The thesis deals with cohousing; a concept of living based on common spaces and shared facilities. In the first phase, the aim is to provide a summary of the development of cohousing and other similar forms of housing in the world and also in Czechia. The second phase focuses on a concrete by cohousing inspired residential project located in the inner city of Prague. In the work it appears under the name Klidná. The second phase aims to find out what led the communication partners to choose Klidná as a new place of residence, how important role did the specific aspects based on cohousing played in the decision-making process and finally how are the ideas of this concept being fulfilled in everyday life of the inhabitants. The research is of a qualitative nature and the main method of data collection is realization of deep semi-structured interviews, which are subsequently evaluated on the basis of theoretical thematic analysis. Based on the study, none of the communication partners chose Klidná because of the concept of cohousing. They perceived the existence of common areas, small scale of the project or its spatial layout rather as a pleasant bonus. Fulfilling ideas of the concept in everyday life of the informants corresponds with the nature of the project and the context in which it was...

Barn med funktionsnedsättning tenderar att ha svårigheter att delta och engagera sig i aktiviteter. I familjecentrerat arbete involverar arbetsterapeuten föräldrarna i barnets terapiprocess. Detta då föräldrarna har kunskaper kring hela familjesituationen och har kunskaper kring barnet som arbetsterapeuten behöver ta hänsyn till. Syftet med studien var att i familjecentrerat arbete kartlägga arbetsterapeutens förhållningssätt till föräldrar vars barn har en funktionsnedsättning. Mer specifikt att beskriva arbetsterapeutens interaktion till föräldrarna utifrån The Intentional relationship Model (IRM) samt beskriva positiva och negativa mellanmänskliga händelser som uppstår i interaktionen utifrån varje förhållningssätt. En litteraturstudie användes som metod och databassökningen genomfördes i de tre databaserna PsycINFO, PubMed och Cinahl. IRM användes i analysen för att granska om arbetsterapeuten, i interaktionen med föräldrarna, använde förhållningssätten empatiskt, samarbetande, problemlösande, uppmuntrande, instruerande eller förespråkande. I resultatet framkom att arbetsterapeuter använde alla förhållningssätt utifrån IRM. Det samarbetande förhållningssättet och det empatiska förhållningssättet användes mest, uppmuntrande och förespråkande minst. Studien visar att arbetsterapeutens val av förhållningssätt är viktigt för att undvika att negativa mellanmänskliga händelser påverkar den terapeutiska relationen. Dessa uppstod ofta i interaktionen med föräldrar med annan etnicitet. Studien belyser också att kunskapen om de olika förhållningssätten bör utökas. Mer specifikt bör kunskap kring när och hur ett förhållningssätt kan användas undersökas genom forskning. / Children with disabilities tend to have difficulties with participating and engaging in activities. Occupational therapists who work in family-centered care involve the parents in the children´s therapy process. This is because the parents have knowledge about the family situation and they also know about factors in the children’s life which the occupational therapist needs to recognize. The purpose of this study was to map the occupational therapist’s approach to parents in family-centered care in cases which involve children with disabilities. More specifically, the study described the occupational therapist´s interaction with parents based on the Intentional Relationship Model (IRM). Also, it described positive and negative interpersonal events in the occupational therapist´s interaction with parents based on each relationship. This was a literature review, and a database search was made in PsycINFO, PubMed and Cinahl. IRM was used in the analysis to review the occupational therapist´s interaction and to determine whether it was empathizing, collaborating, problem-solving, encouraging, instructing or advocating. The results showed that occupational therapists used all of the approaches in IRM. Collaborating and empathizing occurred more than the other types of interaction, while encouraging and advocating occurred the least. The study has shown that the occupational therapist's choice of approach is important in order to avoid any negative interpersonal events that can have an impact on the therapeutic relationship. Connections occur between parents of another ethnicity and negative interpersonal events. The study also highlighted that knowledge about the different approaches should be expanded. In particular, knowledge about how and when to use a specific approach should be examined.

I deliver an account of 'practical knowledge'; the knowledge we have of our own intentional actions. Part One introduces the target notion by describing three philosophically interesting features it appears to have (Ch. 1) and dismisses two broad approaches to understanding it - a 'consciousness-based' and an 'inferentialist' approach (Ch. 2). A third approach is thus motivated: 'Intentionalist' accounts of practical knowledge see practical knowledge as somehow constituted by the agent's intention. Part Two considers and rejects a version of Intentionalism which I call Cognitivist Intentionalism - CI. Cognitivist Intentionalists think of intentions as a kind of belief. Practical knowledge is constituted by intention in whatever way ordinary knowledge is constituted by belief, but it is a special kind of knowledge because its constituting attitude is special. I dismiss two versions of CI, showing them to be internally problematic (Ch. 3). I then argue that intentions are not propositional attitudes (Ch. 4), thus ruling out any version of CI - if intentions were beliefs they would have to be propositional attitudes. Part Three considers the remaining options for Intentionalism. According to Non-Cognitivist Intentionalism - NCI - practical knowledge is constituted by intentions, which are not a kind of belief, just in case they are executed. NCI happily accommodates practical knowledge's philosophically interesting features. But it is hard to see why executing an intention should constitute knowing, and how a kind of propositional knowledge could be constituted by a non-propositional attitude, which Chapter Four argued intentions to be. Chapter Six develops NCI into the stronger NPI - Non-Propositionalist Intentionalism. In NPI the non-propositional character of intentions is central. Practical knowledge is a kind of propositional knowledge which is constituted by a non-propositional attitude; a kind of knowledge which is not constituted by belief. I explain how this can be.

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This project is a site-specific ethnographic study of a culture around a community water tank that serves as a value-driven piece of architecture and has become an inconspicuous tourist attraction in the city of Växjö due to its peculiar acoustic property. At the onset, I draw parallels between an ancient underground temple called the Hypogeum located in Malta, where the physical dimensions of the space similarly shaped sensorial experiences in more nuanced ways than conventional architecture of its time. The core of my work here has three explorative angles. One, where I embark on interdisciplinary research approaches, to conduct field studies and investigate ways to empirically test how the physical properties of spaces shape cognitive impressions. A crucial need to express spirituality within an academic framework is proposed and a method of non-intentional design (NID) is introduced as my driving process for the study. Two, as a digital story, I conduct interviews and make the culture of this space visible to the public through an instagram account called #echoingawareness. And three, I present some of my experience building this slow and steady relation with the local municipality with a proposal to provide space on the urban planning table for bottom-up approaches where voices from such sacred spaces can be made more inclusive. I hope this could be a useful resource as a transdisciplinary study for future planning of urban architecture and design.

Several studies have found that learning styles differ based on gender, but others found no differences. There are no previous studies on gender differences in intentional learning styles. The purpose of this study, therefore, was to evaluate intentional learning style differences based on gender, demographics, and psychological characteristics. The participants were junior level nursing students in a research course in two different semesters. The Learning Orientation Questionnaire of Martinez (2006) was administered in February of 2018 and 2019 to participants (n=198) and analyzed using ANOVA. The LOQ score was significantly different between males and females (p= 0.013). Males had a mean of 2.76 + .89 SD (N=26) but females had an LOQ score of 2.40 + .52 SD (N=169). The LOQ score was not significantly different for students seeking different degrees (p= 0.16). 2nd Degree-seeking students had a mean of 2.43 + 0.37 SD (N=25), LPN-BSN students had a mean of 2.63 + 0.35 SD (N=2), Main BSN students had a mean of 2.44 + 0.62 SD (N=163), RN-BSN students had a mean of 2.5 + 0.70 SD (N=6). Other types of degrees had a mean of 3.5 + 0.35 SD (N=2). The LOQ score was not significantly different for distances that students had to travel to the nearest hospital (p=.54) Students with a distance of 15-30 minutes from their house had a mean of 2.5 + 0.67 SD (N=75). A distance of 30-45 minutes had a mean of 2.62 + 0.63 SD (N=15). A distance of 5-15 minutes had a mean of 2.42 + 0.54 SD (N=86) A distance of less than 5 minutes had a mean of 2.31 + 0.55 SD (N=12). A distance of greater than 45 minutes away had a mean of 2.29 + 0.45 SD (N=9). The LOQ score for the age of responders was not significantly different (p=0.71). Students who were 23 or less had a mean of 2.45+ 0.66 SD (N=103), students who are between 24-29 had a mean of 2.35 + 0.34 SD (N=15), students who are between the ages 30-39 had a mean of 2.63 + 0.38 SD (N=6), students who are older than 40 had a mean of 2.13 + 0.37 SD (N=4), students who preferred not the answer had a mean of 3.0 + SD not available (N=1). The conclusion is that males and females have varied intentional learning styles. This supports previous studies that found differences in learning style in medicals students and practicing nurses.

Chandra Sripada's (2010) Deep Self Concordance Account aims to explain various asymmetries in people's judgments of intentional action. On this account, people distinguish between an agent's active and deep self; attitude attributions to the agent's deep self are then presumed to play a causal role in people's intentionality ascriptions. Two judgments are supposed to play a role in these attributions-a judgment that specifies the attitude at issue and one that indicates that the attitude is robust (Sripada & Konrath, 2011). In this article, we show that the Deep Self Concordance Account, as it is currently articulated, is unacceptable.

As technology becomes more prevalent, its application to safety and security in critical systems continues to increase. This leads to an increased dependence on sensors to provide an accurate view of the environment surrounding an application. These sensors can also be exploited by a malicious individual to attack a system and compromise its safety or security. These attacks change the reported value of a sensor so that it doesn't re ect the real situation. The systems in a car can be used as an example of this. Cars can have numerous sensors that measure a variety of things, including the car's distance from an object, if the tires are locking up, or if the gas is low. The use of these sensors makes cars safer and more convenient to use. Using IEMI, an attacker could compromise some of these systems by changing the reported value so that an object appears further away than it actually is or that the tires aren't locking up when they are, possibly causing the car to crash. By doing this, a malicious individual could compromise the safety or security of a car. This work attempts to understand what would be required for a malicious individual to conduct such an attack, thereby allowing for the identification of systems that are vulnerable to such attacks. This understanding would also provide the basis for designing defenses against these attacks, thereby increasing the safety of society at large.

Even though playing and playfulness can make us feel happy and joyful, for some adults, it might not feel comfortable to be playful at work, especially if it is not perceived as contributing to productivity. Evidence exists, however, regarding positive outcomes of playfulness in the workplace including openness to new ideas and psychological benefits such as divergent thinking, emotional regulation, strengthening of relationships, enhancement of positive communication skills, and providing resources for dealing with stress (Csikszentmihalyi, 2014; Van Vleet & Feeney, 2015b; West, Hoff, & Carlsson, 2016, 2017). Research on playfulness in the workplace is quite limited and this study was conducted to shed light on this behaviour trait in the context of work. Both interpretive (van Manen, 2014, 2016) and post-intentional (Vagle, 2018) phenomenological analytical frameworks were applied to explore the research question: What is the lived experience of playfulness in the workplace? Through semi-structured interviews eight participants, identified as being particularly playful at work and representing a range of professions, discussed the feelings and attitudes of playfulness at work. During interviews participants described attributes of playfulness as feeling alive, fun, goofy, silly, being light-hearted, and happy. Other playfulness attributes were discussed such as an ecstatic experience, spirit lifting, as a planned strategy for building relationships, a method of welcoming new solutions, and a strategy for overcoming difficult tasks. Data was initially classified into categories and clusters of meanings and these summaries were further consolidated into codes and subcodes. Subsequently, the codes and sub-codes were considered as being continuously interconnected and related, always moving with no clear aspect or reduction to a singular theme or essence. Testimonial evidence emerged that revealed the complexity of this phenomenon and that creating a playful environment at work is not as easy as saying, “Let’s have fun!” Playfulness at work was shown to have interrelated components that are flexible and continuously being produced. The behaviour trait of playfulness in the workplace environment is a unique and complex reality and is relatively unexplored. This study contributes to the ongoing discussion regarding the complex nature of this phenomenon and offers a recognition of the challenges of creating a playful climate at work. By adding to the conversation about possible processes for including playfulness in the work environment, this project illustrates that developing a playful climate at work involves intersecting components and an awareness and consideration of these interrelationships. This exploratory study highlights that there is no precise technique to promote playfulness at work, but that it is a complex and continuously shifting phenomenon potentially generating positive workplace outcomes. / Graduate

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