Master of Landscape Architecture / Department of Landscape Architecture/Regional and Community Planning / Blake Belanger / Sustainable landscape design is generally understood in relation to three principles—ecological health, social justice, and economic prosperity. However, people have neglected to recognize the significance of their impact on the environment. The real conflict begins to address our relationship with the environment and how we attempt to reconnect and reverse centuries of environmental degradation. As a society, we lie at the intersection of the past and the future, presenting us the opportunity to think organically. Harboring values much different from post-industrial thinking, organic values work with nature rather than against it. However, most contemporary processes are not organic in nature. Rather they are products of our isolated way of thinking; a limited form of consciousness that arrogantly declares that we are the greatest intelligence on Earth. This consciousness has taught us that for our survival, it is our duty to subdue nature, relating to it as a resource for implementing how and what our minds invent. We have learned to relate to nature as a commodity rather than respect it as our community. Infusion seeks to establish this connection by creating a Transit-Oriented Development in the Knobtown District that uses the power of aesthetics to promote and inspire educational exploration, cultural expression, and ethical revelation of sustainable design. Supporting this solution is a four-part foundational framework that identifies specific design principles that are envisioned to improve the way we relate to our environment through aesthetic eminence educational exploration, cultural expression and ethical revelation. The conceptualized framework is structured to be adaptable for many design situations becoming a foundation for the way in which we design and interact with form and space. In its final state, Infusion communicates the significance of these essential design principles and how the new Knobtown District can become an important part of the Rock Island Corridor.

Folk art is the art of everyday life. Framing homes can be artistic when done with a degree of exemplary expertise. Jerry Saville is a master folk artist because of his special skills and techniques exhibited in his trade of carpentry. This research provides a glimpse into a carpenter’s life to discover what creates and sustains a master carpenter. Through desire, drive, dedication (time/practice), life experience/opportunity (apprenticeship), purpose, and a community of support, Jerry Saville became a master folk artist.

none

Šiame darbe yra trumpai aprašomas algoritmas, kuris naudoja nereikalingus skaičiavimus, ieškant iškilojo apvalkalo taškų. Pateikiamas naujas „Artimiausio taško“ algoritmas, kuris iškilojo apvalkalo taškus randa įterpimo būdu. Pateikiamos ir dvi „Artimiausio taško“ algoritmo realizacijos. „Preparata“ bei „Artimiausio taško“ algoritmai, bei „Artimiausio taško“ algoritmo dvi realizacijos realizuojamos skirtingose operacinėse sistemose: Windows ir Linux. Realizavus algoritmus („Preparata“, „Artimiausio taško“) ir dvi „Artimiausio taško“ algoritmo realizacijas, buvo analizuojamas algoritmų atlikimo laikas. / This work shortly describes the algorithms, that uses unnecessary calculations for the search of convex hull points. A new algorithm called “Nearest point” is presented in this work. This algorithm founds the points of convex hull by using the method of insertion. Two realisations of the “Nearest point” realisation are presented in the current work.. The “Preparata” algorithm, the “Nearest point” algorithm, and two realisations of the “Nearest point” algorithm were build both for Windows and Linux operating systems. After the realisation of the algorithms (“Preparata” and “Nearest point”) and two versions of the “Nearest point”, the action time of them has been analysed.

Denna studie handlar om pojkars beskrivningar av att använda digitala spel och hur detta kan bidra till språklig kunskapsutveckling i skolans verksamhet. För att få studiens frågeställningar besvarade har intervjuer med fem pojkar i tio års ålder analyserats med utgångspunkt i socialsemiotiska teorier och begrepp. Pojkarnas beskrivningar visar tecken på att digitala spel kan användas som en resurs i utveckling av barns verbala och skriftligt språk. Pojkarna beskriver att utvecklingen av språklig och verbal kunskap kan äga rum dels individuellt och dels i grupp genom att använda digitala spel. Resultatet visar även att skolans verksamhet inte har erbjudit pojkarna möjlighet att använda digitala spel för att utveckla sina språkliga kunskaper.

Based on the assumption by Cochran-Smith and Lytle (1993), educational scholars need insight on the “particulars” of what works for classroom teachers within the context of their own classrooms. This dissertation is a self-study that addresses my work as a high school Multicultural Literature teacher and the impact of how my own philosophical/theoretical belief system resulted in significant transformative learning experiences for students as demonstrated in their feedback. Using intercultural competence, value-creation pedagogy, and compassion as theoretical frameworks that encourage greater social cohesion and collective participation, I used autoethnography as my primary method of investigation to treat data through an analytical, self-reflective, and interpretive lens within the cultural context of my classes. Types of data included personal memory, self-observational, self-reflective, and external data, such as end of the year anonymous student evaluations, personal memoirs, journal entries, notes, course documents, past student assignments, personal communications, and a blog, collected from my 13 years of teaching. By sharing and examining my ethical/moral-motivation in relation to the positive feedback from students, I demonstrate how my pedagogical interactions and relationships with students manifest through value creation/culturally responsive pedagogy, the empowered voice, intercultural dialogue, transformative learning, and the development and nurturing of empathy and compassion. The study shares personal insights into the elements and processes that contributed to the overwhelmingly positive feedback of students throughout the study. Recommendations suggest greater research and discourse in developing a pedagogy of compassion.

American society possesses strong, if not basic, stereotypes for each hair color: the "dumb" blonde, the "intelligent" or "serious" brunette, and the "spitfire" redhead. In contemporary entertainment culture, blonde women have achieved unique status beyond the stereotypes accorded to their brunette and redheaded counterparts. Revered and reviled simultaneously, these women cannot be ignored or dismissed. The convention of the "dumb blonde" is at the heart of this issue. When scrutinized, it is possible to discern at least four distinctions of this stereotype: the perceived as truly dumb, or innocent, blonde (Johanna in Sweeney Todd); the bombshell blonde (Lorelei Lee in Gentlemen Prefer Blondes, Mae West in Dumb Blonde); the dumb-but-actually-intelligent blonde (Elle Woods in Legally Blonde, Galinda in Wicked); and the comedic blonde (Adelaide in Guys and Dolls). These characters presumably share more than their hair color and sex. By researching these blonde stereotypes, commonalities will be discovered and assessed for their applicability in character research. As this thesis explores the creation of Audrey in Ken Ludwig's Leading Ladies, a methodology for creating this type of character will be created. Through research and analysis of the various blonde stereotypes, an in-depth character and script analysis, and a journal of the creation process, it is my intention to reveal how a non-superficial portrayal of this character is possible and can be duplicated. Audrey's "blonde" traits will also be explored as they relate to the character's function within the play, emphasizing the ways her specified blondeness serves the play's needs. Analysis of the blonde stereotypes, script and character analyses, and the rehearsal journal will not only create a system for creating this type of character, but also will illuminate why this character type is important to comedic theatrical literature.

No description available.

Yes / National and international guidance recommends whole-school approaches to physical activity, but there are few studies assessing their effectiveness, especially at an organisational level. This study assesses the impact of the Creating Active School's (CAS) programme on organisational changes to physical activity provision. In-school CAS leads completed a 77-item questionnaire assessing school-level organisational change. The questionnaire comprised 19 domains aligned with the CAS framework and COM-B model of behaviour change. Wilcoxon Signed Rank Tests assessed the pre-to-nine-month change. >70% of schools (n = 53) pre-CAS had inadequate whole-school physical activity provision. After nine months (n = 32), CAS had a significant positive effect on organisational physical activity. The positive change was observed for: whole-school culture and ethos, teachers and wider school staff, academic lessons, physical education (PE) lessons, commute to/from school and stakeholder behaviour. This study provides preliminary evidence that CAS is a viable model to facilitate system-level change for physical activity in schools located within deprived areas of a multi-ethnic city. To confirm the results, future studies are required which adopt controlled designs combined with a holistic understanding of implementation determinants and underlying mechanisms. / Z.E.H is funded via match funded PhD by the University of Bradford and Sport England Local Delivery Pilot Bradford. Authors, A.D-S and D.D.B. were supported by Sport England’s Local Delivery Pilot—Bradford. A.D-S and D.D.B were (also) supported by the Welcome Trust, a joint grant from the UK Medical Research Council (MRC) and UK Economic and Social Science Research Council a British Heart Foundation Clinical Study grant [CS/16/4/32482] the National Institute for Health Research under its Applied Research Collaboration Yorkshire and Humber [NIHR200166]; ActEarly UK Prevention Research Partnership Consortium [MR/S037527/1]; NIHR Clinical Research Network through research delivery support for this study.

No description available.