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  • 1.
    Aavanen, Anette
    University of Gävle, Department of Mathematics, Natural and Computer Sciences. University of Gävle.
    Hur räknar du?: barns subtraktionsstrategier i tidiga år2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammanfattning: Syftet med examensarbetet var att få en fördjupad förståelse över hur barn tänker matematik med fokus på subtraktion. Arbetet koncentrerades kring vilken uppfattning eleverna har om subtraktion i relation till addition, vilka subtraktionsstrategier de har samt om dessa skiljer sig utifrån ett genusperspektiv. Syftet var också att ta reda på hur subtraktion presenteras under de första skolåren, med hjälp av lärarintervjuer och läroboksanalyser. Tillvägagångssättet var således kvalitativa intervjuer med elever och lärare samt analys av skolornas läromedel.

     

    Det jag kom fram till med arbetet var att elever ofta behärskar många strategier innan de börjar skolan men att de sedan utvecklas till att enbart använda en metod. Lärare har därför ett ansvar i klassrummet att pedagogiskt lägga upp ett arbetssätt som hjälper eleverna att etablera de strategier som de har och lära ut flera strategier. Den vanligaste subtraktionsstrategin för elever i tidiga år är att räkna med borttagningsmetoden.

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  • 2.
    Abens, Maria
    University of Gävle, Department of Mathematics, Natural and Computer Sciences.
    Outdoor Education in Mathematics: Can it be implemented?2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study examines outdoor education in mathematics at an international school under the IB PYP curriculum. Students spend most of their time indoors with the exception of lunch recess. Outdoor education provides a new and different way for both teachers and students to get fresh air. Research indicates that children who spend more time outdoors suffer less from allergies and other health problems. In the study, teachers and parents were given questionnaires, and three mathematics lessons were conducted outdoors.  Students were later interviewed in groups. Most parents and teachers were positive to the idea of academic outdoor lessons in any subject. Teachers saw some difficulties implementing it because of time, weather and behavioural problems with students outside. Furthermore, they agreed that children should spend more time outside and that the children’s health might benefit. Most of the students enjoyed the outdoor mathematics lessons. They were positive towards outdoor education in any subject.

  • 3.
    Abraham, David
    et al.
    Lunds Universitet.
    Ryrholm, Nils
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Witzell, Håkan
    Lunds Universitet.
    Scoble, Malcolm
    British Museum of Natural History.
    Holloway, Jeremy
    British Museum of Natural History.
    Löfstedt, Christer
    Lunds Universitet.
    Molecular phylogeny of the subfamilies in Geometridae (Geometroidea: Lepidoptera.)2001In: Molecular Phylogenetics and Evolution, ISSN 1055-7903, E-ISSN 1095-9513, Vol. 20, p. 65-77Article in journal (Refereed)
  • 4.
    Abrahamsson, Emil
    University of Gävle, Department of Mathematics, Natural and Computer Sciences.
    Digitalt arkiv2008Student paper second term, 10 points / 15 hpStudent thesis
    Abstract [sv]

    Grunden för detta arbete har varit att förenkla hantering och sökning bland ritningar och förteckningar i ett ritningsarkiv. Lösningen har blivit ett webbaserat datasystem som bygger på en databas där all information lagras och är sökbar. Resultatet har blivit ett system som man oavsett var man befinner sig inom företagets nätverk ha tillgång till alla ritningar och förteckningar på ett snabbt och effektivt sätt.

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  • 5. Adams, Robin
    et al.
    Fincher, Sally
    Pears, Arnold
    Börstler, Jürgen
    Boustedt, Jonas
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för datavetenskap.
    Dalenius, Peter
    Eken, Gunilla
    Heyer, Tim
    Jacobsson, Andreas
    Lindberg, Vanja
    Molin, Bengt
    Moström, Jan-Erik
    Wiggberg, Mattias
    What is the word for 'Engineering' in Swedish: Swedish students conceptions of their discipline2007Report (Other academic)
    Abstract [en]

    Engineering education in Sweden – as in the rest of the world – is experiencing a decline in student interest. There are concerns about the ways in which students think about engineering education, why they join an academic programme in engineering, and why they persist in their studies. In this context the aims of the Nationellt ämnesdidaktiskt Centrum för Teknikutbildning i Studenternas Sammanhang project (CeTUSS) is to investigate the student experience and to identify and support a continuing network of interested researchers, as well as in building capacity for disciplinary pedagogic investigation.

    The Stepping Stones project brings together these interests in a multi-researcher, multi-institutional study that investigates how tudents and academic staff perceive engineering in Sweden and in Swedish education. The first results of that project are reported here. As this study is situated uniquely in Swedish education, it allows for exploration of “a Swedish perspective” on conceptions of engineering. The Stepping Stones project was based on a model of research capacity-building previously instantiated in the USA and Australia (Fincher & Tenenberg, 2006).

  • 6.
    Ahonen-Jonnarth, Ulla
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för datavetenskap.
    Finlay, R.
    Effects of elevated nickel and cadmium concentrations on growth and nutrient uptake of mycorrhizal and non-mycorrhizal Pinus sylvestris seedlings2001In: Plant and Soil, ISSN 0032-079X, E-ISSN 1573-5036, Vol. 236, p. 129-138Article in journal (Refereed)
    Abstract [en]

    The effects of Ni and Cd on growth and nutrient uptake of mycorrhizal and non-mycorrhizal Pinus sylvestris L. seedlings were investigated in a pot experiment. Seedlings were either inoculated with Laccaria bicolor (Maire) Orton or left uninoculated before being planted in pots containing a mixture of sandy soil from the B-horizon of a coniferous forest, small stones and pure quartz sand. The pots were supplied with small amounts of a balanced nutrient solution every 24 h using peristaltic pumps. Nickel or Cd were added as chlorides to the nutrient solution at levels of 85 μM Ni (Ni 1), 170 μM Ni (Ni 2), or 8.9 μM Cd. Mycorrhizal colonisation of the roots was nearly 100% in the mycorrhizal treatments. The mycorrhizal seedlings grew significantly better than the non-mycorrhizal ones. The weight of mycorrhizal seedlings in the Ni 2 treatment was 29% lower than that of the mycorrhizal controls, but still 34% greater than that of the non-mycorrhizal seedlings not exposed to metals. There was an overall, statistically significant, negative effect of metals on plant yield. Mycorrhizal plants had lower root:shoot (R:S) ratios than non-mycorrhizal plants and the R:S ratio was increased by metal exposure, particularly in the non-mycorrhizal seedlings. Plant concentrations of Cd or Ni were not affected by mycorrhizal colonisation, but total uptake of Cd and Ni was higher in bigger mycorrhizal seedlings. Nickel decreased P concentration in all seedlings and Cd decreased P concentration in the non-mycorrhizal seedlings. Generally, the mycorrhizal seedlings grew better than non-mycorrhizal ones and had better P, K, Mg and S status. Root growth was not significantly affected by the metal treatments. The reduction in mean shoot growth of non-mycorrhizal plants, relative to the metal-free control, appeared higher than in mycorrhizal plants but was not statistically significant due to high variation in the non-mycorrhizal plants not exposed to metals. The main mycorrhizal effect was thus increased nutrient uptake and growth of the seedlings.

  • 7.
    Ahonen-Jonnarth, Ulla
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för datavetenskap.
    Göransson, A
    Finlay, R
    Growth and nutrient uptake of ectomycorrhizal Pinus sylvestris seedlings treated with elevated Al concentrations and decreased levels of base cations2003In: Tree Physiology, ISSN 0829-318X, E-ISSN 1758-4469, Vol. 23, no 3, p. 157-167Article in journal (Refereed)
    Abstract [en]

    Models of the effects of elevated concentrations of aluminum (Al) on growth and nutrient uptake of forest trees frequently ignore the effects of mycorrhizal fungi. In this study, we present novel data indicating that ectomycorrhizal mycelia may prevent leaching of base cations and Al. Mycorrhizal and non-mycorrhizal Pinus sylvestris L. seedlings were grown in sand obtained from the B-horizon of a local forest. In Experiment 1, non-mycorrhizal seedlings and seedlings inoculated with Hebeloma cf. longicaudum (Pers.: Fr.) Kumm. ss. Lange or Laccaria bicolor (Maire) Orton were provided with nutrient solution containing 2.5 mM Al. Aluminum did not affect growth of non-mycorrhizal seedlings or seedlings inoculated with L. bicolor. Seedlings colonized by H. cf. longicaudum had the highest biomass production of all seedlings grown without added Al, but the fungus did not tolerate Al. Shoots of seedlings colonized by L. bicolor had the lowest nitrogen (N) concentrations but the highest phosphorus (P) concentrations of all seedlings. The treatments had small but significant effects on shoot and root Al concentrations. In Experiment 2, inoculation with L. bicolor was factorially combined with the addition of a complete nutrient solution, or a solution lacking the base cations K, Ca and Mg, and solutions containing 0 or 0.74 mM Al. Seedling growth decreased in response to 0.74 mM Al, but the effect was significant only for non-mycorrhizal seedlings. Mycorrhizal seedlings generally had higher P concentrations than non-mycorrhizal seedlings. Aluminum reduced P uptake in non-mycorrhizal plants but had no effect on P uptake in mycorrhizal plants. Mycorrhizal colonization increased the pH of the soil solution by about 0.5 units and addition of Al decreased the pH by the same amount. We conclude that the presence of ectomycorrhizal mycelia decreased leaching of base cations and Al from the soil.

  • 8.
    Ahonen-Jonnarth, Ulla
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för datavetenskap.
    Odelstad, Jan
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för datavetenskap.
    Evaluation of simulations with conflicting goals with application to cleaning of young forest stands2006In: Proceedings of ISC 2006 (Forth International Industrial Simulation Conference), 2006, p. 498-503Conference paper (Other academic)
  • 9.
    Ahonen-Jonnarth, Ulla
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för datavetenskap.
    Odelstad, Jan
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för datavetenskap.
    Simulation of cleaning of young forest stands2005Report (Other academic)
  • 10.
    Ahonen-Jonnarth, Ulla
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för datavetenskap.
    Roitto, M
    Markkola, A M
    Ranta, H
    Neuvonen, S
    Effects of nickel and copper on growth and mycorrhiza of Scots pine seedlings inoculated with Gremmeniella abietina2004In: Forest Pathology, ISSN 1437-4781, E-ISSN 1439-0329, Vol. 34, no 6, p. 337-348Article in journal (Refereed)
    Abstract [en]

    Scots pine (Pinus sylvestris) seedlings were planted in soil originating from two localities with different background levels of nickel and copper. In addition, some of the seedlings were exposed to additional nickel (20.5 mg Ni/l of soil) or copper (63.5 mg Cu/l of soil), or a combination of both Ni and Cu, via soil without direct shoot exposure during their second growing period. The seedlings were either irrigated with spring water (pH 6) or got only natural rain during the whole field experiment. All seedlings were inoculated with conidia of a shoot-pathogen Gremmeniella abietina during their third growing season, and harvested the following spring. Lengths of shoots of different year-classes were used as growth estimates. In roots, the proportion of fungal (assumedly mycorrhizal) biomass was estimated by measuring ergosterol concentration. Guajacol peroxidase activity was measured. Short roots were classified into two groups according to their condition and the composition of the mycorrhizal community was expressed as a proportion of morphotypes in the roots. The seedlings exposed to additional Ni had higher shoot growth than the seedlings in the other treatments. The mean Ni concentration in the roots of seedlings exposed to additional Ni was 79 p.p.m. and in other seedlings 16 p.p.m. Additional Ni also decreased the frequency of clearly senescent short roots and the proportion of the mycorrhizal morphotype with the thinnest mantle. These results indicate that the Ni exposure levels used in this experiment had some positive effects on the seedlings. The relative fungal biomass was about 6% lower (p = 0.0981) in the fine roots of seedlings treated with additional Cu. The mean Cu concentration in the roots of seedlings exposed to additional Cu was 256 p.p.m. and in other seedlings 29 p.p.m. Peroxidase activity, which was used as a general stress indicator in this study, was not affected by any of the treatments. The shoot growth and the relative biomass of fungi in the fine roots were positively correlated in all seedlings, and this correlation was stronger in seedlings exposed to additional Ni that were not irrigated compared with seedlings not exposed to additional Ni that were irrigated. The frequency of asymptomatic infections of G. abietina was positively correlated with the proportion of senescent short roots in the irrigated seedlings but not in not-irrigated seedlings. The general condition of seedlings may be an important factor for infection by G. abietina when moisture is high enough for the fungi to infect seedlings by conidia.

  • 11.
    Ahonen-Jonnarth, Ulla
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för datavetenskap.
    Van Hees, P. A. W.
    Lundström, U. S.
    Finlay, R. D.
    Organic acids produced by mycorrhizal Pinus sylvestris exposed to elevated aluminium and heavy metal concentrations2000In: New Phytologist, ISSN 0028-646X, E-ISSN 1469-8137, Vol. 146, no 3, p. 557-567Article in journal (Refereed)
    Abstract [en]

    A cultivation method was developed to enable exposure of ectomycorrhizal plants with intact extramatrical mycelium to solutions containing different concentrations of aluminium or heavy metals. Pinus sylvestris seedlings colonized by Suillus variegatus (two isolates), Rhizopogon roseolus or Paxillus involutus (two isolates) were used. Seedlings were transferred to Petri dishes containing glass beads and exposed to elevated concentrations of Al, Cd, Cu, or Ni in two ways: immediately following transfer; and after allowing mycorrhizal seedlings to develop an extraradical mycelium that colonized the interface between the upper surface of the beads and the metal-containing solution. Production of organic acids in mycorrhizal and non-mycorrhizal systems was measured by withdrawing samples from the solution and analyzing by HPLC. In most experiments, levels of oxalic acid were significantly higher in mycorrhizal treatments than in non-mycorrhizal controls. The measured levels of organic acids were variable, but the results obtained suggest that production of oxalic acid is stimulated by exposure to elevated Al in mycorrhizal seedlings colonized by S. variegatus and R. roseolus. Elevated Al concentrations also increased oxalic acid production by non-mycorrhizal seedlings significantly in two of four Al experiments performed, but the measured concentrations were significantly lower than in corresponding mycorrhizal treatments in both cases. Malonic acid was found in the culture solution of non-mycorrhizal had P. involutus-colonized seedlings, but only trace amounts were found in S. variegatus or R. roseolus-infected seedlings. Citric, shikimic, lactic, acetic, propionic, fumaric, formic, iso-butyric and butyric acid were found in variable concentrations. Production of oxalic acid by seedlings ColoniZed by S. variegatus BL or P. involutus was not stimulated by exposure to 0.44 μM Cd or 17 μM Ni. Exposure to 0.157 mM CU in two separate experiments using P. involutus 87.017 and two strains of S. variegatus (BL and 159) appeared to stimulate production of oxalic acid irrespective of mycorrhizal status or species.

  • 12.
    Aktan, Mikael
    University of Gävle, Department of Mathematics, Natural and Computer Sciences.
    Dynamic hair effects2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    Creating three dimensional hair is still one of the hardest elements when creating characters. Problems occur because of the constant changes in the software every few years. A major goal is to create as realistic hair as possible in Autodesk Maya and to supply this detailed information on to other 3D artist. Techniques are researched and reviewed on how different hair systems are created, as well as how dynamic effects react on the moving hair.

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  • 13.
    Alftberg, Ann-Kristin
    University of Gävle, Department of Mathematics, Natural and Computer Sciences.
    Vad lär man sig i idrott och hälsa?: en studie om högstadieelevers lärande i ämnet2009Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att ta reda på vad eleverna upplever att de lärt sig i ämnet idrott och hälsa, samt om kunskapen motsvarar syften och mål i den nationella kursplanen för ämnet. Studien genomfördes i form av en enkätundersökning bland 59 elever i år 9. Resultatet visar att elevernas kunskap motsvarar målen i kursplanen i vissa moment, medan detta inte uppfylls i andra moment. Färdigheter inom olika idrotter och social utveckling är det som eleverna särskilt upplever att de lärt sig/utvecklat genom idrottsundervisningen, medan den psykiska aspekten av hälsa har hamnat i skymundan, tillsammans med kunskaper inom bland annat dans, friluftsliv och livräddning. Enligt detta kan konstateras att elevernas kunskap i sin helhet inte motsvarar syften och mål i kursplanen i tillräckligt hög grad, samt att undervisningen i idrott och hälsa fokuserar mer på utövande av fysisk aktivitet än övriga syften och mål i den nationella kursplanen.

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  • 14.
    Almqvist Baglien, Anna
    University of Gävle, Department of Mathematics, Natural and Computer Sciences.
    Förskollärares och barnskötares perspektiv på barn, rörelse och utevistelse i förskolan: En enkätundersökning i förskolan2009Student thesis
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  • 15.
    Amselem, Yohanna
    University of Gävle. University of Gävle, Department of Mathematics, Natural and Computer Sciences.
    Hemträdgårdens Skafferi: inventering av ätbara, skötselextensiva växter för hemträdgården2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Hur vi lever och vad vi konsumerar får konsekvenser på miljön. Idag orsakar en stor del av livsmedelsproduktionen allvarliga miljöproblem. Att odla delar av sin mat i den egna trädgården bidrar till en ekologiskt hållbar livsstil, minskar den individuella miljöpåverkan och därmed det egna ekologiska fotavtrycket.  En allmän trend råder gentemot skötselextensiva trädgårdar, ofta anses det oförenligt med en nyttoträdgård. En utgångspunkt för detta arbete är att skötselextensiva odlingsmetoder kan vara av intresse för en växande målgrupp av miljömedvetna människor. Syftet med arbetet är att undersöka hur det går att förena skötselextensivitet med produktivitet i hemträdgården med tanke på växtval och komposition. Frågeställningar som besvaras är; vilka växter kan vara av intresse för den som vill odla skötselextensiva ätbara växter i sin hemträdgård? Hur kan dessa växter planteras så att trädgården blir skötselextensiv? Metoden som används är informationssökning i litteratur och internet.  I resultatets första del tas olika skötselextensiva kategorier av växter upp. Träd och buskar lyfts fram som dem mest skötselextensiva växtkategorierna. Även örtartade perenner innebär ett flertal fördelar när det gäller skötselextensivitet. Andra växtgrupper är perenna vattenväxter samt annueller och bienner som självsår sig. Odling av örtartade och vedartade ätliga perenner i form av polykulturer och skogsträdgårdar kan efter etableringsfasen innebära lite skötsel i förhållande till produktivitet. Därmed   anges polykulturer och skogsträdgårdar (en särskild form av polykultur) som exempel på skötselextensiv växtkomposition. Resultatets slutliga del består av en växtlista redovisad i tabeller och listar 233 ätbara växter som kan användas i skötselextensiva planteringar, inklusive träd, buskar, bambu, perenner, lökväxter,  vattenväxter samt annueller och bienner som självsår sig. Samtliga växter är härdiga i zon 3 och kallare. Dessa växter kan förslagsvis kombineras i polykulturer och skogsträdgårdar. Systemet som innebär att odla i skogsträdgårdar, det vill säga i flerskiktade planteringar av ätbara och användbara träd, buskar, perenner och marktäckare av skiftande höjd är ännu relativt obeprövad i zon 3  och kallare men har potential såväl för intresserade trädgårdsägare som för skolor och i annan pedagogisk och rekreativ verksamhet. Min förhoppning att  växtlistorna  underlättar för den som vill påbörja ett planteringsförsök, så väl i liten som i större skala.

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  • 16. Andersson, B
    et al.
    Bergholtz, M
    Grégoire, B
    Johannesson, P
    Schmitt, M
    Zdravkovic, Jelena
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för datavetenskap.
    From Business to Process Models: a Chaining Methodology2006In: Proceedings of the 18th International Conference on Advanced Information Systems and Engineering (CAiSE’06), 2006Conference paper (Other academic)
    Abstract [en]

    In this paper we discuss the problem of how to go from a business model to a process model in a systematic way. Business models are economic models used for business analysis, while process models capture low-level business activities and their coordination. We propose a method that starts with a business model where the main actors and their relationships are identified. This forms a basis for design of a final process model. Processes are described in terms of patterns stored in a pattern library.

  • 17.
    Andersson, Karin
    University of Gävle, Department of Mathematics, Natural and Computer Sciences.
    Årsta Odlingar: Möjligheter och omöjligheter för en kommersiell grönsaksodling i stadsrummet2009Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
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  • 18.
    Andersson, Kristina
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Hussenius, Anita
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Genusperspektiv i naturvetenskaplig undervisning2006In: Naturfagsdidaktikkens mange facetter: Proceedings fra Det 8. nordiske Forskersymposium om undervisningen i naturfag / [ed] Lisbeth Bering, Jens Dolin, Lars Brian Krogh, Jan Sölberg, Helene Sörensen, Rie Troelsen, Köpenhamn: Danmarks Paedagogiska Universitets Forlag , 2006, p. 95-102Conference paper (Refereed)
    Abstract [sv]

    Våren 2005 har ett skolutvecklingsprojekt initierats tillsammans med åtta verksamma lärare för att studera om en ökad genusmedvetenhet kan påverka undervisningen inom naturorienterade ämnen (NO) och teknik. Lärargruppen har tillsammans med projektansvariga diskuterat litteratur från forskning inom genusvetenskap och ämnesdidaktik vid sammanlagt sju seminarietillfällen. Lärarna uppmärksammar könsbundna attitydskillnader till naturvetenskap och teknik. En ökad insikt om flickors behov av att se helheter och förstå sammanhang har fått lärarna att tänka kring sin undervisning i NO/teknik på ett nytt sätt. Lärarna har bland annat provat att presentera samma undervisningsmoment på olika sätt i flick- respektive pojkgrupper. Träning och erfarenhet inom ett område som eleverna tidigare inte behärskar, skapar trygghet och förtrogenhet med ämnet och därigenom kan attitydskillnader överbryggas. För att bättre kunna förmedla ett intresse och engagemang till eleverna uttrycker lärarna en önskan om kompetensutveckling inom NO/teknik. I artikeln presenteras delresultat från intervjuer med fyra av de deltagande lärarna.

  • 19.
    Andersson, Kristina
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap. Centre for Gender Research, Uppsala University, Uppsala, Sweden.
    Hussenius, Anita
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap. Centre for Gender Research, Uppsala University, Uppsala, Sweden.
    Gustafsson, Christina
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Gender theory as a tool for analyzing science teaching2009In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 25, no 2, p. 336-343Article in journal (Refereed)
    Abstract [en]

    This study examines to what extent experienced teachers are aware of gender issues in the science classroom. It also explores how an introduction to gender theory might alter this awareness. Teachers wrote their reflections about a real classroom situation. They were then asked to analyse the same situation after having read texts that discussed gender theory concepts. The fourteen teachers' understanding about gender and society were challenged. Some teachers were able to analyse the case differently by applying gender theory, others discussed the case on a more general level, while one teacher showed signs of resistance regarding gender theory.

  • 20.
    Andersson, Kristina
    et al.
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Hussénius, Anita
    University of Gävle, Department of Mathematics, Natural and Computer Sciences.
    Gender theory as a tool for analysing science teaching2008In: Planning science instruction - from insight to learning to pedagogical practices: proceedings of the 9th Nordic Research Symposium on Science Education, 11th-15th June 2008, Reykjavík, Iceland, Reykjavík: School of education, University of Iceland , 2008, p. 168-170Conference paper (Refereed)
    Abstract [en]

    Attempts to reform science education have to a minor extent taken into account that gender issues may have an influence on the pupils, their learning and interest. Therefore, examples of using feminist or gender theories for analyzing or planning science education are difficult to find in the literature (Nyström 2007, Sinnes 2006). The aim of this study is to examine to what extent experienced teachers apprehend the gender order within the scientific classroom and also to explore if it is possible to achieve a change in these apprehensions. In-service teachers have unprepared written down their reflections about a real classroom situation, a case, and afterwards got the task of analyzing the situation once again after reading a gender theory. The teachers’ texts have been analyzed in several steps: first, the written material was analyzed to find and form categories of relevance; second, sections were raised that pointed out if the teachers had used the gender theory and in what way they had used it; and third, a comparison was made on an individual level of the teachers’ explanations in the two different tasks. The results show that the participating teachers’ understandings about gender and society were challenged ,which is expressed in different ways in their texts. One group of teachers was able to apply the theory on the concrete classroom event, another group had a discussion on a more general level, while one teacher showed a resistance to the theory and thereby also to the task. The fact that the teachers deepen and widen their interpretation of a real classroom’s event when they get access to a gender theory indicates that this method can be applied in teacher education. The usage of cases can be an instrument to link theories to practical work.

  • 21.
    Andersson, Maria
    University of Gävle, Department of Mathematics, Natural and Computer Sciences.
    Ett gestaltningsförslag på en trädgård anpassad till äldre vårdtagare och personer med demenssjukdom i särskilt boende2009Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
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  • 22.
    Andersson, Sebastian
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för datavetenskap.
    Karaktärsdesign: från koncept till färdig spelkaraktär2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Denna rapport innefattar skapandeprocessen för en spelkaraktär. Vilka metoder som används i dagens industri och vilka verktyg som artisterna använder för att en 3dkaraktär till next-gen spel. Den undersöker även vilka slags tekniker som används för att skapa en personlighet och ett utseende som gör karaktären minnesvärd. Vilka metoder som kan användas för att skapa en viss känsla hos karaktärer. Rapporten går också igenom en av alla de olika vägarna man kan ta för att skapa en karaktär från koncept till färdig spelkaraktär. Detta med hjälp av välkända program och tekniker som används.

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  • 23.
    Andersson, Tomas
    University of Gävle, Department of Mathematics, Natural and Computer Sciences.
    Controlling the fluid dynamics: an analysis of the workflow of fluids2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    A scene containing dynamic fluids can be created in a number of ways. There are two approaches that will highlight the problems and obstacles that might occur. Today’s leading fluid simulator, RealFlow, simulates the fluid dynamics. A comparison between the two approaches will be made and are analyzed. Through experimentation, one of the approaches fails to produce the set requirements in the experiment and furthermore the two approaches differ in efficiency.

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  • 24.
    Antman, Helena
    University of Gävle, Department of Mathematics, Natural and Computer Sciences.
    Bygg och konstruktion: en kreativ process i förskolan2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med arbetet är att undersöka hur viktigt bygg och konstruktion är i förskolan och hur man kan arbeta med det som en kreativ process. I läroplanen Lpfö -98 står det att barn ska få möjlighet till att vara kreativa på olika sätt, vilket även innebär genom att få konstruera och utnyttja material och tekniker. För att skapa en plats för detta behöver det inte kosta så mycket pengar och man behöver inte så stora utrymmen menar Mylesand (2007), engagerade pedagoger är det viktigaste och att materialet som finns att arbeta med väcker nyfikenhet hos barnen.

    Metoden har varit att forska i litteratur och praktisk utveckla en bygghörna på en förskolas utegård. Genom att barn får möjlighet att bygga och konstruera ute kan de bygga i större dimensioner och kan använda större material som Tragton(1996) menar är bra för barn som växer, detta kan kopplas till strävansmål som finns i läroplanen som säger att barn ska utveckla sin motoriska och koordinations förmåga.

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  • 25.
    Arnqvist, Malin
    University of Gävle, Department of Mathematics, Natural and Computer Sciences.
    Strömmingsspelet: Ett pedagogiskt spel om närmiljön i Hudiksvall2008Independent thesis Advanced level (professional degree), 15 credits / 22,5 HE creditsStudent thesis
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  • 26.
    Arvidsson, Anneli
    University of Gävle, Department of Mathematics, Natural and Computer Sciences.
    Pedagogens påverkan på barns kost i förskolan2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 27.
    Asp, Ulf
    University of Gävle, Department of Mathematics, Natural and Computer Sciences.
    Idrottslärarstudenters syn på friluftsliv i grundskolan: -En jämförelse mellan idrottslärarstudenter och kursplanen för idrott och hälsa2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte är att ta reda på lärarstudenter inom idrott och hälsas uppfattningar på begreppet friluftsliv ur ett skolperspektiv, samt se hur det överens stämmer med vad kursplanen i ämnet idrott och hälsa nämner om friluftsliv. Metoderna som använts i studien är en enkätundersökning och en kvalitativ intervjuundersökning. Resultatet av dessa två metoder har sedan jämförts med vad som står i kursplanen för idrott och hälsa. Resultatet i studien är att studenternas uppfattning på friluftsliv skiljer sig åt, men att i ett skolperspektiv har studenterna en likartad uppfattning. Studenternas svar stämmer relativt bra överens med vad som står i kursplanen.

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  • 28.
    Aspman, Gita
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    Utbildning för hållbar utveckling2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Enligt såväl nationella som internationella dokument ska det svenska skolväsendet undervisa för en hållbar utveckling. En viktig förutsättning för att detta ska uppfyllas är att de yrkesverksamma lärarna dels vet vad hållbar utveckling innebär, dels kan bedriva en undervisning som syftar till att främja en sådan utveckling. Det här examensarbetet är en litteraturstudie som syftar till att ge en sammanfattning av vad utbildning för hållbar utveckling är och hur man kan jobba med det i förskola och skolans tidigare år.

    Viktiga aspekter i en utbildning för hållbar utveckling är bl.a att utveckla elevernas förmåga att ta ställning i etiska frågor, att tänka kritisk, att förstå och hantera konflikter och att stärka elevernas demokratiska handlingskompetens.

    Det finns inte mycket forskning kring hur man ska arbeta med hållbar utveckling för små barn, före skolåldern. Det är under de tidigare åren som våra värderingar grundläggs och därför är det viktigt att börja undervisningen tidigt.

    Som förskollärare vill jag arbeta med att grundlägga barns förståelse av hållbar utveckling. Ett sätt att arbeta med hållbar utveckling i förskolan är att ge barnen möjligheter till en utevistelse där man som pedagog visar barnen på sammanhangen i naturen.Frågor rörande empati och inlevelseförmåga har alltid varit viktiga i förskolan och de frågorna blir i skenet av utbildning för hållbar utveckling om möjligt ännu viktigare. Att få en ökad inlevelseförmåga, att ta olika personers perspektiv och att lära sig samarbeta är förmågor som alla tränas genom lek och samspel barn emellan.

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  • 29.
    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.

  • 30.
    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.

  • 31.
    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)
  • 32.
    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.

  • 33.
    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.

  • 34.
    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)
  • 35.
    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)
  • 36.
    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)
  • 37.
    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.

  • 38.
    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)
  • 39.
    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.

  • 40.
    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.

  • 41.
    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)
  • 42.
    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.

  • 43.
    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)
  • 44.
    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)
  • 45.
    Axelsson, Svante
    et al.
    Kemiska Institutionen, Uppsala universitet.
    Hussenius, Anita
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för naturvetenskap.
    DiaNa - Muntlig och skriftlig träning, med återkoppling och självvärdering för studenter2003In: Proceedings 2003: utvecklingskonferensen : 26-28 november i Gävle / [ed] Ingrid Järnefelt, Stockholm: Rådet för högre utbildning , 2003, p. 42-45Conference paper (Refereed)
  • 46.
    AZENA, SANDRA
    University of Gävle, Department of Mathematics, Natural and Computer Sciences. University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för matematik och statistik.
    VARIATIONSTEORI I PRAKTIK: BESKRIVNING AV ÖVNINGSUNDERVISNING I FÖRSKOLEKLASSEN2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Examensarbete beskriver hur jag inom fenomenografins ramar provar Learning Study somkompetensutvecklingsverktyg. Det är ett undervisningsförsök i förskoleklassensmatematikundervisning. Med variationsteori som grund jag försöker ta reda på kritiska aspekter för att göra lärande möjligt. Genom att förintervjua barnen, utföra planerade lektioner med det avsedda lärandeobjektet och återintervjua om det erfarna lärandeobjektet, är min avsikt att komma till värdering om det iscensatta lärandeobjektet under videofilmad lektion. Resultat visar att Learning study är ett utmärkt instrument för lärares egen lärande och gör det möjligt att finna och målmedvetet fullgöra kritiska villkor för lärande.

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  • 47.
    Backlund, Elin
    University of Gävle, Department of Mathematics, Natural and Computer Sciences. University of Gävle.
    Betongångest de Luxe: En Trädgårdsmästares examensarbete om barns kontakt med naturen.2008Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
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  • 48. Barerra, Tony
    et al.
    Hast, Anders
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för datavetenskap.
    Bengtsson, Ewert
    An Alternative Model for Real-Time Rendering of Diffuse Light for Rough Materials2005In: SCCG '05 Proceedings II, 2005, p. 27-28Conference paper (Other academic)
  • 49.
    Barreby, Martin
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för datavetenskap.
    When is it Necessary to Use Muscle Systems to Enhance 3D Animation?2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

     

    To build muscles to enhance the animation of a 3D character takes more time and effort than the standard character rig. In some cases, the muscles will not be noticeable and therefore are unnecessary. This research tried to find the moments when the muscles did or did not make a difference. The new Maya Muscle System is also explored and the procedure to create muscles for a standard rig is explained. The test that was performed showed that the muscles are more noticeable in all cases.

     

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  • 50. Barrera, T
    et al.
    Hast, Anders
    University of Gävle, Department of Mathematics, Natural and Computer Sciences, Ämnesavdelningen för datavetenskap.
    Bengtsson, E
    A Fast All-Integer Ellipse Discretization Algorithm2003In: Graphics Programming Methods / [ed] Jeff Lander, Hingham, Mass.: Charles River Media , 2003, p. 121-132Chapter in book (Other academic)
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