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| 2. |
- Engvall, Jan, et al.
(författare)
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Adenosine stress myocardial perfusion detected with CT compared with attenuation-corrected SPECT
- 2011
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Ingår i: EUROPEAN HEART JOURNAL SUPPLEMENTS. - : Oxford University Press. ; , s. A31-A31
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Konferensbidrag (refereegranskat)abstract
- Purpose: To asses adenosine stress myocardial perfusion by cardiac CT and compare with simultaneously performed attenuation corrected SPECT.Methods: 11 patients, 9 men and 2 women >2months post primary PCI, with manifest myocardial damage and remaining stenoses in the coronary circulation, were studied with myocardial perfusion CT under vasodilatory stress. The investigation started with a topogram followed by a testbolus of iodine whereafter the coronary artery study was performed in sequence mode. Adenosine was then infused for at least five minutes at the standard rate of 140ug/kg/min. After three minutes, 6 MBq/kg of 99mTc-tetrofosmin was injected immediately followed by 80ml iodine contrast. The wash-in of iodine was monitored by CT scanning of a 7cm long cardiac volume segment every other second for 22s. One hour after the CT scan, myocardial SPECT was performed. Scanning required the patients to tolerate breath holding for 22s, have a heart rate <80/min and body weight <85kg, and their kidney function should allow 140ml 370mg iodine contrast to be given.Results: All 11 patients tolerated the full adenosine infusion and scanning was successful. One patient could not be analyzed due to noisy images. In two patients, the limited scanning volume did not cover the entire base of the heart. Three patients had no defect on SPECT. Patients with a defect had on average myocardial blood flow 80ml/100ml tissue/min in the defect area and 142ml in the segments with the highest perfusion, while patients without defect had 98 and 141ml, respectively.Conclusion: Peak myocardial perfusion may be determined with CT under adenosine stress and compared with attenuation corrected SPECT. Initial experience shows that the method is sensitive to timing of bolus, to noisy images and results may diverge from those obtained with SPECT.
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| 3. |
- Fredriksson, Johan, et al.
(författare)
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Tighter Relaxations for Higher-Order Models based on Generalized Roof Duality
- 2012
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Ingår i: Lecture Notes in Computer Science (Computer Vision - ECCV 2012. Workshops and Demonstrations, Florence, Italy, October 7-13, 2012, Proceedings, Part III). - Berlin, Heidelberg : Springer Berlin Heidelberg. - 1611-3349 .- 0302-9743. - 9783642338854 - 9783642338847 ; 7585, s. 273-282
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Konferensbidrag (refereegranskat)abstract
- Many problems in computer vision can be turned into a large-scale boolean optimization problem, which is in general NP-hard. In this paper, we further develop one of the most successful approaches, namely roof duality, for approximately solving such problems for higher-order models. Two new methods that can be applied independently or in combination are investigated. The first one is based on constructing relaxations using generators of the submodular function cone. In the second method, it is shown that the roof dual bound can be applied in an iterated way in order to obtain a tighter relaxation. We also provide experimental results that demonstrate better performance with respect to the state-of-the-art, both in terms of improved bounds and the number of optimally assigned variables.
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| 4. |
- Gustavsson, Johan, 1974, et al.
(författare)
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High-speed 850-nm VCSELs for 40 Gb/s transmission
- 2010
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- We have explored the possibility to extend the data transmission rate for standard 850-nm GaAs-based VCSELs beyond the 10 Gbit/s limit of today's commercially available directly-modulated devices. By sophisticated tailoring of the design for high-speed performance we demonstrate that 10 Gb/s is far from the upper limit. For example, the thermal conductivity of the bottom mirror is improved by the use of binary compounds, and the electrical parasitics are kept at a minimum by incorporating a large diameter double layered oxide aperture in the design. We also show that the intrinsic high speed performance is significantly improved by replacing the traditional GaAs QWs with strained InGaAs QWs in the active region. The best overall performance is achieved for a device with a 9 μm diameter oxide aperture, having in a threshold current of 0.6 mA, a maximum output power of 9 mW, a thermal resistance of 1.9 °C/mW, and a differential resistance of 80 Ω. The measured 3dB bandwidth exceeds 20 GHz, and we experimentally demonstrate that the device is capable of error-free transmission (BER
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| 6. |
- Olsson, Lars E., 1971, et al.
(författare)
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Experimental tests of system of governmental subsidies for sustainable production.
- 2005
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Ingår i: Paper presented at the 7th Nordic Environmental Social Science (NESS) research conference, Göteborg University, Sweden.
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Konferensbidrag (refereegranskat)abstract
- A multi-trial duopoly price-setting game was used to investigate the potential ef-fectiveness of a governmental subsidy system to reduce sales and therefore pro-duction of environmentally harmful products. Two levels of a subsidy for unsold units were compared with a control condition without a subsidy. The results showed that the subsidies did not prevent competition but nevertheless led to the setting of higher prices that resulted in fewer sales. In the control condition a price war led to decreasing prices and increasing sales. The ways in which the proposed subsidy system may be implemented in the transport sector and other sectors are discussed. Specifically, it is proposed that the subsidy system may complement the newly introduced European Emission Trading Scheme
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| 7. |
- Olsson, Lars E., 1971, et al.
(författare)
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The dyadic subsidy game: Effects of uncertain and changing subsidies on price setting
- 2004
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Ingår i: Poster presented at the 28th international congress of psychology, Beijing, China..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In order to reduce sales (production) of environmentally harmful products we investigate the effects of subsidies that compensate producers for what they do not sell. A repeated duopoly price-setting game with imperfect price competition was devised. The results show that higher subsidies led to reduced sales and, as a consequence, higher price, and that uncertainty regarding the size of the subsidy did not change this. Furthermore, competition was not eroded by introducing the subsidy. The results also indicate that the theoretical framework of dyadic price negotiation is applicable to the dyadic subsidy game. We conclude that such a subsidy system may be used as a regulating mechanism in order to reduce sales (and thereby production) of environmentally harmful products or as a tool to restrain the overharvesting of finite resources
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| 8. |
- Sjödin, Martin, 1974-, et al.
(författare)
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Sustainable Batteries
- 2014
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Ingår i: NFM conference, Prague 16-18th June 2014..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Stenmark, Petter, et al.
(författare)
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Ständiga förbättringar i högre utbildning : En modell för systematisk kursutveckling
- 2018
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Konferensbidrag (populärvet., debatt m.m.)abstract
- Utmaningarna för lärare i högre utbildning att fullgöra sitt pedagogiska uppdrag har uppmärksammats och debatterats i olika sammanhang den senaste tiden (e.g. SvD, 2018-01-21; DN, 2017-09-27). Enligt Högskoleverket (2009) har skillnaderna i förkunskaper bland studenter ökat och studentgrupperna blivit större. Brommesson et al. (2016) menar att den förändrade studentpopulationen innebär en utmaning för den enskilde läraren i konkreta undervisningssituationer. Därtill förändras samhällets kompetensbehov över tid och teknisk utveckling ger möjligheter att bedriva undervisning under andra former än tidigare. Kurser och utbildningar behöver därför utvecklas över tid, för att fortsätta vara aktuella och anpassade efter de behov och förutsättningar som finns. Vid utveckling av kurser och utbildningar krävs både pedagogiska idéer och en fungerande struktur som gör denna utveckling möjlig, där idéerna tas tillvara för att senare omsättas i praktiken. Det har vid ett pedagogiskt utvecklingsprojekt vid mittuniversitetet uppmärksammats några problem med nuvarande stöd: Resurser och information finns inte på ett ställe Kunskapsutbyte är begränsat Det finns inget systematiskt stöd Syfte med detta bidrag är att presentera, diskutera, och få feedback på, en modell för systematisk kursutveckling över tid, för att bemöta ovanstående problem. En modell för ständiga förbättringar presenteras, där pedagogisk utveckling och kursadministration samverkar för att på ett systematiskt sätt tillvarata idéer och lärdomar, och underlätta kunskapsutbyte. Visuellt består modellen av ett administrativt och ett pedagogiskt kurshjul som tillsammans ska täcka upp allt som behövs för att planera, genomföra och utveckla en kurs - från deadlines för administrativa moment till idéer om undervisningsformer och utvärdering. Idén är att man enkelt ska kunna klicka sig fram på en webbsida, till allt som är aktuellt/intressant i det stadie kursen befinner sig - planering, genomförande eller utvärdering och utveckling. Vi kommer att argumentera för att en fungerande kursutveckling underlättas av visuellt stöd och en tydlig arbetsgång. Målgrupp för den här presentationen är i huvudsak undervisande lärare som vill hitta vägar för att mer systematiskt arbeta med kursutveckling.
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| 10. |
- Stenmark, Petter, et al.
(författare)
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Towards organizational learning in higher education : Introducing a tool for course development
- 2022
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Konferensbidrag (refereegranskat)abstract
- Organizational learning, and how to become a learning organization, has been in focus for a long time in higher education (e.g. Senge, 2000; Bak, 2012; Ali, 2012). According to Garvin (1993) a learning organization is an organization skilled at creating, acquiring, and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights. Organizational learning is often associated with the organization as a learning unit, where individual learning is stored outside individuals, as an organizational memory, that is continuously updated and functions as a basis for conducting work tasks and further learning (Örtenblad, 2018). However, there are different interests related to organizational learning between different stakeholder groups in higher education. While University managers are likely to view organizational learning as a method to improve institutional effectiveness and efficiency, academics might associate organizational learning with opportunities to pursue new ideas and experiment with innovative practices (Dee and Leisyte, 2017).Several studies have pointed out that knowledge exchange is limited between boundaries when it comes to higher education (e.g. Dill, 1999; Trelevean et al., 2012). According to Dee and Leisyte (2017) barriers in the flow of organizational knowledge, that hinder individuals or groups to learn for the organization in its entirety, is one of the largest challenges of organizational learning in higher education institutions. Hence, to bridge barriers it is of importance to support knowledge exchange so that organizational learning can occur. In higher education a cross-disciplinary organizational learning can be supported by creating the best possible prerequisites for continuous educational exchange. To include the different perspectives of organizational learning when it comes to teaching and course development in higher education both skills related to educational exchange and skills related to effectiveness, such as an effective teacher-centered support for course administration, are required. This paper presents and discusses a tool that has been developed to support cross-sectional organizational learning related to course development in higher education. The tool is a result of a project carried out at Mid Sweden University between 2019 and 2021. The project team included university teachers from different fields, sharing a vision to improve current conditions for course development. The tool was aimed to provide information and inspiration about course development from the teacher's perspective, in a more systemized and simple manner.The project started out with a benchmarking study of Swedish universities to find out how course development in higher education can be supported. A survey was sent out to all teachers within Mid Sweden University to collect information about teachers' needs of support for course development. Presentations and workshops were conducted to get interactive feedback from teachers and study directors. Moreover was an implementation plan for the tool created.The tool, named “the Course Wheel”, was developed in EPI-server and presented on the staff’s webpage at Mid Sweden University. With focus both on educational exchange and course administration the tool may be used to support organizational learning related to inspiration (what is possible to do?) and course administration (what is to be done?).A pilot test was performed. The tool was open to try out for all teachers within the university for a period of three months. During the pilot test feedback and suggestions for improvements was collected. Results indicate that the tool could be used as a hands-on support for the teacher looking for inspiration in teaching or guidance in course administration. It may also simplify the introduction to new teachers in higher education, providing a system view of teaching and course development. Suggestions for improvement for future work is to include more interactivity and course-dependent information.
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