Socialist facades parametrized

Abstract. In my explorative diploma thesis “Socialist Facades Parametrized” I study and try to understand the facades of buildings from 27 countries of the Eastern Bloc built between the years 1954 and 1991.Through analyzing, understanding and parameterizing these facades my aim is to present a logical continuation of the development of architectural language which ceased to exist by the start of the 1990s. This thesis is not meant to propagate any kind of post-communist nostalgia or support any political movement, its goal is to recognize interesting approaches to façade ornamentality and possible uses in the contemporary context. The thesis consists of two equally important parts: the analytical part and the creative part. The first, analytical part of the thesis is based on the collection, selection, and further sorting of those facades into categories based on geometric similarity. This geometric similarity is then used for exploring parametric possibilities of such facades. The first goal of this thesis is to both learn more about Eastern Bloc’s so-called Socialist Modernism facades (1954–1991) and to change the perception of socialist architecture as just a group of grey boxes by presenting interesting examples. Also, there is my wish to learn more about the visual and general identity and cultural space of the Eastern Bloc. The second, creative part of the thesis is about the exploration of parametric modeling to create facades inspired by Socialist Modernism facades using parametric tools and their flexibility. An important task in this part is to learn and understand parametric modeling tools and the creation of a parametric generator of facades inspired by Socialist Modernism. Another goal is to explore the facade generator in the everyday practice of building design to experiment quicker. This step goes together with a general understanding of this emerging phenomenon and its use in architecture. In addition to enriching and developing my current architectural language with historical elements, I hope that my diploma thesis will be a source of inspiration to colleagues too

OBLICZENIA EKSPOZYCJI ZEWNĘTRZNEJ PODCZAS DEMONTAŻU I SEGMENTACJI GENERATORA PARY

The prediction of radiation doses obtained during dismantling of steam generator represents one of the most crucial issues within the process of decommissioning of nuclear installations. Given the fact that in Slovakia the nuclear power plant V1 in Jaslovské Bohunice is currently being decommissioned, represents the analysis of the segmentation of steam generator an actual issue. In this paper, the proposed dismantling methodology together with the results of calculations is given. Also the complex analysis of the influence of different distance of workers carrying out the dismantling as well as the influence of the time on the total collective effective dose is carried out. The results of this analysis show that the obtained doses are below the legislative limits and thus the main consequences can be applied in the process of V1 nuclear power plant decommissioning.Przewidywanie dawek promieniowania na które narażona jest obsługa w trakcie demontażu generatora pary reprezentuje jedną z najbardziej kluczowych problemów w ramach procesu likwidacji obiektów jądrowych. Mając na względzie fakt, że na Słowacji elektrownia jądrowa V1 w Jaslovské Bohunice jest obecnie wycofywana z ruchu, analiza segmentacji generatora pary stanowi aktualny problem. W pracy zaproponowano metodologię demontażu i podano rezultaty obliczeń. Także złożona analiza wpływu różnych odległości pracowników przeprowadzających demontaż jak również wpływ czasu na całkowitą efektywną zespołową dawkę promieniowania jest przeprowadzony. Wyniki tej analizy pokazują że przyjęte dawki są poniżej limitów wyznaczonych normami i zatem główne konsekwencje mogą być stosowane w procesie demontażu jądrowej elektrowni V1

PRZETAPIANIE JAKO METODA DEKONTAMINACJI SKAŻONEGO ZŁOMU Z ROZBIÓRKI ELEKTROWNI ATOMOWEJ ZAMKNIĘTEJ PO AWARII

The paper briefly describes the decontamination of radioactive scrap metal by melting as prospective technology to reduce the amount of metallic radioactive waste. Decontamination by melting presents a particular advantage of homogenising a number of radionuclides in the ingots and concentrating other radionuclides in the slag and dust filter resulting from the melting process, thus decontaminating the primary material. Presented paper also deals with the evaluation of an exposure of the workers during melting of radioactive scrap metal as well as impact of melting on the environment. According to obtained results, the effective doses absorbed by workers during the melting meets legislatively given limit 20 mSv annually.W artykule krótko opisano dekontaminację radioaktywnego złomu poprzez przetapianie, jako potencjalną technologię do zmniejszenia ilości metalowych odpadów radioaktywnych. Szczególną zaletą dekontaminacji poprzez przetapianie jest homogenizacja szeregu radionuklidów we wlewkach i zatężenie innych radionuklidów w żużlu i na filtrze pyłu powstających podczas procesu przetapiania, a tym samym dekontaminacji materiału podstawowego. Prezentowana praca dotyczy również oceny ekspozycji pracowników podczas przetapiania radioaktywnego złomu, jak również wpływu przetapiania na środowisko. Według uzyskanych wyników, skuteczne dawki pochłaniane przez pracowników podczas przetapiania spełniają ustawowy limit 20 mSv rocznie

Italian American Collection at the Immigration History Research Center

The article discusses the Italian American collection at the University of Minnesota Immigration History Research Center in Minneapolis, Minnesota. Information at http://ihrc.umn.edu/research/ is noted. Aspects of the history of the center noted include the role of Rudolph Vecoli as its founding director, the archives of the fraternal organization Order Sons of Italy (OSIA), and microfilms of newspapers such as the socialist Il Proletario and the anarchist Cronaca Sovversiva, which are related to Italian American labor history

Corporate Innovation Activism in a Multidivisional Firm: Rationale, Genesis, Evolution

Various streams of foundational management literatures imply that corporate managers can play a role in the management of intra-organizational innovation processes. However, management scholars have largely assumed that corporate managers do not become actively involved in the management of intra-organizational innovation processes occurring within multidivisional firms. This assumption contrasts with the importance given in the management literature to innovation as an enabler of organizational long-term survival. To address this contrast, my dissertation explores why and how corporate managers adopt an active approach to the management of intra-organizational innovation processes in complex multidivisional firms. In the first paper, I map extant knowledge of innovation mechanisms onto an evolutionary multilevel framework. I synthesize uncovered mechanisms into structural, behavioural, and routinized corporate approaches to innovation management. I conclude this paper by proposing a comprehensive research agenda for exploring complex interactions between top-down and bottom-up innovation processes occurring within a multidivisional firm. In the second paper, I propose a mid-range theory of corporate innovation activism elaborating two novel concepts. The corporate innovation synergy concept encapsulates mechanisms available to corporate managers to increase the efficiency of intra-organizational innovation processes. The corporate innovation value-added concept concerns mechanisms available to corporate managers to qualitatively improve intra-organizational innovation processes in ways unavailable at the business unit level. I organize my arguments into a theoretical model and discuss limitations of my theory, offering important opportunities for future research. In the third paper, I explore the genesis of corporate managers’ capability to influence innovation management in a multidivisional firm; I call this the corporate innovation function. I combine proprietary narrative data with archival records to study the development of the corporate innovation function in 20 large multidivisional firms. Based on my observations of 17 corporate innovation processes, I develop a corporate innovation function typology comprised of collaborative, parallel-capability, and sponsorship corporate innovation function models. I link differences across the corporate innovation function configurations to firm-level innovation performance. In the fourth paper, I elaborate on the concept of dynamic corporate innovation capability, which enables a multidivisional firm to continuously discover, evaluate, and monetize innovations that are novel to the firm and the markets in which the firm operates. Exploiting further the proprietary narrative and archival dataset, I first establish the prototypical role of a senior innovation manager and identify four underlying mechanisms that enable the establishment of a dynamic corporate innovation capability: senior innovation manager legitimacy, corporate innovation ambition, corporate innovation processes, and corporate innovation routines. Using a system dynamics approach, I synthesize my findings in a dynamic model, disentangling the complex process of maintaining exploration in an organizational environment biased towards exploitation

Can a crowdfunding platform help to rejuvenate the Jamaican livestock market while increasing the localization of their food supply chain?

Moo-La Investment Group's mission is to connect local farmers in Jamaica to local and foreign direct investors in the United States. Developed and headquartered in the New Haven County of Connecticut, our goal is to create employment and investment opportunities within the state. Our business model allows investors to enter the agriculture sector by funding farmers with the resources to operate a successful farm. In return, our investors will be rewarded with above average return on investment. On the other hand, the farmer benefits from a sustainable income, advanced agricultural training, and increased productivity. This crowd farming business model is also beneficial to countries like Jamaica who face economic challenges. Benefits include, job opportunities, localizing the food supply chain, and access to capital. Through technology, investors and farmers are connected through an Online platform called Moo-La Invest. Our platform is designed to facilitate a safe and secure investment transaction on each personal user profile, monitor investment portfolio, provide newsletters and updates, and connect with the local team for a personal touch. In addition to the funds and transactions the Moo-La Invest application will include a contractual arrangement between the investor and Moo-La Investment Group. The day to day operations will be based in Connecticut and Jamaica to oversee all aspects of the business model and to ensure deliverables are met

1,4-Diazo­niacyclo­hexane bis­(3-carb­oxy­pyrazine-2-carboxyl­ate) dihydrate

In the title compound, C4H12N2 2+·2C6H3N2O4 −·2H2O or (1,4-dacH2)(pyzdcH)2·2H2O, the complete dication is generated by crystallographic inversion symmetry. An intra­molecular O—H⋯O hydrogen bond occurs in the anion. In the crystal, O—H⋯O, O—H⋯N, N—H⋯O and N—H⋯N hydrogen bonds result in the formation of a three-dimensional network. Additionally, π–π stacking inter­actions between the pyrazine rings with centroid–centroid distances of 3.7065 (2) Å are observed

Educación inclusiva en Mozambique: ruta y percances

O estudo que se apresenta neste artigo baseia-se em evidências que mostram que a inclusão escolar, especialmente, após a promulgação da Declaração de Salamanca, é hoje uma proposta política hegemónica de educação em praticamente todo o mundo (Bueno, 2005)[1], e a constatação de que o ideal democrático de educação para todos ainda está muito longe de ser alcançado (Chambal, 2011). Esta abordagem parte dos problemas que ainda enfermam a eficácia de uma política de uma Educação Inclusiva (EI), e procura traçar o percurso da Educação Inclusiva em Moçambique, desde a sua implantação até aos dias correm. Este trabalho parte do questionamento da eficácia das políticas inclusivas e visa i. apresentar o contexto da implantação da educação inclusiva em Moçambique, o seu percurso, os instrumentos que dão suporte a esta política; e, ii. fazer uma abordagem crítica sobre os percalços e sobre o contexto actual. Através da revisão bibliográfica da literatura sobre as políticas de inclusão, em Moçambique e no mundo, esta reflexão concluiu que a Educação Inclusiva em Moçambique continua um desafio para as autoridades governamentais. Da génese da implementação de uma educação especial à política de inclusão actualmente vidente, a EI vai experimentando um percurso sinuoso, marcado por percalços decorrentes da amálgama conceptual e de implementação.   [1] Apud Chambal (2011).The study presented in this paper is based on evidence that shows that school inclusion, especially after the Salamanca Declaration, is today a hegemonic policy proposal for education around the world (Bueno, 2005), and the realization that the democratic ideal of education for all still far from being achieved (Chambal,  2011). This approach starts from the problems that still address the effectiveness of an Inclusive Education (EI) policy, and seeks to chart the path of Inclusive Education in Mozambique, from its implementation to the present. This work is based on questioning the effectiveness of inclusive policies and aims i. to present the context of the implementation of inclusive education in Mozambique, its path, the instruments that support this policy; and, ii. take a critical approach to mishaps and the current context. Through the literature review on inclusion policies in Mozambique and around the world, this reflection concluded that Inclusive Education in Mozambique remains a challenge for government authorities. From the genesis of the implementation of a special education to the existing inclusion policy, it is experiencing a sinuous path marked by mishaps arising from conceptual amalgam and implementation.El estudio presentado en este artículo se basa en evidencias que demuestran que la inclusión escolar, especialmente después de la promulgación de la Declaración de Salamanca, es hoy una propuesta de política hegemónica para la educación en todo el mundo (Bueno, 2005), y la constatación de que el ideal democrático de educación para todos aún está lejos de ser alcanzado (Chambal, 2011). Este enfoque parte de los problemas que aún abordan la eficacia de una política de Educación Inclusiva (IE), y busca trazar el camino de la Educación Inclusiva en Mozambique, desde su implementación hasta nuestros días. Este trabajo se basa en cuestionar la efectividad de las políticas inclusivas y tiene como objetivo i. presentar el contexto de la implementación de la educación inclusiva en Mozambique, su camino, los instrumentos que apoyan esta política; y, ii. adoptar un enfoque crítico de los contratiempos y el contexto actual. A través de la revisión de la literatura sobre políticas de inclusión en Mozambique y en todo el mundo, esta reflexión concluyó que la educación inclusiva en Mozambique sigue siendo un desafío para las autoridades gubernamentales. Desde la génesis de la implementación de una educación especial hasta la política de inclusión existente, se está viviendo un camino sinuoso marcado por contratiempos derivados de la amalgama conceptual y la implementación

Alfabetización para la enseñanza y el aprendizaje de la lectura en Mozambique: del contexto multilingüe al surgimiento de una inminente educación inclusiva

This paper aims to discuss the issue of literacy in learning of reading for students with Special Educational Needs (SEN) in the context of Inclusive Education in Mozambique. The assumption of the present study is that the bet on literacy events, the exposure to pleasant reading of the student's print interest, contributes to the learning of reading in Portuguese (l2), considering the multilingual context of Portuguese's coexistence with other native languages from bantu origin. This work does not claim to exhaust the subject, but contribute to an open and frank reflection on reading and therefore, on the quality of education in the context of inclusion, based on a selected bibliographic that is contemporary for the issue under discussion. In five sections, the text presents the foundations that justify our claim, situating the Portuguese language in teaching and presenting some basic concepts, ending with the presentation of some final considerations of the discussions developed throughout the text.  Este documento tiene como objetivo discutir el tema de la alfabetización / alfabetización para aprender la lectura de estudiantes con necesidades educativas especiales (NEE) en el contexto de la Educación Inclusiva en Mozambique. El supuesto del presente estudio es que la apuesta por los eventos de alfabetización, es decir, la exposición a una lectura placentera del interés del estudiante, contribuye al aprendizaje de la lectura en portugués (l2), considerando el contexto multilingüe de la convivencia del portugués con otras lenguas nativas de origen bantú. Este trabajo no pretende agotar el tema que se propone discutir, sino contribuir a una reflexión abierta y franca sobre la lectura y, en consecuencia, sobre la calidad de la enseñanza en el contexto de la inclusión, a partir de una revisión bibliográfica seleccionada que es contemporánea para el abordaje del tema en discusión. En cinco secciones, el texto presenta los fundamentos que justifican nuestra afirmación, situando al portugués en la enseñanza y presentando algunos conceptos básicos, terminando con la presentación de algunas consideraciones finales de las discusiones desarrolladas a lo largo del texto.      O presente trabalho pretende discutir a questão da literacia/letramento para a aprendizagem da leitura de alunos com Necessidades Educativas Especiais (NEE) no contexto da Educação Inclusiva em Moçambique. O pressuposto do presente estudo é de que a aposta em eventos de letramento, ou seja, a exposição à leitura prazerosa do interesse do aluno, contribui para a aprendizagem da leitura em português (l2), considerando o contexto multilingue de convivência do português com outras línguas autóctones de origem bantu. Este trabalho não tem a pretensão de esgotar o assunto que se propõe a discutir, mas contribuir para uma reflexão aberta e franca sobre a leitura e, consequentemente, sobre a qualidade do ensino no contexto da inclusão, com base em uma revisão bibliográfica seleccionada que se configura contemporânea para a abordagem da questão em debate. Em cinco secções, o texto apresenta os fundamentos que justificam a nossa pretensão, situando o português no ensino e apresentando alguns conceitos básicos, finalizando com a apresentação de algumas considerações finais das discussões desenvolvidas ao longo do texto.   &nbsp