| 1. |
- Sjögren, Jörgen, et al.
(författare)
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Concept Formation and Concept Grounding
- 2014
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Ingår i: Philosophia. - : Springer Science+Business Media B.V.. - 0048-3893 .- 1574-9274. ; 42:3, s. 827-839
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Tidskriftsartikel (refereegranskat)abstract
- Recently Carrie S. Jenkins formulated an epistemology of mathematics, or rather arithmetic, respecting apriorism, empiricism, and realism. Central is an idea of concept grounding. The adequacy of this idea has been questioned e.g. concerning the grounding of the mathematically central concept of set (or class), and of composite concepts. In this paper we present a view of concept formation in mathematics, based on ideas from Carnap, leading to modifications of Jenkins’s epistemology that may solve some problematic issues with her ideas. But we also present some further problems with her view, concerning the role of proof for mathematical knowledge.
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| 2. |
- Bennet, Christian, 1954, et al.
(författare)
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The Viability of Social Constructivism as a Philosophy of Mathematics
- 2013
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Ingår i: Croatian Journal of Philosophy. - 1333-1108 .- 1847-6139. ; XIII:39, s. 341-355
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Tidskriftsartikel (refereegranskat)abstract
- Attempts have been made to analyse features in mathematics within a social constructivist context. In this paper we critically examine some of those attempts recently made with focus on problems of the objectivity, ontology, necessity, and atemporality of mathematics. Our conclusion is that these attempts fare no better than traditional alternatives, and that they, furthermore, create new problems of their own.
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| 3. |
- Jirstrand, Mats, 1968, et al.
(författare)
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Biochemical Modeling with Systems Biology Graphical Notation
- 2010
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Ingår i: Drug Discovery Today. - : Elsevier BV. - 1878-5832 .- 1359-6446. ; 15:9-10, s. 365-370
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Tidskriftsartikel (refereegranskat)abstract
- The Systems Biology Graphical Notation (SBGN) is an emerging standard for graphical notation developed by an international systems biology community. Standardized graphical notation is crucial for efficient and accurate communication of biological knowledge between researchers with various backgrounds in the expanding field of systems biology. Here, we highlight SBGN from a practical point of view and describe how the user can build and simulate SBGN models from a simple drag-and-drop graphical user interface in PathwayLab.
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| 4. |
- Ulfat, I., et al.
(författare)
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Effects of nonuniform Mn distribution in (Ga,Mn)As
- 2014
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Ingår i: Physical Review B Condensed Matter. - : American Physical Society. - 0163-1829 .- 1095-3795. ; 89:4, s. art no 045312-
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Tidskriftsartikel (refereegranskat)abstract
- Resonant in situ photoemission from Mn 3d states in Ga(1−x)MnxAs is reported for Mn concentrations down to the very dilute level of 0.1%. Concentration-dependent spectral features are analyzed on the basis of first-principles calculations for systems with selected impurity positions as well as for random alloys. Effects of direct Mn-Mn interaction are found for concentrations as low as 2.5%, and are ascribed to statistical (nonuniform) distribution of Mn atoms.
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| 5. |
- Johansson, C. A., et al.
(författare)
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A comparison of experiences of training emergency care in military exercises and competences among conscript nurses with different levels of education
- 2007
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Ingår i: Military Medicine. - : Association of Military Surgeons. - 0026-4075 .- 1930-613X. ; 172:10, s. 1046-1052
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Tidskriftsartikel (refereegranskat)abstract
- The military emergency care education of nurses is primarily concerned with the treatment of soldiers with combat-related injuries. Even though great progress has been made in military medicine, there is still the pedagogical question of what emergency care education for military nurses should contain and how it should be taught. The aim of this study was to describe and compare experiences of training emergency care in military exercises among conscript nurses with different levels of education. A descriptive study was performed to describe and compare experiences of training emergency care in military exercises among conscript nurses with different levels of education in nursing. There were statistical differences between nurses with general nursing education and nurses with a general nursing education and supplementary education. A reasonable implication of the differences is that the curriculum must be designed differently depending on the educational background of the students. Hence, there is an interaction between background characteristics, e.g., the level of previous education and differences pertaining to clinical experience of the participants, and the impact of the exercise itself.
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| 6. |
- Bennet, Christian, 1954, et al.
(författare)
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Philosophy and Mathematics Education
- 2013
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Ingår i: Radovic, F. & Radovic, S. (eds), Modus Tolland, En festskrift med anledning av Anders Tollands sextioårsdag, Göteborg, Göteborgs universitet, 2013. - Göteborg : University of Gothenburg. - 9789163733840 ; , s. 9-24
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Stokes, Klara
(författare)
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Irreducibility of configurations
- 2016
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Ingår i: Ars Mathematica Contemporanea. - : Drustvo Matematikov, Fizikov in Astronomov,Society of Mathematicians, Physicists and Astronomers. - 1855-3966. ; 10:1, s. 169-181
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Tidskriftsartikel (refereegranskat)
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| 8. |
- Tadesse, Yohannes, 1978-
(författare)
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Derivations Preserving a Monomial Ideal
- 2009
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Ingår i: Proceedings of the American Mathematical Society. - : American Mathematical Society. - 0002-9939 .- 1088-6826. ; 137:9, s. 2935-2942
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Tidskriftsartikel (refereegranskat)abstract
- Let I be a monomial ideal in a polynomial ring A = k[x1, . . . ,xn] over a field k of characteristic 0, TA/k(I) be the module of I-preserving k-derivations on A and G be the n-dimensional algebraic torus on k. We computethe weight spaces of TA/k(I) considered as a representation of G. Using this, we show that TA/k(I) preserves the integral closure of I and the multiplierideals of I.
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| 9. |
- Eriksson, Kimmo, et al.
(författare)
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A New Look at Individual Differences in Perceptions of Unfairness : The Theory of Maximally Unfair Allocations in Multiparty Situations
- 2015
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Ingår i: Social Justice Research. - New York : Springer Science+Business Media B.V.. - 0885-7466 .- 1573-6725. ; 28:4, s. 401-414
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Tidskriftsartikel (refereegranskat)abstract
- Previous research has demonstrated that unfairness judgments of resource allocations become more complex when there are more than two recipients. In order to explain some of this complexity, we propose a set of psychological mechanisms that may underlie four different choices of maximally unfair resource allocations (MUA): Self-Single-Loser, Self-One-Loser-of-Many, Self-Single-Winner, and Self-One-Winner-of-Many. From this psychological theory, several predictions are derived and tested in vignette studies involving a total of 708 participants recruited online using MTurk. As predicted by our theory, (1) choices of MUA where there is a single loser were much more common when the allocated resource was of negative rather than positive valence, and (2) the amount of egoistic bias individuals exhibited when judging the unfairness in receiving a small rather than a large share in a non-extreme multi-party allocation was predicted by their choices of MUA. These findings suggest that an individual’s choice of MUA reveals some generally relevant principles of how unfairness is perceived in multi-party allocations. This opens up new lines of inquiry, especially regarding research on social dilemmas and social value orientation.
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| 10. |
- Pettersson, Kerstin
(författare)
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Algoritmiska, intuitiva och formella aspekter av matematiken i dynamiskt samspel : en studie av hur studenter nyttjar sina begreppsuppfattningar inom matematisk analys
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Focusing on the potentiality of students’ ways of treating a mathematicalmaterial this thesis aims to investigate how students use their conceptualunderstanding when working with mathematical tasks in calculus. Two casestudies were carried out to explore students’ understanding of thresholdconcepts. The first study, an interview study, explored engineering students’understanding of limit and integral. The second study, a problem solvingstudy, involved students within a mathematics programme, working on achallenging task including the concepts function and derivative, requiringproof by induction. Drawing on a theory of contextualisation data wereanalysed within a constructivist research framework following the principlesof intentional analysis. The results reveal that the students in themathematics programme expressed their understanding in a formal contextin which also intuitive ideas played an important role. They used intuitiveideas and formal reasoning in a dynamic interplay with several functions:to control intuitive ideas, to offer a new basis of reasoning, to reduce thecomplexity of the problem and to push the problem solving process forward.The engineering students expressed their conceptions in an algorithmiccontext, in which procedural knowledge was predominant and the operationsof the concepts were seen as defining features and a basis for understanding.However, faced with probing questions, the students appeared to shift to acontextualisation foregrounding ideas relating to conceptual dimensions ofcalculus. These contextual shifts display the transformative aspect ofthreshold concepts allowing the development of conceptions and students’awareness of ways of thinking and practising in mathematics.
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