Melin, O-P, 2017, Metoder för flerfärgsstickning - En undersökning av instruktioner i handböcker. (Fair-isle knitting methods – A survey of instructions in knitting manuals), Institutionen för Konstvetenskap, Department of Art History, Uppsala University.   The study researches the instructions for various methods of executing patterned knitting with two or more colours (often called Fair Isle knitting) in knitting-manuals from the Nordic countries, the UK and North America, in search of similarities, differences and traditions. Professor Edward Shils defines tradition as something created by humans which is transmitted between at least three generations. Are there similarities and differences between these areas in regard to how colour knitting is worked? The study identifies and differentiates between four main methods for colour-knitting. The researched ca 130 manuals, dated from the 1950´s until the present - were analyzed in regard to the relative frequency of the methods they advocate. The result is that two-thirds of the instructions for Fair Isle knitting, during the period and regardless of geographical/cultural area, propose the stranded method with parallel floats. The other stranded method - with rotated floats - is less often given, and seems to have become less popular within the researched period. The method with rotated floats is mentioned more often in manuals from the Anglo-Saxon countries. The bound methods of Fair Isle knitting are the least suggested in the researched manuals, despite the bound and woven method being referred to, especially in British manuals, as equally advantageous. This method also never seems to have had much popularity in the Nordic countries. Bound and twined knitting, although until recently only used in areas of Sweden and Norway, might, because of the recent publication of manuals, find a new lease of life. Professor Shils regards tradition as a transmitted pattern of thought connected to a thing or practice. Knitting to create textile from thread is therefore a tradition, as well as the methods that are handed down weather by oral or written instruction. As noted, some methods of colour-knitting are traditions more in some areas than in others. Also, some knitting methods may never have been lasting enough to establish themselves as traditions.   Keywords: Fair Isle knitting, instructions, methods, knitting-manuals

Först ges en beskrivning av undervsiningsfilosofin Investigative Science Learning Environment (ISLE) och research-based assessment instruments (RBAIerna) CLASS och ECLASS, följt av en översättning till svenska av RBAIerna. En analys skedde sedan av hur svaren till påståendena i RBAIerna (pre- vs post-) förväntas ändras om en ISLE-baserad undervisning ges. I analysen försökte jag koppla påståendena till någon eller några av de sex vetenskapliga förmågorna och deras tillhörande bedömningsmatriser, vilka nu är en integrerad komponent i ISLE filosofin, men som ursprungligen utvecklades av Rutgers Physics and Astronomy Education (PAER) group. Jag använde även litteratur om ISLE och textboken "College Physics: Explore and Apply", vilken används i ISLEbaserade kurser, för att analysera påståendena. Resultatet blev att en majoritet av alla påståenden - 72\% av CLASS- och 77\% av ECLASSpåståendena - bör besvaras mer expertlikt efter en ISLE-baserad undervisning än innan. Ett påstående i CLASS, vilket motsvarar 3\% av påståendena i enkäten bedömdes även besvaras mindre expertlikt och resterande kunde jag inte, utifrån min analysmetod förutsäga om de skulle besvaras mindre, lika eller mer expertlikt. Efter analysen och undersökningar av tidigare studier om studenters prestationer på CLASS- och ECLASSenkäterna, formulerades en förutsägelse att en ISLE-baserad undervisning bör leda till att elever svarar mer expertlikt än om de undervisas traditionellt. En pilotstudie av den svenska översättningen genomfördes sedan på elever inom olika utbildningsnivåer mellan gymnasie- och doktorandnivå. Resultatet analyserades och jämfördes med tidigare forskning i andra länder, även om både skillnader och likheter kunde hittas var det svårt att dra några generella slutsatser på grund av få svarande i min studie. / A description of the teaching philosophy Investigative Science Learning Environment (ISLE) and the research-based assessment instruments (RBAIs) CLASS and ECLASS are given, followed by a translation of the RBAIs into Swedish. An analysis is then made of how the answers to the RBAIs (pre- vs. post-) are expected to change if students take an ISLE-based physics course. In the analysis, I tried to connect the statements to one or more of the six scientific abilities and their associated rubrics, which are now a component of the ISLE philosophy but are originally developed by the Rutgers Physics and Astronomy Education (PAER) group. I did also use literature about ISLE and the textbook “College Physics: Explore and Apply” which is used in ISLE based courses, to analyze the statements. I found that that the majority of the statements - 72 \% in CLASS and 77 \% in ECLASS – are expected to be answered in a more expert-like way after an ISLE-based course. One statement in CLASS, which corresponds to 3 \% of the statements in the survey, is expected to be answered in a less expert-like way. For the rest of the statements I could not predict, using my method of analysis, if they would be answered less, equally or more expert-like.  After performing the analysis and examining the existing research literature on student performance on CLASS and ECLASS surveys, a prediction that ISLE-based teaching should lead to more expert-like answers than traditional teaching is formulated. Results from a recent empirical study done in the US, published after my analysis was complete, appear to be in agreement with the prediction that follows from my analysis. A pilot study of the Swedish translations of CLASS and ECLASS was also performed on students at different educational levels, ranging from upper secondary to doctoral level. The results were analyzed and compared to previous research in other countries. Although both differences and similarities could be found, it was not possible to draw any general conclusions due to the small number of respondents in my study.

Experiments are an important part of physics and it naturally follows that lab activities is important in physics education. While there are a great number of methods for lab activities that all have varying effects, this study seeks to answer how they interact with one of the most important tools in education, formative assessment. We have explored this topic by reviewing scientific articles on both physics lab activities as well as formative assessment in its many forms. To connect it to a more practical and Swedish context, we also surveyed Swedish physics teachers at different levels of education and performed a thematic analysis to see how they approach lab activities and what, if any, formative assessment they implement. From the scientific review we found that we can divide the physics lab activities into minimally and heavily guided. The minimally guided support abilities like critical thinking and considering sources of error, while heavily guided lab activities are more suited training procedural abilities, such as handling lab equipment, or for students with no prior experience with labs. Formative assessment can be implemented  with positive effects regardless of lab activity. Especially self and peer assessment show great results and should be viewed as a regular part of the teaching methodology for lab activities. The survey, which had 12 respondents, indicated that self and peer assessment are not used on a regular basis prior to university and the lab activities start out from heavily guided and moves towards minimally guided. The main challenge against changing both of these was time. To aid teachers in implementing the effective lab activities, proposed by the research literature, we prepared a lab activity in Swedish alongside considerations for implementations, formative assessment and a rubric.

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By listening to peoples' constructed stories of special places, the average person begins to understand why and how attachments to places form. This study concerns the attachments residents of Isle au Haut, Maine possess on the remote island, which borders part of Acadia National Park. The purpose of this study is to uncover social components of both place attachment and place identity among island residents as well as explain the process by which those residents form attachments. Twelve interviews were conducted both on Isle au Haut as well as nearby Mount Desert Island. Qualitative data were collected from a purposive sample of island residents and National Park Service employees who are responsible for managing the park on the island. In-depth interviews were the sole means of data collection and provided detailed stories of life on the island and attachments that have formed. This study uses grounded theory techniques in data analysis to ultimately form a theory grounded in the collected data. The findings from this study indicate that social interaction is key to residents forming an attachment to Isle au Haut. Further, three major social constructs emerged from the data analysis. Those constructs are sense of community, shared purpose, and shared history, all of which were found to contribute to place identity and place attachment among the residents. The results also suggest place identity as more salient than place dependence in residents' narratives concerning their attachment to the island. / Master of Science

This is building the tango, a constructive investigation into the material consequences of dancing the tango. Building the tango is about the resurrection of passion and life, as well as passion for life, of which the reality is now. It also involves resurrecting passion and life on a site occupied by ghosts and ruins: Belle Isle in Richmond, Virginia. The constructive investigation of dancing the tango on Belle Isle includes reclaiming the scandal, individual movements and individuals moving together, opposition of body to body, opposition of bodies to space, placement of feet, love of the dance, and feeling the heat of the tango. Studying the material consequences of the tango requires that the structure, itself, is a tango. It is symbolic of a man's struggle for the possession of a woman. The structure is one part man, one part woman, every part dance. The constructive realities of the tango create a dance of materials, a dance of space and a dance of bodies within. / Master of Architecture

L'étude hydrogéologique du bassin versant de la Bourbre a été complétée par les nécessités de création de la ville nouvelle de l'Isle d'Abeau. La gestion et la protection des ressources en eau ont été particulieremnt étudiées.

The town of Grand Isle, Louisiana, and its rich geographic history, can offer insight into the early history of the State of Louisiana and the establishment of the United States as a country, as well as the study of the formation of barrier islands and methods of land use with such areas. The following thesis presents a geographic, as well as a historical, analysis of Grand Isle’s history. It attempts to answer the following questions: What is the shape, form, and origin of the physical landscape of Grand Isle? How have humans interacted with the land and surrounding areas of Grand Isle? And what impacts, if any, have these interactions had on the island and its landscape? These questions include research into both the built environment and the natural environment.

This thesis explores the experience of young people on the Isle of Mull and whether and how institutional innovation could help to alleviate housing market constraint for young people living in rural areas. The research identified that young people were particularly constrained in housing markets due to lack of finance and being in the early stages of employment with difficulty accessing housing compounded by the 2007/08 economic downturn. A review of the literature on rural housing markets revealed that challenging supply and demand issues impacted upon the development of housing and constrained rural markets restricted the housing market for young people, limiting choice. The research explored the agency of young people in rural areas and the structure of the housing market, specifically the institutional actors involved in rural housing markets including, but not limited to, the construction industry, land owners, planners, government and third sector organisations. The research focused on the Isle of Mull, off the west coast of Scotland, to explore the experiences of young people living in a remote rural environment and the problems associated with rural housing markets. Questionnaires were completed by young people who were at school on the Isle of Mull and thirty-three semi-structured interviews were conducted with institutional actors involved in rural housing markets and young people living on the Isle of Mull. The research adopted Clapham's (2005) housing pathways approach to explore the choices of young people in the rural housing market, and Williamson's (2000; 1998) New Institutional Economics framework (Economics of Institutions) to examine the structure of the housing market on the Isle of Mull. The research highlighted that third-sector organisations could help to bring institutional actors together in the rural housing market and therefore help to alleviate housing constraint for young people on the Isle of Mull.

Meu trabalho propõe uma investigação sobre as possíveis representações imagéticas do heroi semilegendário Sigurðr Fáfnisbani em uma pequena ínsula no meio do Mar irlandês conhecida como Ilha de Man. Essa região foi habitada por populações celtas e cristianizadas desde o século V, mas assistiram a chegada de novas levas humanas provindas da Escandinávia em c.875. As representações evocadas foram cinzeladas entre meados do século X e o início do século XI sobre quatro lajes de pedra, ainda que elas componham um conjunto maior de monumentos congêneres. Após muitos séculos, a rigor, no final do século XIX, os quatro artefatos foram intitulados como Cruzes de Sigurðr. Minha preocupação inicial foi apresentar as cruzes de maneira abrangente, o contexto geográfico e sociocultural da Ilha de Man, tal como as mudanças políticas e religiosas que ela enfrentou durante a Era Viking. Tentei demonstrar como essas cruzes serviram como um índice do novo cenário de transformação socioreligiosa e de amálgama cultural em território manx. A seguir, propus debates teóricos sobre a runologia, o principal campo de estudos escandinavos dedicado a esses monumentos em pedra, e os estudos de estilos artísticos escandinavos, além de sua influência sobre o que os intelectuais manx propuseram sobre as Cruzes de Sigurðr. Após isso, fiz um balanço dos estudos sobre as representações de Sigurðr nas cruzes manx. Por fim, eu apresentei uma análise descritiva-formal e sintática das possíveis representações sigurdianas nas quatro cruzes. Minha conclusão foi que não é possível ter certeza que elas representam o herói, mas certamente são monumentos seculares com um relevante impacto na paisagem dos pontos de vista social e religioso, como demonstrações de poder e forma de controle sobre a sociedade circunvizinha. Elas também expressam possíveis alianças matrimoniais e políticas dos habitantes manx em uma sociedade muito transformada após a chegada dos novos colonos nórdicos. / My work proposes an investigation on the possible imagetical representations of the semilegendary hero Sigurðr Fáfnisbani in the Isle of Man, a small island in the middle of the Irish Sea. This region was historically inhabited by celtic and christians populations since the 5th century; However at the end of 9th century, they received a new contingent of inhabitants from Scandinavia. The representations above mentioned were sculptured between the middle of 10th century and the beginning of the 11th century on four cross slabs; Nevertheless they belonged to a major group of similar monuments. But only after many centuries, the four arctefacts were entitled as Sigurðr crosses (or slabs). My first concern was to expose the crosses in a broader view, their geographical and sociocultural context in the Isle of Man, as well as the political and religious changes beeing faced during the Viking Age. Ive also proposed that these crosses were an index of a new socioreligious scenario, in a deep cultural amalgamation and transformations in manx region. Hereafter, I have exposed many theories on runology, the main field of studies on these rock monuments, and also a summary of questions and characteristics of Scandinavian art studies, mainly about style studies. Both perspectives had a strong influence on manx intellectual milieu and their ideas about Sigurðr crosses. After this, I exposed briefly the main works about Sigurðrs representation on manx crosses. At the end, I proposed a descriptive, formal and syntax analysis of these possible representations of the hero. My conclusion was that it is not possible to be sure that the hero was displayed on these rocks. But, on the other hand, they certainly provided an important impact on manx social and religious landscape, as well as demonstrations of power and social control. They can also be taken as signs of matrimonial and political alliances of manx aristocracy.