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- Azeem, Hafiz Abdul, et al.
(författare)
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Towards the isolation and estimation of elemental carbon in atmospheric aerosols using supercritical fluid extraction and thermo-optical analysis
- 2017
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Ingår i: Analytical and Bioanalytical Chemistry. - : Springer Science and Business Media LLC. - 1618-2642 .- 1618-2650. ; 409:17, s. 4293-4300
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Tidskriftsartikel (refereegranskat)abstract
- Air-starved combustion of biomass and fossil fuels releases aerosols, including airborne carbonaceous particles, causing negative climatic and health effects. Radiocarbon analysis of the elemental carbon (EC) fraction can help apportion sources of its emission, which is greatly constrained by the challenges in isolation of EC from organic compounds in atmospheric aerosols. The isolation of EC using thermo-optical analysis is however biased by the presence of interfering compounds that undergo pyrolysis during the analysis. EC is considered insoluble in all acidic, basic, and organic solvents. Based on the property of insolubility, a sample preparation method using supercritical CO2 and methanol as co-solvent was developed to remove interfering organic compounds. The efficiency of the method was studied by varying the density of supercritical carbon dioxide by means of temperature and pressure and by varying the methanol content. Supercritical CO2 with 10% methanol by volume at a temperature of 60 °C, a pressure of 350 bar and 20 min static mode extraction were found to be the most suitable conditions for the removal of 59 ± 3% organic carbon, including compounds responsible for pyrolysis with 78 ± 16% EC recovery. The results indicate that the method has potential for the estimation and isolation of EC from OC for subsequent analysis methods and source apportionment studies.
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- Björklund, Mattias, 1971-
(författare)
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Beyond Moral Teaching : Financial Literacy as Citizenship Education
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores what financial literacy is, what financial literacy becomes and what financial literacy could become within the context of a citizenship education such as the Swedish upper secondary subject of social studies. Financial literacy does not intuitively converge with social sciences which leaves social studies teachers to both teach and realise financial literacy. Thus, teachers become co-creators of financial literacy as a school subject. This thesis explores this process via two different studies resulting in four research articles. In the first study, semi-structured interviews – analysed through PCK – are used to explore the perceptions of Swedish social studies teachers in upper secondary school regarding financial literacy teaching and learning. The findings include differences between experienced and novice teachers regarding which content knowledge and pedagogical approaches they use. However, all teachers express difficulties fitting financial literacy into social studies, mainly due to a perception of financial literacy primarily being a private matter, along with the unclear relationship between financial and societal issues. The second study is designed as a financial literacy teaching intervention. Students’ views on a financial dilemma are analysed using citizenship conceptions and threshold concepts. The findings are used to discuss design principles for financial literacy teaching. Salient conclusions in the thesis include citizenship education being able to frame financial literacy and provide epistemic features which can make financial literacy more teachable and learnable. It is hoped that the results from this thesis can inform future financial literacy teaching design as well as policy discussion related to financial literacy teaching and learning contextualised with another subject, especially citizenship education.
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- Björklund, Mattias, 1971-, et al.
(författare)
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Financial Literacy as Citizenship Education – a viable prospect?
- 2020
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Ingår i: Journal of Social Science Education. - : Bielefeld University. - 1618-5293. ; 19:3, s. 4-20
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: This article aims to discuss what kind of teaching is required to enable students to critically review financial issues in a way that is in accordance with a broad citizenship education.Method: Content analysis where an assessment of students’ answers was compared and aligned with Westheimer & Kahne’s (2004) theory driven conceptions of citizenship.Findings: Findings demonstrate that students’ understandings correspond with the three conceptions and give important indications of what needs to be included in teaching in order to address financial issues as citizenship education.Implications: Focus in financial literacy education should be widened to include political and social aspects of the relation between households and the financial systems.
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- Björklund, Mattias, 1971-, et al.
(författare)
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Inviting students to independent judgement : Teaching financial literacy as citizenship education
- 2021
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Ingår i: Citizenship, Social and Economics Education. - : SAGE Publications. - 1478-8047 .- 2047-1734. ; 20:2, s. 103-121
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Tidskriftsartikel (refereegranskat)abstract
- Many financial literacy educational efforts mainly focus on teaching money management. However, money management alone do not address financial prerequisites concerning home ownership, savings or retirement planning since these issues are governed by agents outside households, namely the financial system and policy makers. This study examines students’ response to a financial literacy teaching that treats financial issues as controversial and contextually bounded to the financial and societal systems. Data consists of 36 students’ conversations during a financial literacy teaching intervention. Results show that students are capable of grasping and relating to financial concepts where association to the financial system and policy-making produce elaborate understanding. Furthermore, students that contest given financial concepts and system do not only present constructive alternate solutions for the future, but these students also seem to grasp current financial and societal systems in more advanced ways and thereby demonstrate a possible convergence between financial literacy and citizenship education.
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- Björklund, Mattias, 1971-, et al.
(författare)
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Privatekonomiundervisning som medborgarbildning – Är det möjligt?
- 2020
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Ingår i: Nordic Conference in Social Studies Didactics 2020, 30.3–1.4.2020 in Vaasa. - : Åbo Akademi University. ; , s. 21-22
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Konferensbidrag (refereegranskat)abstract
- Sedan 1990-talet har individens privatekonomiska ansvar ökat beträffande sparande till pension, försäkringar för sjukvård och lån för bostadsköp. Detta har förbundit individen med det finansiella systemet, men även ökat individens privatekonomiska utsatthet vilket samtidigt ställer nya och högre krav på privatekonomisk utbildning (Lucey & Bates, 2012).Detta hörsammades tidigt av OECD:s vars definition på privatekonomisk litteracitet med fokus på hushållskunskaper (OECD, 2016) däremot ansågs vara för snäv från forskarhåll (Davies, 2015). Detta hjälper inte individen att förstå de ekonomiska och finansiella systemen (Berti, 2016) utan reser frågor när privatekonomi ska undervisas och läras inom ramen för ett medborgarbildande ämne som samhällskunskap. I Sverige verkar dessutom samhällskunskapslärare uppfatta privatekonomiinslaget som kopplat till hushållskunskaper (Björklund, 2019), men samhällskunskapsämnet strävar, å andra sidan, mot en vidare uppfattning av medborgarbildning syftande till personligt deltagande i samhälleligt förändringsarbete (Sandahl, 2015) som överensstämmer med Westheimer & Kahnes (2004) medborgarkonceptioner.Denna studie utforskar relationen mellan privatekonomi och medborgarbildning och undersöker hur undervisning kan utformas för att elever ska kunna förändra sin uppfattning om privatekonomi från något givet och individuellt till något dynamiskt och samhälleligt.Undersökningen bestod av en förtestfråga där elever år 1 på gymnasiet fick svara på en fråga rörande presumtivt ansvar för en förändrad privatekonomisk situation. Resultaten pekar mot att elever uppvisar fyra kvalitativt skilda uppfattningar där tre av dessa typer av uppfattningar överensstämmer med Westheimer & Kahnes (2004) medborgarkonceptioner. För att utveckla elevers förståelse av privatekonomi mot en mer elaborerad medborgarbildning föreslår vi att det finansiella systemet ska diskuteras som en samhällsfunktion vilken kan förändras via demokratiska styrmedel.
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- Björklund, Mattias, 1971-, et al.
(författare)
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Teaching and learning financial literacy within social studies – a case study on how to realise curricular aims and ambitions
- 2023
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Ingår i: Journal of Curriculum Studies. - 0022-0272 .- 1366-5839. ; 55:3, s. 325-388
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Tidskriftsartikel (refereegranskat)abstract
- Most salient financial literacy frameworks and curricula mainly focus on teaching and learning of simple money management. However, the financial demands placed on individuals today include much more complicated matters, such as buying a home and saving for retirement. Furthermore, financial literacy gives rise to normative questions such as what responsibility should be placed on individuals. In educational terms, this creates an alignment problem where the hopes and expectations placed in financial literacy as mass-education is not met by desirable results. This article uses previous results and the construct of powerful knowledge to discuss how financial literacy education in upper secondary school can benefit from an incorporation into social studies, which is an existing school subject in many educational systems. Findings include that teachers can utilize their existing teaching competence to also teach financial literacy. However, to accomplish results, both curricula and syllabi must guide teachers to abandon the focus on money management to instead focus on teaching students concerning the financial, economic and political issues that affect personal finances, yet at the same time can be affected by democratic decisions. Implications for financial literacy teaching and learning are discussed using the concept Powerful Financial Literacy.
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| 9. |
- Björklund, Mattias, 1971-, et al.
(författare)
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Towards a Financial Literacy Teaching as Part of Citizenship Education
- 2020
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Ingår i: Paper Summary.
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Konferensbidrag (refereegranskat)abstract
- This paper departs from Westheimer & Kahne’s (2004) three citizen conceptions and investigates students understanding of an individual’s financial situation in terms of responsibilities, agency and societal change. In line with calls from previous research, it aims to discuss what kind of teaching is required to enable students to critically review financial issues in a way that is in accordance with a broad definition of citizenship. The data consist of 97 accounts collected in collaboration with teachers where students discuss who ‘should’ be responsible (cf. Davies & Lundholm, 2012). Findings demonstrate that students’ understandings correspond with the three conceptions and give important indications what needs to be included in teaching in order to address financial issues as citizenship education.
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- Carlshamre, Pär, et al.
(författare)
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An Industrial Survey of Requirements Interdependencies in Software Product Release Planning
- 2001
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Ingår i: In Proc. Fifth IEEE Int. Symposium on Requirements Engineering (RE'01). - : IEEE. - 0769511252 ; , s. 84-91
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Konferensbidrag (refereegranskat)abstract
- The task of finding an optimal selection of requirements for the next release of a software system is difficult as requirements may depend on each other in complex ways. The paper presents the results from an in-depth study of the interdependencies within 5 distinct sets of requirements, each including 20 high-priority requirements of 5 distinct products from 5 different companies. The results show that: (1) roughly 20% of the requirements are responsible for 75% of the interdependencies; (2) only a few requirements are singular; (3) customer-specific bespoke development tend to include more functionality- related dependencies whereas market-driven product development have an emphasis on value-related dependencies. Several strategies for reducing the effort needed for identifying and managing interdependencies are outlined. A technique for visualization of interdependencies with the aim of supporting release planning is also discussed. The complexity of requirements interdependency analysis is studied in relation to metrics of requirements coupling. Finally, a number of issues for further research are identified
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