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1.
2.
  • Ahmadi, Fereshteh, 1958- (författare)
  • Culture, Religion and Spirituality in Coping The Example of Cancer Patients in Sweden
  • 2006
  • Bok (populärvet., debatt m.m.)abstract
    • Recent research has shown significant associations (negative and positive) between religious and spiritual factors and mental health. Much of this research, however, has been conducted in the US, where religion is an integrated part of most people’s lives. Other studies on religious and spiritually oriented coping conducted outside the US have also focused on religious people. Yet many are non-believers, and many believers do not consider themselves religious, i.e. religion is not an important part of their life. There are also societies in which the dominant culture and ways of thinking dismiss the role of religion in people’s lives. Research on religious coping rarely takes these people into consideration. Thus, the following questions arise: How are religion and spirituality involved in coping when non-believers or non-religious people face difficult events? How do culture and ways of thinking affect people’s choice of religious and spiritual coping methods? Proceeding from a cultural approach to coping and health, this book attempts to address these questions by looking at the coping strategies of Swedish cancer patients.
3.
  • Areskoug, Linn, 1977- (författare)
  • Den svenske mannens gränsland Manlighet, nation och modernitet i Sven Lidmans Silfverstååhlsvit
  • 2011
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • This thesis deals with the nationalistic imaginary in the novels of Sven Lidman, published 1910–1913. The novels hold forth a conservative point-of-view that embraces the bourgeois ideal of masculinity and the idea of the healthy, Swedish rural way of life as opposed to the destructive metropolis. This dualism is part of a dichotomy that structures the novels. It also entails continuity/fragmentation, the Swedish/the foreign, men/women, activity/ passivity as well as masculinity/femininity and unmanliness.In the Silfverstååhl-cycle the protagonists are young men of a noble, Swedish family. They progress from lost and introspective youths to grown men who are deeply concerned with and engaged in society. They are different representatives of the Swedish man – the farmer, the business man, the explorer and the clergy man. What unites them is how their “coming of age” develops, how through trial and struggle they become stronger and prove worthy of the manly role they finally take on. This is a major principle of the bourgeois masculinity that is also closely connected to the national identity of the men.There is also an ambiguity concerning modernity. Throughout the novels a critique of modern society is formulated, that acknowledges the modern age but simultaneously takes on a prudent attitude towards modern society. There is no going back for the Swedish nation; the modern times have to be confronted. The present is very important since it is the time for scrutiny. The handling of the modern era takes place in the developing processes of the young men, who have to be careful not to get trapped in the modern whirlpool that threatens to shatter the human being. The past, the familiar and the rural anchorage that the family relation entitles, is a defense against the destructive forces of modernity. But the past is not completely beneficial. Even though the past is of major importance to the national identity of the protagonists, they have to be very careful not to delve too much into the past because of the risk of paralysis and effeminization. In the nationalistic narrative the present encapsulates the past and the future. The Swedish man has to navigate in the borderland of modernity.
4.
  • Autonomy in education: theoretical and empirical approaches to a contested concept Special Issue of Nordic Journal on Studies on Educational Policy, NordSTEP
  • 2015
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt)abstract
    • Autonomy is a widely used concept in educationpolicy and practice. The etymology of the con-cept derives from the Greekautonomos‘havingits own laws’ (Oxford Dictionaries, 2015). As such, thedebates around the concept circulate around individuals’or groups’ ability and capacity to self-rule, and the gov-ernance and/or constraints, which limit such a capacity.However, autonomy has also been widely contestedin philosophy, and as suggested by Rawls (1980), forexample, the concept has been defined in a variety ofways. In educational research too, the concept has beendebated from varying viewpoints, as, for example, scholarsengaged in education history (Smaller, 2015), educationsociology and policy (Ball, 2006; Apple, 2002), legalissues (Berka, 2000) and pedagogy (Reinders, 2010; Little,1995) have all problematised and defined its meaning inrelation to education.When applied to educational practice, this nuanced andcomplex concept may indeed mean a variety of things.Take school-level autonomy as an example. Schools arecomplicated social systems in which multiple actorsoperate in different roles, and in which one’s scope ofaction may affect the decision-making capacity of that ofothers. The question of who in a school community maypossess autonomy (e.g. the teachers, the principals, or thelearners) has fundamental implications for the ways inwhich the school operates. Also, the matters over whichthe members of the school community enjoy autonomyhave important implications for what school autonomymeans in practice. If we consider teacher autonomy moreclosely, it becomes apparent that teacher autonomy isoften understood in terms of a dichotomous pairing ofconstraint vs. freedom (Wermke & Ho ̈stfa ̈lt, 2014). Itcould be argued that teacher autonomy isalwaysaboutconstraint, and drawing from Gewirtz’s and Cribb’s (2009)work, we suggest focussing on the ways in which auto-nomy is constrained, as well as the matters over whichautonomy is enjoyed and by whom. Therefore, teacherautonomy should be distinguished from other formsof autonomy, for example, school or local autonomy.Indeed, increased school autonomy, or local autonomy, aswitnessed, for example, in relation to theFriskolamove-ment in Sweden orAcademiesmovement in England, doesnot automatically grant to teachers an increased scopeof action (Kauko & Salokangas, 2015; Salokangas &Chapman, 2014; Wermke & Ho ̈stfa ̈lt, 2014).Moreover, the teacher autonomy debate has beeninfluenced by and reflects wider global education trendsand international comparisons. Indeed, autonomy hasbeen a central concept in education policy in Nordiccountries (Frostenson, 2012) as well as elsewhere (Caldwell,2008; Glatter, 2012). Recently, this could be seen, forexample, in relation to ‘PISA envy’, and the ways inwhich Finland’s consistent success in PISA has beenexplained, at least partly, through its highly educated andautonomous teaching workforce (Lopez, 2012; Stenla ̊s,2011). However, as the contributions in this issue high-light, international comparisons concerning teacher auto-nomy must remain sensitive to the national and localcontexts in which teachers operate, and consider whatautonomy actually means for teachers in those settings(Salokangas & Kauko, in press; Wermke, 2013).It is these complexities, inherent in the concept ofautonomy, as well as its practical applications, that thisedited collection was set to discuss and offer contribu-tions to varied discourses concerning this important,widely debated, and contested concept. The special issueis divided into two sections. The first section presentsthree invited essays that offer theoretical perspectives onautonomy. The first two, by Gerald Dworkin and EvertVedung, respectively, are not educationalper se, but offerimportant conceptual contributions to the discussion.The third essay by Magnus Frostenson discusses the multi-dimensionality of the concept with a focus on educationand teaching. The second section comprises empiricalstudies that discuss the concept of autonomy in differentnational and local contexts. The articles report on researchconducted in Norway (Christina Elde Mølstadt & SølviMausethagen), Germany (Martin Heinrich), Sweden(Sara Maria Sjo ̈din, Andreas Bergh, Ulf Lundstro ̈m)and England (Ruth McGinity).
5.
  • Bengtsson, Lars, et al. (författare)
  • Open to a select few? Matching partners and knowledge content for open innovation performance
  • 2015
  • Ingår i: Creativity and Innovation Management. - Wiley-Blackwell. - 0963-1690. ; 24:1, s. 72-86
  • Tidskriftsartikel (refereegranskat)abstract
    • The purpose of the paper is to illuminate the costs and benefits of crossing firm boundaries in inbound open innovation (OI) by determining the relationships among partner types, knowledge content and performance. The empirical part of the study is based on a survey of OI collaborations answered by R&D managers in 415 Italian, Finnish and Swedish firms. The results show that the depth of collaboration with different partners (academic/consultants, value chain partners, competitors and firms in other industries) is positively related to innovation performance, whereas the number of different partners and size have negative effects. The main result is that the knowledge content of the collaboration moderates the performance outcomes and the negative impact of having too many different kinds of partners. This illustrates how successful firms use selective collaboration strategies characterized by linking explorative and exploitative knowledge content to specific partners, to leverage the benefits and limit the costs of knowledge boundary crossing processes.
6.
  • Bengtsson, Olof (författare)
  • Design and Characterization of RF-Power LDMOS Transistors
  • 2008
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • In mobile communication new applications like wireless internet and mobile video have increased the demand of data-rates. Therefore, new more wideband systems are being implemented. Power amplifiers in the base-stations that simultaneously handle these wideband signals for many terminals (handhelds) need to be highly linear with a considerable band-width.In the past decade LDMOS has been the dominating technology for use in these RF-power amplifiers. In this work LDMOS transistors possible to fabricate in a normal CMOS process have been optimized and analyzed for RF-power applications. Their non-linear behavior has been explored using load-pull measurements. The mechanisms of the non-linear input capacitance have been analyzed using 2D TCAD simulations. The investigation shows that the input capacitance is a large contributor to phase distortion in the transistor.Computational load-pull TCAD methods have been developed for analysis of RF-power devices in high-efficiency operation. Methods have been developed for class-F with harmonic loading and for bias-modulation. Load-pull measurements with drain-bias modulation in a novel measurement setup have also been conducted. The investigation shows that the combination of computational load-pull of physical transistor structures and direct measurement evaluation with modified load-pull is a viable alternative for future design of RF-power devices. Simulations and measurements on the designed LDMOS shows a 10 to 15 % increase in drain efficiency in mid-power range both in simulations and measurements. The computational load-pull method has also been used to investigate the power capability of LDMOS transistors on SOI. This study indicates that either a low-resistivity or high-resistivity substrate should be used in manufacturing of RF-power LDMOS transistors on SOI to achieve optimum efficiency. Based on a proper substrate selection these devices exhibit a 10 % higher drain-efficiency mainly due to lower dissipated power in the devices.
7.
  • Bergsten, Eva, et al. (författare)
  • Psychosocial work factors and musculoskeletal pain a cross-sectional study among Swedish flight baggage handlers
  • 2015
  • Ingår i: BioMed Research International. - 2314-6133. ; 2015
  • Tidskriftsartikel (refereegranskat)abstract
    • Objective. Flight baggage handlers sort and load luggage to airplanes. This study aimed at investigating associations between psychosocial exposures and low back and shoulder musculoskeletal disorders (MSDs) among Swedish flight baggage handlers.Methods. A questionnaire addressing MSDs (Standardized Nordic Questionnaire) and psychosocial factors (Copenhagen Psychosocial Questionnaire, COPSOQ) was answered by 525 baggage handlers in six Swedish airports.Results. Low back (LBP) and shoulder pain (SP) was reported by 70% and 60%, respectively. Pain was reported to interfere with work (PIW) by 30% (low back) and 18% (shoulders), and intense pain (PINT) occurred in 34% and 28% of the population. Quality of leadership was the most dissatisfying psychosocial factor, while the most positive was social community at work. Low ratings in the combined domain Work organization and job content were significantly associated with PIW in both low back and shoulders (Adjusted Hazard Ratios 3.65 (95% CI 1.67-7.99) and 2.68 (1.09-6.61)) while lower ratings in the domain Interpersonal relations and leadership were associated with PIW LBP (HR 2.18 (1.06-4.49)) and PINT LBP and SP (HRs 1.95 (1.05-3.65) and 2.11 (1.08-4.12)).Conclusion. Severity of pain among flight baggage handlers was associated with psychosocial factors at work, suggesting that they may be a relevant target for intervention in this occupation.
8.
  • Boustedt, Jonas, 1965- (författare)
  • On the Road to a Software Profession Students’ Experiences of Concepts and Thresholds
  • 2010
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • Research has shown that there are gaps in knowledge between newly hired and experienced professionals and that some of these gaps are related to concepts, such as the concepts of object orientation. This problem, and the fact that most computer science majors want to work in the software industry, leads to questions regarding why these gaps exist and how students can be better prepared for their future careers. Against this background, this thesis addresses two theme-based perspectives that focus on students' views of concepts in Computer Science.The first theme-based perspective investigated the existence of potential Threshold Concepts in Computer Science. Such concepts should be troublesome, transformative, irreversible, and integrative. Qualitative methods have been mainly used and empirical data have been collected through semi-structured interviews, concept maps, and written stories. The results identified two Threshold Concepts, suggested several more, and then described the ways in which these concepts have transformed students.The second theme-based perspective took a phenomenographic approach to find the variation in how students understand concepts related to the software profession. Data were collected via semi-structured interviews. In one study the interviews were held in connection with role-playing where students took on the role of a newly hired programmer. The results show a variety of ways to experience the addressed phenomena in the student collective, ranging from superficial views that often have a practical nature to more sophisticated understandings that reflect a holistic approach, including a professional point of view.Educators can use the results to emphasize concepts that are important from students' perspectives. The phenomenographic outcome spaces can help teachers to reflect upon their own ways of seeing contrasted with student conceptions. I have indicated how variation theory can be applied to open more sophisticated ways of seeing, which in this context stresses the professional aspects to help students prepare for becoming professional software developers.
9.
  • Boustedt, Jonas (författare)
  • Students working with a large software system experiences and understandings
  • 2007
  • Licentiatavhandling (övrigt vetenskapligt)abstract
    • This monograph describes an empirical study with the overall aim of producing insights about how students experience the subject Computer Science and its learning environments, particularly programming and software engineering.The research takes a start in the students' world, from their perspective, using their stories, and hence, we have chosen a phenomenographic approach for our research. By interpreting the students' descriptions and experiences of various phenomena and situations, it is possible to gain knowledge about which different conceptions students can have and how teaching and the learning environment affect their understanding. In this study, we focus specifically on students' conceptions of aspects of object-oriented programming and their experiences of problem solving situations in connection with object-oriented system development.The questions posed enlighten and focus on the students' conceptions of both tangible and abstract concepts; the study investigates how students experienced a task concerning development in a specific software system, how they conceived the system itself, and how the students describe the system's plugin modules. Academic education in programming deals with abstract concepts, such as interfaces in the programming language Java. Hence, one of the questions in this study is how students describe that specific abstract concept, in a context where they are conducting a realistic software engineering task.The results show that there is a distinct variation of descriptions, spanning from a concrete to-do list, to a more advanced description where the interface plays a crucial role in order to produce dynamic and adaptive systems. The discussion interprets the results and suggests how we can use them in teaching to provide an extended and varied understanding, where the educational goal is to provide for and strengthen the conditions for students to be able to learn how to develop and understand advanced software.
10.
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