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Patrullerande poliser i Malmö har en varierande och oförutsägbar arbetsmiljö. När de kommer till händelser där de är osäkra på hur de ska agera kan de konsultera tryckt metodstödsmaterial. Dessa tryckta handböcker är ofta utdaterade och icke-standardiserade.Tillsammans med Polisen i Malmö har vi tagit fram ett förslag till hur en digital version av denna typ av material kan se ut, med förslag kring gränssnitt och informationsrepresentation, och en diskussion kring vilka potentiella konsekvenser ett mediebyte kan få för poliserna ute på fältet.För att ta fram dessa designförslag använde vi oss av ett antal interaktionsdesignmetoder. Dessa utvärderar och diskuterar vi, utifrån hur väl de fungerar inom en myndighet som Polisen, i kontexten patrullerande poliser i Malmö. / Patrolling officers in Malmö have a varied and unpredictable working environment. When they encounter situations within which they are not certain how to take action, they have printed material with support information. This type of handbook is often outdated and non-standardized. Together with the Malmö Police, we sketch a proposal for how a digital version of this kind of material could be designed, with suggestions for interface design and information representation, as well as outline what the potential consequences could be for the individual officer on the field.While outlining these design suggestions, we utilized a number of different interaction design methods. These are evaluated and discussed as to how well they work within a governmental organization like the Police in Malmö, within the context of patrolling officers.

The purpose of this multiple site case study was to determine whether implementing the cooperative learning element of structuring student interactions is a possible contributing solution to student disenfranchisement and lack of social skills. This study explored student and teacher attitudes and perceptions, in seven separate secondary social studies classrooms, regarding their classroom environment before and after an intervention that trains teachers on how to implement four structured student interactions focused on class building and teambuilding. This study is in response to the diagnosis of educational administrators and classroom teachers facing challenges in building positive school and classroom environments. The lack of social skills and the inability to work well with each other diminishes the opportunities for the creation of positive school and classroom environments. As a result, students may become disenfranchised, evidenced by dropout rates and the disinterest in activities provided in the classroom. The study consisted of case study methodology using surveys, interviews, focus group sessions, lesson plans, teacher journals and classroom observations to document the story of the possible impact of implementing structured student interactions. The study revealed that it was inconclusive whether the intervention strategies had an overall positive or negative effect in the perceptions of engagement, interdependence, accountability and equity. Despite the conclusion, the data provide several opportunities for discussion within the areas of classroom environment, instructional leadership, instructional coaching, implementation fidelity of new strategies and teacher self-study of practice. / Educational Administration

Yoga is increasingly recommended for the K-12 population as a health intervention, a Physical Education activity, and for fun. What constitutes Yoga however, what is taught, and how it is taught, is variable. The purpose of this study was to survey Youth Yoga curriculums to identify content, teaching strategies, and assessments; dimensions of wellness addressed; whether national Health and Physical Education (HPE) standards were met; strategies to manage implementation fidelity; and shared constructs between Yoga and educational psychology. Methods: A descriptive qualitative design included a preliminary survey (n = 206) and interview (n = 1), questionnaires for curriculum developers (n = 9) and teachers (n = 5), interviews of developers and teachers (n = 3), lesson observations (n= 3), and a review of curriculum manuals. Results: Yoga content was adapted from elements associated with the Yoga Sutras but mostly from modern texts, interpretations, and personal experiences. Curriculums were not consistently mapped, nor elements defined. Non-Yoga content included games, music, and storytelling, which were used to teach Yoga postures and improve concentration, balance, and meta-cognitive skills. Yoga games were noncompetitive and similar to PE games. Teaching strategies included guided inquiry and dialoguing. Assessments were underutilized and misunderstood. Lessons were created to engage students across multiple dimensions of wellness; cultivate self awareness, attention, and concentration; and teach relaxation skills. Spiritual wellness was addressed using relaxation, self-awareness, partner work, and examining emotional states. Developers adapted curriculums to meet HPE standards when needed. Yoga was considered appropriate across all developmental stages and could be adapted to meet specific needs. Developers tended not to manage fidelity; strict control was perceived as contrary to Yoga philosophy. Curriculum manuals were resources, not scripts. Continuing education included workshops, videos, and online forums. Emerging themes included attention, awareness, meta-cognition, and self-regulation as learning objectives; dialoguing as a teaching strategy; and the influence of mindfulness and positive psychology on curriculum design. These suggest additional areas of research. Curriculums need codification, defining, and mapping of elements including the alignment of teaching strategies with assessments. The benefits of Yoga, beyond the physical postures, need further study. / Kinesiology

To improve the performance of the three-way catalytic (TWC) converter, advanced control strategies and onboard diagnostics (OBD) systems are needed. Both rely on a relatively accurate but computationally efficient TWC converter model. This thesis aims to develop a control-oriented model that can be employed to develop the control strategies and OBD systems of the TWC converter. The thesis consists of two parts, i.e., the high-fidelity model development and the model reduction. Firstly, a high-fidelity model is built using the energy and mass conservation principles. In this model, a constant inlet simulation is used to validate the warming-up characteristics, and a driving cycle simulation is used to calibrate the reaction rate parameters. The results of the simulation show that the high-fidelity model has adequate accuracy. Secondly, a reduced-order model is developed based on phase and reaction simplifications of the high-fidelity model. The aim of the development of the reduced-order model is to propose a computationally efficient model for further development of control strategies and state estimators for OBD systems. The accuracy of the reduced-order model is then validated by means of simulations. / Thesis / Master of Science (MSc)

To improve the performance of the three-way catalytic (TWC) converter, advanced control strategies and on-board diagnostics (OBD) systems are needed. Both rely on a relatively accurate but computationally efficient TWC converter model. This thesis aims to develop a control-oriented model that can be employed to develop the control strategies and OBD systems of the TWC converter. The thesis consists of two parts, i.e., the high-fidelity model development and the model reduction. Firstly, a high-fidelity model is built using the energy and mass conservation principles. In this model, a constant inlet simulation is used to validate the warming-up characteristics, and a driving cycle simulation is used to calibrate the reaction rate parameters. The results of the simulation show that the high-fidelity model has adequate accuracy. Secondly, a reduced-order model is developed based on phase and reaction simplifications of the high-fidelity model. The aim of the development of the reduced-order model is to propose a computationally efficient model for further development of control strategies and state estimators for OBD systems. The accuracy of the reduced-order model is then validated by means of simulations. / Thesis / Master of Applied Science (MASc)

This thesis demonstrates that a parametrically-modifiable Advanced Marine Vehicle Structural (AMVS) module (that can be integrated into a larger framework of marine vehicle analysis modules) enables stakeholders, as a group, to complete structurally feasible ship designs using the Set-Based Design (SBD) method. The SBD method allows stakeholders to identify and explore multiple solutions to stakeholder requirements and only eliminating the infeasible poorer solutions after all solutions are completely explored. SBD offers the and advantage over traditional design methods such as Waterfall and Spiral because traditional methods do not adequately explore the design space to determine if they are eliminating more optimal solutions in terms of cost, risk and performance. The fundamental focus for this thesis was on the development of a parametrically modifiable AMVS module using a low-fidelity structural analysis method implemented using a numerical 2D Finite Element Analysis (FEA) applied to the HY2-SWATH. To verify the AMVS module accuracy, a high-fidelity structural analysis was implemented in MAESTRO to analyze the reference marine vehicle model and provide a comparison baseline. To explore the design space, the AMVS module is written to be parametrically modified through input variables, effectively generating a new vessel structure when an input is changed. AMVS module is used to analyze an advanced marine vessel in its two operating modes: displacement and foil-borne. AMVS demonstrates the capability to explore the design space and evaluate the structural feasibility of the advance marine vehicle designs through consideration of the material, stiffener/girder dimensions, stiffener/girder arrangement, and machinery/equipment weights onboard. / Master of Science