This dissertation describes the development and implementation of a rule based expert system for the design of computer systems' hardware configurations utilizing a portable workload model based on user/process profiles, local optimization rules and architectural constraints. The systems' configuration expert was designed within the framework of an expert system lifecycle model. The lifecycle model provides an useful methodology to support the design of expert systems. Expert systems are proposed as a means for automated support for decision making in systems analysis and design, especially for those less structured tasks that occur during problem definition, requirements analysis and logical design. The development of the systems' configuration expert was simplified by the use of an integrated rule base management tool: NEWES. NEWES allows for data driven inference, flexible conflict resolution, multiple concurrent rule bases, relational data base like access to short term memory and frame based object definition of short term memory.

Research suggests that scientific models and modeling should be topics covered in K-12 classrooms as part of a comprehensive science curriculum. It is especially important when talking about topics in weather and climate, where computer and forecast models are the center of attention. There are several approaches to model based inquiry, but it can be argued, theoretically, that science models can be effectively implemented into any approach to inquiry if they are utilized appropriately. Yet, it remains to be explored how science models are actually implemented in classrooms. This study qualitatively looks at three middle school science teachers' use of science models with various approaches to inquiry during their weather and climate units. Results indicate that the teacher who used the most elements of inquiry used models in a way that aligned best with the theoretical framework than the teachers who used fewer elements of inquiry. The theoretical framework compares an approach to argument-based inquiry to model-based inquiry, which argues that the approaches are essentially identical, so teachers who use inquiry should be able to apply model-based inquiry using the same approach. However, none of the teachers in this study had a complete understanding of the role models play in authentic science inquiry, therefore students were not explicitly exposed to the ideas that models can be used to make predictions about, and are representations of, a natural phenomenon. Rather, models were explicitly used to explain concepts to students or have students explain concepts to the teacher or to each other. Additionally, models were used as a focal point for conversation between students, usually as they were creating, modifying, or using models. Teachers were not observed asking students to evaluate models. Since science models are an important aspect of understanding science, it is important that teachers not only know how to implement models into an inquiry environment, but also understand the characteristics of science models so that they can explicitly teach the concept of modeling to students. This study suggests that better pre-service and in-service teacher education is needed to prepare students to teach about science models effectively.

In this paper I examine the possibilities for researchers in the field of climate change in the arctic ecosystems to collaborate with people of the common public for monitoring or to answer scientific questions, sometimes called Citizen Science. I have done this by focusing on the research community of Abisko, northern Sweden. I present a number of examples of possible projects that I have collected through literature, interviews and field work with researchers. Furthermore, I argue that Citizen Science projects might be a tool for nature guides in reaching adventurous visitors searching for more understanding of climate change, ecosystems, and who also want to contribute to real science. However, Citizen Science can also be a part of the democratization of a community when local people get engaged. Thus different aspects of Citizen Science are suitable for different target groups.