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In an effort to free up valuable storage space, an obsolete dual tube furnace facility was repurposed to process legacy and newly generated reaction by-products for reuse and/or evaluation. These materials consist of magnesium oxide and unreacted chemicals including small amounts of uranium. They will be converted to their safest form. The repurposing of the facility was not a simple undertaking as all of the utilities with the exception of electricity were disconnected from the facility and the furnaces were more than 50 years old. A 2-part project consisting of a construction phase and transition to operations phase was initiated to accomplish the task. Because funding was done in a piecemeal fashion, the dynamics of restarting the facility was accomplished using creative project management. Lessons learned will provide invaluable information for future sustainability endeavors that require the renovation of an out-service facility to meet current and future needs.

This thesis project for a Master of Arts in Spanish Pedagogy consists of a four-week, five- lesson unit on Mexican food designed for a high school Spanish 1 class. Following an overview of the need for more cultural products, practices, and perspectives in the teaching of world languages, the project outlines the learning objectives and assessments for the unit and describes its implementation in a high school Spanish classroom, followed by an analysis of learning outcomes and a discussion of which components of the unit went well along with suggestions for improvement. The actual lesson plans are included as appendices.

Learning to be a graduate librarian is an ongoing process. Read about one librarian’s journey from early to mid-career graduate librarian. Lessons learned include understanding technology challenges faced by graduate students, what embedded librarianship looks like at the graduate level, and even when to break patron privacy.

Pierre Boulez’ notations existieren in drei verschiedenen Fassungen. Die großen, Ende der 70er Jahre entstandenen Orchesterstücke mit dem Titel Notations pour orchestre gehen auf die douze notations pour piano zurück: einen Zyklus von zwölf Klavierminiaturen, den der 20-jährige bereits 1945 komponiert hatte aber erst 1985 veröffentlichte. Weniger bekannt ist, dass Boulez mit Onze Notations schon kurz nach der Komposition des Klavierwerks eine erste Instrumentation von elf Nummern aus dem Zyklus angefertigt hatte. Im Folgenden wird die konträre Herangehensweise in den beiden Bearbeitungen für Orchester herausgearbeitet. Anhand von notation 3 wird gezeigt wie Boulez, der 1946 noch sehr nah am Original entlang instrumentierte, das Stück für seine spätere Fassung breit auswalzte und dabei stark anreicherte und ergänzte. Da es sich in beiden Fällen um Beispiele für die Orchestrierung von Klavierstücken handelt, die damit ein praktisches Beispiel für eine beliebte Aufgabe im Instrumentationsunterricht liefern, wird außerdem die Frage der Verwendbarkeit der Stücke in diesem Zusammenhang diskutiert. / Pierre Boulez’s notation exist in three different versions. The large orchestral piece that originated in the late 1970’s with the title Notation pour orchestre can be traced to the douze notations pour piano, a cycle of twelve miniatures for piano already composed at twenty years of age in 1945 but first published in 1985. Less known is the fact that, shortly after the composition of this keyboard work, Boulex published a first instrumentation of eleven numbers from this cycle titled Onze Notations. This article will examine the different approaches to the two transcriptions for orchestra. Using notation 3 as an example, it will be shown how Boulez still orchestrated very true to the original in 1946, but then made many augmentations and additions to the same piece in the later version. Since in both cases we are dealing with an example of the orchestration of a keyboard piece, and thus a practical example for a common exercise in orchestration lessons, the question regarding the use of these pieces in this context will be discussed.

This thesis examines the British army and its legacy of counterinsurgency from the 20th century. It analyses the effects of post-colonial counterinsurgency and the army’s ability to learn from previous counterinsurgency conflicts to create new doctrine from earlier examples that could have had lessons for the UK forces in southern Iraq. Doctrine (both official and unofficial) ranges from endorsed army field manuals to theory written by experts while on defence fellowships. The army’s ability to create new doctrine from previous campaigns lessons and how it is diffused across the armed forces is also assessed. The conflicts used as post-colonial counterinsurgencies scrutinise Oman and Northern Ireland. These two case studies provide mixed lessons, that should advance and expand British counterinsurgency theory and models. The previous historical occurrences of counterinsurgency have created a British approach which has established a four-pillar framework which encompasses minimum force, civil-military co-operation, use of intelligence and tactical flexibility. This approach could identify lessons for a modern British army deployed to Iraq. If lessons and previous outcomes are analysed to create new doctrine, strategy and tactics that encompass the four pillars framework, what went wrong in southern Iraq? Could lessons from earlier campaigns have assisted British efforts?

Studiens syfte är att undersöka klassiska sångpedagogers upplevelser av distansundervisning i enskilda lektioner i klassisk sång. Fyra pedagoger som är verksamma vid gymnasieskolor i Stockholm har intervjuats. Den sociokulturella teorin har använts i studien som teoretiskt perspektiv. Studiens resultat visar att undervisningen på distans inte kan bedrivas på samma sätt som traditionell undervisning i klassrum. Musikaliskt samspel mellan pedagog och elev är svårt med de verktyg som används i dag vid distansundervisning. Den kontinuitet som undervisningen på distans har möjliggjort under Covid-19-pandemin har varit en positiv aspekt då pedagogerna utforskat andra sätt att arbeta med eleverna under distansundervisningen. Andra studier visar också på svårigheter med samspel mellan pedagog och elev och belyser vikten av fortsatt forskning inom området. Det behövs mer forskning inom området för att utveckla de arbetssätt och verktyg som används vid musikundervisning på distans. / The purpose of this study is to explore classical singing teacher’s experiences of remote teaching in one-to-one lessons in classical singing. Four singing teachers who are active pedagogues at high schools in Stockholm have been interviewed. The sociocultural theory has been applied to this study as the theoretic perspective. The result of the study shows that teaching classical singing in remote cannot be taught as it’s taught on location. This is due to the difficulty for musical interaction during distance teaching when using today’s technology. The continuity which remote teaching has allowed during the Covid-19 pandemic is seen as a positive aspect due to teachers exploring other ways of teaching their students remotely. More research on this subject is needed to develop the work procedure and the tools that are used in remote teaching. Other studies also highlight the difficulties of musical interaction between teachers and students during remote teaching and stress the need of further research within the field.

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Using the Compassionate Music Teaching (CMT) framework as a lens, in this study I explored the ways that teachers of adults learning recreationally in music lessons may align their teaching approaches to learners’ adult-specific needs. Adult education scholars have accentuated the need for facilitators of adult learning to consider adult learners’ life experiences, circumstances, and identities (Merriam & Baumgartner, 2020). Researchers studying adults learning music have similarly identified the ways in which adults appreciate opportunities to ask questions, share in discussions, and be a part of the decision-making processes related to their music learning (Creech et al., 2020; Creech et al., 2014; Rohwer, 2012). In alignment with adult education and music education scholarship, the CMT framework offers an approach through which teachers may connect with learners as people to support their musical and personal growth (Hendricks, 2018). However, as Roulston et al. (2015) identified, an approach has not yet been proposed specifically for the teaching and learning of adult music learners. Whereas one might assume that a lack of adult-specific teaching techniques may not pose an issue in a one-on-one setting, there is evidence that even when teachers make efforts to meet adult learners’ needs in lessons, they are not always successful (Leahy & Smith, 2021). Therefore, the purpose of this study was to explore the ways, if any, that teachers of adults engaged and empowered adults learning in recreational music lesson settings. Through the process of narrative inquiry, I engaged with participants in guided conversations to explore their processes of becoming musicians and educators and the ways they engaged compassionately with their adult students. I share the findings of the narrative inquiry through a series of re-storied vignettes. The findings of this study highlighted adult-specific needs that arose from the participants’ narratives and the ways that the teachers enacted qualities of CMT (trust, empathy, patience, inclusion, community, authentic connection) as they worked to meet those needs. I explore these needs under four categories: (a) following learner goals and objectives, (b) acting as a guide, (c) respecting learners’ full humanity, and (d) supporting musical belonging. The results of this study contribute to extant research by offering further insight into adults’ music learning needs, offering teachers of adults approaches through which may better meet learner needs, and expanding the CMT framework to include the experiences of adults learning recreationally.

Accelerated Bridge Construction, also known as ABC, is a methodology that seeks to improve project development of bridges by reducing the overall project schedule and the impact on the traveling public by implementing innovative technologies and strategies in any phase of project development. However, ABC may incur additional direct costs for the project and some risks are associated because of the accelerated constraints implied in this methodology. On the positive side, the opportunity costs and reductions of traffic disruptions costs may overcome the additional costs associated with ABC. Decision-making methodologies for assessment of ABC as an alternative to traditional construction are of great interest for project developers. The topics of research about ABC are diverse but focus mainly on the means and methods, technical aspects, applications, innovations, and decision-making of ABC. Decision-making is of great concern for project developers, especially government organizations, to sustain project goals of serviceability and to validate the additional expenditures in a project. In addition, project developers improve their decisions and project outcomes by reviewing success and failure cases for completed projects in the past. This study seeks to improve the decision-making processes in ABC by finding a more direct correlation of projects to compare by means of a categorization of these ABC projects. Smaller groups in this categorization will help narrow the scope of the characteristics of the projects to consider and to find more relevant lessons learned from the smaller groups of the categorization. To develop the categorization in this study, the data source used is the completed ABC projects database from the Federal Highway Administration (FHWA). The statistical categorization methodology for this study is the Agglomerate Hierarchy Clustering which developed a determined number of cluster based on the closeness among data parameters with "n" number of dimensions of analysis. The number of dimensions for the analysis in this study was established as 13 parameters collected from the database and these were considered critical decision-making parameters and consequential parameters to reflect project decisions and consequences of those decisions. The results of this study rendered 3 categories, and into these categories, 5 sub-categories were distributed according to the same analysis developed. The sub-categories show similarities between the projects according to the parameters established, so the sub-categories help narrow the scope of projects for project developers. As a complement to the categorization, a project matching tool for external projects was also developed to help decision-makers to test their projects according to the analysis in this study and also help developers narrow their review of cases in search for lessons learned. Uses of this study include the prediction of information of parameters according to the variables and ranges in this categorization, and the narrowing of study cases to review. Stakeholders interested can be government organizations seeking to establish the viability of an ABC project, or to improve their project outcomes at any stage of development. Other stakeholders can be designers and contractors that also need to improve their projects at any stage of development. / Master of Science / Accelerated Bridge Construction (ABC) reduces construction time and diminishes traffic disruption by applying strategies and innovations to the way bridges are designed and constructed. However, it implies additional initial costs that need to be justified. Project developers need to evaluate their projects to make decisions to assure the best execution and outcomes. The review of lessons learned from previous bridge projects has been one of the sources that developers have found to find strategies and tips to implement best practices or to avoid mistakes during planning and construction of new bridge projects. This study relies on the lessons learned compiled on the completed ABC project database from the federal transportation authority, the Federal Highway Administration (FHWA), in order to help developers, narrow the scope of projects to be reviewed and find more relevant cases to compare their projects. This scope includes the development of a categorization or a structured hierarchy of completed ABC projects with the FHWA database by applying a statistical analysis and a validation procedure. The results of this study rendered a categorization with 3 categories and 5 subcategories, each with its definition of parameters, which highlight the similarities among projects in the same groups and the differences among different categories. In addition, a framework was developed to match external projects with the categorization in this study to help project developers narrow the projects to review, or even predict missing information according to the parameters in this study. These results may help decision-makers better inform their decisions and support the research in the field of study.