Burke scholars oftentimes overlook Burke's fundamental role as educator and how his work can and should be applied to the classroom. This paper explores Burke's theoretical works and centers on two concepts important to developing rhetorical skills necessary for functioning and participating in a democratic society: his theory of aesthetic form and his distinction between motion and action. Specifically, this paper (1) clarifies these concepts and explains how they relate to each other and the emotional experience of literature, and (2) demonstrates how these concepts work together to imply a new method of practicing rhetorical criticism in the literature classroom necessary to meet Burke's goals of education: to help students become critically aware of the symbolic influences working upon them and to make critical judgments about them. To do that, I explain Burke's theory of form outlined in Counter-Statement, as clarified in additional texts, and how this form engages readers in a sequential and dialogical process, which creates in readers a specific emotional experience. I discuss how this experience subjects those who encounter form to what I describe in Burke's terms as a "motional" and consequently passive experience. I then discuss how practicing a method of reflection during and after the experience of form can help subject this experience to critique, into what Burke defined as the realm of "action"—conscious, deliberative choice.

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A Look to Burst the Brightest Neon Hearts is an inquiry, via constellation of stories diffuse in structure and subject matter, into the various (and really weird) phenomena comprising contemporary American existence. Cumulatively, the stories seek to: (1) kick up, like bottom feeders searching biogenous sediment, an underlying value system, and (2) explore how language both breastfeeds and like, weans this value system-e.g., what dark matter is it that tethers bromances to reality TV? Quantum mechanics to pop music? How can a country be responsible for both the world's highest incarceration rates, and OKCupid? These stories also explore various American conceptions and embodiments of love, plotting out a strange attractor of cultural reflection and refraction.

Denna studie är ett projekt som undersöker användandet av Mark Twains klassiska roman The Adventures of Huckleberry Finn i det svenska ESL klassrummet genom action research. Syftet är att undersöka hur en lärandemodell med utgångspunkt i The Adventures of Huckleberry Finn kan utformas för att utveckla det kritiska tänkandet, samt behandla rasistiska samhällsfrågor och fördomar i det svenska ESL klassrummet. Utformandet av frågeställningen är grundad i flera av de mål som nämns i Lgr11. Forskningen utfördes i tre olika klassrum, på två olika skolor, av två lärarstudenter. Forskningens resultat visar att Twains roman är ett lämpligt verktyg för att behandla de mål som nämns i läroplanen så som projektets mål. Trots att romanen först publicerades för mer än hundra år sedan så är den än idag användbar i vårt moderna samhälle. Den kritik som följt romanen under åren har mestadels rört USA, men vår studie visar att den även är relevant gällande dagens svenska elever. / This study is an action research project dealing with the use of Mark Twain’s classical novel The Adventures of Huckleberry Finn in Swedish ESL classrooms. Our purpose with this project is to investigate how a teaching module on The Adventure of Huckleberry Finn can be designed to encourage critical thinking as well as address racial, societal and prejudice topics in Swedish ESL classrooms. The basis for this question is made up of several requirements stated in Lgr11. The research was conducted in three different classrooms, at two different schools, by two different student teachers. Our findings show that Twain’s novel can be an adequate tool to meet the requirements stated in the curriculum as well as the goals for our project. Even though the novel was first published more than a hundred years ago, it is still applicable to our modern society. Most controversies surrounding the book has taken place in the US, but our study shows that it is significant for today’s Swedish students as well.

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The growth of broadband Internet access has paved the way for the development of many newer existing technologies. As the costs of implementing broadband access soar, the best alternative will be to use wireless technologies. At a carrier frequency of about 28 GHz, the potential benefits of Local Multipoint Distribution Service (LMDS) will eventually outweigh those of its current competitors in the wired market. Since the rural communities will reap the most benefits from this technology due to its low costs, studies on the channel behavior and terrain relationships must be done. This thesis aims to provide a preliminary study on the effects of propagating an LMDS signal over a lake surface. Currently, there is not enough information to prove the feasibility of deploying an LMDS system for this terrain. Some background on the technology and rough surface theory is provided for the reader to better understand the environment that is being investigated. Simulation results are presented as a guide to assist future researchers to conduct a field measurement campaign. A block diagram of a potential measurement system is also provided to aid in the development of the tools necessary for the measurement of an actual channel. / Master of Science

Yes / This study presents a compact broadband wide-slot antenna with broadband left-hand circular polarization compatible with both LTE 42 and LTE 43 standards of 5G mid-band applications. The proposed antenna is fabricated on an FR4 dielectric substrate with overall dimensions of , where is the free space wavelength at the resonant frequency of the antenna. The antenna ground plane is etched to form a square radiating slot with a pair of rectangular ground stubs that are diagonally placed inside the slot. On the other side of the antenna, the feed line is loaded by horizontal and vertical stubs to improve the coupling between the feed line and the square slot. To generate a circular polarization, the feeding stubs cooperate with the pair of rectangular ground stubs to excite the radiating slot of the antenna at two different feeding points whose currents have approximately equal amplitude and 90o phase shift. The measured impedance bandwidth (BW) of the proposed wide-slot antenna is 16.2% (580 MHz along the band 3.3-3.88 GHz), while the observed axial ratio bandwidth (ARBW) is 12.2% (440 MHz in the 3.4-3.84 GHz band). The measured gain values are found to be larger than 2.5 dB along both standards of the 5G mid-band applications. / This work was supported in part by the U.K. Engineering and Physical Sciences Research Council (EPSRC) under Grant EP/E022936/1, and in part by the European Union’s Horizon 2020 Research and Innovation Programme under Grant H2020-MSCA-ITN-2016 SECRET-722424.

This MSc thesis reprocessed seismic data collected at a site near the Gota River in 2011, focusing on two lines. The two seismic lines ran through a landslide scar zone for a total length of 1 km, both of which used dynamite as the seismic source. The thesis used a standard seismic processing tool for this purpose, with the main processes including static corrections, bandpass filtering, velocity analysis, NMO corrections, stack, and migration. Analysis of the resulting images reveals a coarse-grained layer near the surface, which is in contact with the quick clays overlying them. Bedrock is close to the surface at high elevations and reaches a depth of 90 m under the landslide scar. The reflections are discontinuous at some locations. The first breaks were inverted using tomography methods and the resulting inversion models was correlated with the reflection images. Analysis of the subsurface topography suggests a situation where the quick-clay landslide hazard may be present, the specifics of which need to be combined with other geological and geotechnical investigations and scenario buildings. The high-resolution reflection seismic imaging method has a great promise for quick-clay landslide studies.

This dissertation explores implications about teacher inquiry group (IG) practices through the representations of achievement gap (AG) discourses. The study draws from the challenges, struggles, and accomplishments of a middle school inquiry group of teachers and staff that worked collaboratively, as an institutionalized practice, with the intention to develop recommendations for closing the AG. After five years of collaborative work, the group did not get to develop an action plan. This longitudinal, ethnographic, qualitative study unveils multiple and contested representations of AG discourses and unpacks three assumptions about teacher inquiry group practices as a strategy for institutional and/or individual change: (1) that the group can resolve the issue at task; (2) that members embody the role of researchers; and (3) participation in the group can provide opportunities for transforming discourses. Critical discourse analysis provides the lens for analyzing four years of data collection: field notes, audio and written records from monthly sessions, written feedback and reflections, as well as interviews. My dual role, as member and teacher-researcher, and the use of CDA allowed me to identify critical moments. I describe critical moments as instances in which discourses of AG changed, reproduced, but not necessarily transformed. The analytical tools facilitated intertextual and discourse meaning connections. Data analysis indicated relevant findings: that the inquiry group provided opportunity for discourses to reproduce and change; that critical moments provided possibilities for transformation; that members did not always recognize these moments for which transformations may have eluded them; that inquiry groups have the potential to be a transforming intuitional practice. In general, findings suggested the need for structures that support, encourage, and engage members in "Self" reflection praxis for personal, and collective transformations, if the status quo is to be interrupted.

Terahertz time-domain spectroscopy (THz-TDS) is a reliable technique used for studying the complex optical properties of materials. Its frequency range makes it suitable for detecting low-energy collective excitations such as phonons, magnons, and plasmons. THz-TDS in transmission geometry has gained much attention over the years. However, despite the need for exploring reflective samples, the advancement of THz-TDS in reflection geometry has faced several obstacles, mainly due to its strict requirement for sub-micron precision in the placement of the sample and reference. Here we demonstrate a technique for measuring samples in reflection geometry using THz-TDS which involves systematically resolving the misplacement issue by first isolating and correcting sources of error in the experimental setup. We then use a novel and robust phase retrieval method to detect and rectify the remaining misplacement with nanometer precision. This provides us with precise values for the phase of the THz pulse, which in turn allows us to accurately measure the complex optical properties of different types of materials. We use this technique to study bulk semiconducting samples such as Si and InSb. The experimental results of incident angle and polarization-dependent measurements are shown along with the retrieved complex refractive index of these samples. Our method immensely simplifies the procedure for obtaining the optical properties of samples in the THz range. We anticipate that our technique will be applied to spectroscopic studies of many more quantum materials with collective excitations in the THz range.