| 1. |
- Andersson, Morgan, 1965, et al.
(author)
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New Swedish forensic psychiatric facilities: visions and outcomes.
- 2013
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In: Facilities. - : Emerald. - 0263-2772 .- 1758-7131. ; 31:1/2, s. 24-38
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Journal article (peer-reviewed)abstract
- Purpose – The purpose of this paper is to map significant features of the physical design of nine recently planned facilities for forensic psychiatric care in Sweden. The present paper is focused on differences in the physical design, static security adaptations, visions and goals for the projects, economy and steering processes. Design/methodology/approach – In June 2008, records concerning major forensic psychiatric construction projects, planned or carried out between 1970 and 2008, were requested from all 21 regions in Sweden. The documents were collected, organized, critically examined, and analyzed in their contexts. Extensive data have also been retrieved from the internet. Findings – In spite of the common national legislation governing forensic psychiatric care, the projects show great diversity in the physical design and, after 2006, increasing emphasis on static security. The collected material indicates different visions and goals and little coordination between them. It also suggests that the decisions rarely have been preceded by scientific studies or, as it appears, systematic needs assessments. There were also considerable variations in the interpretation of the legislation stipulating public access to official documentation and the time-frame allowed for such requests. Research limitations/implications – Limitations of the project especially relate to the incompleteness of the documents received. Originality/value – This mainly descriptive paper provides an overview of contemporary Swedish forensic psychiatric construction projects, planned for or realized after 2000. This paper points out structural and physical differences between these projects. The systematised documents are made available for research purposes within different disciplines.
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| 2. |
- Andric, Jelena, 1979, et al.
(author)
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A study of a flexible fiber model and its behavior in DNS of turbulent channel flow
- 2013
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In: Acta Mechanica. - : Springer Science and Business Media LLC. - 0001-5970 .- 1619-6937. ; 224:10, s. 2359-2374
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Journal article (peer-reviewed)abstract
- The dynamics of individual flexible fibers in a turbulent flow field have been analyzed, varying their initial position, density and length. A particlelevel fiber model has been integrated into a general-purpose, open source Computational Fluid Dynamics (CFD) code. The fibers are modeled as chains of cylindrical segments connected by ball and socket joints. The equations of motion of the fibers contain the inertia of the segments, the contributions from hydrodynamic forces and torques, and the connectivity forces at the joints. Direct Numerical Simulation (DNS) of the incompressible Navier–Stokes equations is used to describe the fluid flow in a plane channel and a one-way coupling is considered between the fibers and the fluid phase. We investigate the translational motion of fibers by considering the mean square displacement of their trajectories. We find that the fiber motion is primarily governed by velocity correlations of the flow fluctuations. In addition, we show that there is a clear tendency of the thread-like fibers to evolve into complex geometrical configurations in a turbulent flow field, in fashion similar to random conformations of polymer strands subjected to thermal fluctuations in a suspension. Finally, we show that fiber inertia has a significant impact on reorientation time-scales of fibers suspended in a turbulent flow field.
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| 3. |
- Dahlqvist Jönsson, Patrik, 1974, et al.
(author)
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Experience of living with a family member with bipolar disorder.
- 2011
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In: International journal of mental health nursing. - Richmond : Wiley. - 1447-0349 .- 1445-8330. ; 20:1, s. 29-37
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Journal article (peer-reviewed)abstract
- Bipolar disorder (BD) is a severe illness that has a serious impact on the lives of those affected and on their families. The aim of this study was to elucidate what it means for family members to live with an adult person who has BD, with reference to their views concerning the condition of the person affected and the future. During 2005, 17 family members of people with the disorder were interviewed, and the data obtained were subjected to a qualitative content analysis. The findings showed that family members felt alone with their experiences and struggled to make sense of and to maintain normality, as their life was encroached on by the condition. Bearing the burden of responsibility and control made it difficult for family members to focus on their own future. To build hope, they needed opportunities to share their experiences with others, increased understanding of the condition, and relief from the burden they bore. This study underlines the importance of strengthening support holistically for family members living with an adult person with BD. Support and interventions concerning these families' needs have to be developed and should be provided by all mental health-care services.
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| 4. |
- Dahlqvist Jönsson, Patrik, 1974, et al.
(author)
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Outcomes of an educational intervention for the family of a person with bipolar disorder : a 2-year follow-up study
- 2011
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In: Journal of Psychiatric and Mental Health Nursing. - Chichester : Wiley. - 1351-0126 .- 1365-2850. ; 18:4, s. 333-341
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Journal article (peer-reviewed)abstract
- This study aimed to analyse the outcomes of an educational intervention for family members living with a person with bipolar disorder. A longitudinal study was conducted comprising a 10-session educational intervention designed for families with members in outpatient mental health care. Thirty-four family members agreed to participate. Data were collected on five occasions, at baseline and during a 2-year follow-up through self-assessment instruments: the Carers of Older People in Europe Index, the Jalowiec Coping Scale-40, the Sense of Coherence questionnaire and the Social Adaptation Self-evaluation Scale. The results showed that the condition had a considerable negative impact on the family members as carers, but the educational intervention increased their understanding, which facilitated the management of their lives. A significant improvement in stress management was seen over time and social functioning was retained. The study showed that families living with one member with bipolar disorder benefited from the educational intervention in terms of increasing understanding of the condition and reducing stress. Mental health care needs to develop educational interventions further and offer the families support to strengthen their ability to manage with the situation.
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| 5. |
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| 6. |
- Johansson, Helena, 1971-
(author)
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Mathematical Reasoning : In physics and real-life context
- 2015
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Doctoral thesis (other academic/artistic)abstract
- This thesis is a compilation of four papers in which mathematical reasoning is examined in various contexts, in which mathematics is an integral part. It is known from previous studies that a focus on rote learning and procedural mathematical reasoning hamper students’ learning of mathematics. The aims of this thesis are to explore how mathematical reasoning affects upper secondary students’ possibilities to master the physics curricula, and how real-life contexts in mathematics affect students’ mathematical reasoning. This is done by analysing the mathematical reasoning requirements in Swedish national physics tests; as well as by examining how mathematical reasoning affects students’ success on the tests/tasks. Furthermore, the possible effect of the presence of real-life contexts in Swedish national mathematics tasks on students’ success is explored; as well as if the effect differs when account is taken to mathematical reasoning requirements. The framework that is used for categorising mathematical reasoning, distinguishes between imitative and creative mathematical reasoning, where the latter, in particular, involves reasoning based on intrinsic properties. Data consisted of ten Swedish national physics tests for upper secondary school, with additional student data for eight of the tests; and six Swedish national mathematics tests for upper secondary school, with additional student data. Both qualitative and quantitative methods were used in the analyses. The qualitative analysis consisted of structured comparisons between representative student solutions and the students’ educational history. Furthermore, various descriptive statistics and significance tests were used. The main results are that a majority of the physics tasks require mathematical reasoning, and particularly that creative mathematical reasoning is required to fully master the physics curricula. Moreover, the ability to reason mathematically creatively seems to have a positive effect on students’ success on physics tasks. The results indicate additionally, that there is an advantage of the presence of real-life context in mathematics tasks when creative mathematical reasoning is required. This advantage seems to be particularly notable for students with lower grades.
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| 7. |
- Johansson, Helena, 1971-
(author)
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Mathematical Reasoning in Physics Tests : Requirements, Relations, Dependence
- 2013
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Licentiate thesis (other academic/artistic)abstract
- By analysing and expanding upon mathematical reasoning requirements in physics tests, this licentiate thesis aims to contribute to the research studying how students’ knowledge in mathematics influence their learning of physics. A sample of physics tests from the Swedish National Test Bank in Physics was used as data, together with information of upper secondary students’ scores and grades on the tests. First it was decided whether the tasks in the tests required mathematical reasoning at all and if they did, that reasoning was characterised. Further, the relation between students’ grades and mathematical reasoning requirements was examined. Another aim in this thesis is to try out if the Mantel-Haenszel procedure is an appropriate statistical method to answer questions about if there is a dependence between students’ success on different physics tasks requiring different kinds of mathematical reasoning. The results show that 75% of the tasks in the physics tests require mathematical reasoning and that it is impossible to pass six out of eight tests without mathematical reasoning. It is also revealed that it is uncommon that a student gets a higher grade than Pass without solving tasks that require the student to come up with not already familiar solutions. It is concluded that the Mantel-Haenszel procedure is sensitive to the number of students each teacher accounts for. If there are not too few students, the procedure can be used. The outcome indicates that there is a dependence between success on tasks requiring different kinds of reasoning. It is more likely that a student manages to solve a task that requires the produce of new reasoning if the student has solved a task that is familiar from before.
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| 8. |
- Johansson, Helena, 1971-
(author)
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Mathematical Reasoning Requirements in Swedish National Physics Tests
- 2016
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In: International Journal of Science and Mathematics Education. - : Springer Science and Business Media LLC. - 1571-0068 .- 1573-1774. ; 14:6, s. 1133-1152
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Journal article (peer-reviewed)abstract
- This paper focuses on one aspect of mathematical competence, namelymathematical reasoning, and how this competency influences students’ knowing ofphysics. This influence was studied by analysing the mathematical reasoning requirementsupper secondary students meet when solving tasks in national physics tests.National tests are constructed to mirror the goals stated in the curricula, and these goalsare similar across national borders. The framework used for characterising the mathematicalreasoning required to solve the tasks in the national physics tests distinguishesbetween imitative and creative mathematical reasoning. The analysis process consistedof structured comparisons between representative student solutions and the students’educational history. Of the 209 analysed tasks, 3/4 required mathematical reasoning inorder to be solved. Creative mathematical reasoning, which, in particular, involvesreasoning based on intrinsic properties, was required for 1/3 of the tasks. The results inthis paper give strong evidence that creative mathematical reasoning is required toachieve higher grades on the tests. It is also confirmed that mathematical reasoning isan important and integral part of the physics curricula; and, it is suggested that theability to use creative mathematical reasoning is necessary to fully master the curricula
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| 9. |
- Johansson, Helena, 1971-
(author)
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Mathematical reasoning requirements to solve tasks in physics tests
- 2012
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In: Evaluation and Comparison of Mathematical Achievement: Dimensions and Perspectives: Proceedings of MADIF 8, The Eighth Mathematics Education Research Seminar. - Linköping : Svensk förening för matematikdidaktisk forskning (SMDF). ; , s. 211-212
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Conference paper (other academic/artistic)
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| 10. |
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