The hypothesis that this project aims to investigate is this: That through the arrangement of letterforms in space, a graphic designer can manipulate this voice in order to deliver a nuanced impression of language as it is intended to be heard. As a graphic designer, my job is to communicate meaning visually. When my choice of typography aids in the assignment of proper tone of voice to words, communication is made more clear. In the typographic studies I've created in the course of this exploration, I've tried to establish the pitch, tone, and volume of typographic voice by manipulating how words look. I've created compositions that explore how we see and hear language through typography, in order to assemble data that supports my hypothesis.

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Machines of Curation is an attempt to confront the ever-growing landscape of technology I observe and live inside of daily. This work is specifically concerned with my interest in how we interact with and alter our surrounding environments through technology. The constant tether we have to our devices is becoming more reminiscent of a parasite and host, rather than of a device and user. It informs how we are to look at things, speak with those we love, pay for things, and receive news; just to name a few. I seek to co-opt these methods to urge the viewer to ask their own questions and make their own decisions on how they feel technology is shaping them in ways they may be unaware of. Graphic design holds a unique vernacular to our digital universe as one of the primary mediums that helps organize and create it. The overall goal of this work is that a consistent irony can be established through the work that helps the viewer experiencing it question their views of technology.

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This paper considers major downfalls of current transportation practice and policy while discussing my efforts of improving efficient means of mobility. By commenting on current legislation, historical events and perceptions I will justify my efforts and approach of transportation design that has led to the Master's Thesis project of bike design and construction.

My work is concerned with our perceptions of climate change and our relationship with the environment. Scientific study of historical worldwide climate data shows that global temperatures have been steadily rising for at least the last one hundred years. The concept of the anthropocene—a particular geologic epoch defined by human presence—links climate change specifically to humans and their impact on the environment. Even confronted with the data, many feel disconnected from climate change. While one can detect temperature change of single degrees over the course of seconds or minutes, it is difficult to feel this kind of temperature change over the course of decades. My work for the past three years has been concerned with questions related to how we feel and figure environmental loss. Crafting, mourning, and emotion have continually cropped up in my work as ways of apprehending environmental loss.

A place exists where memories and daydreams are allowed to mingle. This place is safe. Away from judgmental eyes. Away from outside influences. This place is safe. Free from the constraints of time and obligation. This place is safe. Attach yourself to this small corner of the world. This is your space, claim this space, for This place is safe.

The "randeurive" (pronounced: ran-deu-reave) is a research strategy that very loosely fuses elements from the long-distance cycling sport of rantdonneuring with the Situationist concept of dérive. In randonneuring, cyclists attempt to complete routes of 200km or more in a given time period, stopping in at check points every so often. Like a randonneur the randeurive uses a bicycle in order to engage in long-distance travel, allowing us to get outside of our immediate surroundings and broaden our view of psychogeography and constructed landscapes.I use the randeurive as a research methodology in order to retrace and de-scribe these spaces, as well as the technical objects, people and social relations that fill them.

This study reflects my own search to clarify the process of cultural change in an educational setting. In particular it clarifies for me the process through which State-wide science curriculum reform was enacted in the late 1950s and into the 1970s. This period is interesting because of a continuing perception amongst science teachers that the system-wide changes of the time were widely supported by teachers and influenced classroom practice. My aim in this study was to explore how the characteristics of this cultural change process may be applied in the current climate of school reform.The members of the local science teacher community of the 1950s, 1960s and 1970s engaged in similar activities and conversations as they attended the same University then continued to enter into similar school-based activities. As a group of people with shared experiences and values, who made decisions based on similar understandings and priorities, this group may be regarded as an identifiable culture.The day to day activities of this community of science teachers were underpinned by each teacher's beliefs about scientific knowledge and processes and school science, as well as understandings about the teaching and learning process. Many of these beliefs were so fundamental as to be unquestioned, and may be referred to as referents, or myths. For the members of a culture to change their practice then, new referents must be introduced, or existing referents modified.In searching for the process by which this culture was able to access new understandings, this study examined the comparative influence of two highly visible science educators who promoted science curriculum change in the State. As a result of data collection involving interviews with twenty-five key informants and the examination of private and public archival records; the crucial role of these unique personalities emerged ++ / consistently: Each of these men have been characterised as a Hero because each brought new understandings to their existing culture (Campbell, 1949).In reviewing the extended career of each Hero it was possible to draw strong parallels with mythical Greek heroes, Perseus and Theseus. This metaphorical representation not only effectively mirrored the life history of the modern-day heroes but also served to reconnect the logic of science along with that of the emotion of art - a balance well understood by the Greeks.The study found that the successful Heroes promoted significant long term change by instituting new rituals, ceremonies and artefacts throughout the science education community. Over time, these activities effectively modified older referents and created new ones, leading to new practice in the curriculum enacted by science teachers.In drawing together the stories of Perseus and Theseus, it was possible to recognise common elements in the processes by which these influential individuals were able to effect new practice in their community. Thus the study provides a template for the cultural change process in the future.In the final discussion, focus shifts to the relevance of this research to the everyday enterprise of schools and school systems. As a school practitioner z always read scholarly papers with the underpinning question; "See What?" The final chapter then, is largely hypothetical as it poses possibilities, makes predications and offers advice for readers seeking to improve the change process in their own context.