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Landscape architecture has a dynamic relationship with public art. While public art may enhance a designed landscape, its success is not dependent on it. However, the sensation of how a public art piece is situated in a landscape and responds to its audience can be greatly enhanced with the help and knowledge of landscape architecture. Artists can use the knowledge and understanding of site specificity that landscape architects possess to situate respected and appreciated works of public art located in functional spaces. The purpose of this document is to explore the relationship between artists and landscape architects. Public art is an important part of our society. It can enhance the identity and character of communities, creating landmarks to be remembered. Public art can inform us about the history and culture of our environment, while evoking thought and conversations of community. It can be fun and uplifting, solemn or full of tension, and it can be mysterious and intriguing. The collaboration between artists and landscape architects can create new and wonderful spaces in our urban environments. By using nature and the surrounding environment, visitors can be completely surprised and engaged by what this collaboration can achieve.

Landscape architecture has a dynamic relationship with public art. While public art may enhance a designed landscape, its success is not dependent on it. However, the sensation of how a public art piece is situated in a landscape and responds to its audience can be greatly enhanced with the help and knowledge of landscape architecture. Artists can use the knowledge and understanding of site specificity that landscape architects possess to situate respected and appreciated works of public art located in functional spaces. The purpose of this document is to explore the relationship between artists and landscape architects. Public art is an important part of our society. It can enhance the identity and character of communities, creating landmarks to be remembered. Public art can inform us about the history and culture of our environment, while evoking thought and conversations of community. It can be fun and uplifting, solemn or full of tension, and it can be mysterious and intriguing. The collaboration between artists and landscape architects can create new and wonderful spaces in our urban environments. By using nature and the surrounding environment, visitors can be completely surprised and engaged by what this collaboration can achieve.

Master of Science / Department of Architectural Engineering / Kimberly W. Kramer / Trusses are an efficient way to span long distances with minimal material required. This report is a parametric study of the different design and construction aspects for a 300’-0” span, steel, Warren type truss. The study specifically examines the vertical loading on the truss, including components and cladding wind loading. The engineering variables investigated are panel point location, steel shape size and type, steel grade, member orientation, and connection design. Each of these aspects are studied independently with major results accounted for later in analysis. This allows for the most economical truss by reviewing each alternative possibly not commonly used in steel construction. However, trusses require special consideration in constructability compared to a common steel structure such as an office building. Because of this added complexity, constructability issues are also examined after all parametric studies are completed for engineering variables. Transportation regulations and restrictions, steel erecting (including the construction loading of the ASCE 37-02), and temporary structures are considered for the 300’-0” span steel truss. The results of the engineering design variables are documented showing the benefit of using W-Shape members with higher grades of steel in select members, and the rotation of members for truss stability and simplified connection detailing. Each of the multiple construction considerations are presented, providing the most recent information available at the time of this report.

The lecture recital was given on July 2, 1984. The Megalith Trilogy was performed following a lecture which examined the internal structure of the work. The main body of the lecture focused on motivic and tonal considerations and included motivic and pitch reductions of the three movements. In addition to the lecture recital three other public solo recitals were performed. The four programs were recorded on magnetic tape and are filed with the written version of the lecture as a part of the dissertation.

The role of job automation technology within the financial services sector has gained prominence recent years. Decision-makers are faced with questions from the external and internal environment relating to the future of work and career outlook of human capital. While the benefits of job automation are undoubtedly a key driver towards adopting this technology, ethical questions on responsible and ethical leadership have been put under a lens so as to understand what this means for employees within the financial sector. The study explores the ethical considerations made by decision-makers within the financial services sector in South Africa in relation to the employees disrupted by job automation adoption. The findings of this qualitative study were obtained through eighteen semi-structured interviews with decision-makers from the financial services sector and consulting firms with exposure to the financial services industry. The study found that the intent of job automation technology adoption goals coupled with the predominant mindset of decision makers was influenced the nature of considerations made decision makers. These consideration categories were largely aligned to the extant literature and the study contributed to the business ethics domain by sharing specific considerations made by decision makers in industry. Communication, transitions services, change management, shared value framing, empowerment through custodianship, an analysis of transferable skills and skills profiling were the main emergent findings found in the study. / Mini Dissertation (MBA)--University of Pretoria, 2021. / Gordon Institute of Business Science (GIBS) / MBA / Unrestricted

The focus of this research is the construction of a shared vision for the environment. Specifically, the purpose of this research was to examine the construction of shared vision between different rhetorical communities for the Lake Omapere Restoration Project. In this investigation, I applied Bormann's (1972; 1983) symbolic convergence theory to the communication processes of the Resource Management Act (1991). The intended outcome of this research was to gain further understanding of the communication processes in place within the Resource Management Act 1991 in order to foster a more holistic, bicultural approach for the development of Aotearoa New Zealand*. My premise was that shared understanding through storytelling could be a useful tool for producing equitable bicultural environmental decisions. This research is concerned with how that shared vision is created rhetorically. It is based on the theoretical understanding that language constructs people's social reality (Escobar, 1996; Pearce, 1989). The literature review established that people make sense of the material world through language, deep emotional connection to the land and decision-making processes. This discussion of the different ways people come to view the material world provided the background for the central research question. The primary research question that guided the investigation was how do different rhetorical communities construct shared vision for the environment? In order to answer this question data were collected using archival records retrieved from the Northland Regional Council. The analysis of the data involved the application of Bormann's (1972; 1983) symbolic convergence theory to the construction of shared vision for the polluted condition of Lake Omapere in Northland. The fantasy theme analysis of the texts revealed two fantasy themes personifying Lake Omapere: first, the story of the dying lake, followed by second fantasy theme of the salvation of the lake. These two fantasy themes provided the rhetorical ground for the evolution of shared rhetorical vision for the restoration of the wellbeing of Lake Omapere. Following Bormann (1972; 1983), the study showed that symbolic convergence theory accounts for the irrational as well as rational aspects of positive collaborative action for the environment. This research has contributed to knowledge by showing that Bormann's (1972; 1983) symbolic convergence theory is a useful framework for explaining the process by which different rhetorical communities construct shared vision. The fantasy theme analysis approach was specifically designed for this research. Burke's (1966) "hexed" pentad was used in the initial stages of analysis to determine the elements of the fantasy themes. This study showed that construction of shared vision encompasses at least three forms of communication: consciousness creating, raising and sustaining. The study also contributed further questions as to the nature of the resulting shared vision. This study shows that the democratic dialogue that is produced from sharing stories can result in justice. The emergence of shared vision produced a new reality and an altered worldview where kaitiakitanga** has become a crucial focus for the future of Lake Omapere. The restoration of the wellbeing of Lake Omapere through establishing kaitiakitanga is now a rhetorical reality and will shape future decisions made regarding the management and restoration of the lake. The implications involved with incorporating the indigenous spiritual relational perspectives in legislation are a crucial concern for environmental decision-making both locally and internationally and further application of symbolic convergence theory research in this area is recommended.* Aotearoa New Zealand combines both the Māori and English names and is used in this thesis to acknowledge the bicultural intention of environment resource management.** Stewardship.

<p>The public sector in Norway purchases products and services for more then 300 billion NOK per year.</p><p>This purchasing power can play an important role in leveraging the market share of environmentally</p><p>sound products by increasing the level of environmental requirements in public contracts.</p><p>Environmental considerations in public procurement have been on the international agenda since</p><p>the 1992 conference in Rio, and the OECD, the EU and the Nordic Council of Ministers have also</p><p>placed Green Public Procurement (GPP) on their agendas. Together with statements from the 2002</p><p>World Summit on Sustainable Development in Johannesburg, they all underline GPP as a tool for</p><p>making a shift to more sustainable production and consumption practices.</p><p>In Norway, the Government launched a Norwegian Action Plan on Environmental and Social</p><p>Responsibility in Public Procurement in 2007. The aim of the plan was to encourage the public sector</p><p>to demand environmentally sound products and services. However, several previous studies that</p><p>have assessed the status of GPP show that, despite efforts to promote environmental considerations,</p><p>there is a long way to go before these are fully integrated into public procurement practice</p><p>The aim of this study was to produce information about how widespread the use of environmental</p><p>criteria are in Norway, and to identify what drivers and barriers are seen to influence the GPP status.</p><p>Based on experiences from other studies, the method design chosen was an analysis of tender</p><p>documents complemented by case studies with interviews. Using both methods provided a way of</p><p>balancing the results so as to get the most objective status scores on GPP together with more</p><p>detailed answers on perceived drivers and barriers.</p><p>The results revealed that almost 60% of all tender documents included some kind of environmental</p><p>criteria, but 1/3 of these were so unclear that it was doubtful as to whether or not they would result</p><p>in any green procurement. Of the product groups that were in focus, the one that included paper and</p><p>print was by far the “greenest” of the groups, with the others both containing less GPP and more</p><p>unclear criteria. Compared to other studies this puts Norway at the same level as Sweden, and shows</p><p>a slight improvement in total GPP compared to previous assessments. Still, taking the high amount of</p><p>unclear criteria into account may lower the overall GPP score.</p><p>The interview results indicated that lack of knowledge, focus on economic considerations and</p><p>product functionality, lack of support and management focus and work pressure were the five main</p><p>barriers preventing GPP. Increased co-operation, increased focus from management, simplification of</p><p>criteria and more available products with environmental labels were identified as drivers. The drivers</p><p>and barriers identified correspond to those of previous studies, with some new finding such as</p><p>identifying the lack of product specific knowledge, where previous studies have focused more on lack</p><p>of procurement knowledge.</p><p>The findings are all important when it comes to working out a strategy to follow up the Norwegian</p><p>Action Plan. They give information about the needs identified by the procurement officers</p><p>themselves, thus giving an indication of what initiatives to prioritise.</p>

<p>The purpose of this paper is to investigate and to analyse didactic considerations and decisions made by pre-school teachers in the context of a multi-cultural pedagogical environment.</p><p>The basic theoretical perspective is social constructivism, but notions from Donald A. Schön and John Dewey's theories of thinking and reflection have also informed the study; even Hans Lorentz' definition of a multi-cultural pedagogical environment has been employed as an analytic tool.</p><p>The empirical study consists of a qualitative field study at a pre-school, where participatory observation and a group interview have been used in order to collect data. Those who participated were teachers at the pre-school.</p><p>The results of the study, when analysed in accordance with the method, shows mainly three things. First of all that the teachers at the pre-school, in their didactic considerations, make use of the following methods of knowledge formation: knowledge-in-practice, reflection-in-practice, reflection on practice, reflection on knowledge-in-practice, and reflection on reflection-in-practice. Secondly, that no reflection particularly on the learning conditions in a multi-cultural pedagogical environment takes place. Finally, that there is little time available for the teachers for reflection at all, either individually or collectively.</p><p>A conclusion I draw from the study is that, if the teachers at pre-schools should be able to reflect consciously about their work, and to transform not consciously reflected thinking about it into consciously reflected thinking, it is necessary for them to resort to explicit and focused conversations with one another. A further conclusion is that lack of time for reflection among teachers at pre-schools renders difficult a conscious discussion among them about the multi-cultural pedagogical aspect of their work context. This means that, unless they are given the time they need they are bound to end up in a kind of dilemma: In order to fulfil their special mission they need to reflect on it, but there is no time for them to do so.<strong></strong></p>

The purpose of this paper is to investigate and to analyse didactic considerations and decisions made by pre-school teachers in the context of a multi-cultural pedagogical environment. The basic theoretical perspective is social constructivism, but notions from Donald A. Schön and John Dewey's theories of thinking and reflection have also informed the study; even Hans Lorentz' definition of a multi-cultural pedagogical environment has been employed as an analytic tool. The empirical study consists of a qualitative field study at a pre-school, where participatory observation and a group interview have been used in order to collect data. Those who participated were teachers at the pre-school. The results of the study, when analysed in accordance with the method, shows mainly three things. First of all that the teachers at the pre-school, in their didactic considerations, make use of the following methods of knowledge formation: knowledge-in-practice, reflection-in-practice, reflection on practice, reflection on knowledge-in-practice, and reflection on reflection-in-practice. Secondly, that no reflection particularly on the learning conditions in a multi-cultural pedagogical environment takes place. Finally, that there is little time available for the teachers for reflection at all, either individually or collectively. A conclusion I draw from the study is that, if the teachers at pre-schools should be able to reflect consciously about their work, and to transform not consciously reflected thinking about it into consciously reflected thinking, it is necessary for them to resort to explicit and focused conversations with one another. A further conclusion is that lack of time for reflection among teachers at pre-schools renders difficult a conscious discussion among them about the multi-cultural pedagogical aspect of their work context. This means that, unless they are given the time they need they are bound to end up in a kind of dilemma: In order to fulfil their special mission they need to reflect on it, but there is no time for them to do so.