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Boston University. University Professors Program Senior theses. / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-02

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This thesis studies general architectural conditions in pursuit of the ideal through specific acts of drawn geometric constructs. It attempts to clear away superimposed doxa from architecture, making space for a demonstration of epistemic constructs. These projections of the ideal carry with them the basic autonomy of form. The demonstrations are a search for what is true in architecture. The purest form of architecture can be found in drawing; drawing is bound to the fundamental axioms of geometric construction. The explorations are situated in the space between the ideal and the natural. Several kinds of parallel projections are developed into a set of rationally constructed demonstrations culminating in the posting of an ideal city. Through the practice of drawing, five propositions emerge. Drawing in a kinetic dimension. Drawing as a reconciliatory act between potentiality and actuality. Drawing in question of perception. Drawing as a precursor to model making and photography. / Master of Architecture / This thesis, through a series of parallel projection demonstrations, is in search of the ideal and the city itself. In doing so, it engages several axonometric projection techniques. Furthermore, this thesis is organized in five categories: drawing construction, tone, exploration of formal relationships, modelmaking, and photography.

Magister Commercii (Industrial Psychology) - MCom(IPS) / The study examines three emerging salient themes. Firstly, it highlights the current perception of informal learning in the workplace which has multiple definitions and descriptions. The second theme draws attention to the sociocultural structures and the impact on individual engagement in workplace learning. The last theme illustrates the potential of informal learning and how individuals and their learning environment at work cannot function independently. Employees no longer have time for the inefficiencies of the past, old-style training they want to be co-participants in learning not simply receivers (Cross, 2007).By diagnosing the current status of informal workplace learning, the research examines the employee engagement, the perceived factors that affect learning engagement and explores the links between informal workplace learning and the performance of the organisation. Against the background of informal learning in the workplace, a learning organisation has been characterised, as an organisation that has development in place that supports learning and recognises the value of learning and extends itself towards the enhancement of employee’s proficiency and transfer of learning to others (Berg & Chyung, 2008).

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Technology and Engineering Education has deep roots in Project Based Learning, with its beginning in the Industrial Arts, and tracing its ancestry to craft apprenticeships. This constructivist philosophy supports the idea that the creation of an artifact lends itself to higher order cognitive processes. This study analyzed the content of middle school Technology and Engineering Education Rubrics for evidence that higher order cognition was being assessed. Five raters coded ninety-eight performance indicators from six rubrics for the evidence of declarative, procedural, schematic, and strategic knowledge. Gwet's AC1 and percent agreement were calculated to determine inter-rater reliability. Additionally, the performance criteria were coded for six engineering constructs. The Engineering Constructs from the performance criteria were extrapolated to the performance indicators to see which Engineering Constructs were supporting higher order cognition. Analysis included the determination of whether or not the rubrics that were analyzed supported higher order cognition as well as their performance indicators, performance criteria, and which Engineering Constructs support higher order cognitive processes. / Doctor of Philosophy / What used to be known as the shop class, or Industrial Arts, has morphed into Technology and Engineering Education. With the emphasis now on teaching engineering processes and Project Based Learning instead of manual skills, there is a lack of research on whether or not the assessments have evolved enough to assess higher levels of cognition. Higher level cognitive processes in engineering design are defined as those processes that are used to troubleshoot and create. This study analyzed middle school Technology and Engineering Education rubrics to look for evidence of assessing higher order cognition. Rubrics are a commonly used tool in Project Bases Learning as a form of assessment. Rubrics are separated into two distinct parts: performance criteria; and their performance indicators. The performance criteria were analyzed for six different Engineering Constructs, and the performance indicators were analyzed for four cognitive constructs. The analysis looked for evidence of higher-level cognitive constructs, and which Engineering Constructs supported higher level cognitive constructs.

Thesis advisor: Mary Ann Glynn / I examine the process of evolution for theoretical constructs in the field of organizational scholarship, leveraging the sociology of knowledge literature and empirical studies of construct development to focus my research. Prior studies suggest several key factors operating in the process--actor-oriented components, including the characteristics and strategies of scholarly actors, and situationally-oriented components of historical context and word meanings. No study, however, has assessed these factors in interaction over time. I address this gap through a historical study based primarily on archival data regarding construct usage in journal articles and scholarly books. Specifically, I explore the evolution of "cooperation" and "purpose" in organizational scholarship from 1938 through 2005. My findings contribute to elaboration of the theory of construct evolution proposed by Hirsch & Levin (1999), as I observe that a construct developing largely within a single disciplinary paradigm is marked by narrowing rather than expansion of meaning in the course of increased operationalization. Further, I find that an interdisciplinary context of evolution multiplies not just meanings but also the language used for a construct. I also document how antecedent conditions of meaning for the words "cooperation" and "purpose," as well as elements of historical context, affect the evolution process. In addition, my study extends the observations of Barley & Kunda (1992) regarding a cyclical dichotomy between rational and normative paradigms in managerial discourse, as I observe this pattern contributing to the fragmentation of language and meanings in the constructs studied. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Carroll School of Management. / Discipline: Organization Studies.

<p>Game reserves and other forms of protected areas are growing in South Africa and particularly in the province of KwaZulu-Natal. There is an experienced increase in the demand of wildlife production and nature tourism and game reserves are thought to be profitable and ideal for combining biodiversity conservation and tourism. People living in or adjacent to these areas however often contest the establishment of such, and reconciliation sometimes seems unattainable. This study investigates a current case in KwaZulu-Natal where local people dispute the development of the eMakhosini-Ophathe Heritage Park and as a result the completion of the park is delayed. The objectives of this study were to place the park in contexts relevant to the current conflicts, to identify the stakeholders and their perceptions and further to explain these. The underlying vision of the park was also investigated and this was co-analysed with the stakeholder analysis. The results showed a general negative view on park management but differing views on the park itself. This is explained with the notable difference on how stakeholders are affected by the park: some will benefit economically and some are supposed to relocate. Negative views on park management stem essentially from lack of trust and transparency and there are doubts in management’s capacity to develop and run the park. The vision of the park embodies a very static view of nature, culture and people; and when transformed into practice conflicts arise.</p> / Farm Dwellers the Forgotten People? Consequences of Conversions to Private Wildlife Production in KwaZulu-Natal (University of KwaZulu-Natal, Republic of South Africa)