This project involved the adaptive reuse of Maw Garage at 112 King Street. The building was transformed into an interpretive centre for Winnipeg’s Exchange District. As museums are faced with challenges of being relevant in today’s context, museum planners have started to shift their attention toward new approaches for the design of these environments. The purpose of this project was to investigate the evolving nature of the museum, and to determine how its role in society could be modified to better accommodate its audience’s needs. Society’s understanding of heritage in regard to the way we interpret, relate to, and connect with objects, each other, and environments has changed. A thorough review of literature resulted in a broad understanding of post-museum, constructivist learning, and public space theories. Combined with knowledge gained from the analysis of three precedents and programming, these theories enabled the development of a contemporary museum that challenges stereotypical ideas of the museum. This design proposal illustrates one possible way in which post-museum, constructivist learning, and public space theories could be used to design a new museum. Although the solution presented here is specific to Winnipeg’s Exchange District and the Heritage Winnipeg client, conceivably, the same theories could be used to design interpretive centres elsewhere in North America.

Artistic outlets act as mechanisms with the potential to provide transformative effects on a psychological, emotional, and physical level. Unfortunately, barriers such as inequality (Erickson, 2008, p. 345) and the economic initiatives of art institutions have provoked the emergence of boundaries, hindering the opportunities and desire to engage (p. 345; Tepper, 2008, p. 363, 368). This practicum project responds to these obstructions by presenting an artistic institution that expands access to the art-form of dance by celebrating individual expression, collaboration, and cultural heritage. The Collaborative Dance Centre embraces the notion of a participatory culture and artist collective by breaking down hierarchal structures to present the general public and amateur artists with the opportunity to engage with the professional dance realm (Jenkins & Bertozzi, 2008, p. 174; Cotter, 2006, p. 21). These notions allow participants to gain exposure to the technical aspects associated with each genre, as well as the various elements of performance. By exploring experiential learning, and post-museum theory this practicum presents an interior that repositions boundaries to encourage participants to engage in experiences that are often restricted from the general public and amateur artists (Brooks-Harris & Stock-Ward, 1999, p. 122-124; Bruce, 2006, p129). The intricacies of dance have also been used to direct design development by employing the ingredients of choreography to guide design principles and elements (Humphrey, 1983, p. 46). The resulting interior connects people from diverse backgrounds through the act of dance stimulating growth, passion and transformation.

Studien har tagit sin utgångspunkt i det kunskapsintensiva arbetslivet där individen ses som kunskapsbärare. Det blir avgörande för organisationen att ta tillvara på denna kunskap och således ställs kunskapshantering centralt för studien. Syftet har varit att undersöka hur chefer upplever och uttrycker hur individburen kunskap kan komma organisationen till gagn. För kunskapsöverföring, mellan individ och organisation, har forskning betonat vikten av ett kollektivt lärande. Studien utgår därför från ett socialt perspektiv på lärande. Med hjälp av en kvalitativ strategi med semistrukturerade intervjuer inhämtades empirin. Sedermera problematiserades och analyserades resultatet utifrån Wengers teori om praktik-gemenskapen och Alvesson och Kärremans modell för kunskaps-hantering. Slutsatser som kunnat göras är bland annat att social interaktion och gemenskap är avgörande för en lärande organisation, dock kan inte praktikgemenskapen tillskrivas mening som ett managementverktyg. Teorin kan däremot anammas som förhållningssätt för cheferna i att uppmärksamma olika slags gemenskaper och deras potential till kunskapsutveckling för hela organisationen.

In this thesis we prove intractability results for well studied problems in computational learning and approximation. Let ε , mu > 0 be arbitrarily small constants and t be an arbitrary constant positive integer. We show an almost optimal hardness factor of d[superscript{1-ε}] for computing an equivalent DNF expression with minimum terms for a boolean function on d variables, given its truth table. In the study of weak learnability, we prove an optimal 1/2 + ε inapproximability for the accuracy of learning an intersection of two halfspaces with an intersection of t halfspaces. Further, we study the learnability of small DNF formulas, and prove optimal 1/2 + ε inapproximability for the accuracy of learning (i) a two term DNF by a t term DNF, and (ii) an AND under adversarial mu-noise by a t-CNF. In addition, we show a 1 - 2[superscript{-d}] + ε inapproximability for accurately learning parities (over GF(2)), under adversarial mu-noise, by degree d polynomials, where d is a constant positive integer. We also provide negative answers to the possibility of stronger semi-definite programming (SDP) relaxations yielding much better approximations for graph partitioning problems such as Maximum Cut and Sparsest Cut by constructing integrality gap examples for them. For Maximum Cut and Sparsest Cut we construct examples -- with gaps alpha[superscript{-1}] - ε (alpha is the Goemans-Williamson constant) and Omega((logloglog n)[superscript{1/13}]) respectively -- for the standard SDP relaxations augmented with O((logloglog n)[superscript{1/6}]) rounds of Sherali-Adams constraints. The construction for Sparsest Cut also implies that an n-point negative type metric may incur a distortion of Omega((logloglog n)[superscript{1/ 13}]) to embed into ell_1 even if the induced submetric on every subset of O((logloglog n)[superscript{1/6}]) points is isometric to ell_1. We also construct an integrality gap of Omega(loglog n) for the SDP relaxation for Uniform Sparsest Cut problem augmented with triangle inequalities, disproving a well known conjecture of Arora, Rao and Vazirani.

This research focuses to develop some new techniques on statistical learning including methodology, computation and application. We also developed statistical quantification in nanomaterials. For a large number of random variables with temporal or spatial structures, we proposed shrink estimates of covariance matrix to account their Markov structures. The proposed method exploits the sparsity in the inverse covariance matrix in a systematic fashion. To deal with high dimensional data, we proposed a robust kernel principal component analysis for dimension reduction, which can extract the nonlinear structure of high dimension data more robustly. To build a prediction model more efficiently, we developed an active learning via sequential design to actively select the data points into the training set. By combining the stochastic approximation and D-optimal designs, the proposed method can build model with minimal time and effort. We also proposed factor logit-models with a large number of categories for classification. We show that the convergence rate of the classifier functions estimated from the proposed factor model does not rely on the number of categories, but only on the number of factors. It therefore can achieve better classification accuracy. For the statistical nano-quantification, a statistical approach is presented to quantify the elastic deformation of nanomaterials. We proposed a new statistical modeling technique, called sequential profile adjustment by regression (SPAR), to account for and eliminate the various experimental errors and artifacts. SPAR can automatically detect and remove the systematic errors and therefore gives more precise estimation of the elastic modulus.

The aim of this research was to compare the pain experience of cardiac surgical patients who attended the Acute Pain Service (APS) education program with cardiac surgical patients who did not attend the APS. The participants of both groups, pain levels, consumption of total analgesia, anxiety levels, satisfaction with pain management, ratios of self-administered bolus doses and failed attempts on Patient Controlled Analgesia (PCA) device and their length of hospital stay were compared. The findings indicated no statistical significant differences between the two groups being investigated in relation to pain levels, total analgesia consumed, anxiety levels, satisfaction with pain management, total demands and delivery attempts on the PCA and their length of hospital stay. The clinical mplications are significant. The preoperative pain management education program provided by APS clinical nurses for cardiac surgical patients does not have the positive outcomes expected.

Self-regulated learning theory explains how it is not only the amount of time musicians spend practising that affects achievement, but also the nature of the strategies employed. Because practice is self-directed, motivational effects on its efficiency are especially salient. One construct that has received little attention in relation to practising is self-determination theory, which interprets motivation as lying along a continuum of perceived autonomy. This mixed-methods study investigated links between motivational beliefs and self-regulated practising behaviour through a two-phase design. In Phase One, 677 music examination candidates aged 8-19 completed a questionnaire consisting of items addressing practising behaviour and perceived musical competence; in addition, the Self-Regulation Questionnaire (SRQ; Ryan & Connell, 1989) was adapted to explore intrinsic-extrinsic motives for learning an instrument. Factor analysis of the SRQ revealed five dimensions with partial correspondence to earlier research: internal, external, social, shame-related, and exam-related motives. Three practice behaviour factors consistent with self-regulated learning theory emerged: effort management, monitoring, and strategy use. Results of structural equation modelling showed that internal motivation accounted best for variance in these three types of practising behaviour, with a small added effect from competence beliefs and exam-related motivation. Phase Two consisted of observational case studies of four of the questionnaire participants preparing for their subsequent annual examination. Adolescent, intermediate-level musicians were recorded while practising at home; immediately afterwards, they watched the videotape and verbalised any recollected thoughts. The procedure concluded with a semi-structured interview and debriefing. The videotapes were analysed with The Observer Video-Pro and combined with verbal data; emerging themes were then compared with issues arising from the interviews. The observational aspect of the case studies largely confirmed the importance of three cyclical self-regulatory processes emerging from Phase One: (a) effort management and motivational self-regulation, (b) the role of self-monitoring of accuracy, and (c) the use of corrective strategies, such as structured repetition, task simplification, and vocalisation. The mixture of quantitative and qualitative methods used in the study has uncovered a rich body of information that begins to clarify the complex motivational and behavioural nature of young people practising a musical instrument.

Thesis (M.S.)--Duquesne University, 2004. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 24-25) and index.

Thesis (Ph. D.)--University of California, San Diego, 2009. / Title from first page of PDF file (viewed September 15, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.

Thesis (Ph.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 269-289). Also available on the Internet.