M.Ed. (Education) / Please refer to full text to view abstract

<p>Piping is an essential component in buildings, and its as-built information is critical to facility management tasks. Manually extracting piping information from legacy drawings that are in paper, PDF, or image format is mentally exerting, time-consuming, and error-prone. Symbol recognition and detection are core problems in the computer-based interpretation of piping drawings, and the main technical challenge is to determine robust features that are invariant to scaling, rotation, and translation. This thesis aims to use convolutional neural networks (CNNs) to automatically extract features from raw images, and consequently, to locate and recognize symbols in piping drawings.</p> <p>In this thesis, the Spatial Transformer Network (STN) is applied to improve the performance of a standard CNN model for recognizing piping symbols, and the Faster Region-based Convolutional Neural Network (Faster RCNN) is adopted to exploit its capacity in symbol detection. For experimentation, the synthetic data are generated as follows. Two datasets are generated for symbol recognition and detection, respectively. For recognition, eight types of symbols are synthesized based on the geometric constraints between the primitives. The drawing samples for detection are manually sketched using AutoCAD MEP software and its piping component library, and seven types of symbols are selected from the piping component library. Both sets of samples are augmented with various scales, rotations, and random noises.</p> <p>The experiment for symbol recognition is conducted and the accuracies of the recognition accuracy of the CNN + STN model and the standard CNN model are compared. It is observed that the spatial transformer layer improves the accuracy in classifying piping symbols from 95.39% to 98.26%. For the symbol detection task, the experiment is conducted using a public implementation of Faster RCNN. The mean Average Precision (mAP) is 82.8% when Intersection over Union (IoU) threshold equals to 0.5. Imbalanced data (i.e., imbalanced samples in each class) led to a decrease in the Average Precision in the minority class. Also, the symbol library, the small dataset, and the complex backbone network limit the generality of the model. Future work will focus on the collection of larger set of drawings and the improvement of the network’s geometric invariance.</p>

A presente pesquisa objetiva investigar psicanaliticamente a experiência emocional de mães de crianças com diagnóstico de obesidade, justificando-se na medida em que o tratamento da condição, que inclui atenção psicológica, implica importante participação materna. O trabalho se organiza como estudo de caso da mãe de uma criança obesa em atendimento. O material clínico apresentado corresponde a duas narrativas transferenciais, relativas à história de vida e à entrevista individual da participante, que inclui suas manifestações produzidas em resposta ao Procedimento de Desenhos-Estórias com Tema. A consideração psicanalítica desse material permitiu a produção interpretativa de dois campos de sentido afetivo emocional: Sou mãe de um menino, logo existo e Minha mãe me ama, logo existo que apontam para dificuldades básicas e para movimentos de busca de constituição de si mesma como pessoa significativa para si e para o outro. Fica assim demonstrado que a experiência emocional materna, no caso estudado, está fortemente marcada por dificuldades subjetivas básicas, ligadas a processos de constituição de self, o que provavelmente afeta o cuidado psicológico do filho. Tal achado indica que é possível que a obesidade infantil seja expressão sintomática de complexas configurações familiares, de caráter transgeracional / The present study aims to psychoanalytically investigate the emotional experience of obesity diagnosis children´s mothers, justifying on the extent that the treatment of the condition, which includes psychological attention, implies important maternal participation. The work is organized as a case study of an obese in care child´s mother. The clinical material presented corresponds to two transferential narratives, related to life history and to individual participant interview, which includes their manifestation produced in response to the Theme Drawings-Story Procedure. The psychoanalytical consideration of this material allowed the interpretative production of two fields of emotional affection: I am a boy´s mother, so I exist and My mother loves me, so I exist, which points out to basic difficulties and to constitution seeking movements to herself as a significant person to her own and to the other individual. It is thus demonstrated that the maternal emotional experience, in the studied case, is strongly measured by basic subjective difficulties, linked to the constitution processes of self, which probably affects the psychological child´s care. Such discovery indicates it is possible that the childhood obesity is a symptomatic expression of family complex configuration, from a transgenerational nature

A presente pesquisa objetiva investigar psicanaliticamente a experiência emocional de mães de crianças com diagnóstico de obesidade, justificando-se na medida em que o tratamento da condição, que inclui atenção psicológica, implica importante participação materna. O trabalho se organiza como estudo de caso da mãe de uma criança obesa em atendimento. O material clínico apresentado corresponde a duas narrativas transferenciais, relativas à história de vida e à entrevista individual da participante, que inclui suas manifestações produzidas em resposta ao Procedimento de Desenhos-Estórias com Tema. A consideração psicanalítica desse material permitiu a produção interpretativa de dois campos de sentido afetivo emocional: Sou mãe de um menino, logo existo e Minha mãe me ama, logo existo que apontam para dificuldades básicas e para movimentos de busca de constituição de si mesma como pessoa significativa para si e para o outro. Fica assim demonstrado que a experiência emocional materna, no caso estudado, está fortemente marcada por dificuldades subjetivas básicas, ligadas a processos de constituição de self, o que provavelmente afeta o cuidado psicológico do filho. Tal achado indica que é possível que a obesidade infantil seja expressão sintomática de complexas configurações familiares, de caráter transgeracional / The present study aims to psychoanalytically investigate the emotional experience of obesity diagnosis children´s mothers, justifying on the extent that the treatment of the condition, which includes psychological attention, implies important maternal participation. The work is organized as a case study of an obese in care child´s mother. The clinical material presented corresponds to two transferential narratives, related to life history and to individual participant interview, which includes their manifestation produced in response to the Theme Drawings-Story Procedure. The psychoanalytical consideration of this material allowed the interpretative production of two fields of emotional affection: I am a boy´s mother, so I exist and My mother loves me, so I exist, which points out to basic difficulties and to constitution seeking movements to herself as a significant person to her own and to the other individual. It is thus demonstrated that the maternal emotional experience, in the studied case, is strongly measured by basic subjective difficulties, linked to the constitution processes of self, which probably affects the psychological child´s care. Such discovery indicates it is possible that the childhood obesity is a symptomatic expression of family complex configuration, from a transgenerational nature

<p>An engineering firm which handles and constructs drawings needs well defined routines and structures which should be homogeneous through all the different departments. A common drawing system results in better quality and cooperation between the departments.</p><p>SAS Technical Services (STS) did not have a common drawing system which had led to development of different routines in the different regions and departments. Requested was development of new routines regarding engineering drawings, such as drawing numbering structure, revision and subscription routines, which standards to adhere to, custom made drawing templates and management of the drawings with belonging documents.</p><p>Each requested task was broken into minor tasks and analyzed. Solutions by different leading engineering companies were used for comparison and ideas.</p><p>All the tasks were collected and organized in one single document which is the result of the thesis; a drawing instruction.</p><p>The drawing instruction will after a learning phase ease the work for the STS engineers as all necessary information can be found in one single place. Also, work with contractors will be time-saving as the instruction can be handed out for guidance.</p> / <p>En ingenjörsfirma som hanterar och skapar mängder med ritningar behöver väldefinierade rutiner och strukturer som är homogena genom hela bolaget. Ett gemensamt ritningssystem resulterar i bättre kvalitet och bättre samarbete mellan de olika avdelningarna.</p><p>SAS Technical Services (STS) hade inte ett gemensamt ritningssystem vilket har lett till att de olika avdelningarna har utvecklat olika rutiner rörande ritningar. Önskemålet var utvecklande av nya rutiner rörande ingenjörsritningar såsom ritningsnumreringsstruktur, revisions- och prenumerationsrutiner, vilka standarder som skall följas, egna ritningsmallar och skötsel av ritningar med tillhörande dokument.</p><p>Varje önskad uppgift blev uppdelad i mindre uppgifter och analyserad. Lösningar från olika ledande ingenjörsbolag användes för jämförelse och idéer.</p><p>Alla uppgifterna samlades och organiserades i ett och samma dokument som är resultatet av detta arbete; en ritningsinstruktion.</p><p>Ritningsinstruktionen kommer efter en inlärningsfas underlätta arbetet för ingenjörerna på STS eftersom all nödvändig information nu finns på ett och samma ställe. Arbeten med entreprenörer vill också bli underlättande eftersom instruktionen kan delas ut för vägledning.</p>

This dissertation explores how children communicate their experiences of place. It focuses on the qualitative methods of group interviews, walks, drawings and photographs, and asks how children communicate different aspects of place. Drawing on feminist theory and qualitative methodology, the importance of situated knowledge for understanding children’s narratives is argued. Through studies in Sweden and England, it is shown how children’s place experiences are multi-dimensional, consisting of both concrete and abstract processes, places and objects. The different methods reveal different aspects of these dimensions and the children provided rich evidence of their experience of place in regard to physical, social and cultural aspects. It is found that children’s individuality affects the success of the methods, rather than factors such as gender, age or nationality. The methods’ different characteristics, such as creative and interactive aspects, and how power relations are reflected through them are determining factors as to how and what children communicate. Place-interactive methods allow children to communicate the direct experience of place and include subconscious actions as communication occurs through movement and play. The creative aspects of the methods allow children to focus more on their abstract experiences and to include experiences based on a wider time perspective than the present. Walking is discussed as a critical method for the researcher to include place as an active and multi-sensuous phenomenon. As it is shown that the methods reveal different aspects of the children’s place experiences, it is also discussed how this can be used from an adult perspective.

I Remember…, a series of drawings, is based on personal social experiences starting from the age of thirteen. This series begins with a memory of the first time I had to speak to a room full of people and the unexpected events of that followed. My own relationship with one of the primary subjects, the chair refers to memories of being raised in a home where certain furnishings were “off-limits.” Even more important is the presence of a cryptic narrative, fractured and dreamlike, similar to the style of writing created by Alain Robbe-Grillet. It has been a lifetime goal to create drawings that are interactive with the viewer. The baroque embellished chairs and piano provide a point of departure encouraging contemplative involvement by the viewer conceptually through imagery and physically through scale. Also, showing multiple viewpoints of the object simultaneously creates an atmosphere that is dreamlike and ghostly.

The aim of this work is to study the interaction between two classical objects of mathematics: the modular group, and the absolute Galois group. The latter acts on the category of finite index subgroups of the modular group. However, it is a task out of reach do understand this action in this generality. We propose a lattice which parametrizes a certain system of &rdquo / geometric&rdquo / elements in this category. This system is setwise invariant under the Galois action, and there is a hope that one can explicitly understand the pointwise action on the elements of this system. These elements admit moreover a combinatorial description as quadrangulations of the sphere, satisfying a natural nonnegative curvature condition. Furthermore, their connections with hypergeometric functions allow us to realize these quadrangulations as points in the moduli space of rational curves with 8 punctures. These points are conjecturally defined over a number field and our ultimate wish is to compare the Galois action on the lattice elements in the category and the corresponding points in the moduli space.

Increasingly since the 1990s those of us who are interested in gender issues in education have heard the question: What about the boys? A discourse has emerged in New Zealand, as in other countries including Australia, Canada, the United States and the United Kingdom, that attention spent on addressing issues related to the educational needs of girls has resulted in the neglect of boys and problems related to their schooling. Positioned within this discourse, boys are depicted as disadvantaged, victims of feminism, underachieving or failing within the alienating feminised schooling environment and their struggles at school are seen as a symptom of a wider ‘crisis of masculinity'. This anxiety about boys has generated much debate and a number of explanations for the school performance of boys. One concern, that has remained largely unexamined in the Aotearoa New Zealand context, is that the dominant discourse of masculinity is characterised by a restless physicality, anti-intellectualism, misbehaviour and opposition to authority all of which are construed as antithetical to success at school. This thesis explores how masculinities are played out in the schooling experiences of a small group of 5, 6 and 7 year old boys in two New Zealand primary schools as they construct, embody and enact their gendered subjectivities both as boys and as pupils. This study of how the lived realities of schooling for these boys are discursively constituted is informed by feminist poststructuralism, aspects of queer theory and, in particular, draws on the works of Michel Foucault. The research design involved employing an innovative mix of data generating strategies. The discursive analysis of the data generated in focus group discussions, classroom and playground observations, children’s drawings and video and audio recording of the normal classroom literacy programmes is initially organised around these sites of learning in order to explore how gender is produced discursively, embodied and enacted as children go about their work and their play. The research shows that although considerable diversity was apparent as the boys fashioned their masculinities in these different sites, ‘doing boy’ is not inimical to ‘doing schoolboy’ as all the boys, when required to, were able to constitute themselves as ‘intelligible’ pupils (Youdell, 2006). The research findings challenge the notion of school as a feminised and alienating environment for them. In particular, instances of some of the boys disrupting the established classroom norms, as recorded by feminist researchers more than two decades ago, are documented. Concerns then, that “classroom practices reinforced a notion of male importance and superiority while diminishing the interests and status of girls” (Allen, 2009, p. 124) appear to still be relevant, and the postfeminist discourse “that gender equity has now been achieved for girls and women in education” (Ringrose, 2013, p. 1) is called into question. Amid the greater emphasis on measuring easily quantifiable aspects of pupils’ educational achievement, what this analysis does is to recognize the processes of schooling as highly complex and to offer a more nuanced response to the question of boys and their schooling than that offered by, for example, men’s rights advocates. It suggests that if we are committed to improving education for all children, the question needs to be re/framed so as not to lose sight of educational issues related to girls and needs to ask just which particular groups of boys and which particular groups of girls are currently being disadvantaged in our schools.

An engineering firm which handles and constructs drawings needs well defined routines and structures which should be homogeneous through all the different departments. A common drawing system results in better quality and cooperation between the departments. SAS Technical Services (STS) did not have a common drawing system which had led to development of different routines in the different regions and departments. Requested was development of new routines regarding engineering drawings, such as drawing numbering structure, revision and subscription routines, which standards to adhere to, custom made drawing templates and management of the drawings with belonging documents. Each requested task was broken into minor tasks and analyzed. Solutions by different leading engineering companies were used for comparison and ideas. All the tasks were collected and organized in one single document which is the result of the thesis; a drawing instruction. The drawing instruction will after a learning phase ease the work for the STS engineers as all necessary information can be found in one single place. Also, work with contractors will be time-saving as the instruction can be handed out for guidance. / En ingenjörsfirma som hanterar och skapar mängder med ritningar behöver väldefinierade rutiner och strukturer som är homogena genom hela bolaget. Ett gemensamt ritningssystem resulterar i bättre kvalitet och bättre samarbete mellan de olika avdelningarna. SAS Technical Services (STS) hade inte ett gemensamt ritningssystem vilket har lett till att de olika avdelningarna har utvecklat olika rutiner rörande ritningar. Önskemålet var utvecklande av nya rutiner rörande ingenjörsritningar såsom ritningsnumreringsstruktur, revisions- och prenumerationsrutiner, vilka standarder som skall följas, egna ritningsmallar och skötsel av ritningar med tillhörande dokument. Varje önskad uppgift blev uppdelad i mindre uppgifter och analyserad. Lösningar från olika ledande ingenjörsbolag användes för jämförelse och idéer. Alla uppgifterna samlades och organiserades i ett och samma dokument som är resultatet av detta arbete; en ritningsinstruktion. Ritningsinstruktionen kommer efter en inlärningsfas underlätta arbetet för ingenjörerna på STS eftersom all nödvändig information nu finns på ett och samma ställe. Arbeten med entreprenörer vill också bli underlättande eftersom instruktionen kan delas ut för vägledning.