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- Svanberg, Sune, et al.
(författare)
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Applications of terawatt lasers
- 1994
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Ingår i: LASER SPECTROSCOPY - XITH INTERNATIONAL CONFERENCE. - : AIP. - 1551-7616 .- 0094-243X. - 1563962624 ; :290, s. 264-269
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Konferensbidrag (refereegranskat)
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| 3. |
- Andrén, Daniela, 1968-, et al.
(författare)
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New ways to measure well-being? : A first joint analysis of subjective and objective measures
- 2018
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Our study is, to our knowledge, the first joint analysis of subjective and objective measures of well-being. Using a rich longitudinal data from the mothers pregnancy until adulthood for a birth cohort of children who attended school in Örebro during the 1960s, we analyse in a first step how subjective (self-assessed) and objective (cortisol-based) measures of well-being are related to each other. In a second step, life-course models for these two measures are estimated and compared with each other. Despite the fact that our analysis is largely exploratory, our results suggest interesting possibilities to use objective measures to measure well-being, even though this may imply a greater degree of complexity.
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| 5. |
- Andrén, Daniela, 1968-, et al.
(författare)
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Subjective and physiological measures of well-being : an exploratory analysis using birth-cohort data
- 2017
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- We use a rich longitudinal data set following a cohort of Swedish women from age 10 to 49 to analyse the effects of birth and early-life conditions on adulthood outcomes. These latter include both well-being and the stress hormone cortisol. Employment and marital status are important adult determinants of well-being. Log family income and absence from school also predict adult well-being, although their importance falls when controlling for adult and birth characteristics. Among the birth characteristics, we find that high birth weight (>4.3kg) affects adult well-being. We predict the level of adult cortisol only poorly, and suggest that the relationship between life satisfaction and cortisol is non-monotonic: both high and low cortisol are negatively correlated with life satisfaction. The results from an OLS life satisfaction regression and a multinomial logit of high or low cortisol (as compared to medium) are more similar to each other.
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| 6. |
- Benckert, Sylvia, et al.
(författare)
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Diskutera fysik i grupp! : Utgå från kontextrika problem
- 2007
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Rapport (populärvet., debatt m.m.)abstract
- I denna bok berättar vi om våra erfarenheter från undervisning i form av gruppdiskussioner runt kontextrika (verklighetsanknutna) problem, vi ger tips på hur sådana problem kan konstrueras och vi delar med oss av exempel på kontextrika problem. Vi som skrivit denna bok har använt gruppdiskussioner runt kontextrika problem under några år i vår egen undervisning och vi tycker oss se att denna undervisning ofta fungerar bra. Vi har också deltagit i ett gemensamt forskningsprojekt med syftet att förstå hur användningen av gruppdiskussioner med kontextrika problem påverkar studenternas/elevernas förståelse av fysikaliska begrepp. Vi undersökte även hur problemen bör utformas för att intressera gymnasieeleverna. Resultaten från detta projekt utgör en bakgrund för boken.
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| 10. |
- Benckert, Sylvia, et al.
(författare)
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Learning Physics in Small-Group Discussions - Three Examples
- 2008
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Ingår i: Eurasia Journal of Mathematics, Science and Technology Education. - 1305-8223. ; 4:2, s. 121-134
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Tidskriftsartikel (refereegranskat)abstract
- This article reports on an investigation of students learning of physics during group discussions around context-rich problems in introductory physics courses at university level. We present the results from video recordings of student groups solving three different problems. We found that group discussions around physics problems can lead to stimulating and learning discussions of physics but we also observed situations when the discussions did not work well. Misunderstandings of physics concepts reported in the literature emerge in the discussions now and then but the students also detect new ‘problems’. In the discussions most misunderstandings and problems are treated and solved either by the students themselves or by the students together with the teacher. Factors that stimulate a good discussion are engaging problems and a teacher at hand to answer questions and to discuss with the students. Factors that prevent a fruitful discussion are too little knowledge of the actual physics among the students and bad functioning of the groups.
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