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1.
  • 9th International Conference in Mathematics Education and Society
  • 2017
  • Ingår i: Mathematics Education and Life at Times of Crisis : Proceedings of the Ninth International Mathematics Education and Society Conference, vol 1. - University of Thessaly Pres. - 978-960-9439-48-0
  • Konferensbidrag (refereegranskat)abstract
    • MES was established in 1998 to satisfy the need for a wider discussion of the social and political dimensions of mathematics education, for disseminating theoretical frameworks, discussing methodological issues, sharing and discussing research, planning for action, and developing a strong research network. In addition, MES encourages classroom teachers to share their praxis. The MES Conferences aim to bring together mathematics educators from around the world to provide such a forum as well as to offer a platform on which to build future collaborative activity. It is expected that topics discussed at MES Conferences will be wide-ranging. It is also expected that all issues will have clear and underpinning social themes. The general topics of the conference have been: Politics of Mathematics Education Cultural and Social Aspects of Learning Mathematics Sociology of Mathematics and Mathematics Education Alternative Research Methodologies in Mathematics Education Histories and Philosophies in Mathematics Education
2.
  • A.F. Da, Silva, et al. (författare)
  • Growth, electrical and optical properties of SnO2: F on ZnO, Si and porous Si structures
  • 2009
  • Ingår i: Nanotechnology 2009: Fabrication, Particles, Characterization, MEMS, Electronics and Photonics - Technical Proceedings of the 2009 NSTI Nanotechnology Conference and Expo, NSTI-Nanotech 2009. - CRC Press. - 978-1-4398-1782-7 ; s. 352-355
  • Konferensbidrag (refereegranskat)abstract
    • <p>In this work we have analyzed the optical absorption of the ZnO and SnO2:F (FTO) films and applied them in porous silicon light-emitting diodes. The absorption and energy gap were calculated by employing the projector augmented wave method [1] within the local density approximation and with a modeled on-site self-interaction-like correction potential within the LDA+U SIC [2]. Experiment and theory show a good agreement when the optical absorption and optical energy gap are considered. A layer of FTO is deposited by spray pyrolysis on top of porous Si (PSi) or ZnO/(PSi) in order to make the LEDs. The morphology and roughness of the films are analyzed by Atomic Force Microscopy before and after the FTO deposition. The electrical and optical properties are studied by characteristics curves J × V, and electroluminescence intensity versus bias.</p>
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3.
  • A., F. (författare)
  • NA
  • 2019
  • Konferensbidrag (övrigt vetenskapligt)
  •  
4.
  • A., Johnsson, et al. (författare)
  • Physical inactivity increases the risk of endometrial cancer and premenopausal breast cancer
  • 2015
  • Ingår i: American Association for Cancer Research (AACR) 106th Annual Meeting 2015,Philadelphia, United States,2015-04-18 - 2015-04-22. - American Association for Cancer Research Inc..
  • Konferensbidrag (refereegranskat)abstract
    • Background. Epidemiological studies indicate that physical activity reduces the risk of cancer. Physical inactivity or sedentary behavior, has recently been suggested as a risk factor independent of physical activity level. Breast and endometrial cancer incidence have both been associated with physical activity, and endometrial cancer incidence with physical inactivity/sedentary behavior. The purpose of the present study was to investigate physical inactivity as a risk factor for breast cancer, divided into pre- and postmenopausal subtypes, and for endometrial cancer, and to explore possible dose-response relations regarding the level of physical inactivity. Methods. In a population-based prospective cohort study, 29 520 women in the southern part of Sweden, in ages between 25 and 64 years, participated. A questionnaire-based survey was performed 1990-92. Their reported professions were classified as sedentary or not which together with reported participation in competitive sports constituted the basis for classification into three activity-levels; (1) physical inactivity, defined as having sedentary occupation and no participation in competitive sports, (2) partly inactive, defined as either having a sedentary occupation or non- participation in competitive sports, (3) Physical active, defined as not having a sedentary occupation and participation in competitive sports. The association between physical inactivity and pre and postmenopausal breast and endometrial cancer incidence were analyzed by Cox regression, adjusted for hormonal factors, family history of cancer, body mass index (BMI) and age. Results. Physical inactive women had a significantly increased risk of endometrial cancer (HR = 2.41, 95% CI 1.14-5.11) and premenopausal breast cancer (HR = 2.40, 95% CI 1.14-5.02), compared with women who were less physical inactive. No such association was found for postmenopausal breast cancer. Analysis of linear trend showed a significant dose-response relationship with increased risk of both premenopausal breast cancer (ptrend 0.02) and endometrial cancer (ptrend
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6.
  • A. Mouris, Boules, et al. (författare)
  • A Dual-Polarized Multi-Antenna Structure for Simultaneous Transmission of Wireless Information and Power
  • 2019
  • Ingår i: A Dual-Polarized Multi-Antenna Structure for Simultaneous Transmission of Wireless Information and Power. - IEEE. - 978-1-7281-0692-2
  • Konferensbidrag (refereegranskat)abstract
    • <p>In this paper, a dual-polarized multi-antenna structure is designed at 2.45 GHz with the goal of allowing simultaneous transmission of wireless information and power. Differential feeding was used to minimize the mutual coupling due to radiation leakage in addition to a mushroom-type EBG structure for suppressing the surface waves. Simulation results for the proposed structure show a mutual coupling level lower than -40 dB between the information transmitting antenna and the power transmitting antennas for both polarizations. The isolation level between the antennas is improved by at least 22 dB and 14 dB for the E-plane and H-plane coupling, respectively.</p>
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7.
  • Aaboen, Lise (författare)
  • BATON-CHANGING ON EGGSHELLS – TRANSFERRING SUPPLIER RELATIONSHIPS WHEN MOVING PRODUCTION
  • 2014
  • Konferensbidrag (refereegranskat)abstract
    • <p>Production transfers are a result of outsourcing and offshoring decisions. Though, because of</p><p>the strategic focus of the outsourcing literature have not the operational issues of how</p><p>relationship development between sender, receiver and raw material been fully depicted. The</p><p>purpose of the present paper is to explore relationship development connected to transfer of</p><p>raw material supplies responsibility during transfer of production. To fulfil the purpose, four</p><p>different production transfers were studied: three from Sweden to China, Romania and</p><p>Hungary respectively and one transfer from Holland to Sweden. We can see that the</p><p>dependence and power shifts gradually between the sender and the receiver and the</p><p>relationship between them sets the arena for what relationship is developed between the</p><p>receiver and the raw material suppliers. Furthermore, short social distances can over bridge</p><p>cultural and technological distances to some extent, because it motivates to take the</p><p>relationship into a more developed state.</p>
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8.
  • Aaboen, Lise, 1978- (författare)
  • Business Incubators as Networks - How and Why?
  • 2008
  • Ingår i: Proceedings of ECEI 2008 The 3rd European Conference on Entrepreneurship and Innovation. - 978-1-906638-15-3 ; s. 1-8
  • Konferensbidrag (refereegranskat)
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9.
  • Aaboen, Lise, et al. (författare)
  • Designing and Assessing Learning in Venture Creation Programs - Winner of Best Practitioner Development Workshop Award
  • 2018
  • Konferensbidrag (övrigt vetenskapligt)abstract
    • Workshop Summary In Venture Creation Programs the venture acts as a ‘learning vessel’, enabling what students need to learn - and more - given a greater or lesser extent of guidance. But how do we ensure that the students are engaging in ‘doing what they need to do’ in order to ‘learn what they need to learn’? In this workshop, participants will benchmark and crowdsource to identify and develop teaching tool prototypes for venture creation programs. Each ‘teaching tool’ consist of a learning objective, a combination of learning activities and an assessment suggestion. The workshop consists of two steps: the first is to capture learning activities from the entire group; then we divide into smaller groups where we develop them further into teaching tools. The teaching tools can later be used by the participants in their home university in order to package integrated venture activities so that the activities become aligned to the learning objectives.
10.
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