| 1. |
- Adolfsson, Emelie, 1985-, et al.
(author)
-
Response of Lithium Formate EPR Dosimeters at Photon Energies Relelvant to Brachytherapy
- 2009
-
In: IFMBE Proceedings. - Heidelberg : Springer Berlin Heidelberg. - 9783642034725 - 9783642034749 ; , s. 236-239
-
Conference paper (other academic/artistic)abstract
- After development of sensitive dosimeter materials Electron Paramagnetic Resonance EPR dosimetry has been successfully used also in radiation therapy. The intensity of the EPR-signal is a measure of the amount of free radicals created by ionizing radiation which is proportional to the absorbed dose in the dosimeter. Lithium formate monohydrate is a dosimeter material with 2-6 times higher sensitivity than alanine, a linear dose response over a wide dose range and mass-energy absorption properties similar to water. These properties make lithium formate promising for verification of absorbed doses around high dose rate brachytherapy sources where the dose gradient is steep and the photon energy distribution changing with distance from the source. Calibration of the dosimeters is performed in 60Co or MV photon beams where high dosimetric accuracy is feasible. The use in brachytherapy field relies on the assumption that the production of free radicals per mean absorbed dose in the dosimeter is similar at the lower photon energies present there. The aim of this work was to test that assumption. The response of the dosimeters as a function of photon energy was determined by irradiations with four x-ray qualities in the range 100-250 kV and 137Cs, relative to the response when irradiated with 60Co, all photon beams with well-known air kerma rates at the Swedish Secondary Standards Dosimetry Laboratory. Monte Carlo simulations were used to convert air kerma free in air to mean absorbed dose to the dosimeter. The measured response relative 60Co as a function of photon energy was below unity for all qualities. The maximum deviation from unity was 2.5% (100 kV, 135 kV) with a relative standard deviation of 1.5% (k = 1).
|
|
| 2. |
- Ala-Laurinaho, J., et al.
(author)
-
TUMESA - MEMS tuneable metamaterials for smart wireless applications
- 2012
-
In: European Microwave Week 2012: "Space for Microwaves", EuMW 2012, Conference Proceedings - 7th European Microwave Integrated Circuits Conference, EuMIC 2012. - : IEEE. - 9782874870286 ; , s. 95-98
-
Conference paper (peer-reviewed)abstract
- This paper describes the main results of the EU FP7 project TUMESA - MEMS tuneable metamaterials for smart wireless applications. In this project, we studied several reconfigurable antenna approaches that combine the new technology of MEMS with the new concept of artificial electromagnetic materials and surfaces (metamaterials and metasurfaces) for realisation of millimetre wave phase shifters and beam-steering devices. MEMS technology allows to miniaturise electronic components, reduce their cost in batch production, and effectively compete with semiconductor and ferroelectric based technologies in terms of losses at millimetre wavelengths. Novel tuneable materials and components proposed in this project perform as smart beam steering devices. Fabricated with MEMS technology in batch and on a single chip, proposed tuneable devices allow substituting of larger and more complex sub-system of, e.g., a radar sensor. This substitution provides a dramatic cost reduction on a system level.
|
|
| 3. |
- Alatalo, Tarja, 1961-, et al.
(author)
-
Characteristics of Teacher Competence : Trends over Time and Between Student Groups in the Swedish Compulsory School
- 2018
-
Conference paper (peer-reviewed)abstract
- BackgroundAchievement differences across schools have increased in Sweden during the past two decades, at the same time as average achievement levels have declined, for example in mathematics (Holmlund et al., 2014; SOU 2014:05) and reading (Skolverket, 2013). These negative trends may be related to schools’ demographic, organizational and resource prerequisites. The organizational basis for the Swedish compulsory school has undergone significant changes since the late 1980s, with free school choice, an increasing number of private schools and a larger autonomy for school leaders. The increased school segregation with respect to migration background since the implementation of these reforms (Yang Hansen & Gustafsson, 2016), could possibly be caused by the continuing decline in inclusion of migrant students and a related educational inequality in instructional quality and teacher competence. Inclusion is defined as a structure of organizing integration according to particular rules and regulations.The results of research on effects of teacher competence are, however, somewhat fragmented and unclear, at least with respect to effects on different student groups. This can partly be explained by uncertainties in the determination of crucial teacher characteristics. Making comparisons between for example authorized and unauthorized teachers has been shown to be problematic. There is vast research in this field which is characterized by severe methodological problems, e.g. with respect to drawing causal conclusions from cross-sectional observational data. For example, no correlation between student achievement and various resource factors has been found in some studies (e.g. Hanushek, 1997), whereas others found a positive correlation (e.g. Greenwald, Hedges & Laine, 1996).A teacher effect on student achievement is, however, well manifested (e.g., Gustafsson, 2003; Gustafsson & Myrberg, 2002; Johansson, Myrberg, & Rosén, 2015; Nye, Konstantopoulus, & Hedges, 2004; Rockoff, 2004), and the results also suggest that lower achieving students, as for example immigrants, are the more likely to benefit from increases in teacher effectiveness (e.g., Sanders, 1998). Teacher quality is, furthermore, one of the resource factors that explains most of the increase in performance differences between schools in Sweden (Björklund, Fredriksson, Gustafsson, & Öckert, 2010, Ch 7; Gustafsson & Myrberg, 2002). The general reduction in teacher quality in Sweden the last decades (SOU 2014:05), and the decreased equality of allocation of teacher competence between schools (Hansson & Gustafsson, 2016; OECD, 2013), supports these results. However, the variation between student outcomes that different teachers are achieving (Hanushek, 2003) needs to be further problematized and discussed. Teacher knowledge and skills, teacher training and teaching experience are examples of characteristics highlighted in different meta-studies (e.g., Greenwald, Hedges & Laine, 1996), that should be subject of such an investigation.This study intends to develop a precise and differentiated description of teacher quality for use in future analyses of relations between teacher competence and educational results, with focus on interactions with student composition of schools due to students’ socio-economic and migration backgrounds. The description is among other factors focusing on teacher’s basic knowledge, subject-related and pedagogical training, and type of teacher training program. One aim is to investigate the variation over time in access to qualified teachers and the variation in teacher qualifications between schools. In further analyses, the significance of the teacher characteristics for literacy and mathematics in grades 1 to 6 will be focused.Overall, the project, which this study is a part of, is expected to generate insights about essential conditions for effective and equitable teaching in Swedish and mathematics in primary school, and about distributions of teacher competence across schools with different student composition.
|
|
| 4. |
- Altenbernd, Peter, et al.
(author)
-
Automatic Generation of Timing Models for Timing Analysis of High-Level Code
- 2011
-
In: 19th International Conference on Real-Time and Network Systems (RTNS2011).
-
Conference paper (peer-reviewed)abstract
- Traditional timing analysis is applied only in the late stages of embedded system software development, when the hardware is available and the code is compiled and linked. However, preliminary timing estimates are often needed already in early stages of system development, both for hard and soft real-time systems. If the hardware is not yet fully accessible, or the code is not yet ready to compile or link, then the timing estimation must be done for the source code rather than for the binary. This paper describes how source-level timing models can be derived automatically for given combinations of hardware architecture and compiler. The models are identified from measured execution times for a set of synthetic "training programs" compiled for the hardware platform in question. The models can be used to derive source-level WCET estimates, as well as for estimating the execution times for single program runs. Our experiments indicate that the models can predict the execution times of the final, compiled code with a deviation up to 20%.
|
|
| 5. |
- Andersson, Lena, 1965, et al.
(author)
-
The Association of IQ Scores and School Achievement With Suicide in a 40-year Follow-Up of a Swedish Cohort
- 2008
-
In: 10th International Congress of Behavioural Medicine, Drawing from traditional sources and basic research to improve health of individuals, communities and populations, August 27-30, 2008 Tokyo, Japan.
-
Conference paper (other academic/artistic)abstract
- In this study we have used longitudinal Swedish data with a follow up period of 40 years and included data on both men and women. By using the Swedish personal identification number, educational data (IQ- and school tests) were linked with the National Cause of Death Register, identifying all suicides in the cohorts up to 31st December 2003 and linkage was also made with the National Inpatient Register.Data on childhood socioeconomic status was also included. Our analysis identified gender differences and four broad patterns of associations between tests of intelligence and school performance at age 13 and later suicide risk. Early detection and appropriate interventions amongst children with low cognitive ability may be important in order to prevent future psychiatric disorders and suicide risk. Strategies for better cognitive function implemented in childhood and adolescence may contribute to improved adult health. Increased knowledge of mental health status and suicide risk among high performing females also needs further elucidation.
|
|
| 6. |
- Angervall, Petra, 1970, et al.
(author)
-
Becoming an academic researcher : The productive body of academia
- 2013
-
In: ECER Conference program: Creativity and Innovation in Educational Research.
-
Conference paper (other academic/artistic)abstract
- What subjectivities are allowed in Academia? As others, we argue that the neo-liberal restructuring process of higher education has given certain discourses and subjectivities legitimacy. We analyze how this process has affected the conditions of making subjectivities, e.g. becoming different, how academics move and try to be productive. From our point of view nomadology (Braidotti, 1994, 2002 a, Deleuze & Guattari, 2004) may be an interesting teoretical departure in order to analyse how junior researcher in academia, in the field of education, negotiate subject positions, make choices and shape their academic career. We argue that career is a process of transit, where researchers move, from place to place, in order to become a researcher. We work in line with Deleuze & Guattari (2004; Colebrook, 2010) and Braidotti (1994, 2002) concept of nomadology, which offers a way to analyze and understand how young researchers negotiate subject positions and shape their academic career. However, we do not use nomadology in a rigorous way, but as Rajchman (2000) describes as a map of connection. A connection with other possibilities: ... making visible problems for which there exists no program, no plan, no "collective agency (Rajchman, 2000, p.8). Rajchman (2000) points out the importance of not individualize the individual and instead try to look beyond the taken for granted social representation, that emerges from the informants' stories. The reserachers in this study are seen as: ... the tellers of experience, but every time telling is constrained, partial, and Determined by the discourses and histories That prefigure, even as They Might promise, representation (Britzman, 1995, p 232). Our "nomadic toolbox" therefore consists of the concepts of desire and becoming, nomadic subject position, the minority in becoming and deterritorialization. The empirical study was carried out at two large (research-based) and two small regional (poly-techs, non-doctoral) universities in Sweden. At these universities, institutions (5-8) as well as research units, embedded in educational sciences, have been analysed by means of interviews of 70 early career academics. In this article, we present a selection of these narratives (12 researchers) using pseudonyms. The in-depth interviews (Alvesson, 2011) varied between 50 and 100 minutes. The interviews concern how individual academics, describe their experiences of the positioning process, the conditions and the consequences, the sacrifices, choices and rewards. Discourse analysis is used to analyse how discourses and material conditions intersect in the construction of a nomadic subject positions (Braidotti, 1994, 2002 b). The results are presented by using metaphors illustrating one specific subject position, the nomad position of academia. The results, so far in progress, illustrate how these nomads move in spaces of transition, searching for legitimacy and power. Their bodily differences seem to give them various resources in order to become aware, conscious and safe. They express being un-recognized, left outside and not appreciated. Therefore, some distance themselves from learning the code of majority, describe how they feel caught in spaces in-between unable to become satisfied. However, some of them also give example of how e.g. intellectual freedom as a political standpoint, can compensate for the loss of a physical “home”, or even create other spaces of stability and satisfaction.
|
|
| 7. |
- Angervall, Petra, et al.
(author)
-
Gendered networks in academia
- 2011
-
Conference paper (peer-reviewed)abstract
- This paper takes as a starting point the complexities and proposed changes of contemporary power relations within academia recognised throughout the Western world. For example, it is said that ‘traditional’ gender relations are losing ground as growing numbers of women position themselves in e.g. educational research (Murray & Maguire, 2007; Arnesen et al., 2008; HSV, 2008). However, the pattern is still that men occupy more senior positions (Ducklin & Ozga, 200; Kurtz-Costes et al., 2006; Silander, 2010). Notwithstanding, institutions are influenced by a growing performative discourse, which might affect the dominating power and gender relations in research work (Acker, 2008). Our paper presents preliminary findings from a Swedish research project, Gender and career in academia, the main aim of which is to develop knowledge about gender and other power relations within universities. Six academic institutions were selected to present a variety of departments of education/educational sciences according to location, size, major orientation, traditions, and externally funded research. We also interviewed approximately 120 doctoral students and junior researches, in order to map structures, positions and relations within research groups, and in doctoral programmes (Smith, 2005). Theoretically, we draw on Ball’s (2008, 2009), Rhodes’ (1997) and Newman’s (2001) ideas of governance and networks in institutional contexts. It is argued that academic institutions, departments and milieus vary with regard to social and economic capital (Bourdieu, 1986; Field, 2009; Lin, 2002), used as resources for power. These resources promote certain networks and groups before others, they condition scientific interests, and how positions are given and ordered, i.e. they enable different careers. We further agree with Connell (1996, 2002) and others who underline that gender can be performed differently depending on contexts, i.e. the power and gender regimes do not automatically follow the prevalent gender order. In this paper we focus on one of the six selected academic institutions. The aim is to show how individual and collective resources are provided and used from a power and gender perspective. A preliminary analysis shows that subject discipline, research traditions and external funding influence junior researchers’ possibilities to access horizontal and vertical networks and other career productive resources. Also, former supervisors are found to act as gatekeepers to networks and capital which condition career paths. Notions of gender and other social categories impact on junior researchers’ possibilities to be seen as ‘promising’ researchers with potentials to make a successful career. The analysis also illustrates how positions in the horizontal institutional network tend to affect positions provided by the vertical network. Resources (social, economic) used and provided in the horizontal network are often needed in order for the researcher to be admitted into the vertical network. Further, aspects of trust play an important role in the process, where institutional networks and different positions are established. We also argue that many vertical networks promote performativity and thereby exclude those (often women) lacking legitimacy and certain resources for power.
|
|
| 8. |
- Angervall, Petra, 1970, et al.
(author)
-
Gendered Networks. On Social Capital in Academia
- 2011
-
In: ECER konferens 13-16/9. Berlin, Tyskland.
-
Conference paper (peer-reviewed)abstract
- This paper takes as a starting point the complexities and proposed changes of contemporary power relations within academia recognised throughout the Western world. For example, it is said that ‘traditional’ gender relations are losing ground as growing numbers of women position themselves in e.g. educational research (Murray & Maguire, 2007; Arnesen et al., 2008; HSV, 2008). However, the pattern is still that men occupy more senior positions (Ducklin & Ozga, 200; Kurtz-Costes et al., 2006; Silander, 2010). Notwithstanding, institutions are influenced by a growing performative discourse, which might affect the dominating power and gender relations in research work (Acker, 2008). Our paper presents preliminary findings from a Swedish research project, Gender and career in academia, the main aim of which is to develop knowledge about gender and other power relations within universities. Six academic institutions were selected to present a variety of departments of education/educational sciences according to location, size, major orientation, traditions, and externally funded research. We also interviewed approximately 120 doctoral students and junior researches, in order to map structures, positions and relations within research groups, and in doctoral programmes (Smith, 2005). Theoretically, we draw on Ball’s (2008, 2009), Rhodes’ (1997) and Newman’s (2001) ideas of governance and networks in institutional contexts. It is argued that academic institutions, departments and milieus vary with regard to social and economic capital (Bourdieu, 1986; Field, 2009; Lin, 2002), used as resources for power. These resources promote certain networks and groups before others, they condition scientific interests, and how positions are given and ordered, i.e. they enable different careers. We further agree with Connell (1996, 2002) and others who underline that gender can be performed differently depending on contexts, i.e. the power and gender regimes do not automatically follow the prevalent gender order. In this paper we focus on one of the six selected academic institutions. The aim is to show how individual and collective resources are provided and used from a power and gender perspective. A preliminary analysis shows that subject discipline, research traditions and external funding influence junior researchers’ possibilities to access horizontal and vertical networks and other career productive resources. Also, former supervisors are found to act as gatekeepers to networks and capital which condition career paths. Notions of gender and other social categories impact on junior researchers’ possibilities to be seen as ‘promising’ researchers with potentials to make a successful career. The analysis also illustrates how positions in the horizontal institutional network tend to affect positions provided by the vertical network. Resources (social, economic) used and provided in the horizontal network are often needed in order for the researcher to be admitted into the vertical network. Further, aspects of trust play an important role in the process, where institutional networks and different positions are established. We also argue that many vertical networks promote performativity and thereby exclude those (often women) lacking legitimacy and certain resources for power.
|
|
| 9. |
|
|
| 10. |
|
|
