| 1. |
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| 2. |
- Brain, D., et al.
(författare)
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A comparison of global models for the solar wind interaction with Mars
- 2010
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Ingår i: Icarus. - : Elsevier BV. - 0019-1035 .- 1090-2643. ; 206:1, s. 139-151
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Tidskriftsartikel (refereegranskat)abstract
- We present initial results from the first community-wide effort to compare global plasma interaction model results for Mars. Seven modeling groups participated in this activity, using MHD, multi-fluid, and hybrid assumptions in their simulations. Moderate solar wind and solar EUV conditions were chosen, and the conditions were implemented in the models and run to steady state. Model output was compared in three ways to determine how pressure was partitioned and conserved in each model, the location and asymmetry of plasma boundaries and pathways for planetary ion escape, and the total escape flux of planetary oxygen ions. The two participating MHD models provided similar results, while the five sets of multi-fluid and hybrid results were different in many ways. All hybrid results, however, showed two main channels for oxygen ion escape (a pickup ion 'plume' in the hemisphere toward which the solar wind convection electric field is directed, and a channel in the opposite hemisphere of the central magnetotail), while the MHD models showed one (a roughly symmetric channel in the central magnetotail). Most models showed a transition from an upstream region dominated by plasma dynamic pressure to a magnetosheath region dominated by thermal pressure to a low altitude region dominated by magnetic pressure. However, calculated escape rates for a single ion species varied by roughly an order of magnitude for similar input conditions, suggesting that the uncertainties in both the current and integrated escape over martian history as determined by models are large. These uncertainties are in addition to those associated with the evolution of the Sun, the martian dynamo, and the early atmosphere, highlighting the challenges we face in constructing Mars' past using models.
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| 3. |
- Gunell, Herbert, et al.
(författare)
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The infant bow shock : a new frontier at a weak activity comet
- 2018
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Ingår i: Astronomy and Astrophysics. - : EDP Sciences. - 0004-6361 .- 1432-0746. ; 619
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Tidskriftsartikel (refereegranskat)abstract
- The bow shock is the first boundary the solar wind encounters as it approaches planets or comets. The Rosetta spacecraft was able to observe the formation of a bow shock by following comet 67P/Churyumov-Gerasimenko toward the Sun, through perihelion, and back outward again. The spacecraft crossed the newly formed bow shock several times during two periods a few months before and after perihelion; it observed an increase in magnetic field magnitude and oscillation amplitude, electron and proton heating at the shock, and the diminution of the solar wind further downstream. Rosetta observed a cometary bow shock in its infancy, a stage in its development not previously accessible to in situ measurements at comets and planets.
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| 4. |
- Holmström, Anton, 1989-, et al.
(författare)
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Cybersecurity and the AI Silver Bullet
- 2024. - 1
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Ingår i: Artificial Intelligence for Security. - : Springer Nature. - 9783031574511 - 9783031574528 ; , s. 23-33
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Bokkapitel (refereegranskat)
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| 5. |
- Holmström, Anna-Karin, et al.
(författare)
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Effect on orofacial pain in patients with chronic pain participating in a multimodal rehabilitation programme : a pilot study
- 2023
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Ingår i: Scandinavian Journal of Pain. - : Walter de Gruyter. - 1877-8860 .- 1877-8879. ; 23:4, s. 656-661
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVES: Orofacial pain in patients taking part in a multimodal rehabilitation programme (MMRP) due to chronic bodily pain is common but it is not known whether such a rehabilitation programme can also have an effect on the presence of orofacial pain. The first aim of this study was to evaluate the effect of an MMRP on orofacial pain frequency. The second aim was to evaluate differences in the effect on quality of life and on psychosocial factors related to chronic pain.METHODS: MMRP was evaluated through validated questionnaires from the Swedish Quality Registry for Pain Rehabilitation (SQRP). Fifty-nine patients participating in MMRP filled out the two screening questions for orofacial pain in addition to the SQRP questionnaires before and after participation in MMRP during the period August 2016 to March 2018.RESULTS: Pain intensity decreased significantly after the MMRP (p=0.005). Fifty patients (69.4 %) reported orofacial pain before MMRP and no significant decrease after the programme (p=0.228). Among individuals with orofacial pain, the self-reported level of depression decreased after participation in the programme (p=0.004).CONCLUSIONS: Even though orofacial pain is common among patients with chronic bodily pain, participation in a multimodal pain programme was not enough to reduce frequent orofacial pain. This finding implies that specific orofacial pain management including information about jaw physiology could be a justified component of patient assessment prior to a multimodal rehabilitation programme for chronic bodily pain.
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| 6. |
- Holmström, Simon, et al.
(författare)
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Gymnasiets laborationsundervisning i fysik : mellan tradition och ändrade styrdokument
- 2018
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Ingår i: LUMAT. - 2323-7104 .- 2323-7112. ; 6:1, s. 1-19
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Tidskriftsartikel (refereegranskat)abstract
- Laborationer har lång tradition i fysikundervisningen och det finns många klassiska skolexperiment. Samtidigt påverkas laborationsundervisningen av reformer och teknikutveckling. I denna studie fick lärare på tre gymnasieskolor diskutera sin laborationsundervisning. Analysen baseras på händelselogik, där handling ses som intentionell och styrs av determinanterna: målsättning, förmåga, plikt och möjligheter. Studien ger insikt i hur olika faktorer påverkar lärares laborationsundervisning, och hur klassiska laborationer i fysikundervisningen både kan ha en given plats och utmanas av nya förutsättningar. Resultaten antyder att praxis och tradition är starkare påverkansfaktorer än styrdokument i lärares utformning av laborationsundervisningen, vilket delvis kan relateras till en avsaknad av fortbildning.
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| 7. |
- Holmström, Simon, et al.
(författare)
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Gymnasiets laborationsundervisning i fysik : vad påverkar lärares val av laborationer?
- 2019
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Ingår i: LUMAT. - 2323-7104 .- 2323-7112. ; 7:1, s. 27-58
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Tidskriftsartikel (refereegranskat)abstract
- Vilka faktorer påverkar svenska gymnasielärares laborationsundervisning i fysik? Frågan aktualiseras av den svenska läroplansrevisionen från 2011. I denna studie fick 17 lärare på fyra gymnasieskolor diskutera sin laborationsundervisning i fokusgruppsintervjuer. Baserat på en analys av dessa intervjuer genomfördes en kompletterande enkätundersökning med 66 lärare. Händelselogik användes som analysverktyg för att förstå hur lärarnas laborationsundervisning påverkas av olika faktorer. Resultaten från fokusgrupperna tyder på att lärare uppskattar laborationer som 1) bygger på enkel utrustning, 2) ger ett bra resultat avseende värdet på konstanter, samt 3) laborationer som eleverna tycker om. I enkätundersökningen framstod styrdokumenten som en starkare påverkansfaktor än i fokusgrupperna – men resultaten från båda delarna av undersökningen tyder på att styrdokumenten inte är den viktigaste faktorn i lärares val och upplägg av laborationer.
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| 8. |
- Holmström, Simon, et al.
(författare)
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Gymnasiets laborationsundervisning i fysik : mellan tradition och ändrade styrdokument
- 2018
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Ingår i: LUMAT Luonnontieteiden, matematiikan ja teknologian opetuksen tutkimus ja käytäntö. - 2323-7104. ; 6:1, s. 1-19
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Tidskriftsartikel (refereegranskat)abstract
- Laborationer har lång tradition i fysikundervisningen och det finns många klassiska skolexperiment. Samtidigt påverkas laborationsundervisningen av reformer och teknikutveckling. I denna studie fick lärare på tre gymnasieskolor diskutera sin laborationsundervisning. Analysen baseras på händelselogik, där handling ses som intentionell och styrs av determinanterna: målsättning, förmåga, plikt och möjligheter. Studien ger insikt i hur olika faktorer påverkar lärares laborationsundervisning, och hur klassiska laborationer i fysikundervisningen både kan ha en given plats och utmanas av nya förutsättningar. Resultaten antyder att praxis och tradition är starkare påverkansfaktorer än styrdokument i lärares utformning av laborationsundervisningen, vilket delvis kan relateras till en avsaknad av fortbildning.
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| 9. |
- Holmström, Simon, et al.
(författare)
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Gymnasiets laborationsundervisning i fysik – Vad påverkar lärares val av laborationer?
- 2019
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Ingår i: LUMAT: International Journal on Math, Science and Technology Education. - 2323-7112. ; 7:1, s. 27-58
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Tidskriftsartikel (refereegranskat)abstract
- What factors influence Swedish upper secondary teachers' laboratory teaching in physics? This is an issue raised by the curriculum reform of 2011 in Sweden. In this study, 17 teachers at four different upper secondary schools discussed their laboratory teaching in focus group interviews. Based on an analysis of these interviews, a supplementary survey of 66 teachers was conducted. Logic of events was used as an analytical tool to understand how different factors influence teachers' teaching. The results from the focus groups indicate that teachers appreciate laboratory work that 1) are based on simple equipment, 2) provide good values of constants, 3) laboratory exercises that the students like. In the survey, the syllabus emerged as a stronger factor of influence than in the focus groups – but, the results from both parts indicate that other factors than the syllabus play a larger role for teachers' choice and layout of laboratory work.
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| 10. |
- Holmström, Simon Johan Erland, et al.
(författare)
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Gymnasiets laboratorionsundervisning i fysik–mellan tradition och ändrade styrdokument: Laboratory work in upper secondary physics teaching–between tradition and curriculum reform
- 2018
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Ingår i: LUMAT: International Journal on Math, Science and Technology Education. - 2323-7112. ; 6:1, s. 1-21
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Tidskriftsartikel (refereegranskat)abstract
- Laborationer har lång tradition i fysikundervisningen och det finns många klassiska skolexperiment. Samtidigt påverkas laborationsundervisningen av reformer och teknikutveckling. I denna studie fick lärare på tre gymnasieskolor diskutera sin laborationsundervisning. Analysen baseras på händelselogik, där handling ses som intentionell och styrs av determinanterna: målsättning, förmåga, plikt och möjligheter. Studien ger insikt i hur olika faktorer påverkar lärares laborationsundervisning, och hur klassiska laborationer i fysikundervisningen både kan ha en given plats och utmanas av nya förutsättningar. Resultaten antyder att praxis och tradition är starkare påverkansfaktorer än styrdokument i lärares utformning av laborationsundervisningen, vilket delvis kan relateras till en avsaknad av fortbildning.
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| 11. |
- Holmström, Simon
(författare)
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Laborationsundervisning i gymnasiefysiken : Vad påverkar lärares val av laborationer?
- 2020
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- For a long time, laboratory work has been an important part of science teaching. Curricular objectives of laboratory work have remained mostly unchanged for over a century but have changed somewhat over the past sixty years as a result of political decisions and educational trends. Technology development is reflected in the increased use of digital equipment, which has also led to continuously changing demands on teachers' skills. A new curriculum in physics in Swedish upper secondary school was launched in 2011, with a strongeremphasis on experimental skills than in previous curricula. These are just some examples of the factors and trends that teachers must consider in laboratory teaching, a teaching that is ultimately framed by the individual teacher. The aim of this licentiate thesis is to develop a deeper understanding of how and whyteachers teach as they do and try to understand how different factors affect their laboratory teaching. Two studies were conducted, where the first is based how teachers relate to three specific labs, and the other on teachers' views of their favourite laboratory work, as a way to elicit perceptions about what constitutes agood lab experiment. Simple and reliable equipment emerges as an important factor, particular in the absence of lab technicians. Laboratory work resulting in good results with respect to the value of well-known constants and relations was found to be another important factor in the teachers' choice of laboratory work.This factor indicates a traditional view of laboratory teaching, where learning often consists of verifying what is already known to the student. Practice and tradition emerge as strong influences, stronger than the policy documents that govern the physics teaching. An intense work situation is a recurring theme, resulting in very limited time for developments and reflections on teaching, causing labs to be recycled from year to year. Teachers also describe how their teaching developed with the help of older and more experienced teachers,whereas they have received very limited formal professional development in laboratory teaching. In this way tradition and practice can be transferred from one generation of teachers to another, challenged to a small extent. The results indicate a lack of incentives and opportunities for teachers’ professional development and imply that professional development does not happen spontaneously.
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| 12. |
- Lindgren, Simon, 1974-, et al.
(författare)
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A Social Science Perspective on Artificial Intelligence : Building Blocks for a Research Agenda
- 2020
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Ingår i: Journal of Digital Social Research (JDSR). - Umeå : DIGSUM. - 2003-1998. ; 2:3, s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we discuss and outline a research agenda for social science research on artificial intelligence. We present four overlapping building blocks that we see as keys for developing a perspective on AI able to unpack the rich complexities of sociotechnical settings. First, the interaction between humans and machines must be studied in its broader societal context. Second, technological and human actors must be seen as social actors on equal terms. Third, we must consider the broader discursive settings in which AI is socially constructed as a phenomenon with related hopes and fears. Fourth, we argue that constant and critical reflection is needed over how AI, algorithms and datafication affect social science research objects and methods. This article serves as the introduction to this JDSR special issue about social science perspectives on AI.
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