knowledge is to be felt in the air. The Palace of Knowledge is an attempt to, in present time, make it a reality. The building lets the park outside in while at the same time giving it room. It is inspired by a combination of antique architecture and postmodernism. In order to link to the antique, I have had in mind Vitruvius’ elements of architecture: firmitas (strength) utilitas (utility) venustas (beauty), that together form a unified whole. Among the variety of architectural styles, it is the antique, with its classical columns, that perhaps is most readily associated with dignity and pride—something that adult education deserves more of. Through a playfulness with architectural traditions and a thoughtful relationship with its context, a building is formed that makes a bold mark while simultaneously giving room, and the combination of the antique and classical with the postmodern and original is thereby given. The constant flow of people along the central path through the park between the two nodes Medborgarplatsen in the east and Södra Station in the west is now greeted by the Palace of Knowledge and its front with what I have termed “inverted pillars”. The building is clean, as if cast in one piece, without protruding parts. A building that triggers thinking. Adult education is now standing with pride and dignity in the heart of Södermalm. If only one could step inside the Palace of Knowledge ...

The field I’m working in is “design through construction”. Construction as a field in fashion design when creating has expanded and there are many views upon how one can work whit-in this field. I’m working with a cut and then bending or displacing it through placing it on the body so it creates volume which starts from its vertex. One could say that it works like an inverted dart. This way to work has a potential to create volume that stands out from the body without using standard ways e.g. like adding a new pattern piece or build a crinoline. It might answer to the question: How can one create shape or arrange shape without adding anchor points? Therefor I explore the relation between body and shape through inverted dart. I’ve been executing experiments through a trial and error method diverged in three steps when in the physi- cal part examine my aim in tests based on the body pressing a cut apart which gives an effect in the vertex of the cut. Through my research I’ve have come to a conclusion that the body in itself can transform garment trough an inverted dart by stepping into it. The relation between the body and material through the inverted dart has qualities were body can arrange dress and define it trough folding fabric and body can through the inverted dart make room for itself. This idea and development is relating to the basics when make dress, body and material and how we can work whit these opponents. Instead of thinking about new variables like new technical tools, e.g. the laser cutter when pushing boundaries one can also take new turns with basics. In this work the body defines dress through the inverted dart (an interaction between body and dress) and create new ways of handling fabric and shape. This perspective on design and art can also been used when working in other fields when distort basic prin- ciples to create new expression. As an example there might be possibilities to develop basics in architecture by studying society and therefore understand fundamental values in this field and, how you by change these variables can develop design.

A primary goal of education is not only to inform but to transform learners. As instructors shift their focus from a one-size-fits-all emphasis on content delivery to a flexible, student-centered approach, questions of student engagement and student motivation become key. In many educational settings, instructors are faced with a classroom of students with varying, and often unknown, levels of motivation, ability, and commitment. Effectively addressing the educational needs of such a range of students often requires significant changes to traditional pedagogy. A recent pedagogical design that has been facilitated by the advent of easily accessible and low-cost multimedia technology is the “flipped classroom,” a course structure that asks students to view lectures prior to class and replaces the traditional in-class lecture with collaborative, problem-based instruction. The aim of the present study was to explore the experience of introducing a flipped curriculum into a LSAT (the nationally used entrance exam for admission to law school) preparation classroom. The study used a design research approach to investigate two iterations of the flipped curriculum across three courses. Quantitative and qualitative data were used to describe the experience of a flipped curriculum for both the instructor and the students. When compared to a traditional curriculum, results showed no significant effect on overall test score improvement, but students in the flipped courses did show greater improvement than those in a traditional course on one of the three LSAT section subscores. The results also showed that students in flipped courses had marginally lower overall attendance, greater classroom community, high levels of engagement, and moderately high belief in group effectiveness. / text

Large-scale changes are common in genomes, and are often associated with pathological disorders. In the work presented in this dissertation, I provide insights into how inverted repeat sequences in budding yeast fuse during replication. Fusion leads to the formation of dicentric chromosomes, a translocation, and other chromosomal rearrangements.Using extensive genetics and some molecular analyses, I demonstrate that dicentric chromosomes are key intermediates in genome instability of a specific chromosome in budding yeast. I provide three pieces of evidence that is consistent with this conclusion. First, I detect a recombination fusion junction that is diagnostic of a dicentric chromosome (using a PCR technique). Second, I show a strong correlation between the amount of the dicentric fragment and the frequency of instability of the entire chromosome. Third, I demonstrate that a mutant known to stabilize dicentric chromosomes suppress instability. Based on these observations, I conclude that dicentric chromosomes are intermediates in causing genome instability in this system.Next, we demonstrate that fusion of inverted repeats is general. Both endogenous and synthetic nearby inverted repeats can fuse. Using genetics, I also show that many DNA repair and checkpoint pathways suppress fusion of nearby inverted repeats and genome instability. Based on our analysis, we propose a novel mechanism for fusion of inverted repeats that we term `faulty template switching.'Lastly, I discuss two genes that are necessary for fusion of nearby inverted repeats. I identified a mutant of the Exonuclease 1 (Exo1) and a mutant of anaphase inhibitor securin (Pds1) that suppress nearby inverted repeat fusion and genome instability. Studies of Exo1 and Pds1 provide us with insights into the molecular mechanisms of fusion.Our finding that nearby inverted repeats can fuse to form dicentric chromosomes that lead to genome instability may have great implications. The generality of this fusion reaction raises the possibility that dicentric chromosomes formed by inverted repeats can lead to genome instability in mammalian cells, and thereby contribute to a cancer phenotype.

The North American Monsoon System (NAMS) is a significant weather and climate phenomenon that brings critical rainfall to the southwestern United States and northwestern Mexico. As a result of the North American Monsoon Experiment, and research efforts surrounding the field campaign, the understanding of the NAMS has increased considerably over the last 15 years. In addition questions concerning potential flash flood causing mechanisms of the NAMS have not been thoroughly investigated. This dissertation is comprised of two papers that collectively address the aspects of the literary understanding of the NAMS as we know it today and conduct an investigation into the complex interactions between various weather systems that may influence the NAMS. In the first paper, a review of the major research of the NAMS literature since the last comprehensive review 15 years ago is conducted. The results of his review are assessed for where our understanding has been improved and where future research needs to be guided for purposes of the second paper. Based upon the results from the literature review, the second paper focuses on identification of inverted troughs and gulf surges based upon lower- and mid-level atmospheric parameters for purposes of assessing the impacts on National Weather Service Storm Report flash flood dates. This research contributes to the synthesis of the current knowledge of the NAMS in general and to the specific regional impacts that do occur during periods of heavy precipitation over the NAMS region for purposes of improving meteorological predictability of flash flooding. The results can (1) gauge our understanding of the NAMS literature to date and (2) improve meteorological forecasts through the recognition of synoptic and sub-synoptic patterns related to the NAMS that are most likely to cause flash floods.

Increased mutagenesis is a hallmark of cancers. On the other hand, this can trigger the generation of polymorphisms and lead to evolution. Lately, it has become clear that one of the major sources of increased mutation rates in the genome is chromosomal break formation and repair. A variety of factors can contribute to the generation of breaks in the genome. A paradoxical source of breaks is the sequence composition of the genomic DNA itself. Eukaryotic and prokaryotic genomes contain sequence motifs capable of adopting secondary structures often found to be potent inducers of double strand breaks culminating into rearrangements. These regions are therefore termed fragile sequence motifs. Here, we demonstrate that in addition to being responsible for triggering chromosomal rearrangements, inverted repeats and GAA/TTC repeats are also potent sources of mutagenesis. Repeat-induced mutagenesis extends up to 8 kb on either side of the break point. Remarkably, error-prone repair of the break by Polζ reconstitutes the repeats making them a long term source of mutagenesis. Despite its negative connotations for genome stability, the mechanisms underlying the unstable nature of double strand break repair pathways are not known. Previous studies have demonstrated that break induced replication (BIR), a mechanism employed to repair broken chromosomes with only one repairable end, is highly mutagenic, undergoes frequent template switching and often yields half-crossovers. In the work presented here, we show that the instabilities inherent to BIR can be attributed to its unusual mode of synthesis. We determined that BIR proceeds via a migrating bubble with long stretches of single-stranded DNA and culminates with conservative inheritance of the newly synthesized DNA. We propose that the mechanisms described here might be important for generation of repair-associated mutagenesis in higher organisms. Secondary structure forming repeats like inverted repeats have been found to be enriched in cancer cells. These motifs often constitute chromosomal rearrangement hot-spots and demonstrate the phenomenon of kataegis. This study provides a mechanistic insight into how such breakage-prone motifs contribute to hypermutability of cancer genomes.

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Many mechanical systems exhibit nonlinear movement and are subject to perturbations from a desired equilibrium state. These perturbations can greatly reduce the efficiency of the systems. It is therefore desirous to analyze the asymptotic stabilizability of an equilibrium solution of nonlinear systems; an excellent method of performing these analyses is through study of Jacobian linearization's and their properties. Two enlightening examples of nonlinear mechanical systems are the Simple Inverted Pendulum and the Inverted Pendulum on a Cart (PoC). These examples provide insight into both the feasibility and usability of Jacobian linearizations of nonlinear systems, as well as demonstrate the concepts of local stability, observability, controllability and detectability of linearized systems under varying parameters. Some examples of constant disturbances and effects are considered. The ultimate goal is to examine stabilizability, through both static and dynamic feedback controllers, of mechanical systems

Herman Daly's view of the economy as an "inverted pyramid" sitting on top of essential raw material inputs is compelling, but not readily visible in monetary data, as the contribution of primary sectors to value added is typically low. This article argues that "forward linkages", a classical development theory concept capturing the relevance of a sector for downstream activities, is a more appropriate measure to identify key sectors. Using Input-Output (IO) data from eighteen European countries, we identify mining as the sector with the highest average forward linkages, and confirm the consistency of this result across countries via cluster analysis. By treating IO tables as the adjacency matrix of a directed network, we then build and visualise national inverted pyramid networks, and analyse their structure. Our approach highlights the key importance of natural resources in providing the necessary inputs to modern European economies. / Series: Ecological Economic Papers