| 1. |
- Olofsson, Kristina, 1986-
(författare)
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Thiol-Ene CHemistry and Dopa-Functional Materials towards Biomedical Applications
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Thiol-ene chemistry is versatile and efficient and can be used as a powerful tool in polymer synthesis. In this thesis, the concept of thiol-ene chemistry has been central, where it has been explored as a tool for the synthesis of well-defined hydrogels and dopa-functional materials towards biomedical applications; such as hydrogels, primers for adhesive fixation of bone fractures, self-healing gels, and micelles for drug-delivery.Using thiol-ene chemistry, well-defined hydrogels were realized in order to study how the structure influences properties such as swelling, stiffness and hydrolytic degradation. It was found that all these characteristics are related to each other, as a more loosely crosslinked hydrogel experiences higher swelling, lower stiffness and higher degradation rates.Dopa-functional materials have gained a lot of interest throughout the years due to the remarkable adhesive properties they possess in wet environments. In the pursuit of new primers towards thiol-ene functional crosslinked bone adhesives, compounds with dopa moieties were proposed. Primers derived from dopamine were found to enhance the adhesion towards bone, and it was concluded that addition of NaOH was essential to achieve good adhesion. The strongest adhesion was achieved when thiol and ene-functional primers were used in combination. Most synthetic routes to dopa-functional polymers involve several protection and deprotection steps and a more simplistic synthetic route is therefore desired. The possibility of using UV-initiated thiol-ene chemistry to produce dopa-functional polymers was therefore investigated. The resulting polymers were shown to exhibit self-healing properties upon complexation with Fe3+ ions.Finally, the developed synthetic route was used to produce dopa and allyl-functional triblock-co-polymers. These triblock-co-polymers were then used to form micelles and evaluated as drug-delivery vehicles for the cancer-drug doxorubicin. The micelles were found to have high drug-loading capacities and slow release profiles and showed promising results when evaluated against breast-cancer cells.
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| 2. |
- Håkansson Lindqvist, Marcia, 1962-
(författare)
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Conditions for Technology Enhanced Learning and Educational Change : a case study of a 1:1 initiative
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The uptake and use of digital technologies continues to increase in schools throughout the world. In many schools the uptake and use of digital technologies takes place in One-to-One (1:1) initiatives in which teachers and students have their own laptops. In this thesis the uptake and use of digital technologies is studied from the student, teacher and school leader perspectives in order to through this gain knowledge regarding the conditions for Technology Enhanced Learning (TEL) and educational change in K-12 schools. In the Unos Umeå research project the uptake and use of digital technologies in two schools, an upper secondary school and a compulsory school, was studied. A research design involving a case study approach (Yin, 2003, 2009) was used to study a 1:1 initiative. The methods of data collection were surveys, interviews and classroom observations. To explore, identify and describe conditions for TEL and educational change the data collected were used to map the initial expectations regarding the uptake and use of digital technologies from the start of the initiative as well as to follow the development of teaching and learning activities related to the uptake and use of digital technologies in the 1:1 classroom over a period of two years. The Ecology of Resources Model (Luckin, 2010) was used as a theoretical framework including the use of the concept of filters. Regarding the conditions for TEL, the results show that the uptake and use of digital technologies provides possibilities for new forms of teaching and learning in the 1:1 classroom. Students reported increased motivation, engagement and variation in schoolwork. Teachers described new forms of teaching as well as possibilities for collaboration, sharing of materials and continued professional development. For school leaders possibilities were found in collaboration, administrative support and follow-up of students and teachers, creating a unified vision of the work with digital technologies, and collaboration and sharing within the schools as an ecology of resources. The challenges seen from the student, teacher and school leader perspectives were related to use, technical support and optionality. If the possibilities are to be achieved, there is a need for continued professional development for teachers and school leaders. Further, clear directives through policy will be of importance. In the short term, the practical implications of the uptake and use of digital technologies, specifically in 1:1 initiatives, seem to be strongly connected to sustainability in schools. In the long term, if sustainable conditions for TEL and educational change in the 1:1 classroom can be created and upheld, the practical implications may for example be teachers’ improved skills to integrate a thought-through student use of laptops in their teaching practices and an increase in equality of digital competence between students, between schools and between classrooms in the same school.
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| 3. |
- Liljeström, Monica, 1965-
(författare)
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Learning text talk online : Collaborative learning in asynchronous text based discussion forums
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The desire to translate constructivist and sociocultural approaches to learning in specific learning activities is evident in most forms of training at current, not least in online education. Teachers worldwide are struggling with questions of how to create conditions in this fairly new realm of education for learners to contribute to the development of a good quality in their own and others' learning. Collaboration in forms of text talk in asynchronous, text based forums (ADF) is often used so students can participate at the location and time that suits them best given the other aspects of their life situation. But previous research show how collaboration in forms of text talk do not always evolve in expected quality, and how participation sometimes can be so low that no discussions at all take place. Perhaps it is time to move on and make use of the variety of user-friendly audio-visible technologies that offers conditions for collaboration similar to those in the physical environment? Is there any point to use ADF for collaboration, beyond the flexible opportunity for participation it allows? If so, why, how and under what conditions are it worthwhile to use ADF for tasks meant to be worked collaboratively on? These questions were the starting point of the studies in this thesis that was researched through two case studies involving different techniques and data samples of various natures, with the aim to understand more about collaborative text talk. The research approach differs from the vast majority of studies in the research field of Computer Supported Collaborative Learning (CSCL) where many studies currently are conducted by analysis of quantifiable data. The first case study was conducted in the context of non-formal learning in Swedish Liberal Adult Education online, and the second in the context of higher education online in Sweden. The studies in the thesis were made on basis of socio-cultural theory and empirical studies. Empirical data was collected from questionnaires, interviews and texts created by students participating in tasks that they jointly resolved through text talk. Some results were brought back to the students for further explanation of the results. Findings from data analysis were triangulated with other results and with sociocultural theory. The results indicate that students can create knowledge relevant to their studies through text talk, but can feel restrained or dismiss the activity as irrelevant if important conditions are lacking. Collaboration through text talk makes individual resources accessible in a specific place where it can be observed and its validity for the purpose of the task evaluated by others. Students with good insight in what they are supposed to accomplish seem be able to consult relevant guidance for this evaluation, from teachers, textbooks, scientific articles and other valid experiences important to their studies, and thereby contribute to learning of the quality they studies are meant to produce. Text talk also increases teachers’ possibilities to identify what the guidance the study group needs when evaluating the gathered resources and through their own active participation provide support in the students “zone of proximal development”. Contributions offered to the CSCL research field is the identifications of important mechanisms related to learning collaboratively through text talk, and the use of case study methodology as inspiration for others to try also these kinds of strategies to capture online learning.
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| 4. |
- Styf, Maria, 1974-
(författare)
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Pedagogisk ledning för en pedagogisk verksamhet? : Om den kommunala förskolans ledningsstruktur
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is a total coverage survey of the municipal preschool management structure. In the late 90's the preschool in Sweden became the first step in the overall educational system. It became a pedagogical activity similar to school with respect to form and content. Although the focus was on education, political voices reclaimed the unique nature of preschool i.e. educare. It became a preschool in transition between its own tradition and modernization. The idea is that the educational management structure should support a pedagogical leadership that directs the pedagogical activity towards preschool objectives. The local authority sets the structure for management in pre-school; a municipality that in itself is an institution with its own goals and objectives. These objectives can place the municipalities in the cross pressure between their own objectives and the ones for preschool. The question in this respect is; How is the management structure formed and why? Is it a structure formed with the intention of creating educational management for the local preschool or are there other factors that guide the design? A framework based on the historical background of the preschools and theoretical terms such as steering, leading, management, pedagogical leadership, educational activity, etc. was constructed. Results are based on an online questionnaire survey. 180 municipalities out of 290 answered the questionnaire, which gives a response rate at 62 %. The response rate is evenly distributed across municipal categories, categories that the municipalities were aggregated into, formed by The Swedish Association of Local Authorities and Regions. The categories were handled as survey units, to support a part of the analysis and to allow a comparison between the municipalities by municipality size, both demographic and geographic. The material was analysed using the SPSS statistical program and compiled and reported with descriptive statistics. Descriptive statistics were used to demonstrate the material's characteristics and the central tendency. The results show that the municipalities’ structure of management is varied. Different municipal categories do not change this varied picture of the management landscape significantly. Although the management structure varies regarding how many levels with formal titles and which positions and functions they should have, there is a consistency in which title that the formal leader for the preschool have. The municipalities primarily utilisea principalship with mixed responsibility for both preschool and school. In light of these results, do municipalities mould a structure for the educational management for the pedagogical activities in preschool? Yes and no: the municipalities do not form a structure for preschool alone. Results show that the municipalities' main purpose is not to create a line of management specifically for the preschool. The municipalities form a management structure for educational purposes dealing with an educational activity from preschool to elementary school. The new Education Act (2010:800), is a step toward distinguishing preschool leadership from school leadership and turns the leadership of preschools into a title solely for the position and function of preschool educational activities.
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| 5. |
- Wilhelmsson, Anna-Britta
(författare)
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Everyday life experiences among relatives of persons with mental disabilities
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis, which consists of two articles and a policy analysis of the document SOU (Swedish Government Official Report), laying the ground for psychiatric reform, deals with everyday life experiences among 18 close relatives of persons with mental disabilities. This study was conducted among relatives of people with mental illness within a health care district in Northern Sweden. Relatives living in the community were recruited through advertisements in daily newspapers. The criterion for participation in the study was that the interviewees should be close relatives of persons with mental illness. This is an explorative, descriptive study using inductive qualitative content analysis of individual interviews with relatives of people with mental disabilities. The interviews focused on experiences of communicating with persons with mental disabilities in daily life situations. Articles I and II were analysed by means of qualitative content analysis. In order to deepen the understanding of the relatives’ situation and the consequences of the psychiatry reform, I put the relatives’ statements in a concluding dialogue in dialogue with an analysis of the policy documents that form the basis of the psychiatry reform. The overall aim was to illuminate and understand what the reform of psychiatric care in Sweden has meant for Swedish relatives of persons with mental disabilities in the light of the content of the Swedish psychiatry reform and its policy documents. Mental disability is one of the most serious health problems facing Europe today. For example, statistics reveal that between 20 and 40 percent of the Swedish population suffer from some forms of mental disease, ranging from grave psychoses to less serious anxiety and fear. The reform of psychiatric care in Sweden has passed much of the rehabilitation and daily care of these people on to their families. The results indicate that they feel guilty about not providing enough support for their relatives, whom they perceive to be in a vulnerable position. Family members wanted to be supportive, but felt that they also needed support in the form of better information, consistency throughout the various levels of care, and professional therapy for themselves as well. The result of this study shows that children of parents with mental disabilities want assistance, opportunities for participation in care, and information about their parents’ illness. Relatives feel that they need a kinder reception from the health care system, which should take better care of the whole family. All relatives could relate positive experiences, through open dialogue and relevant information gained from the staff in the hospital, related to timely care and support from care personnel The result indicates that the reform of psychiatric care in Sweden has put the light on the relatives, but for the relatives there is still no consensus among the different care providers, county municipal, and national social services who are involved in treatment.
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| 6. |
- Alemani, Mattia, et al.
(författare)
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Scaling effects of measuring disc brake airborne particulate matter emissions – A comparison of a pin-on-disc tribometer and an inertia dynamometer bench under dragging conditions
- 2018
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Ingår i: Proceedings of the Institution of mechanical engineers. Part J, journal of engineering tribology. - : Sage Publications. - 1350-6501 .- 2041-305X. ; 232:12, s. 1538-1547
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Tidskriftsartikel (refereegranskat)abstract
- An important contributor to non-exhaust emissions in urban areas is airborne particulate matter originating from brake systems. A well-established way to test such systems in industry is to use inertia dynamometer benches; although they are quite expensive to run. Pin-on-disc tribometers, on the other hand, are relatively cheap to run, but simplify the real system. The literature indicates promising correlations between these two test stands with regard to measured airborne number distribution. Recent studies also show a strong dependency between the airborne number concentration and the disc temperature. However, a direct comparison that also takes into account temperature effects is missing. The aim of this paper is, therefore, to investigate how the transition temperature is affected by the different test scales, under dragging conditions, and the effects on total concentration and size distribution. New and used low-steel pins/pads were tested against cast iron discs/rotors on both the aforementioned test stands, appositely designed for particulate emission studies. A constant normal load and constant rotational velocity were imposed in both test stands. Results show that a transition temperature can always be identified. However, it is influenced by the test scale and the frictional pair status. Nevertheless, emissions are assessed similarly when an equivalent frictional pair status is analysed (e.g. run-in). Further investigations for fully run-in samples on the pin-on-disc should be performed in order to finally assess the possibility of using the tribometers for the initial assessment of different friction materials.
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| 7. |
- Björkman, Conny, 1950-
(författare)
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Internal capacities for school improvement : Principals' views in Swedish secondary schools
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis was to describe and analyse principals´ views of collaboration forms, staff development and leadership, as critical internal capacities for school improvement, in five more successful and four less successful Swedish secondary schools, and compare the qualitative similarities and/or differences in the principals´ views at the level of schools. A successful school is understood to be a school where pupils accomplish both the academic objectives and the social/civic objectives in the National Curriculum. The empirical materials used were collected through semi-structured interviews with the principals and deputy principals, and through general school observations in the nine schools. The perspective of principals´ views was used as the unit for analysis, in order to reflect the principals´ way of thinking about the internal capacities, as principals´ views were expected to be an important indication of how principals act and interact with teachers in their specific context. To create such a model for analysis meant creating views, generated from empirical text, that deepened the understanding of the meaning of collaboration forms, staff development, and leadership, as critical internal capacities for school improvement. These views were then interpreted with the help of two theoretical concepts; structure and culture. The creation of the model made it possible to analyse and describe the school observations and the principals´ views of the three critical internal capacities, in the same usage. The question of what is decided helped to describe and understand the structure in a school, which in educational sociology is understood as the division of labour. The question of how the decisions are realised helped to describe and understand the culture in a school, the distribution of work. By using the theoretical concepts of structure and culture it was possible to unfold the power relations and the modes of control in the schools, regarding the three internal capacities for school improvement. One part of the result was the constructed view types for collaboration forms, staff development and leadership. It was possible to construct three qualitatively different view types: A principal distributed and team-based/involving view type, a principal distributed and teacher-based/traditional view type, and a politically distributed and principal-based view type. The last view type only appears in relation to staff development. When connecting the principals´ views of the three internal capacities in the different schools to the different view types, the results show that the ´team-based` view type dominates in all of the more successful schools, as well as in one of the less successful schools. In two of the less successful schools the ´team-based´ view type has become a vision for the principals to strive for in relation to the experienced reality of the ´teacher-based´ view type. The remaining less successful school is dominated by the ´teacher-based´ view type. Principals´ views of external collaboration forms, the connections with the world outside the school-house, are interesting, as all schools no matter the level of success, are ´teacher-based´.
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| 8. |
- Gåård, Anders, 1977-
(författare)
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Wear mechanisms in sheet metal forming : Effects of tool microstructure, adhesion and temperature
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The general trend in the car body manufacturing industry is towards low-series production and reduction of press lubricants and car weight. The limited use of lubricants, in combination with the introduction of high and ultrahigh-strength sheet materials, continuously increases the demands on the forming tools. The major cause for tool failure during the forming process is transfer and accumulation of sheet material on the tool surfaces, generally referred to as galling. The adhered material creates unstable frictional conditions and scratching of the tool/sheet interface. To provide the means of forming new generations of sheet materials, development of new tool materialswith improved galling resistance is required, which may include tailored microstructures introducing specific carbides and nitrides, coatings and improved surface finish. In the present work, the galling wear mechanisms in real forming operations have been studied and emulated at a laboratory scale by developing a test equipment. The wear mechanisms, identified in the real forming process, were distinguished into a sequence of events. At the initial stage, local adhesive wear of the sheets led to transfer of sheet material to the tool surfaces. Successive forming operations resulted in growth of the transfer layer with initiation of scratching of the sheets. Finally, scratching changed into severe adhesive wear, associated withgross macroscopic damage. The wear process was successfully repeated in the laboratory test equipment in sliding between several tool materials, ranging from cast iron and conventional ingot cast tool steels, to advanced powder metallurgy tool steel, sliding against medium and high-strength steel sheets. By use of the test equipment, selected tool materials were ranked regarding galling resistance. The controlling mechanism for galling in sheet metal forming is adhesion. The initial sheet material transfer was found to occur, preferably, to the metallic matrix of the tool steels. Hence, the carbides in the particular steels appeared less prone to adhesion as compared to the metallic matrix. Therefore, an improved galling resistance was observed for a tool steel comprising a high amount of small homogeneously distributed carbides offering a low-strength interface to the transferred sheet material.Further, atomic force microscopy showed that nanoscale adhesion was influenced by temperature, with increasing adhesion as temperature increases. A similar dependence was observed at the macroscale where increasing surface temperature led to initiation of severe adhesive wear. The results were in good agreement to the nano scale observations and temperature-induced high adhesion was suggested as a possible mechanism.
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| 9. |
- Hrastinski, Stefan, 1980-, et al.
(författare)
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Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education
- 2019
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Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-485X .- 2524-4868 .- 2662-5326. ; 1:2, s. 427-445
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Tidskriftsartikel (refereegranskat)abstract
- It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.
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| 10. |
- Håkansson Lindqvist, Marcia, et al.
(författare)
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Networked aspects of lifelong work-integrated learning : the BUFFL case
- 2022
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Ingår i: The Thirteenth International Conference on Networked Learning (NLC2022).
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Konferensbidrag (refereegranskat)abstract
- The increasingly digitalised and continuously changing working life needs a continuous lifelong professional development that preferably is networked and work-integrated. This this study builds upon university teachers' and course participants’ experiences from a technology enhanced project called BUFFL A pilot project that combines truly work-integrated learning with lifelong learning, in a strive to address the contemporary need for continuous professional development. The important aim in the BUFFL project is to develop a model for collaborative, flexible, and lifelong professional development. A new and interesting concept in the BUFFL project was to involve concept of Bringing Your Own Data for activities in course modules. The aim of this study is to describe and discuss the lifelong work-integrated learning in the BUFFL project from a networked learning perspective. Data were gathered from e-mail interviews with teachers, e-mail conversations between teachers, facilitators and course participants, and from course evaluations. Results from the data sources have been grouped into three main themes in an inductive thematic analysis. Findings show that in academia, in industry, and in the in between a potential is found in the form of collaborative learning. A networked collaboration that should involve the theories from academia, combined with real-world-problems in the workplace, to achieve a fruitful meeting between academia and the industry.
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