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- Hilchenbach, M., et al.
(författare)
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COMET 67P/CHURYUMOV-GERASIMENKO : CLOSE-UP on DUST PARTICLE FRAGMENTS
- 2016
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Ingår i: Astrophysical Journal Letters. - : Institute of Physics Publishing (IOPP). - 2041-8205 .- 2041-8213. ; 816:2
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Tidskriftsartikel (refereegranskat)abstract
- The COmetary Secondary Ion Mass Analyser instrument on board ESA's Rosetta mission has collected dust particles in the coma of comet 67P/Churyumov-Gerasimenko. During the early-orbit phase of the Rosetta mission, particles and particle agglomerates have been imaged and analyzed in the inner coma at distances between 100 km and 10 km off the cometary nucleus and at more than 3 AU from the Sun. We identified 585 particles of more than 14 μm in size. The particles are collected at low impact speeds and constitute a sample of the dust particles in the inner coma impacting and fragmenting on the targets. The sizes of the particles range from 14 μm up to sub-millimeter sizes and the differential dust flux size distribution is fitted with a power law exponent of -3.1. After impact, the larger particles tend to stick together, spread out or consist of single or a group of clumps, and the flocculent morphology of the fragmented particles is revealed. The elemental composition of the dust particles is heterogeneous and the particles could contain typical silicates like olivine and pyroxenes, as well as iron sulfides. The sodium to iron elemental ratio is enriched with regard to abundances in CI carbonaceous chondrites by a factor from ∼1.5 to ∼15. No clear evidence for organic matter has been identified. The composition and morphology of the collected dust particles appear to be similar to that of interplanetary dust particles.
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| 3. |
- Forland, G., et al.
(författare)
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Sense of Coherence: Learning to live with chronic illness through health education
- 2018
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Ingår i: Health Education Journal. - : SAGE Publications. - 0017-8969 .- 1748-8176. ; 77:1, s. 96-108
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Tidskriftsartikel (refereegranskat)abstract
- Objective: This study examines people's experiences of how to live with a chronic disease, their learning needs and their reasons for participating in a health education programme. The aim of the study was to examine if and how a Sense of Coherence (SOC) might guide an understanding of learning processes in health education. Methods: This study has a qualitative study design with data collected through five group interviews. Interviews were analysed using qualitative content analysis to identify principal categories of response. Directed content analysis was then used to reference the categories emerging in the first step to the study's theoretical framework. Results: Three main categories were found: (1) the ability to cope with daily life, (2) assets for a better life both in the present and for the future, and (3) the need for knowledge. A synthesis of empirical findings with reference to the first stage of analysis, the three main aspects of learning, and the three dimensions of a SOC revealed that a SOC may be useful in guiding an understanding of learning processes in health education as a life-oriented mastering resource. Conclusion: SOC offers a useful framework for informing health education. Research is needed to deepen an understanding of how salutogenic theory can strengthen the development of health education programmes and understanding of participants' learning.
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| 4. |
- Hornung, K., et al.
(författare)
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Electrical properties of cometary dust particles derived from line shapes of TOF-SIMS spectra measured by the ROSETTA/COSIMA instrument
- 2019
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Ingår i: Planetary and Space Science. - : Elsevier Ltd. - 0032-0633 .- 1873-5088. ; 182
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Tidskriftsartikel (refereegranskat)abstract
- Between Aug. 2014 and Sept. 2016, while ESA's cornerstone mission Rosetta was operating in the vicinity of the nucleus and in the coma of comet 67P/Churyumov-Gerasimenko, the COSIMA instrument collected a large number of dust particles with diameters up to a millimeter. Positive or negative ions were detected by a time-of-flight secondary ion mass spectrometer (TOF-SIMS) and the composition of selected particles was deduced. Many of the negative ion mass spectra show, besides mass peaks at the correct position, an additional, extended contribution at the lower mass side caused by partial charging of the dust. This effect, usually avoided in SIMS applications, can in our case be used to obtain information on the electrical properties of the collected cometary dust particles, such as the specific resistivity (ρr>1.2⋅1010Ωm) and the real part of the relative electrical permittivity (εr<1.2). From these values a lower limit for the porosity is derived (P>0.8).
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| 10. |
- Fredholm, Angelica, et al.
(författare)
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Autonomy as both challenge and development in clinical education
- 2015
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier. - 2210-6561 .- 2210-657X. ; 5, s. 20-27
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Tidskriftsartikel (refereegranskat)abstract
- This study examines autonomy in learning, related to medical and health care students perception of learning and development in clinical education. An understanding of the ways in which students learning and professional development is facilitated by autonomy, and a qualitative different understanding of the concept is vital for future development of learning and teaching strategies in medical and health care education. Self-directed learning and management of the learning process have been, and still are, stressed within health care and medical education, thus paying less interest to internal processes of learning involving responsibility and independence. The aim of the study was to investigate the relationship between autonomy in learning and narratives of personal challenge and development in the context of student experiences in clinical education. The study was undertaken using narrative inquiry. Findings consist of four themes; Dependence of the clinical supervisor, Feelings of ambivalence, Professional becoming and Need for authenticity. Through our analysis of findings we suggest that autonomy should be regarded as something that develops in relation to others and not as a merely individual phenomenon and that an authentic clinical situation enhances students' experiences of autonomy. (C) 2014 Elsevier Ltd. All rights reserved.
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