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Kan och bör vaccinationsvägrare hållas moraliskt klandervärda för sina val att inte vaccinera sig? I den här uppsatsen söker jag att påvisa att detta inte är fallet då vaccinationsvägrare inte uppfyller de kriterier som krävs för moraliskt klander. Detta sker genom en normativ analys av vanligt förekommande argument och principer som söker att fastställa individens egna ansvar i grupper vars handlingar leder till negativa utfall. Uppsatsen når slutsatsen att vaccinationsvägrare inte kan utgöra kandidater för moraliskt klander.

This thesis deal with creation of learning press model included safety function. Hardware implementation and ordering particular components is described. Designed service program is explained. This program is created in development system RS - logix 5000 by ladder diagram language. Panel view is used for better transparent of the process. Service program for this panel is created in development system RS - ViewStudio. Every possibilities of model usage are described.

The main purpose of this workshop is to focus upon a complementary approach to the study of, and the investigation into, concepts related to Geometry- Space Strand. It ought to benefit educators especially those who prepare teachers for the primary/elementary schools. Participants in this workshop will initially learn the skills needed in Pop-Up Engineering to produce ‘hole’ 3- D paper models which illustrate some particular geometric concepts. The process of the construction of these models allows for building imagery, testing predictions, arousing and satisfying curiosity, connecting to Geometric concepts and most of all motivating and holding interest. It is envisaged that this approach to the teaching and learning of geometric concepts will provide grounds for discussion, enrichment, exploration, clarification of and ownership of ideas, and cross curriculum integration. It has the potential to reduce the apparent difficulty students experience with the study of geometric concepts.

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When faced with an emergency situation, politicians are often forced to sacrifice their core moral principles in order to better serve the immediate public interest. This is commonly described as the Dirty Hands dilemma. Dirty Hands theorists conditionally defend politicians, but they leave the dilemma under-defined. Realists think that politicians do not even need defence, but their approach is overly relativistic and fails to distinguish between moral and immoral exercises of political authority. The present study critically engages with both sides of the debate in two parts. First, I use the method of conceptual analysis — and specifically conceptual disambiguation — to find out how each side conceives of the nature of the Dirty Hands dilemma. I find that (1) the dilemma emerges when a politician is forced to disregard the core human rights of certain individuals or groups to safeguard similar rights of others, and (2) the Realists fail to distinguish the concept of Dirty Hands from the concept of Political Compromise and Dirty Hands dilemmas from ordinary moral dilemmas. Second, using the method of reflective equilibrium, I advance the normative judgement that, instead of expressing guilt and paying the price, politicians should commit to not making their actions easy precedents when they confront a Dirty Hands dilemma. This study offers a better theoretical understanding of the Dirty Hands dilemma and a practical approach to distinguishing between moral and immoral exercises of political authority.

MakerBuses are travelling makerspaces that deliver hands-on tools and resources to community-wide locations to foster 21st century learning and development. Often found in K-12 schools, MakerBuses provide accessible and tangible learning opportunities for all learners, even in the most underserved communities. This single, typical case study provided a foundational look at how one MakerBus started as a simple idea and evolved into a learning experience used throughout the community it serves. Through discovery it was evident that accessibility, community outreach, tool distribution, and active learning were the critical elements that made this makerbus a unique tool for education.

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<p>Multiple reference frames are used to interact with our surroundings. When these reference frames are in conflict, processing errors can occur. For tactile stimuli, this conflict is highlighted when the hands are crossed over the midline of the body. In this posture, vibrotactile temporal order judgments (TOJs) presented to the hands are impaired compared to an uncrossed posture. This decrease in temporal processing is known as the crossed-hands deficit. The deficit was explored in depth throughout this thesis. In Chapters 2, 3 and 4 different elements of the crossed-hands deficit were evaluated including its connections to the rod and frame test, individual and sex differences within the TOJ task, as well as the influence of vision and body position. These elements were framed with underlying goal of investigating the root cause of the deficit. The data presented here provided evidence for a conflict model of crossed hands processing. A conflict between the internal and external reference frames produced the deficit in temporal processing when the hands were crossed. The role of the body’s midline in understanding multisensory integration was further considered in Chapter 5 through the rubber hand illusion, which is a visuotactile phenomenon whereby an unseen real hand is mislocalized towards a seen rubber hand. When the real hand, rubber hand, or both were crossed over the midline the illusion did not occur. It was hypothesized that a failure to integrate the tactile information presented to the real hand with the visual rubber hand was responsible for the absence of the illusion. Taken together, the data presented in this thesis contribute to the greater understanding of how reference frame conflicts are resolved, particularly when the conflict occurs across the body’s midline.</p> / Doctor of Philosophy (PhD)

This thesis seeks to address emerging future questions by envisioning the future of educational architecture, considering the evolving dynamics between people, machines, and collaborative learning environments. While machines will play a significant role, human interaction, collaboration, and experimentation will remain indispensable for the exchange of ideas. As we look ahead, it is evident that students will require learning spaces that balance passive educational modes—such as lectures, seminars, research, and introspection—with hands-on exploration. These spaces will transcend traditional structures, embracing liminal zones that facilitate seamless transitions into professional or higher education spheres. In the dynamic landscape of 21st-century education, the convergence of technology, globalization, and evolving pedagogical paradigms presents both challenges and opportunities for educational institutions. This thesis endeavors to explore the transformative potential of high school architecture, centered around the concept of the liminal zone—a space that transcends conventional schooling. Our aim is to reconceptualize schools as vibrant hubs of innovation and intellectual exploration, equipping students with the skills, knowledge, and adaptability essential for success in a complex and interconnected world. At the core of our design philosophy lies a commitment to flexibility and adaptability, evident in features such as the Pod concept and informal collaboration spaces, ensuring that educational environments remain responsive to the evolving needs of learners and the demands of the future. / Master of Architecture / This research aims to shape the future of educational architecture by envisioning how learning spaces can evolve in response to changing dynamics between people, technology, and collaborative environments. While technology will play a significant role in education, human interaction, collaboration, and hands-on experimentation will remain crucial for the exchange of ideas and knowledge. As we move forward, it is clear that students will need learning environments that balance traditional educational methods—like lectures, seminars, and research—with practical, hands-on exploration. These new spaces will go beyond conventional classrooms, creating zones that seamlessly transition students into professional or higher education settings. The rapidly changing landscape of 21st-century education, influenced by technology, globalization, and new teaching methods, offers both challenges and opportunities for schools. This thesis explores how high school architecture can be transformed to meet these needs. It introduces the concept of the "liminal zone," a space that bridges traditional schooling and the future, encouraging innovation and intellectual exploration. Our goal is to redesign schools as vibrant centers of learning, where students can develop the skills and adaptability needed for success in a complex, interconnected world. Key to our design are flexible and adaptable features, such as the "Pod" concept and informal collaboration areas, ensuring that educational spaces can evolve with the changing needs of students and the demands of the future.