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  • 1001.
    Assur Stagliano, Stefan
    University of Gävle, Faculty of Education and Business Studies, Department of Business and Economic Studies.
    Värderingar i CSR-kommunikation.: Kan ett företag minska risken för att budskapet uppfattas med skepticism?2015Independent thesis Basic level (degree of Bachelor), 180 HE creditsStudent thesis
    Abstract [sv]

    Syfte: Examensarbetet har skrivits för att testa om ett CSR-budskap baserat på ett värdeteoretiskt ramverk har högre trovärdighet hos en presumtiv kund än ett budskap som inte är det.Metod: I detta examensarbete har endast primärdata använts som samlats in genom en kvantitativ enkätundersökning. Dataanalysen har sedan skett utifrån ett kvantitativt förhållningssätt.

    Resultat och slutsats: Resultatet i studien visar att företag som önskar öka trovärdigheten i sin CSR-kommunikation bör överväga att använda sig av ett värdeteoretiskt ramverk i sin kommunikation. Resultatet stödjer Schmeltz tes från 2014 om att ett värdeteoretiskt ramverk kan bidra till att öka den uppfattade trovärdigheten hos en presumtiv kund. Det finns dock viss skillnad i uppfattning mellan könen där kvinnor generellt mottar budskapen mer positivt.

    Förslag till fortsatt forskning: Det skulle vara intressant att närmare studera skillnaderna i uppfattning av CSR-budskapen mellan könen i synnerhet om det i en större kontext verkligen är så att män uppfattar kompetensvärderingar med högre trovärdighet än vad kvinnor gör och att kvinnor uppfattar personliga värderingar med högre trovärdighet än vad män gör.

    Uppsatsens bidrag: Den här uppsatsen visar att kommunikatörer och marknadschefer inom privatresebranschen bör överväga att använda ett värdeteoretiskt ramverk när de kommunicerar CSR med sina presumtiva kunder om de har ambitionen att öka den uppfattade trovärdigheten i sina budskap.

  • 1002.
    Astner, Frida
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Computer and Geospatial Sciences, Geospatial Sciences.
    Ohlsson, Mathilda
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Computer and Geospatial Sciences, Geospatial Sciences.
    Kajplats för permanentboende på vatten: Vilken lagstiftning tillämpas vid upplåtelsen för boendeformen?2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    To live on a house boat is a housing form that still is establishing on the housing market, but the regulations about this are almost non-existent. You cannot find any legislation regarding living on the water today and there are doubts about what applies for grants of house boats at a berth. The rules about establishment of house boats falls between the “plan- och bygglagen” and the rules of the harbor, which makes it difficult to say which one of the grant agreement that is the most applicable for the property owner and the person who wants to live on the water. To get answers the questions in this thesis interviews were performed with different parties and different cadastral procedures were analyzed regarding water properties. The interviews were completed by phone interviews with a semi structured method and with a few respondents the questions were put through email. In this thesis a few different respondents were asked to answer the questions, this to see different perspectives of the grant of berth. The different respondents that answered the questions were a few contract managers, usufructuary, a real estate agent, a lawyer, a company which produce house boats and a cadastral surveyor. The analysis of the cadastral procedures gave a deeper understanding how property formation on water can be done. The respondents in this thesis perceived the Swedish law as incomplete as the authors of this thesis regarding living on the water. The results show that the law can be applied in different ways depending on which type of housing form it is. The study shows that the best solutions for floating houses should be property formation, that will make the house real property and will make financing of the house possible. When house boats, which are formed like ships, the study shows that the best solutions for this housing form is to apply ground lease in general with the longest grant as possible, which is 25 years. To have ground lease in general as a solution makes it hard for the house boat owners to get a loan.

  • 1003.
    Astner, Linda
    et al.
    Gävle Hamn AB, Gävle, Sweden.
    Carpenter, Angela
    University of Leeds, UK.
    Lozano, Rodrigo
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Sammalisto, Kaisu
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Industrial economics. University of Gävle, Center for Logistics and Innovative Production.
    Utilizing waste to create new port land2018In: Port Technology, Vol. 77, no Spring, p. 118-119Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    This paper presents the most recent port expansion and the major dredging and land creation project that has been undertaken in the Port of Gävle since 2007. This project has seen the deepening and widening of the fairway to accommodate larger vessels, as well as the construction of a new cargo terminal area due to open in late 2019. This land creation work has been undertaken using contaminated sediments dredged from deepening the shipping channel.

  • 1004.
    Astner, Marcus
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences.
    Idrottslärares uppfattningar om inkludering och delaktighet för elever med ADHD i idrottsundervisningen2015Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Syfte

    Syftet med det här arbetet är att undersöka faktorer som enligt idrottslärare påverkar förutsättningar till delaktighet och inkludering för elever med ADHD i idrottsundervisningen.

    Metod

    Urvalet utgörs av åtta stycken utbildade idrottslärare med erfarenheter av inkluderande undervisning och elever med ADHD. Studien har en kvalitativ karaktär med semistrukturerade intervjuer.

    Huvudresultat

    Resultatet visar att didaktiska aspekter, organisatoriska aspekter och kommunikativa aspekter inom den enskilda skolans organisation, påverkar möjligheter till inkludering och delaktighet i idrottsundervisningen för elever med ADHD, enligt idrottslärare.

    Slutsats

    Slutsatsen i denna rapport blir att det finns gemensamma, men samtidigt motstridiga uppfattningar om inkludering bland idrottslärare, samt att möjligheter till inkludering och delaktighet påverkas av enskilda skolors organisation.

  • 1005.
    Asylbekova, Gulmira
    University of Gävle, Faculty of Health and Occupational Studies, Department of Caring Sciences, Caring Science.
    Upplevelser av livskvalité hos patienter med bensår: Litteraturstudie2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Omkring 100 000 svenskar beräknas lida av bensår vilka kräver långa behandlingstider och medför ekonomiska kostnader för samhället. Olika sjukdomstillstånd såsom trauma och försämrad blodcirkulation anses som riskfaktorer. Att leva med bensår kan ha negativ inverkan på människors dagliga liv. Det är viktigt för sjuksköterskor att informera patienterna kring behandlingen, ge stöd samt ha förmågan att bemöta dem med respekt och empati. Syfte: Syftet med föreliggande studie var att beskriva hur patienter med bensår upplever sin livskvalitet samt att beskriva undersökningsgrupperna som ingick i de inkluderade artiklarna. Metod: Beskrivande litteratur studie som inkluderade tolv vetenskapliga artiklar som söktes fram i databasen Cinahl. Huvudresultat: Patienterna beskrev smärta som påverkade deras dagliga liv både fysiskt och psykiskt. Sömnproblem påverkade det psykiska måendet negativt. Rädslan för att skada sig begränsade patienterna fysiskt och man beskrev även känslan av skam, missmod, ensamhet, oro, ångest, depression och förlust av hopp. Bensår upplevdes tidssamt energikrävande och brister i kunskap hos sjukvårdpersonalen hade negativ påverkan på patienternas livskvalité. Undersökningsgrupperna varierade i antal från 5 till 247 deltagare, majoriteten var kvinnor, åldern var mellan 18 till 99 år. De flesta deltagarna hade haft venösa bensår, vilka varade mellan 6 veckor till 43 år. Slutsats: Att leva med bensår påverkade livskvaliteten. Relationen mellan sjuksköterska – patient hade stort betydelse för sårläkningen och välbefinnande. Det är viktigt att sjuksköterskor har tillräcklig kunskap om denna patientgrupp samt att ge ett professionellt bemötande, stöd och information om en egenvård. 

  • 1006.
    ATEGEKA, WINFRED KAKOOZA
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Energy system. Royal Institute of Technology / KTH University.
    APPRAISAL OF FOOD RESIDUE (WASTE) BASED FUEL BRIQUETTES IN DOMESTIC COOKING APPLICATIONS: A CASE STUDY OF UGANDA2017Independent thesis Advanced level (degree of Master (Two Years)), 80 credits / 120 HE creditsStudent thesis
    Abstract [en]

    The research focuses on developing and evaluating the performance of low cost, low technology food residue based fuel briquettes as an alternative to the widespread use of wood fuels (charcoal and firewood) for domestic cooking applications.

    In view of the declining accessibility of wood fuels, inadequate electrification coverage and ever-rising prices of cooking gas and kerosene in Uganda, harnessing energy from within reach, alternative sustainable energy sources such as food residues has been regarded as a viable solution to domestic cooking energy.

     

    In this research, both desktop reviews of earlier studies and laboratory investigations of the developed food residue based fuel briquettes have been considered. Carbonized sweet potato, banana (matooke) and cassava peelings were mixed in different proportions with either sweet potato or banana stem pulp (1 or 2kgs) and later densified using a hand operated molder to develop the food residue based briquettes. The drop test method was used to determine the resilience of the produced briquettes to disintegrating forces in particular during transportation and storage. An oxygen bomb calorimeter was used to determined the Higher Heating Value (HHV) of the briquettes and it ranged from 13.6 – 26 MJ/kg with cassava peelings char: sweet potato peelings char: sweet potato stem pulp 1kg giving the lowest HHV and cassava peelings char: sweet potato peelings char: banana stem pulp 2kg giving the highest HHV. Generally the tests results revealed that the type of natural binder used had an effect on both the HHV and mechanical strength of the produced briquettes.

  • 1007.
    Atroshi, Rezkar
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    "Fader Vår" eller "Moder Vår": en kritisk granskning av genusperspektivet i det kristna gudsspråket2010Independent thesis Basic level (degree of Bachelor), 15 credits / 22,5 HE creditsStudent thesis
  • 1008.
    Atroshi, Rezkar
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities.
    Gud i fängelse: Religion som copingstrategi i anstalt2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 1009.
    Attius, Håkan
    University of Gävle.
    Akademisk högtid: Högskolan i Gävle 15 april 20112011Collection (editor) (Other (popular science, discussion, etc.))
  • 1010.
    Attius, Håkan
    University of Gävle, Vice-Chancellor's Office.
    Akademisk högtid: Högskolan i Gävle 25 april 20142014Other (Other (popular science, discussion, etc.))
  • 1011.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Concept definition and concept image: in the case of equations2007In: Ämnesdidaktik ur ett nationellt och internationellt perspektiv: rapport från Rikskonferensen i ämnesdidaktik, Kristianstad: Kristianstad University Press , 2007, p. 89-98Conference paper (Refereed)
    Abstract [en]

    The purpose of this study is to analyse what kind of conceptions secondary school teachers in mathematics have about equations and how these conceptions are related to the formal definition of the concept of equation. Data was gathered by interviews and questionnaires. Both newly graduated and experienced secondary school teachers were participated in this study. The phenomenographic research approach in order to analyse research outcomes was applied in the investigation. From a phenomenographic analysis of the interview transcripts I found that some patterns could be identified in them and the three qualitatively distinct categories of description about equations could be discerned among the teachers’ conceptions. The research results indicated that equations were apprehended as a procedure, as an answer and as a ‘rewritten’ expression.

  • 1012.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Definitions and Problem Solving: Problem Solving in Mathematics Education Proceedings of the ProMath meeting June 30- July 2, 2004 in Lahti, Finland2005Report (Other academic)
    Abstract [en]

    In this article student teachers’ conceptions of equations are discussed. Data was gathered from 75 student teachers by interviews and questionnaires. Both the quantitative and qualitative research methods were applied in the study. The research results indicate that some specific examples of concepts, which at first appear in teaching, and learning of mathematics are more central to the student teachers than other examples. The former examples are often called prototypes. The investigation shows that students tend to identify the concept equation with one of the prototypical examples and that the concept image develops from one unique prototypical example to include more examples of increasing distance from the prototypical example. The results also indicate that the student teachers’ concept images include erroneous conceptions of the concept equation.

  • 1013.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Matematikdidaktik för blivande 4-9-lärare2001Report (Other academic)
  • 1014.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Mathematics teachers' conceptions about concept learning in algebra2007In: Current state of research on mathematical beliefs XII: proceedings of the MAVI-7 [i.e. MAVI-12] Workshop, May 25-28, 2006, Helsinki: University of Helsinki , 2007, , p. 12Chapter in book (Other academic)
    Abstract [en]

    In this article I discuss the mathematics teachers’ conceptions about concept learning in algebra from school and university time. The study has a focus on the particular topic of equations. The data was gathered by interviews and questionnaires. Both newly graduated and experienced secondary school teachers were participated in this study. The phenomenographic research method in order to analyse research outcomes was applied in the investigation. The research results indicated that the teachers experience the learning of equations from school and university time on four qualitatively different ways. Learning was apprehended as doing routine problems, as memorizing and reproduction of rules and models, as doing applications and as interaction with other students.

  • 1015.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Mathematics teachers' conceptions about equations2006Doctoral thesis, monograph (Other scientific)
    Abstract [en]

    The aim of this study is to describe and to clarify the mathematics teachers’ subject matter and pedagogical content conceptions about equations. As the basis of these conceptions, the teachers’ experiences of the concept learning of equations from their own school time are described. The early research of conceptions has been concentrated on pupils’ conceptions of the topic as a contrast to scientific conceptions since the middle of the 1970s. Research of teachers’ conceptions of mathematics and mathematics teaching and learning has grown during the last decade. However, in these studies teachers’ conceptions of a specific content area in mathematics have not been investigated. In the theoretical background of the research, different traditions of school mathematics learning and teaching are treated. By using theories of experiential learning, it has been possible to study such learning situations and experiences, which may lead to the development of subjective conceptions of mathematical concepts. In order to understand difficulties concerning the concept formation in mathematics the theory of the concept image and the concept definition as well as the theory based on the duality of mathematical concepts have been studied. The acquired experiences from school time seem to lay the basis of both the teachers’ subject matter and pedagogical content-specific conceptions and decisions. Different components in teacher knowledge base together with current research both in teachers’ subject matter and pedagogical content knowledge are therefore presented at the end of the theoretical framework. By combining different kinds of methods like questionnaires, recorded interviews, videotape recording of six lessons in mathematics and observations the research empirical material was collected. In this investigation, five novice, five expert and 75 student teachers in mathematics participated. The preliminary investigation included 30 student teachers. In the study the phenomenographic approach is used in order to reveal differences between the teachers’ conceptions and experiences about equations. The research results indicate that equations are not apprehended as complete, static objects. Conceptions about equations reveal that equations are closely related to the symbols x and y and solving procedures. The teachers’ experiences of learning and teaching of mathematics may have formed their conceptions. The conceptions about equations seem to be based on the teachers’ experiences in arithmetic and their first impressions of learning the process of solving equations. The teachers apprehend equation teaching as a study of procedures rather than as a study of central ideas and concepts of algebra. Both aspects are however equally important at compulsory school, since the teaching of algebra should develop pupils’ ability both to use and to understand the basic algebraic concepts. Some of the teachers do not have a clear conception what the pupils should attain in algebra at compulsory school according to the specific goals in Swedish mathematics curriculum. The research results further show that both the expert and the novice teachers have various apprehensions of the pupils’ difficulties concerning equations.

  • 1016.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Ongoing research in mathematics education in school context2009In: Perspectives on mathematical knowledge: proceedings of MADIF 6 : the 6th Swedish Mathematics Education Research Seminar, Stockholm, January 29-30, 2008 / [ed] Christer Bergsten, Barbro Grevholm, Thomas Lingefjärd, Linköping: LiU-Tryck , 2009, p. 116-117Conference paper (Refereed)
  • 1017.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Secondary school teachers’ conceptions about algebra teaching2005Conference paper (Refereed)
  • 1018.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Secondary school teachers’ pedagogical content knowledge2004In: Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (PME). Volume 1 / [ed] H. M.Jonsen & A. B. Fuglestad, Norge: University College , 2004Conference paper (Refereed)
  • 1019.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Teachers’ image of the "equation" concept2003In: CERME 3: Third Conference of the European Society for Research in Mathematics education, 2003Conference paper (Refereed)
    Abstract [en]

    The purpose of this study is to analyse what kind of conceptions secondaryteachers in mathematics have of the equation concept and what kind of experiencesgave rise to their own concept learning. Ten secondary school teachers ofmathematics participated in the study. Data was gathered by interviews andquestionnaires. The ‘phenomenographic’ research method was applied ininterpreting the results of the investigation. The results indicate that the teachers’conceptions of the equation concept differ from the formal definition of the equationconcept. At school they spent most of their time developing procedural skills insteadof mathematical understanding.

  • 1020.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Teachers’ knowledge about the equation concept2002In: International group for the psychology of mathematics education PME 26, 2002, p. 1-335Conference paper (Other academic)
  • 1021.
    Attorps, Iiris
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Uppfattningar hos lärare av ekvationsbegreppet2003Report (Other academic)
    Abstract [en]

    Syftet med min studie är att beskriva hur matematiklärare uppfattar begreppet ekvation. Min målsättning är också att undersöka lärarnas erfarenheter av ekvationsinlärning från grundskolan till universitetsnivån. Tio lärare från grundskolans högstadium har deltagit i undersökningen. Fem är nyutexaminerade lärare med mindre än ett års yrkeserfarenhet. Data i undersökningen samlades in genom enkäter och intervjuer. Undersökningsresultat analyserades genom fenomenografisk metod. Resultatet pekar på att lärarnas uppfattningar av ekvationsbegreppet avviker från den formella begreppsdefinitionen. De känner osäkerhet inför matematiska symboler, bokstavsuttryck och lösningsprocedurer. Deras skolerfarenheter visar att de har använt största delen av tiden till att utveckla algoritmiska färdigheter istället för matematisk förståelse.

  • 1022.
    Attorps, Iiris
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Björk, Kjell
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Lingefjärd, Thomas
    Institutionen för pedagogik och didaktik, Göteborgs universitet.
    Radic, Mirko
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Application of Variation Theory in Teaching and Learning of Taylor Polynomials with GeoGebra2012In: Proceedings of the 12th International Congress on Mathematics Education. Seoul. Korea, Seoul. Korea, 2012, p. 3479-3488Conference paper (Refereed)
    Abstract [en]

    We report on a teaching experiment regarding Taylor polynomial approximations at the level of university mathematics teaching. The experiment was carried by using the free dynamic mathematics software GeoGebra. A student group (n = 19) was taught Taylor polynomials with the assistance of GeoGebra while a control group (n = 18) was taught in a traditional way. The theoretical assumptions of this study rest on Variation theory. The data were gathered by doing a post test concerning Taylor polynomials. Our experiment revealed that the answers from the GeoGebra group in the post test were more varied compared with the results in the control group.

  • 1023.
    Attorps, Iiris
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Björk, Kjell
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Radic, Mirko
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Generating the patterns of variation with GeoGebra: the case of polynomial approximations2016In: International journal of mathematical education in science and technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 47, no 1, p. 45-57Article in journal (Refereed)
    Abstract [en]

    In this paper, we report a teaching experiment regarding the theory of polynomial approximations at the university mathematics teaching in Sweden. The experiment was designed by applying Variation theory and by using the free dynamic mathematics software GeoGebra. The aim of this study was to investigate if the technology-assisted teaching of Taylor polynomials compared with traditional way of work at the university level can support the teaching and learning of mathematical concepts and ideas. An engineering student group (n = 19) was taught Taylor polynomials with the assistance of GeoGebra while a control group (n = 18) was taught in a traditional way. The data were gathered by video recording of the lectures, by doing a post-test concerning Taylor polynomials in both groups and by giving one question regarding Taylor polynomials at the final exam for the course in Real Analysis in one variable. In the analysis of the lectures, we found Variation theory combined with GeoGebra to be a potentially powerful tool for revealing some critical aspects of Taylor Polynomials. Furthermore, the research results indicated that applying Variation theory, when planning the technology-assisted teaching, supported and enriched students’ learning opportunities in the study group compared with the control group. 

  • 1024.
    Attorps, Iiris
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Björk, Kjell
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Radic, Mirko
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Improving undergraduate mathematics teaching2010In: The proceedings of MADIF7; The 7th Swedish Mathematics  Education Research Seminar, Stockholm, January 26-27, 2010., 2010Conference paper (Refereed)
  • 1025.
    Attorps, Iiris
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Björk, Kjell
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Radic, Mirko
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    The use of mathematics software in university mathematics teaching2011In: The proceedings of the Seventh Congress of the European Society for Research in Mathematics education. Poland.  University of Rzeszow. / [ed] M. Pytland, E. Swoboda & T. Rowland, 2011, p. 2188-2197Conference paper (Refereed)
    Abstract [en]

    In this paper we report on a teaching experiment regarding the definite integral concept in university mathematics teaching. The experiment was carried out at a Swedish university by using the free dynamic mathematics software GeoGebra. In our theoretical framework we apply Variation Theory, originating in the phenomenographic research tradition. The data of this study consist of the lecture plan and the engineering students’ answers to pre and post tests. In the analysis of the data we applied statistical methods. The experiment revealed that by using GeoGebra it is possible to create learning opportunities of the definite integral concept that support the students’ learning.

  • 1026.
    Attorps, Iiris
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Björk, Kjell
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Radic, Mirko
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Tossavainen, Timo
    University of Eastern Finland.
    The Learning Study Model and the Teaching of the Definite Integral Concept2010In: Reports and Studies in Education, Humanities, and Theology / [ed] M. Asikainen, P. E. Hirvonen & K. Sormunen, Joensuu: University of Eastern Finland , 2010, p. 77-86Conference paper (Refereed)
    Abstract [en]

    In recent years, there have been several studies in mathematics education basing on the variation theory and the model of Learning Study that involves co-operation between teachers and researchers in an iterative process. Most of these studies have focused on the teaching and learning of elementary school mathematics rather than topics in advanced mathematics. In this paper, we discuss some challenges and possibilities of the Learning Study model and the variation theory when developing the teaching of mathematics at advanced levels. More precisely, we report on a series of teaching experiments on the definite integral concept. The experiments were carried out at a Swedish university. The data of this study consists of the documents on the observation of three lectures and the students’ answers to pre and post tests. Both engineering and teacher students participated. In the analysis of the data, we applied statistical methods. Although the series consisted only of three lectures, it revealed that the students’ understanding about certain – but not necessarily all – aspects of the definite integral concept can be enhanced by using the Learning Study model.

  • 1027.
    Attorps, Iiris
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Björk, Kjell
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Radic, Mirko
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Tossavainen, Timo
    University of Eastern Finland, Finland.
    Varied ways to teach the definite integral concept2013In: International Electronic Journal of Mathematics Education, ISSN 1306-3030, Vol. 8, no 2-3, p. 81-99Article in journal (Refereed)
    Abstract [en]

    In this paper, we report on a collaborative teaching experiment based on the Learning Study model (LS model) which grounds on the Variation Theory. Until today, most of such studies have focused on the teaching and learning of elementary school mathematics; ours was carried out in undergraduate mathematics education. In the following, we discuss how we managed to promote students’ conceptual learning by varying the treatment of the object of learning (the concept of definite integral and the Fundamental Theorem of Calculus) during three lectures on an introductory course in calculus. We also discuss the challenges and possibilities of the LS model and the Variation Theory in the development of the teaching of tertiary mathematics in general. The experiment was carried out at aSwedish university. The data of the study consists of the documents of the observation of three lectures and the students’ answers to the pre- and post-tests of each lesson. The analysis of learning results revealed some critical aspects of the definite integral concept and patterns of variations that seem to be effective to a significant degree. For example, we found several possibilities to use GeoGebra to enrich students’ learning opportunities.

  • 1028.
    Attorps, Iiris
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Björk, Kjell
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Radic, Mirko
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Viirman, Olov
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Teaching Inverse Functions at Tertiary level2013In: CERME 8: Proceedings of the EightŠ Congress of the European Society for Research in Mathematics Education, Antalya: Middle East Technical University , 2013, p. 2524-2533Conference paper (Refereed)
    Abstract [en]

    This study is a part of an ongoing research that attempts to explain the relationship between the teachers’ instructional practise and students’ learning in the context of functions and function inverses. The question in this paper is how the use of technology as a pedagogical tool may contribute to the understanding of the inverse function concept. An engineering student group (n =17) was taught functions and inverse functions with the assistance of GeoGebra. In our theoretical framework we apply Variation theory together with the theory of Concept image and Concept definition. The data were gathered by doing a pre and post test concerning inverse functions. Our experiment revealed that students’ concept images in the post test were more developed compared with the results in the pre test.

  • 1029.
    Attorps, Iiris
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Johansson, Eva
    Area och omkrets i förskoleklass2008In: Nämnaren, ISSN 0348-2723, Vol. 35, no 1, p. 34-36Article in journal (Other academic)
    Abstract [sv]

    Här beskrivs ett antal undervisningstillfällen kring begreppen area och omkrets i en förskoleklass. I planeringen har lärarna utgått från att barnen ska samarbeta, kommunicera med varandra, använda flera sinnen, reflektera över sitt och andras tänkande samt dokumentera och sätta egna ord på det de varit med om.

  • 1030.
    Attorps, Iiris
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Kellner, EvaUniversity of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Conceptions and beliefs in mathematics and science education including MAVI XIII2008Conference proceedings (editor) (Other academic)
  • 1031.
    Attorps, Iiris
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Kellner, Eva
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electrical Engineering, Mathematics and Science, Biology.
    School-€“University Action Research: Impacts on Teaching Practices and Pupil Learning2017In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 15, no 2, p. 313-330Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to describe a design and implementation of a school–university action research project about teaching and learning biology and mathematics in primary school. Nine teachers in grades 1 to 6, in collaboration with two researchers, were using content representation (CoRe) in learning study (LS)-inspired cycle as pedagogical tools when planning, implementing, and reflecting on lessons and pupil learning. By using pre- and post-tests, the teachers acquired knowledge about pupil subject-specific knowledge and learning. Some examples are given on how the tools in the project influenced the teaching practices and pupil learning. This research design brought together university and school practitioners to work collaboratively in a professional learning community, which developed teaching and learning in biology and mathematics.

  • 1032.
    Attorps, Iiris
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Nordlander, Edvard
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Electronics.
    Nordström, Göran
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Physics.
    MST education in Swedish preschool2013Conference paper (Refereed)
    Abstract [en]

    The present study is part of the EU-Fp7 project SECURE. The research question in the present study is: How is the current Swedish MST curriculum for preschool implemented by the teachers, and perceived by the 5-year old learners?

    The introduction of a revised preschool curriculum in 2011 has given MST a prominent place in Swedish preschool, and may be intended by the authorities to change the weak positions and declining trends in the PISA and TIMSS surveys for Swedish school children. The new teaching task seems to be highly appreciated by the preschool teachers. However, the curriculum is quite ambitious, and a major concern is how the implementation will be done. The concept of ”emergent science” is discussed in order to induce positive attitudes towards MST.

    In this study, semi-structured interviews with teachers in 15 Swedish preschools are the main source of information combined with some interviews with learners and photographic materials. The method for the analysis uses a category system of which results from some of the categories are reported.

    The preschool teachers are aware of the new role as teachers rather than just child minders. The revised curriculum seems to increase the self-confidence for MST of the learners as well as the teachers. The teachers say that the learners are interested in MST and that it is a case of catching opportunities, which may lead to emergent science. The 5-year old learners confirm that they like the activities related to MST.

    Working with hypotheses and storyline activities is shown as an example how emergent science can be promoted in 5-year old children. Activities connected to ”emerging science” have been common in Swedish preschools for some time, but after the implementation of the revised curriculum teachers also verbalize this for themselves and the learners.

  • 1033.
    Attorps, Iiris
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Nordlander, Edvard
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Electronics.
    Nordström, Göran
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Physics.
    MST-utbildning i den svenska förskolan2013Conference paper (Refereed)
    Abstract [sv]

    Svenska elever hamnar efter i PISA- och TIMSS-undersökningarna. I matematik har matningarna visat på sjunkande kunskaper sedan början av 2000-talet och i naturvetenskap ligger de svenska eleverna ständigt under det internationella genomsnittet. Detta är alarmerande för landet och skälen bör utredas.Som en del i EU-projektet SECURE inom ramprogrammet Fp7 presenteras resultat från lokal forskning om genomförandet av MST-kursplanerna och attityder till ämnena bland lärare och elever. Med MST avser vi matematik, naturvetenskap och teknik. Intervjuer och enkäter har utförts bland lärare och elever i 47 klasser i 15 skolenheter i några mellansvenska kommuner. De åldersgrupper som studerats är elever från åldersgrupperna 5, 8, 11 resp. 13 år. Vi fokuserar här på förskolans verksamhet, d.v.s. arbetet med 5-åringar.Som en följd av införandet 2011 av en reviderad läroplan för förskolan, kan vi se att MST har fått en framträdande plats i den svenska förskolan som verkar vara mycket uppskattad av förskollärarna. I den reviderade läroplanen framgår att förskollärare ska ansvara för att arbetet i barngruppen genomförs så att barnen stimuleras och utmanas i sin matematiska utveckling, samt stimuleras och utmanas i sitt intresse för naturvetenskap och teknik. Exempel på hur de skall gå tillväga finns också i läroplanen. Detta kan i praktiken uppfattas som en informell tidigareläggning av den obligatoriska skolan i Sverige, eftersom förskolan inte är obligatorisk men utnyttjas av de allra flesta. Det skulle därmed kunna innebära en vändpunkt för resultaten i grundskolan och förhoppningsvis ge avtryck i kommande PISA- och TIMSS-undersökningar.De förskollärare som intervjuats är medvetna om vikten av att undervisa MST i förskolan. Detta tydliggörs av några uttalanden från intervjuade förskollärare. 'Det som är nytt nu är att man pratar om lärare och att vi utbildar barnen.' 'Det här lärandet är för livet. Det är inte bara för individen. Verksamheten på förskolan bidrar till hela samhällsutvecklingen.' Även föräldrarnas förväntningar på förskolan har förändrats. 'Föräldrarna uppskattar resultaten i matematik och ser förskolan som en skolform snarare än förvaring av barn.'I denna presentation ges exempel på hur MST-ämnena undervisas på ett integrerat sätt i förhållande till den praxis som råder i svenska förskolan, samt i förhållande till ålder och mognad hos barnen.

  • 1034.
    Attorps, Iiris
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Tossavainen, Timo
    University of Eastern Finland.
    Erfarenheter av ”Learning Studies” som ett pedagogiskt verktyg i skola och högskola2010In: Toisensa kohtaavat ainedidaktiikat [ Möte med ämnesdidaktik] / [ed] E. Ropo, H. Silfverberg & T. Soini, TampereTampereen yliopistopaino Oy - Juvenes Print, 2010, p. 25-33Conference paper (Refereed)
    Abstract [sv]

    I detta dokument diskuterar vi pågående projekt i matematikdidaktik vid Högskolan i Gävle. Syftet med projektet är att utveckla och testa metoder för att förbättra lärande i matematik från förskolan till universitetsnivån. Dessutom är syftet att utveckla en forskningsmiljö för lärande i matematik som kan fungera som en plattform för att utveckla lärarnas kompetens i matematik. Den övergripande forskningsfrågan är: Hur påverkar lärarens sätt att hantera lärandeobjekt (t.ex. funktionsbegrepp, integralbegrepp etc.) i klassrummet elevens/studentens lärande? Vilka är de kritiska aspekterna för studenternas lärande? Som ett teoretiskt ramverk använder vi Learning Study modellen designad av Marton et al. (2004). Modellen bygger på variationsteorin (Marton et al. 2004), som härrör från den fenomenografiska forskningstraditionen och som introducerades i Sverige under senare delen av 1960-talet och i början av 1970-talet. Resultaten av studierna antyder bl.a. att det är betydligt enklare att hitta olika typer av konkreta men användbara representationer av lärandeobjektet i undervisningen av den elementära matematiken jämfört med undervisningen av den högre matematiken. Troligen beror det på att universitetsmatematik är mer abstrakt och bygger på den tidigare erhållna kunskapen.

  • 1035.
    Attorps, Iiris
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Tossavainen, Timo
    University of Eastern Finland, Finland.
    Is there always truth in equation?2009In: Nordic Research in Mathematics Education. Proceedings from NORMA 08 / [ed] C. Winsløw, Rotterdam: Sense Publishers , 2009, p. 143-149Conference paper (Refereed)
    Abstract [en]

    In this study we analyse conceptions that prospective teachers in mathematics have about equations and how these conceptions are related to the truth value (of mathematical statements). Our phenomenographic research reveals that there exists a large variety of fundamentally different conceptions about equations and that in students’ actual concept image of equation it is commonly assumed that a mathematical expression must possess the truth value ‘true’ in order to be an equation in spite of the fact that any consideration related to the truth value only rarely appears in concept definitions given by students.

  • 1036.
    Attorps, Iiris
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Tossavainen, Timo
    Is there equality in equation?2007In: European research in mathematics education 5: proceedings of the Fifth Congress of the European Society for Research in Mathematics education : Larnaca, Cyprus 22- 26 February 2007, 2007Conference paper (Refereed)
  • 1037.
    Attorps, Iiris
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    Tossavainen, Timo
    University of Eastern Finland, Finland.
    On the equivalence relation in the students' concept image of equation2009In: Perspectives on Mathematical Knowledge: Proceedings of MADIF6, The 6th Swedish Mathematics Education Research Seminar Stockholm, January 29-30, 2008 / [ed] C. Bergsten, B. Grevholm & T. Lingefjärd, Linköping: LiU-Tryck , 2009, p. 118-119Conference paper (Refereed)
  • 1038.
    Attorps, Iris
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Hector, Sören
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Radić, Mirko
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Creating the patterns of variation with GeoGebra when teaching derivative graphs for first year engineering students2015In: International Journal of Engineering ,Science and Innovative Technology, ISSN 0949-149X, E-ISSN 2277-3754, Vol. 31, no 6, p. 1605-1612Article in journal (Refereed)
    Abstract [en]

    The present study investigates how technology assisted and designed teaching influences engineering students’ understanding of the connection between the graph of a function and its derivatives. An engineering student group (n = 27) was taught with the assistance of GeoGebra while a control group (n =20) was taught in a traditional way. The data of the study consist of the documents and photos of the observation of two lectures and the students’ answers to the pre and post tests. In our theoretical framework we discuss the distinction between conceptual and procedural knowledge. When creating the teaching sequences we applied variation theory. In the analysis of the students’ pre and post tests results we applied statistical methods. Our experiment revealed that the GeoGebra-assisted teaching design created more opportunities for students to grasp the connection between a function and its derivatives.

  • 1039. Order onlineBuy this publication >>
    Attorps, Iris
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Radic, Mirco
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
    Variationsteoretiskt perspektiv på matematikundervisningen2016In: Ämnesdidaktiska utmaningar - inom matematik, naturvetenskap och teknik / [ed] Mikael Björling, Gävle: Gävle University Press , 2016, 1, p. 15-26Chapter in book (Other academic)
  • 1040.
    Audi, Abdelrahman
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management.
    Jordá, Nathalie
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management.
    Effektiviserad orderhantering av förrådsinköp: En fallstudie på BillerudKorsnäs2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Successful organizations are constantly working to improve and enhance their operations. There are multiple approaches that can create efficiency, however there are difficulties in identifying factors that are important to the company.

    The purpose of the case study is to analyze and enhance order handling for inventory items based on article priorities. In order to answer the purpose of the case study, data has primarily been collected through literature studies, interviews, and observations. Further more, statistics and documents has been provided by BillerudKorsnäs. Three interviews have been completed on different occasions with employees who works daily with order handling. Observations has taken place continuously to receive insight of the operations and current working methods. The theory chapter underlying the case study has been collected through research articles, course literature, and websites.

    The purchasing process from demand to delivery has been studied in the current status description. Multiple manual elements, challenges with the design of the business system, and difficulties maintaining correct information in the article registry are some aspects that were identified in the purchasing process.

    In conclusion, inventory items that are bound to purchase reservations, should have a higher degree of priority in order handling. Further more, factors as manual handling, standardized approaches, increased automation, and correct information in the business system, are of importance to achieve enhanced order handling. Methods that

  • 1041.
    Aue, Tatjana
    et al.
    University of Geneva, Switzerland; University of Chicago, IL, USA.
    Flykt, Anders
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för psykologi. University of Geneva, Switzerland; Karlstad University, Sweden.
    Scherer, Klaus R.
    University of Geneva, Switzerland.
    First evidence for differential and sequential efferent effects of stimulus relevance and goal conduciveness appraisal2007In: Biological Psychology, ISSN 0301-0511, E-ISSN 1873-6246, Vol. 74, no 3, p. 347-357Article in journal (Refereed)
    Abstract [en]

    n the context of a memory task, participants were presented with pictures displaying biological and cultural threat stimuli or neutral stimuli (stimulus relevance manipulation) with superimposed symbols signaling monetary gains or losses (goal conduciveness manipulation). Results for heart rate and facial electromyogram show differential efferent effects of the respective appraisal outcomes and provide first evidence for sequential processing, as postulated by Scherer's component process model of emotion. Specifically, as predicted, muscle activity over the brow and cheek regions marking the process of relevance appraisal occurred significantly earlier than facial muscle activity markers of goal conduciveNess appraisal. Heart rate, in contrast, was influenced by the stimulus relevance manipulation only.

  • 1042.
    Augustsson, Fredrik
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences.
    Idrottslärares inställning till gym i undervisningen2013Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
  • 1043.
    Aulin Mattsson, Anna
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences.
    Fakhteh, Maryam
    Föräldrars reaktion och upplevelser efter beskedet att deras barn har ADHD/Downs syndrom.2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Downs syndrom är den vanligaste formen av kromosomförändring hos människan. En person med Downs syndrom har totalt 47 kromosomer istället för människans vanliga 46 och bär på en extra kromosom 21. ADHD står för Attention Deficit Hyperactivity Disorder vilket innebär uppmärksamhetsstörning, koncentrationssvårigheter och planeringssvårigheter, nedsatt arbetsminne samt dålig tidsuppfattning.

    Syfte: Att få större kunskap om hur föräldrar upplevde och reagerade, när de blev informerade om att deras barn har Downs syndrom eller ADHD. Med större kunskap ökar vår och andras förståelse och därmed möjlighet till förbättrade relationer till både föräldrar och barn.

    Metod: Examensskrivarna har intervjuat tre föräldrapar vars barn har fått diagnosen ADHD och två föräldrapar som fått barn med Downs syndrom. Genom intervjuerna och dess svar har vi jämfört föräldrarnas eventuellt olika sätt att bearbeta sin sorg

    Resultat och analys: En mamma hade bara negativa tankar kring dotterns diagnos – Downs syndrom. Första dygnet på sjukhuset ville mamman bara sova och aldrig vakna upp ur vad hon då ansåg vara en mardröm. En pappa vars dotter fick diagnosen – ADHD, tänkte att han hade ett livslångt engagemang, som han aldrig skulle kunna släppa taget om.

    Diskussion: Mer kunskap och information om Downs syndrom kan ge människor en mera förstående syn på personer med Downs syndrom. Barn med ADHD har ett starkt behov av stadga, struktur och fasta ramar. Stabilitet och fasta rutiner som rör tid, plats, personer och aktiviteter skapar ofta den trygghet som behövs.

    Slutsats: Föräldrarna med barn med Downs syndrom respektive ADHD påvisar att vardagslivet har förändrats mer eller mindre, efter barnens födelse. Barn med Downs syndrom har ett synligt handikapp och omgivningen kan därför enklare uppfatta att något är annorlunda medan barn med ADHD har ett osynligt handikapp och omgivningen kan felaktigt tro att barnets avvikande uppförande främst handlar om att det är bortskämt och ouppfostrat.

  • 1044.
    Aurora, Hägglund
    University of Gävle, Faculty of Engineering and Sustainable Development.
    Dem matematiska problemlösningens roll i lärarens undervisning.2011Independent thesis Basic level (professional degree), 15 credits / 22,5 HE creditsStudent thesis
  • 1045.
    Aurosell, Rickard
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management.
    Linde, Daniel
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management.
    Utveckling av tjänsteplaneringssystem2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Högskolan i Gävle har inget gemensamt system för tjänsteplanering. Processen är ineffektivt och innefattar ifyllandet av Excel-ark. Detta arbete omfattar designen och skapandet av ett tjänsteplaneringssystem åt en tjänsteplanerare vid HiG. Det som efterfrågades var ett system som är smidigare och ger möjlighet att överblicka det som planerats. Systemet behövde bara stödja en användare. Ett system skapades som består av en databas och en användarapplikation som kommunicerar med databasen. Som databas användes MySQL och applikationen skrevs i Java. Befintliga datakällor på HiG med kurser och personal används för att minimera mängden manuell inmatning. Systemet är en fungerande lösning klart för användning som överträffade beställarens förhoppningar.

  • 1046.
    Aurusell, Louise
    University of Gävle, Department of Technology and Built Environment, Ämnesavdelningen för byggnadskvalitet.
    Ytbehandling baserad på hampolja2008Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The varieties of paint are today very big, but many of the more popular paints are less than environmental friendly. The uses of fossilized fuel in paints are common because these paints dry fast and are color true. It would be beneficial for the environment if more renewable source were used to produce paint. Linseed oil is an old base for oil paints. It is renewable and easily procured. But linseed oils have some aspects that give it a bad reputation. There are problems with the slow drying and the color turning yellow when exposed to darkness for long periods of time. Researchers at KTH have connected the yellowing to linolenic acid, one of the common fatty acids in linseed oil (Svensson, M. Johansson, M, Stenberg, C. Samuelsson, J. 2003). Hempseed oil is also a drying oil like linseed, but hempseed oil contains a larger amount of the fatty acid linoleic acid and a smaller amount of linolenic acid (http://en.wikipedia.org/wiki/Hempseed_oil). This might mean that oil paint based on hempseed-oil instead of linseed-oil might have fewer problems with yellowing.Experiments with the two oils have been executed side by side in order to compare results. Two oil paints have also been produced and tested. Test pieces painted with the two different oil paints were exposed to moisture, daylight and complete darkness and then compared.

  • 1047.
    Avalinejad-Bandari, Marziyeh
    University of Gävle, Department of Business Administration and Economics.
    Fastighetsmäklare: varför så dåligt rykte?2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim: Many people react negatively when they find out that I work as an estate agent. They believe that estate agents earn more money then they should. What many do not know is how hard we must work and that it doesn´t suit someone who is looking for an 8-17 work. As an estate agent I thought it would be interesting to found out why the estate agents have such a bad reputation.

    Method: This essay is based on the interviews with estate agents and branch organizations but also on newspaper articles about real estate agents. Theory is collected marketing, where I have concentrate on concepts of branding, positioning, communication and image.

    Result & Conclusions: The factors, which I found in my investigation, that have an effect to the bad reputation are; media, commission, the customers and the bidding. These four factors have utmost importance for the reputation of estate agents.  For estate agent to become a strong brand, the estate agents need to concentrate on the communication to the customers and make sure that there will be no misunderstanding. The estate agents must found a good and unique position and make a strong place in the customer’s consciousness. To do that as an estate agent, you have to take care of your clients and make sure that you create a good relation to them.

    Suggestions for future research: How can the bad reputation turn to a good reputation? More is need to be said about this. How can the brand estate agent get more positive touch?

    Contribution of the thesis: The contribution of the essay is to give a picture of the bad reputation estate agents have to deal with and how it have become. The contribution is furthermore to give a balanced picture of the profession of estate agency. 

  • 1048.
    Awan, Jonas
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Wettervik, Tanya
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Förskollärares nyttjande av naturbaserad närmiljö: En didaktisk undersökning om utomhusundervisning2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Samtidigt som barn blir allt mer stillasittande är inte heller förskolläraresundervisningsuppdrag tydligt i den naturbaserade närmiljön. Trots kunskap omutevistelsens positiva aspekter på barns utveckling saknas det en bild av hur svenskaförskollärare applicerar denna kunskap i praktiken. Med syftet att undersöka hurförskollärare nyttjar sin naturbaserade närmiljö genomfördes en enkätstudie där hundrasvenska förskollärare besvarade frågor om hur ofta och hur länge de nyttjade närmiljön,samt varför, vad de gjorde och vilka hinder de såg. Även de didaktiska frågorna när ochvar berördes i enkäten samt hur lång yrkeserfarenhet förskollärarna hade. Resultatetvisade att förskollärare skulle vilja lämna förskolan för att bedriva utomhusundervisningmer frekvent än de gör och att de använder sig av den naturbaserade närmiljön för att fåen varierad lärmiljö. Det framkom en bild av en bred variation på ämnesområden därförskollärare bedriver utomhusundervisning och naturkunskap var det högst frekventasvaret. Det framkom också att personalbrist var en vanlig barriär för att bedrivautomhusundervisning. Studiens slutsats är att det ges uttryck för en didaktisk tankebakom den undervisning förskollärarna bedriver i den naturbaserade närmiljön.Förskollärare tycks ha intresse och kunskap för att bedriva utomhusundervisning menförutsättningarna tillåter inte alltid det, inte minst som följd av den brist på förskollärareoch annan förskolepersonal som finns i Sverige idag. Vidare forskning som fokuserar påatt upptäcka och motverka hinder för att vistas i förskolans naturbaserade närmiljöskulle vara en intressant utveckling.

  • 1049.
    Awuah, Gabriel Baffour
    et al.
    Högskolan i Halmstad.
    Abraha Gebrekidan, Desalegn
    Högskolan i Skövde.
    Osarenkhoe, Aihie
    University of Gävle, Faculty of Education and Business Studies, Department of Business and Economic Studies, Business administration.
    Interactive (networked) internationalization: the case of Swedish firms2011In: European Journal of Marketing, ISSN 0309-0566, E-ISSN 1758-7123, Vol. 45, no 7/8, p. 1112-1129Article in journal (Refereed)
  • 1050. Awuah, Gabriel Baffour
    et al.
    Osarenkhoe, Aihie
    University of Gävle, Department of Business Administration and Economics, Ämnesavdelningen för företagsekonomi.
    Abraha GEBREKIDAN, Desalegn
    Interactive internationalization: the case of Swedish firms2007Report (Other academic)
    Abstract [en]

    The extant literature stresses that having foreign market presence is imperative for most firms these days. However, how firms conceive of which foreign markets to enter, the entry mode to take and the resource commitments to make are not information or decision-making processes solely confined to a firm that internationalizes its activities. The purpose of this study is to provide deeper insights into (1) reasons for a firm to internationalize its business activities and (2) the extent to which an independent actor (s) actively collaborates with the internationalizing firm so as to jointly determine the choice of market, the mode of entry and the level of investment committed in the market to be entered and even after the entry (i.e. the on-going activities). Based on two multiple case studies, one major finding of the study shows that independent actors, with their interconnected networks, have played and are still playing a major role in influencing the internationalization processes of each of the two firms in this study.

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