Despite the fact that unguided decision making might lead to inefficient and nonoptimal decisions, decisions made at organizational levels seldom utilise decisionanalytical tools. Several gaps between the decision-makers and the computer baseddecision tools exist, and a main problem in managerial decision-making involves the lack of information and precise objective data, i.e. uncertainty and imprecision may be inherent in the decision situation. We believe that this problem might be overcome by providing computer based decision tools capable of handling the uncertainty inherent in real-life decision-making. At present, nearly all decision analytic software is only able to handle precise input, and no known software is capable of handling full scale imprecision, i.e. imprecise probabilities, values and weights, in the form of interval and comparative statements. There are, however, some theories which are able to handle some kind of uncertainty, and which deal with computational and implementational issues, but if they are never actually operationalised, they are of little real use for a decision-maker. Therefore, a natural question is how a reasonable decision analytical framework can be built based on prevailing interval methods, thus dealing with the problems of uncertain and imprecise input? Further, will the interval approach actually prove useful? The framework presented herein handles theoretical foundations for, and implementations of, imprecise multi-level trees, multi-criteria, risk analysis, together with several different evaluation options. The framework supports interval probabilities, values, and criteria weights, as well as comparative statements, also allowing for mixing probabilistic and multi-criteria decisions. The framework has also been field tested in a number of studies, proving the usefulness of the interval approach.

Spider monkeys (Ateles sp.) are common in zoological parks, but rare in scientific publications. Studies on tool use in primates have mostly focused on impressive tool users such as chimpanzees. Spider monkeys fulfill several criteria that are known to be associated with tool use. To be able to give an appropriate environment and enrichment for spider monkeys in captivity more knowledge is needed about their cognitive abilities. In this study we wanted to see if five male spider monkeys kept in a zoo could learn to use tools to reach a reward. Experiment 1 examined the subjects’ ability to learn to use a stick-tool to extract honey from a tube and experiment 2 their ability to learn to use a rake-tool to reach a reward. Each experiment consisted of three parts; A – monkeys got tools and treat next to each other; B – monkeys were shown how to use tool to get treat by a keeper and then got tools and treats next to each other; C – monkeys got tools and treats so they just could pull out the tool and get the treat. In both experiments at least two different spider monkeys succeeded with the zero-order manipulation task to pull out the tool and get treat in part C. Longer studies need to be conducted to be able to say if spider monkeys are able to learn a more complex tool using behavior as needed in part A and B.

Shear blades are mostly made of cold-work tool steels and manufactured by rolling process. Rolling process is performed not only for forming the tool but also for improving the mechanical properties. In this study, an alternative method, involving sand casting, hot forging and heat treatment processes to manufacture the shear blades, has been proposed. In the proposed method, plastic deformation will be carried out by means of forging instead of rolling. The material has been selected as X48CrMoV8-1. For both of casting and forging processes, simulations have been conducted by using Computer Aided Engineering Software. According to the results of casting process simulation, the billets have been poured. These billets have been soft annealed first and then taken as the initial raw material for the forging process. After the forging process, quenching and tempering processes have been applied. The specimens have been taken as cast, as forged and as tempered and the microstructural analysis and mechanical tests have been performed on these. The same tests and analysis have been repeated for a commercially available shear blade sample which is manufactured by rolling. All these investigations have shown that the properties of the forged shear blade are very similar to the rolled shear blade. Therefore, the new proposed method has been verified to be used as an alternative manufacturing method for the cold-work tool steel shear blades.

The notion of sustainability has become an extensive area of research ever since the term emerged in the late 1980s, due to the negative effects of unsustainable production and consumption patterns on environmental stewardship, social equity and economic development. There have been various approaches developed for product design and education within the context sustainability. Biomimicry is one of those approaches, and its implications for product design education have recently started to be explored. In this study, an educational tool - Biomimicry Sketch Analysis (BSA) - was developed and integrated into the idea-generation phase of an educational design project at the undergraduate level in the Department of Industrial Design at the Middle East Technical University (METU). This integration is analyzed throughout the graduate thesis study, to understand and explore the implications of the biomimicry approach for sustainability in product design education. The educational tool within this approach was found as influential among the third year industrial design students for the idea-generation phase, yet the results of this study included both pros and cons for the incorporation of the BSA exercise.

The recent development of tool steels and high-speed steels has led to a significant increase in alloy additions, such as Co, Cr, Mo, N, V, and W. Knowledge about the phase relations in these multicomponent alloys, that is, the relative stability between different carbides or the solubility of different elements in the carbides and in the matrix phase, is essential for understanding the behaviour of these alloys in heat treatments. This information is also the basis for improving the properties or designing new alloys by controlling the amount of alloying elements. Thermodynamic calculations together with a thermodynamic database is a very powerful and important tool for alloy development of new tool steels and high-speed steels. By thermodynamic calculations one can easily predict how different amounts of alloying elements influence on the stability of different phases. Phase fractions of the individual phases and the solubility of different elements in the phases can be predicted quickly. Thermodynamic calculations can also be used to find optimised processing temperatures, e.g. for different heat treatments. Combining thermodynamic calculations with kinetic modelling one can also predict the microstructure evolution in different processes such as solidification, dissolution heat treatments, carbide coarsening, and the important tempering step producing secondary carbides. The quality of predictions based on thermodynamic calculations directly depends on the accuracy of the thermodynamic database used. In the present work new experimental phase equilibria information, both in model alloys containing few elements and in commercial alloys, has been determined and was used to evaluate and improve the thermodynamic description. This new experimental investigation was necessary because important information concerning the different carbide systems in tool steels and high-speed steels were lacking. A new thermodynamic database for tool steels and high-speed steels, TOOL05, has been developed within this thesis. With the new database it is possible to calculate thermodynamic properties and phase equilibria with high accuracy and good reliability. Compared with the previous thermodynamic description the improvements are significant. In addition the composition range of different alloying elements, where reliable results are obtained with the new thermodynamic database, have been widened significantly. As the available kinetic data did not always predict results in agreement with new experiments the database was modified in the present work. By coupling the new thermodynamic description with the new kinetic description accurate diffusion simulations can be performed for carbide coarsening, carbide dissolution and micro segregation during solidification. / QC 20100929

Syftet med denna undersökning har varit att ta reda på vilket sätt förskollärare använder dans som ett pedagogiskt verktyg med barn i åldern 1-3år. Jag använde mig av en kvalitativ metod och undersökningen genomfördes med hjälp av intervjuer av fyra förskollärare som var slumpmässigt utvalda. Därefter drogs det paralleller mellan intervjuernas svar och den valda litteraturen. Resultatet visade att samtliga förskollärare ansåg att dans var mycket viktigt för barnens utveckling. De använde sig av dans på något sätt i sin verksamhet men det var inte alla som ansåg att de använde dansen som ett pedagogiskt verktyg. / The purpose of the examination has been to find out in which way preschool teachers use dance as an educational tool for children in the age of 1-3 years. I’ve used a qualitative method and the examination was carried out with help of interviews with four preschool teachers who were randomly chosen. Then the interview answers were compared to the chosen literature. The results showed that all the preschool teachers thought that dance was very important for children’s development. They were all using dance in some way in their activities but it was not all of them who considered that they used dance as an educational tool.

Manufacturing companies around the globe are striving to increase their revenues and profitability. One way is through Functional Sales, i.e. shifting the focus from the production of products to the production of services. Functional Sales and Design for Environment (DfE) have many common issues, e.g. the life cycle perspective. The paper’s aim is to highlight a proposed interactive design method for Service Engineering of Functional Sales offers and to relate this method to selected DfE methods and tools as well as users’ experiences with these methods and tools. The paper concludes that the proposed method has several benefits that are useful in DfE. One benefit is that the method does not focus on products but rather on how needs can be satisfied by increasing service content. Another is the visualization of e.g. validation in order to facilitate communication between different actors in the product development process.

@font-face { font-family: "Times New Roman"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0cm 0cm 4pt; text-align: justify; font-size: 9pt; font-family: "Times New Roman"; }table.MsoNormalTable { font-size: 10pt; font-family: "Times New Roman"; }div.Section1 { page: Section1;Mechanics, first experienced by engineering students in introductory physics courses, encompasses an important set of foundational concepts for success in engineering. However, although it has been well known for some time that acquiring a conceptual understanding of mechanics is one of the most difficult challenges faced by students, very few successful attempts to engender conceptual learning have been described in the literature. On the contrary, research has shown that most students participating in university levelcourses had not acquired a Newtonian understanding of mechanics at the end of their respective course. Recently I have described more than 10 years of experiences of designing and using conceptual labs in engineering education that have successfully fostered insightful learning. In the framework of the larger project I have developed labs applying variation theory in the design of task structure and using sensor-computer-technology (“probe-ware”) for collecting and displaying experimental data in real-time. In previous studies, I have shown that these labs using probe-ware can be effective in learning mechanics with normalised gains in the g≈50-60% range and with effect sizes d≈1.1, but that this technology also can be implemented in ways that lead to low achievements. One necessary condition for learning is that students are able to focus on the object of learning and discern its critical features. A way to establish this, according to the theory of variation developed by Marton and co-workers, is through the experience of difference (variation), rather than through the recognition of similarity. In a lab, an experiential human–instrument–world relationship is established. The technology used places some aspects of reality in the foreground, others in the background, and makes certain aspects visible that would otherwise be invisible. In labs, this can be used to bring critical features of the object of learning into the focal awareness of students and to afford variation. In this study, I will account for how the design of task structure according to variation theory, as well as the probe-ware technology, make the laws of force and motion visible and learnable and, especially, in the lab studied make Newton’s third law visible and learnable. I will also, as a comparison, include data from a mechanics lab that use the same probe-ware technology and deal with the same topics in mechanics, but uses a differently designed task structure. I will argue that the lower achievements on the FMCE-test in this latter case can be attributed to these differences in task structure in the lab instructions. According to my analysis, the necessary pattern of variation is not included in the design. I will also present a microanalysis of 15 hours collected from engineering students’ activities in a lab about impulse and collisions based on video recordings of student’s activities in a lab about impulse and collisions. The important object of learning in this lab is the development of an understanding of Newton’s third law. The approach analysing students interaction using video data is inspired by ethnomethodology  and conversation analysis, i.e. I will focus on students practical, contingent and embodied inquiry in the setting of the lab. I argue that my result corroborates variation theory and show this theory can be used as a ‘tool’ for designing labs as well as for analysing labs and lab instructions.  Thus my results have implications outside the domain of this study and have implications for understanding critical features for student learning in labs.

In 2011 a new functional safety standard for electronic and electrical systems in vehicles waspublished, called ISO 26262. This standard concerns the whole lifecycle of the safety criticalelements used in cars, including the development process of such elements. As the correctnessof the tools used when developing such an element is critical to the safety of the element,the standard includes requirements concerning the software tools used in the development,including verification tools. These requirements mainly specify that a developer of a safetycritical element should provide proof of their confidence in the software tools they are using.One recommended way to gain this confidence is to use tools developed in accordance to a“relevant subset of [ISO 26262]”.This project aims to develop a verification system in accordance to ISO 26262, exploringhow and what specifications should be included in this “relevant subset” of ISO 26262 andto which extent these can be included in their current form. The work concludes with thedevelopment of a single safety element of the verification system, to give an demonstrationof the viability of such a system.

Sentiment analysis is a field of computational linguistics involving identification, extraction, and classification of opinions, sentiments, and emotions expressed in natural language. Sentiment classification algorithms aim to identify whether the author of a text has a positive or a negative opinion about a topic. One of the main indicators which help to detect the opinion are the words used in the texts. Needless to say, the sentiments expressed in the texts also depend on the syntactic structure and the discourse context. Supervised machine learning approaches to sentiment classification were shown to achieve good results. Classifying texts by emotions requires finer-grained analysis than sentiment classification. In this thesis, we explore the task of emotion and mood classification for blog postings. We propose a novel approach that uses the hierarchy of possible moods to achieve better results than a standard flat classification approach. We also show that using sentiment orientation features improves the performance of classification. We used the LiveJournal blog corpus as a dataset to train and evaluate our method. Another contribution of this work is extracting paraphrases for emotion terms based on the six basics emotions proposed by Ekman (\textit{happiness, anger, sadness, disgust, surprise, fear}). Paraphrases are different ways to express the same information. Algorithms to extract and automatically identify paraphrases are of interest from both linguistic and practical points of view. Our paraphrase extraction method is based on a bootstrapping algorithms that starts with seed words. Unlike in previous work, our algorithm does not need a parallel corpus. In Natural Language Generation (NLG), paraphrasing is employed to create more varied and natural text. In our research, we extract paraphrases for emotions, with the goal of using them to automatically generate emotional texts (such as friendly or hostile texts) for conversations between intelligent agents and characters in educational games. Nowadays, online services are popular in many disciplines such as: e-learning, interactive games, educational games, stock market, chat rooms and so on. NLG methods can be used in order to generate more interesting and normal texts for such applications. Generating text with emotions is one of the contributions of our work. In the last part of this thesis, we give an overview of NLG from an applied system's points of view. We discuss when NLG techniques can be used; we explained the requirements analysis and specification of NLG systems. We also, describe the main NLG tasks of content determination, discourse planning, sentence aggregation, lexicalization, referring expression generation, and linguistic realisation. Moreover, we describe our Authoring Tool that we developed in order to allow writers without programming skills to automatically generate texts for educational games. We develop an NLG system that can generate text with different emotions. To do this, we introduce our pattern-based model for generation. We show our model starts with initial patterns, then constructs extended patterns from which we choose ``final'' patterns that are suitable for generating emotion sentences. A user can generate sentences to express the desired emotions by using our patterns. Alternatively, the user can use our Authoring Tool to generate sentences with emotions. Our acquired paraphrases will be employed by the tool in order to generate more varied outputs.