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Sökning: WFRF:(Strano C)

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  • Cazzaniga, C., et al. (författare)
  • Light response of YAP:Ce and LaBr3:Ce scintillators to 4-30 MeV protons for applications to Telescope Proton Recoil neutron spectrometers
  • 2016
  • Ingår i: Nuclear Instruments and Methods in Physics Research Section A. - : Elsevier BV. - 0168-9002 .- 1872-9576. ; 820, s. 85-88
  • Tidskriftsartikel (refereegranskat)abstract
    • The light response of two thin inorganic scintillators based on YAP:Ce and LaBr3:Ce crystals has been measured with protons in the 4-8 MeV energy range at the Uppsala tandem accelerator and in the 826 MeV energy range at the Legnaro tandem accelerator. The crystals have been calibrated in situ with Cs-137 and Co-60 gamma-ray sources. The relative light yields of protons with respect to gammas have been measured and are here reported to be (96 +/- 2)% and (80 +/- 2)% for YAP:Ce and LaBr3:Ce, respectively. The results open up to the development of a Telescope Proton Recoil spectrometer based on either of the two crystals as alternative to a silicon based spectrometer for applications to high neutron fluxes.
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3.
  • Karna, E., et al. (författare)
  • A Multilevel Model of Older Adults' Appropriation of ICT and Acquisition of Digital Literacy
  • 2022
  • Ingår i: International Journal of Environmental Research and Public Health. - : MDPI AG. - 1661-7827 .- 1660-4601. ; 19:23
  • Tidskriftsartikel (refereegranskat)abstract
    • Digital literacy refers to a set of competencies related to the skilled use of computers and information technology. Low digital skills can be a barrier for older adults' full participation in a digital society, and COVID-19 has increased this risk of social exclusion. Older adults' digital inclusion is a complex process that consists of the interplay of structural and individual factors. The ACCESS project unwrapped the complexity of the process and developed an innovative, multilevel model that illustrates how societal, institutional, material and pedagogical aspects shape adults' appropriation of digital literacy. A holistic model describes factors contributing to older adults' digital literacy, acknowledging sociocultural contexts, environments, learning settings and instruction practices for learning digital literacy. Instead of seeing older adults' reasons for learning digital skills purely as individual choice, this model recognizes the interpersonal, institutional and societal aspects that implicitly or explicitly influence older adults' acquisition of digital literacy. The results offer a tool for stakeholders, the research community, companies, designers and other relevant stakeholders to consider digital skills and the given support. It demands diverse communication between different stakeholders about the things that should be discussed when organizing digital support in digitalized societies.
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