The problem of homelessness is an issue in every city of America. Increasingly there are more individuals and families that find themselves without a permanent residence due to varying factors. Traditionally, the approach to this crisis has been to shuffle from emergency shelters to transitional shelters towards temporary housing. However, this lengthy, regulated process prohibits a large portion of the homeless population from ever settling back into housing. It is also merely a stop gap for the issue and this process absorbs a large sum of resources in land, money and manpower. However, there is a new model emerging to solve this issue. The idea is to address housing first and follow up with services/counseling afterward. "RE-Homing" is an exploration of how architecture can be used as a tool to facilitate such a housing first initiative that will not only make a place, but create a place of identity, a home they can sustain, for these individuals. This idea of reintroducing the essence of home can make a housing first initiative viable and can prolong the assistance available for this population. Conventionally, once at capacity, a housing first site becomes a supportive apartment building. However, through combining the scattered site theory of housing first with the main facility idea, a single program can assist more individuals and continue the purpose once at capacity on site.

Genom denna studie ville jag utforska den agens som uppstår i mötet mellan barnen och den pedagogiska dokumentationen samt hur posthumanistiskt inspirerade analyser av re-visittillfällen kan bidra med förståelse för de yngsta barnens möjlighet till kommunikation och meningsskapande genom den pedagogiska dokumentationen. Jag observerade och filmade re-visittillfällen där en grupp yngre barn möter dokumentation för att få syn på vad som sätts igång i detta möte. Genom att använda en posthumanistisk ansats betraktas inte bara människor, utan också ickemänniskor som agentiska, de gör och genererar förändring (Lenz Taguchi, 2012:12). Tänkande, intention och kommunikation brukar betraktas som mänskliga förehavanden men i ett posthumanistiskt perspektiv betraktas det som fenomen som uppstår i intra-agerande mellan olika agenter. Analyser av filmsekvenserna gjordes utifrån Barads (2007) diffraktionsbegrepp och Lenz Taguchis (2012) begrepp om cirkulära och horisontella rörelser vilka beskriver processerna i användandet av pedagogisk dokumentation. Uppsatsen belyser några av de möjligheter och tillblivelser som perspektivet bidrog med och att den pedagogiska dokumentationens agens kan ses som något som uppstår i agenternas möten. De mänskliga och ickemänskliga agenterna samhandlade och kommunicerade, en kommunikation som kan ses som samtidig, överlappande och utvidgande. Den pedagogiska dokumentationen och de övriga agenterna gör något, de aktiverade agerande och artikulerade förslag. Ur det uppstod nytt agerande, ny kommunikation och nytt meningsskapande

Dokumentarische und archivarische Aneignungen von Performance-Kunst verschieben den Fokus tendenziell von der grundlegenden Frage, ob überhaupt gespeichert werden soll, auf die praktische Auseinandersetzung mit der Art und Weise, wie Wissen über Performances gespeichert, transportiert, vermittelt, interpretiert und aufgeführt werden kann. Als Paradox bleibt: dass Performance als Live-Art auf den Akt, die Aufführung selbst, beschränkt bleibt, dass sie ephemer sein soll, also nichts hinterlassen darf. Damit Performances aber als künstlerische Arbeiten zirkulieren und symbolischen oder diskursiven Status erlangen können, sind Aufzeichnungen der aufgeführten Arbeiten notwendig, die ihre Existenz beweisen. Im Beitrag werden die verschiedenen Argumente, die in dieses Paradox eingegangen sind, nachvollzogen und an der Praxis heutiger Künstler_innen gemessen, die performativ arbeiten.

Sammanfattning Genom denna studie ville jag utforska den agens som uppstår i mötet mellan barnen och den pedagogiska dokumentationen samt hur posthumanistiskt inspirerade analyser av re-visittillfällen kan bidra med förståelse för de yngsta barnens möjlighet till kommunikation och meningsskapande genom den pedagogiska dokumentationen. Jag observerade och filmade re-visittillfällen där en grupp yngre barn möter dokumentation för att få syn på vad som sätts igång i detta möte. Genom att använda en posthumanistisk ansats betraktas inte bara människor, utan också ickemänniskor som agentiska, de gör och genererar förändring (Lenz Taguchi, 2012:12). Tänkande, intention och kommunikation brukar betraktas som mänskliga förehavanden men i ett posthumanistiskt perspektiv betraktas det som fenomen som uppstår i intra-agerande mellan olika agenter. Analyser av filmsekvenserna gjordes utifrån Barads (2007) diffraktionsbegrepp och Lenz Taguchis (2012) begrepp om cirkulära och horisontella rörelser vilka beskriver processerna i användandet av pedagogisk dokumentation. Uppsatsen belyser några av de möjligheter och tillblivelser som perspektivet bidrog med och att den pedagogiska dokumentationens agens kan ses som något som uppstår i agenternas möten. De mänskliga och ickemänskliga agenterna samhandlade och kommunicerade, en kommunikation som kan ses som samtidig, överlappande och utvidgande. Den pedagogiska dokumentationen och de övriga agenterna gör något, de aktiverade agerande och artikulerade förslag. Ur det uppstod nytt agerande, ny kommunikation och nytt meningsskapande.

The purpose of this study was to assess the perceptions and experiences among pre-school teachers, regarding working with recycling and re-use in their work, related to the science of chemistry in the field of sustainable development, which is included as a goal to aim for in the Lpfö 98 (curriculum) of all preschools. The survey was conducted through a qualitative approach, the choice of method was using semi-structured interviews, to provide as much interview material as possible. The interviews were conducted with six different pre-school teachers from two different pre-schools in a smaller municipality in central Sweden. The questions in the interviews had been constructed to meet the preschool teachers' perceptions and experiences of chemistry, sustainable development and more specifically on the recycling and re-use of different materials, which were used within the educational activities. The results showed several similarities but also differences. All preschool teachers felt comfortable with the concept and meaning of re-use, compared to the other concepts. They were actively working with the re-use of materials, however, they were not only doing this from an environmental or natural point of view, but also in terms of design and working with a creative purpose in the educational activities. All pre-school teachers agreed that they did not work with re-use as much as working out of a perspective of design. However, there was a variety of views on why working with re-use and recycling did not meet the intended expectations of the work in the pre-schools. All pre-school teachers agreed with the fact that the link between sustainable development, recycling and re-use, and the science of chemistry has to become stronger in their work, partly due to the fact that the level of knowledge the children need to achieve by every certain age stated in the curriculum, must be met. All agreed that the process of recycling and re-use should be emphasized more, here the fact was also mentioned that it was a difficult task to work with recycling and re-use, and that this to a great extent depended on their own experiences and their lack of knowledge of the subject. / Syftet med studien var att undersöka förskollärares uppfattningar och erfarenheter av att arbeta med återvinning och återanvändning i verksamheten utifrån kemiska processer inom hållbar utveckling, som är en del av strävansmålen i läroplanen för förskolan. Undersökningen gjordes genom en kvalitativ metod där semistrukturerade intervjuer blev metodvalet för att få fram så mycket underlag som möjligt. Intervjuerna genomfördes med sex förskollärare från två olika förskolor i en mindre kommun i mellersta Sverige. Intervjufrågorna riktade sig till förskollärarnas uppfattningar och erfarenheter om begreppet kemi kopplat till hållbar utveckling och mer specifikt på återvinning och återanvändning i förskolan samt i den pedagogiska verksamheten. Resultatet visade på flera likheter men även skillnader. Samtliga förskollärare kände sig mer bekväma med begreppet återanvändning och dess innebörd gentemot de övriga begreppen. De arbetade aktivt med återanvändning men däremot inte enbart utifrån en miljö- och natursynvinkel utan även från ett designperspektiv och ett kreativt syfte i den pedagogiska verksamheten. Samtliga förskollärare menade att de inte arbetade med återvinning i lika stor utsträckning som inom designperspektivet. Det rådde dock olika uppfattningar om varför arbetet med återvinning inte uppfylldes i tillräcklig utsträckning i verksamheterna. Samtliga menade att kopplingen mellan hållbar utveckling, återvinning- och återanvändning och kemin måste bli starkare i verksamheten, för att bland annat strävansmål i läroplanen för förskolan Lpfö 98 ska uppfyllas. De var alla eniga om att arbetet med återvinning och återanvändning borde lyftas än mer, i samband med detta nämndes deras uppfattningar om att det var en svår uppgift som främst berodde på deras egna erfarenheter och okunskap.

With rising demand for a workforce that can work cross-culturally (Mangan, 2011; Orahood, Woolf, & Kruze, 2008), it is not surprising that study abroad numbers continue to increase to a range of countries, destinations, and program types (Open Doors, 2012). However, while study abroad is often touted as the ideal means to incite linguistic and cultural competence, the reality of student learning is not a given (Alred & Byram, 2002; de Nooy & Hanna, 2003; Einbeck, 2002; Freed, 1995; Kearney, 2010; Kinginger, 2008; Kinginger, 2009; Rivers, 1998; Wilkinson, 2000). If higher education wishes to endorse study abroad as a means to acquire the crucial knowledge, skills, and attitudes of a globalized workforce (Miller, 2009), it is imperative that colleges and universities promote and integrate study abroad into the curriculum to foster the development of 21st century global citizens. In order to examine what businesses actually valued in hiring, Trooboff, Vande Berg, and Rayman (2007) surveyed employers and found not only that they valued study abroad as a form of international education, but also that they specifically valued many intercultural skills. However, on average, the respondents did not believe that studying abroad led to the enhancement of these skills, echoing the dominant discourse of study abroad being a frivolous endeavor for wealthy white women (Gore, 2005). Trooboff et al. (2007) noted that students need to be better trained to translate their experiences for their potential employers. In a similar vein, Root and Ngampornchai (2012) recommended that students be trained in intercultural communication to better help them articulate their learning. Nevertheless, Deardorff (2008) noted that intercultural training should not be limited to pre-departure orientation, but that a series of workshops or even a course could help address intercultural learning needs. While a number of courses of this nature have been offered either before departure or upon return (eg. With rising demand for a workforce that can work cross-culturally (Mangan, 2011; Orahood, Woolf, & Kruze, 2008), it is not surprising that study abroad numbers continue to increase to a range of countries, destinations, and program types (Open Doors, 2012). However, while study abroad is often touted as the ideal means to incite linguistic and cultural competence, the reality of student learning is not a given (Alred & Byram, 2002; de Nooy & Hanna, 2003; Einbeck, 2002; Freed, 1995; Kearney, 2010; Kinginger, 2008; Kinginger, 2009; Rivers, 1998; Wilkinson, 2000). If higher education wishes to endorse study abroad as a means to acquire the crucial knowledge, skills, and attitudes of a globalized workforce (Miller, 2009), it is imperative that colleges and universities promote and integrate study abroad into the curriculum to foster the development of 21st century global citizens. In order to examine what businesses actually valued in hiring, Trooboff, Vande Berg, and Rayman (2007) surveyed employers and found not only that they valued study abroad as a form of international education, but also that they specifically valued many intercultural skills. However, on average, the respondents did not believe that studying abroad led to the enhancement of these skills, echoing the dominant discourse of study abroad being a frivolous endeavor for wealthy white women (Gore, 2005). Trooboff et al. (2007) noted that students need to be better trained to translate their experiences for their potential employers. In a similar vein, Root and Ngampornchai (2012) recommended that students be trained in intercultural communication to better help them articulate their learning. Nevertheless, Deardorff (2008) noted that intercultural training should not be limited to pre-departure orientation, but that a series of workshops or even a course could help address intercultural learning needs. While a number of courses of this nature have been offered either before departure or upon return (eg. Brewer & Solberg, 2009; Downey, 2005), it appears that only one study to date examined the process of intercultural learning as it relates to study abroad (Anderson & Cunningham, 2009). The current study attempts to fill the gap in research by examining the effectiveness of a three-credit general education course in intercultural communication on the process of becoming interculturally competent. Additionally, it also examined the ability of post-study abroad students who enrolled in this course to articulate what they had learned while abroad in comparison with post-study abroad students who had not enrolled in the course. While most of the students (n = 33) participating in this study had enrolled in the course in intercultural communication were preparing to study abroad, there were also a number of participating students (n = 6) who had previously studied abroad. In this mixed-methods research, whose findings are reported in three separate, yet related, articles, answers to the following research questions were sought: 1. How does intercultural competence develop in post-study abroad students over the span of a semester-long course focused on the development of intercultural communication skills through critical reflection? The first article of this dissertation examines the process of unpacking the study abroad experience two students went through upon return to the home campus through the lens of experiential learning (Kolb, 1984), transformative learning (Mezirow, 2000), and ethnocentric versus ethnorelative worldviews (Bennett, 1993). The second article uses these same frameworks to investigate the learning process for four pre-study abroad students enrolled in this same course to answer the question: 2. Are there noticeable differences in the development of intercultural competence in pre-study abroad students who are enrolled in a semester-long course focused on the development of intercultural competence? Lastly, the third article examines how post-study abroad students articulated their learning abroad differently by answering the question: 3. Are post-study abroad

General aviation pilots need different types of flight information in order to follow events and the changes related to the aircraft environment while flying. However, general aviation cockpits have some limitations as space to install flight displays to provide flight information beyond the basics to the pilot. Additionally, more sophisticated instrumentation is often expensive to install and maintain. With the development of the tablet-based software applications (such as ForeFlight, WingX Pro7 or Garmin Pilot applications for iPad), general aviation pilots have started to use them instead of paper documentation. These software applications provide essential flight information such as weather forecast, aviation charts, flight documents, etc. Unfortunately, the expectations for their capabilities are changing with the increased demand and popularity of these software applications. Therefore, these flight planning software applications are compared to find what is missing and what have not met the expectation of pilots. First, how the software applications support their decision-making process was described and demonstrated to choose the appropriate flight parameters to change flight path while handling with the other cockpit responsibilities. Finally, these design requirements were validated via HITL tests in a part-task flight simulator. The results provided that the suggested design requirements are found highly useful for both novice and expert general aviation pilots. Specifically, novice general aviation pilots might be able to get visualization to compare real-time weather and weather forecast, and then they might gain experience to improve their success for a in-flight re-planning. On the other side, expert pilots might prefer to use this system if they fly an airspace which they are not familiar to weather features of that region.

In order to improve our understanding of poorly studied Mexican Porphyry Copper Deposits in the SW regional metallogenetic province, a detailed study of the hydrothermal fluid evolution of La Caridad porphyry copper-molybdenum deposit, and its connection to a high sulfidation epithermal deposit, was performed using oxygen, hydrogen and sulfur stable isotopes combined with fluid inclusion studies. In addition, UPb and Re-Os geochronology from La Caridad, Milpillas and El Arco porphyry deposit were performed to constrain the timing of mineralization and magmatism in northwest Mexico. Uranium-lead zircon ages from La Caridad suggest a short period of magmatism, between 55.5 and 53.0 Ma. Re-Os molybdenite ages from potassic and phyllic hydrothermal veins yielded identical ages within error, 53.6 ± 0.3 Ma and 53.8 ± 0.3 Ma, respectively. Four stages of hypogene alteration and mineralization are recognized at La Caridad porphyry copper deposit. The isotopic composition of the water in equilibrium with hydrothermal alteration minerals is consistent with highly evaporated lacustrine waters mixed with magmatic waters or vapor separated from magmatic fluids, however, sulfur isotopes and fluid inclusions data support the lacustrine-magmatic water hypothesis. Milpillas porphyry copper deposit in the Cananea Mining District, yielded a crystallization age of 63.9 ± 1.3 Ma. Two Re-Os molybdenite ages yielded an identical age of 63.1 ± 0.4 Ma, Suggesting a restricted period of mineralization. Re-Os data indicate that mineralization in Cananea District, spanned ~4 m.y. in three discrete pulses at ~59 Ma, ~61 Ma and ~63Ma. El Arco porphyry copper deposit, Baja California, Mexico, yielded a Middle Jurassic crystallization age (U-Pb) of 164.7 ± 6.7 Ma and a Re-Os mineralization age of 164.1 ± 0.4 Ma and not ~100 Ma as previously determinated. Porphyry copper deposits in Mexico range in age from 164 Ma to 54 Ma and the mineralization in Sonora state occurred in two different periods, but magmatism overlaps in space and time.

A substantial number of patients undergoing cardiac surgery are on dual anti-platelet treatment with clopidogrel and aspirin. A disadvantage with this treatment is increased risk of bleeding. Bleeding is a complication of major concern associated with adverse outcome for the patient and increased hospital resource utilization. Great variability in individual response to clopidogrel has been reported. If in vitro measurements of platelet reactivity would correlate with clinical bleeding parameters, potential bleeders could be identified preoperatively. The aims of this thesis were: (1) to describe the degree of pre-operative platelet inhibition in patients scheduled for primary isolated coronary artery bypass graft surgery; (2) to prospectively investigate whether the pre-operative platelet inhibition correlated with intra- and postoperative bleeding and transfusion requirements; and (3) to test the ability of clinically relevant risk factors to predict re-exploration for bleeding. (4) In addition, a cost analysis was performed on patients re-explored for bleeding, to analyse the magnitude of added resource utilization and costs. Based on this, a cost model of prophylactic treatment with haemostatic drugs was calculated. Platelet function tests investigated were: (1) flow cytometry, (2) VASP, (3) VerifyNowSystem, (4) PlateletMapping (a modified TEG), and (5) PFA-100. Clinical risk factors for re-exploration and the influence of antiplatelet and antifibrinolytic therapy were evaluated in a retrospective analysis. Cost analysis at three cardiothoracic centres was performed in a case-control study. In conclusion, there was no clinically useful correlation between preoperative assessment of platelet inhibition and blood loss or transfusion requirements during coronary artery bypass surgery. Furthermore, there was only modest agreement between the methods evaluating ADP-receptor blockade. Pre-operative treatment with the P2Y12-receptor inhibitor clopidogrel was an essential risk factor for re-exploration due to bleeding. Except for clopidogrel, no strong clinical factor to predict the risk of re-exploration was identified. The resource utilisation costs were 47% higher in patients requiring re-exploration due to bleeding than in those not requiring re-exploration. Prolonged stay in the ICU and recovery ward accounted for half of the added cost, a third was due to the costs of surgery, one fifth due to increased cost of transfusions, and <2% was due to haemostatic drug treatment.

Coastal erosion, population decline, and economic deterioration, in the rural coastal community of Sydney Mines, Cape Breton, are concerns upon which the provincial government is focused. This thesis explores how ideas of permanence, adaptation, and sacrifice can engage the prevailing erosion of both the coastline and community, in terms of the physical cliff face, population, and economy. Articulating methods of responding to the various conditions of erosion enables an evolving and didactic architecture, which can become a catalyst to stimulate the economy and create stability for the town. Strategies of site placement, as well as technologies of geological formation, historic mining practices, and adaptation approaches, explored in this thesis, provide examples of how prototypical architecture and programmatic insertions can create a viable solution to erosion in this coastal town.