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  • Sejkot, Petr
    et al.
    Linnéuniversitetet, Institutionen för byggteknik (BY).
    Ormarsson, Sigurdur
    Linnéuniversitetet, Institutionen för byggteknik (BY).
    Vessby, Johan
    Linnéuniversitetet, Institutionen för byggteknik (BY).
    Numerical and experimental study of punched metal plate connection used for long-span pitched timber roof truss structure2018In: WCTE 2018 - World Conference on Timber Engineering, World Conference on Timber Engineering (WCTE) , 2018Conference paper (Refereed)
    Abstract [en]

    According to the harmonized European design code for timber structures, Eurocode 5, all pitched timber trusses used in load bearing roofs are designed as in-plane structures which means that a bracing system must be designed and put in place to prevent the out-of-plane instability. Results from numerical 3D stability analyses of the whole roof structure indicate that the out of plane stability is often the critical factor. Therefore, influence of stiffness properties of that system is studied in detail herein for long-span timber roofs. Focus is put on how the stiffness of the mechanical connections in the roof structure influences the load carrying capacity of the roof. The punched metal plate connections are modelled as non-coupled spring elements connecting the various beam elements in the timber truss respectively. The spring stiffness of the connections is derived from full-scale tests, which were made for all in- and out-of-plane degrees of freedom. To evaluate the experimental testing, a digital image correlation method was used. The results from the digital image correlation tests were compared with numerical simulations of the experimentally tested connections to check the potential of using the numerical simulations instead of the experimental testing to get the stiffness properties of various connections used in the whole roof stability analysis. Based on such analysis, punched metal plate fasteners showed to be an important contributor to the roof stability because of its relatively high stiffness in all six degrees of freedom.

  • Vessby, Johan
    et al.
    Växjö universitet, Institutionen för teknik och design.
    Enquist, Bertil
    Växjö universitet, Institutionen för teknik och design.
    Petersson, Hans
    Växjö universitet, Institutionen för teknik och design.
    Alsmarker, Tomas
    Tyréns.
    Experimental study of cross-laminated timber wall panels2009In: European Journal of Wood and Wood Products, ISSN 0018-3768, E-ISSN 1436-736X, Vol. 67, no 2, p. 211-218Article in journal (Refereed)
    Abstract [en]

    The use of cross-laminated structural timber elementsis becoming increasingly popular. The number of layersvaries normally from three upwards. The structural performanceof five-layer cross-laminated timber elements was investigated.The five layers consisted of 19mm thick boards,laid successively at right angles to each other and gluedtogether with PU-adhesive, layers 1, 3 and 5 lying in onedirection and layers 2 and 4 in the other. The stiffness andstrength of four cross-laminated timber elements (4955mmlong, 1250mm wide and 96mm thick) were studied duringin-plane bending. Two of the elements were first partitionedinto two parts that were reconnected in two different waysprior to testing. The influence of the way in which the crosslaminatedtimber elements were reconnected was studied,the behaviour observed being compared with the test resultsfor the unpartitioned specimens with respect to both strengthand stiffness. The experimental tests performed showed thecross-laminated timber elements to possess a high degree ofstiffness and strength. There was also found to be a markeddifference in behaviour between the two different ways inwhich the elements were connected to each other. One of thetwo connecting methods studied, being of less good designbut earlier frequently used in Sweden, showed as expectedpoor structural performance, whereas the other one appliedas a safer alternative performed well.

  • Vessby, Johan
    et al.
    Linnéuniversitetet, Institutionen för teknik, TEK.
    Serrano, Erik
    Linnéuniversitetet, Institutionen för teknik, TEK.
    Enquist, Bertil
    Linnéuniversitetet, Institutionen för teknik, TEK.
    Contact-free measurement and numerical and analytical evaluation of the strain distribution in a wood-FRP lap-joint2010In: Materials and Structures, ISSN 1359-5997, E-ISSN 1871-6873, Vol. 43, no 8, p. 1085-1095Article in journal (Refereed)
    Abstract [en]

    Wood specimens to each of which alaminate of carbon fibre reinforcement polymers(FRP) was glued (creating a lap joint in each case)were loaded to failure. A total of 15 specimens ofthree types differing in the glued length (anchoragelength) of the FRP laminate (50, 150 and 250 mmrespectively) were tested, their strength, stiffness andstrain distribution being evaluated. Synchronizeddigital cameras (charge-coupled devices) used intesting enabled strain fields on surfaces they weredirected at during the loading procedure to bemeasured. These results were also evaluated bothanalytically on the basis of generalized Volkersentheory and numerically by use of the finite elementmethod. The lap joints showed a high level ofstiffness as compared with mechanical joints. A highdegree of accuracy in the evaluation of stiffness wasachieved through the use of the contact-free evaluationsystem. The load-bearing capacity of joints ofthis type was found to be dependent upon theanchorage length in a non-linear fashion. The experimental,analytical and numerical results were shownto be in close agreement with respect to the strengthand the strain distribution obtained.

  • Vessby, Johan
    et al.
    Linnéuniversitetet, Institutionen för teknik, TEK.
    Serrano, Erik
    Linnéuniversitetet, Institutionen för teknik, TEK.
    Olsson, Anders
    Linnéuniversitetet, Institutionen för teknik, TEK.
    Coupled and uncoupled nonlinear elastic finite element models formonotonically loaded sheathing-to-framing joints in timber based shear walls2010In: Engineering structures, ISSN 0141-0296, E-ISSN 1873-7323, Vol. 32, no 11, p. 3433-3442Article in journal (Refereed)
    Abstract [en]

    Four different elastic models for sheathing-to-framing connections are presented and evaluated on asingle connection level and on a shear wall level. Since the models are elastic in their nature they aresuitable mainly for cases where the sheathing-to-framing connections are subjected to monotonicallyincreasing displacements. Of the four models one is uncoupled and the others are coupled with respect tothe two perpendicular displacement directions in a two-dimensional model. Two of the coupled modelsare non-conservative, while the third is conservative, indicating a path independency with respect to thework done to reach a defined state of deformation. When the different models are compared it is obviousthat the uncoupled model gives strength and stiffness values higher than the others; however it is notobvious which of the models to use in a shear wall analysis, each of the models having its advantages anddisadvantages. For the experimental data used as input in the analyses of this study however, a couplednon-conservative model seems the most appropriate.

  • Renström, Roger
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences (from 2013).
    Johansson-Cider, H.
    Brunzell, L.
    Energy performance of an industrial superheated steam heat pump flash dryer for drying of bio-fuel2018In: IDS'2018: 21ST INTERNATIONAL DRYING SYMPOSIUM / [ed] Carcel, JA Clemente, G GarciaPerez, JV Mulet, A Rossello, C, University Politecnica Valencia , 2018, p. 1495-1502Conference paper (Refereed)
    Abstract [en]

    Drying is an energy demanding industrial process and methods for reducing the energy consumption of drying is of interest to industry as well as society. This article presents the drying system of a biofuel factory. Steam is used as the refrigerant. Superheated steam is used as drying gas in a flash dryer with 28.8 tons/h dewatering capacity. The system includes an energy recovering water heat pump that receives its heat from the excess drying steam and heats the dryer. The SMER of the drying process ranges between 3 and 4 and the COP of the heat pump process ranges between 4 and 5.5 during one production season of peat drying. Variations in performance can be explained by variations in inlet moisture content and production rate. The example of this drying system shows the feasibility of drying in superheated steam, heat pump drying and water as refrigerant in high-temperature heat pumps.

  • Madsen, Roar
    et al.
    NTNU Trondheim.
    Stabel Jørgensen, Camilla
    NTNU Trondheim.
    Editorial/Oaivečálus Nordidactica 2019:22019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:2, p. i-vArticle in journal (Other academic)
  • Ammert, Niklas
    et al.
    Linnéuniversitetet.
    Kakoulidou, Kristina
    Linnéuniversitetet.
    Rapport från XIII:e konferensen med Nationella nätverket för historiedidaktisk forskning, 8-10 maj 2019, Linnéuniversitetet2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:2, p. 209-211Article in journal (Other (popular science, discussion, etc.))
  • Trysnes, Irene
    et al.
    Universitetet i Agder.
    Smeland, Asbjørn
    Universitetet i Agder.
    Like barn leker best? Ungdomsskoleelevers holdninger til religiøse og verdiorienterte symboler2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:2, p. 187-208Article in journal (Refereed)
    Abstract [en]

    The use of religious and value-oriented symbols and clothing in the public sphere has been a theme for several debates in many European countries over the last couple of years. Affiliation and individuality can be non-verbally displayed by wearing symbols. Religious diversity can contribute to a multitude of interpretations of these symbols. In this article we investigate what attitudes youths have regarding the use of religious and value-oriented clothing and symbols. The study has been conducted among youth at five different schools in Southern Norway. The respondents show a tolerant attitude towards most of the symbols in the study. Christian symbols are considered the most positive. Visible symbols which are considered remote from the mainstream culture will make a greater proportion of people distance themselves from it. This study shows a correlation between youth wearing Christian symbols being less positive towards cultural and religious symbols of minority, such as the hijab. Youth who wear, or could imagine wearing a hijab also show a greater acceptance of different expressions and symbols of minority culture. 

  • Hilander, Markus
    University of Helsinki.
    A geographical reading of Roland Barthes: A smartphone model for the interpretation of photographs in geography education2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:2, p. 162-186Article in journal (Refereed)
    Abstract [en]

    This article introduces a geographical reading of Roland Barthes’s Elements of Semiology, originally published in 1964. In his text, Barthes introduces the semiotic concepts of “language and speech,” “signifier and signified,” “syntagma and system,” and “denotation and connotation.” Upon these semiotic concepts, this article builds a method for interpreting photographs from the geographical point of view. In the field of geography, the interpretation of photographs is to some extent taken for granted, because geography as a discipline has always been visually oriented—especially thanks to the use of maps. However, geography has produced practically no systematic attempts to develop a visual theory. This article introduces—not a visual theory but rather—a “smartphone model” for the interpretation of photographs in geography education. Photographs taken in Taupo, New Zealand (2013) and in New York City, United States (2008) are used to exemplify Barthes’s theoretical concepts. However, it is not argued that geography students should know Barthes’s terminology, such as denotation and connotation. Instead, they should be aware of the ways in which these concepts affect the meaning-making processes. That is, the smartphone model brings together four fundamental aspects—visual elements, textual elements, framing, and application of geographical knowledge—that should be taken into account when interpreting photographs in geography lessons. This article integrates geography education, structuralist semiotics, and visual methodologies.

  • Tväråna, Malin
    Stockholms universitet.
    Tycka eller tänka om rättvisa – vad främjas i mellanstadiets samhällskunskapsundervisning?2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:2, p. 136-161Article in journal (Refereed)
    Abstract [en]

    Social science in middle school is often shaped by a crowded curriculum, and directed towards remembering and recapitulating facts rather than developing qualified ways of reasoning about societal issues. Nevertheless, critical reasoning is regarded a crucial ability for social science, both in the national curriculum and by teachers. The article explores teaching designed to benefit students’ possibilities to qualify their critical reasoning about issues of judicial justice in social science education in year 6 of primary school. The focus is on how the actions of students’ and teachers’ build teaching practises that promote or hinder critical reasoning about justice and fairness issues, depending on the motives for social science expressed and mediated through the actions of both teachers and students. Data material in the study consisted of transcribed group discussions and whole class conversations from three cycles of research lessons in a learning study conducted in collaboration with a team of seven primary school teachers. Four subject practises were identified, driven by different motives: participation, identification, deliberation and critical judgment. Actions driven by deliberation and critical judgment benefitted students’ critical reasoning about justice issues, while actions driven by participation and identification conflicted with it. The results may contribute to the discussion within social science didactics about the meaning of critical reasoning and critical judgement as a subject specific ability.

  • Jore, Mari Kristine
    Western Norway University of Applied Sciences Bergen.
    Eurocentrism in Teaching about World War One – a Norwegian Case2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:2, p. 114-135Article in journal (Refereed)
    Abstract [en]

    In this article, I argue that the imperial and colonial aspects of WW1 hold an ambiguous position in teaching about the war, presented as a cause of the war, but not acknowledged as a part of its history. Data was established through observation of history education about WW1 in the context of social studies at a lower secondary school in Norway. Identifying different manifestations of Eurocentrism, I first discuss how the national curriculum and textbook representations both explicitly thematize imperialism and colonialism, but at the same time reproduces Eurocentrism in terms of how non-Western history only enters the curriculum in the context of Western imperialism and colonialism. Secondly, teachers briefly mention colonial rule and exploitation when teaching about a war, which was a global and an imperial conflict. Finally, Eurocentrism emerges in the discrepancy between the image the teachers create, of colonies as resources for colonial rule, and the pupil’s perceptions of Africa as a continent of lack. The article aims to discuss the dilemmas and challenges Eurocentrism poses to history education and argues for the importance of using strategies which deconstruct and challenge Eurocentric narratives.

  • Gestsdóttir, Súsanna Margrét
    et al.
    Universiteit van Amsterdam.
    van Drie, Jannet
    Universiteit van Amsterdam.
    van Boxtel, Carla
    Universiteit van Amsterdam.
    Teaching historical thinking and reasoning in upper secondary schools in Iceland: results of an observation study2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:2, p. 90-113Article in journal (Refereed)
    Abstract [en]

    This study aims to describe the teaching of historical thinking and reasoning in upper secondary education in Iceland and to what extent teachers teach for these higher order thinking skills in their daily practice. We used the observation instrument, Teach-HTR, to rate 54 history lessons. It is now apparent that some form of HTR is present in nearly all of them. Nearly all included teacher’s demonstration of historical thinking and reasoning and teachers also engaged students in individual or group assignments that asked for various HTR activities. However, it does not seem to be built upon in a strategic manner and certain areas are almost completely left out. The vocabulary of HTR is not deliberately used, which indicates that teachers may be drawing more from their education as historians than as history teachers. This study may provide important indicators for professional development that can be of use in teacher training and professionalization. With the help of the instrument Teach-HTR and the literature it should be possible to design a program that helps teachers focus on basic components of historical thinking and reasoning and specific behaviour, discourse and activities that bring it forward.

  • Bergum Johanson, Lisbeth
    et al.
    UiT Norges arktiske universitet.
    Pedersen, Helge Christian
    UiT Norges arktiske universitet.
    «La elva leve»: Alta-saken som rollespill i historieundervisninga2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:2, p. 72-89Article in journal (Refereed)
    Abstract [en]

    The annual staging of a role play for school pupils called “La elva leve” (‘Let the River Live’) at Alta museum addresses the conflict over the building of a hydroelectric power plant in the Alta-Kautokeino watercourse between 1978-82. The confrontation has an important legacy, not least by bringing the issue of Sámi Indigenous rights into the national limelight. This article discusses how the role play might serve as a starting point for teaching pupils about the conflict’s consequences for Sámi rights, and interrogates the degree to which this kind of role play might benefit the pupils’ awareness of history. Drawing on observations and interviews, we found that the pupils were strongly engaged in the play and that they found it both interesting and educational. However, while they also gained more knowledge about the conflict itself, there was little evidence that they connected the conflict to the Sámi struggle for indigenous rights, or that their historical consciousness expanded significantly.

  • Spjut, Lina
    Umeå universitet.
    Stereotyper och rasbegreppet i finlandssvenska läroböcker: En textnära komparation av beskrivningar av samer under fyra decennier2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:2, p. 50-71Article in journal (Refereed)
    Abstract [en]

    Textbooks are in this article seen as reflections on values and ideas of its present. Often, it’s the majority’s culture and narrative that are told in a nation’s textbooks. What happens when one minority’s textbooks describe another minority? In Finland such a study is possible, since their Swedish-speaking minority, Finland-swedes, have their own tradition of textbook-production. This article analyses textbooks-quotes about Sami, a Finnish minority-group. The textbooks in question are written 1963, 1972, 1981 and 1997, for the Finnish minority-group, Finland-swedes. The aim of the article is to, by comparison, enlighten and analyse how and why one minority’s textbook describes another minority during four decades of status-change for minorities in Finland. Questions raised are i) How do textbooks for the Finland-swedes describe Sami-people, another marginalized minority during a period of 40 years? ii) Which identity-markers and concepts are in focus in textbook-descriptions?  iii) What changes or stagnations are seen in textbooks and what factors could have made impact on the textbook-content over time?Results show that the first three books are reproduced intertextual but with an out-fading of stereotypical identity concepts which reflects a change from a biological definition of ethnicity to a more social definition. Although the concept ‘race’ appears in the textbooks from 1997, which can be caused by new race-debates, combined with change in the status of both Finland-swedes and Sami’s in Finland in the beginning of 1990s. The article argues that a marginalisation of Finland-swedes, as the same time as Sami’s got recognition as Finland’s indigenous people, made it important to connect Finns and Swedes as the common people – the common race – in order to get acknowledged as a natural part of Finlands population. In other words: When a majority culture defines and narrows down what is included in a national identity, it effects the minorities at several levels.

  • Rosenlund, David
    Malmö University.
    Powerful knowledge and equity: How students from different backgrounds approach procedural aspects of history in large-scale testing2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:2, p. 28-49Article in journal (Refereed)
    Abstract [en]

    The study takes its point of departure in two interrelated discussions on education. One addresses the extent to which education should include aspects from academic disciplines, while the second addresses observed differences between two groups of students those with a Swedish background and those with a non-Swedish background. The research question is if and how the inclusion of academic aspects in curricula is a factor behind the differences in grades and results on the national test in history. In the study, 100 student responses on one item in the national test in history are examined. Concept analysis is applied to examine the extent to which students from the two groups have command over disciplinary aspects. The model of cognitive representations suggested by Wineburg is used as a theoretical framework. The results show that there are significant differences not only between the two groups of students but also between students within the groups. The results are related to the discussion on knowledge and curriculum, on the one hand and the issue of equity in education on the other

  • Alvén, Fredrik
    Malmö universitet.
    Var framtiden bättre förr? Temporal orientering i skolpolitiska dokument2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:2, p. 1-27Article in journal (Refereed)
    Abstract [en]

    This article presents a study of how the purpose of school in general and the civic education in particular has been told at the formal curricula. The used material are governmental documents about the compulsory school. The method used emanates from the concept of historical consciousness. It is however the concept´s narrative and temporal content that is the starting point, when David Carr´s theory of lived stories is used to understand temporal perceptions behind the formal curricula. Two time periods with different purposes for the school and the civic education, emanating from different temporal orientations, have been found, namely 1969-1980 and 1994-2011. During the first time period the temporal orientation was rather short in time, and the future vision clear. The purpose of school and civic education were told to prepare the citizens to cooperate in labour intensive workingplaces. Cooperation and willingness to defer to the collective, were the most important abilities. During the second time period the temporal orientation becomes more prolonged, a distant past was used to meet an uncertain future. The purpose of school and civic education were now told to foster a western moral cultural heritage together with a new creative entrepreneurial spirit.

  • Martin, Hanna
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication (from 2013). Gothenburg University.
    Martin, Roman
    Gothenburg University.
    Zukauskaite, Elena
    Halmstad University.
    The multiple roles of demand in new regional industrial path development: A conceptual analysisIn: Environment and planning A, ISSN 0308-518X, E-ISSN 1472-3409, article id UNSP 0308518X19863438Article in journal (Refereed)
    Abstract [en]

    This paper contributes to the literature on new regional industrial path development by highlighting the multiple roles that demand can play in regional development. We develop a conceptual framework relating different roles of demand to different types of new path development. Based on the literature on regional development, we differentiate between the role of demand as anonymous consumer, sophisticated buyer, active co-developer, public procurer and norm and value setter. These roles influence different types of new path development, including path extension, path upgrading, path importation, path diversification and path creation. New path development can be triggered by changing norms and values in the society (e.g. environmental concerns and the growing demand for cleaner technologies), public procurement for innovation (governments demand new products or services and thereby steer economic development) or by users modifying existing products or developing novel solutions that are not yet on the market (e.g. user innovations). The various roles of demand, as well as its effect on new regional industrial path development, depend on the geographical context. We argue that taking a nuanced view towards demand will add a novel dimension to the debate on new path development in regions.

  • Persson, Linda
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Lifestyle migrants or “environmental refugees”?: Resisting urban risks2019In: Population, Space and Place, ISSN 1544-8444, E-ISSN 1544-8452, article id e2254Article in journal (Refereed)
    Abstract [en]

    A relatively large group of immigrants to rural parts of inner Scandinavia are of German and Dutch descent. Many are families with young children having moved to unpopular areas, characterised by declining populations and services. Seven households of Dutch and German descent were interviewed with a narrative approach to explore their decision to migrate. It is revealed that they do not fit the common explanations of lifestyle migration. A “tale” of escape emerges as they describe what they wanted to leave behind, primarily risks associated with a neoliberal urban environment such as stress, aggression, and competition. The rural is described as a restful and safe space, like Hobbiton, where urban environmental refugees can exhale and live life a bit more lugnt. Drawing on Focaults “care for the self,” their experiences of the negative effects, of the individualisation of risks, neoliberal competition, and an accelerating society render evasion to a new environment into a means of risk avoidance.

  • Davis, Louise
    et al.
    Umeå University.
    Stenling, Andreas
    Umeå University; University of Gothenburg; niversity of Otago, Dunedin, New Zealand.
    Gustafsson, Henrik
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Norwegian School of Sport Sciences, Norway.
    Appleby, Ralph
    Department of Sport, Exercise, and Rehabilitation, Northumbria University, Newcastle upon Tyne, UK.
    Davis, Paul
    Umeå University.
    Reducing the risk of athlete burnout: Psychosocial, sociocultural, and individual considerations for coaches2019In: International journal of sports science & coaching, ISSN 1747-9541, E-ISSN 2048-397X, Vol. 14, no 4, p. 444-452Article in journal (Refereed)
    Abstract [en]

    Past research suggests that athletes’ relationships with their coach can act as a risk factor in the development of burnout. Coaching practice may be enhanced through understanding the multidimensional factors that can augment the associations between coach–athlete relationship quality and athlete burnout. The present study explored both individual difference characteristics (gender, age, and sport level) and sociocultural factors (sport type) as moderators of this relationship. Our findings show statistically significant interaction effects for gender and age. Coaches and practitioners working with younger athletes and male performers in particular, are advised to work with strategies aiming to build relationships and reduce the risk of burnout.

  • Josefsson, Torbjorn
    et al.
    Halmstad University.
    Ivarsson, Andreas
    Halmstad University.
    Gustafsson, Henrik
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Stenling, Andreas
    Umea University.
    Lindwall, Magnus
    University Gothenburg.
    Tornberg, Rasmus
    Halmstad University.
    Boeroey, Jan
    Halmstad University.
    Effects of Mindfulness-Acceptance-Commitment (MAC) on Sport-Specific Dispositional Mindfulness, Emotion Regulation, and Self-Rated Athletic Performance in a Multiple-Sport Population: an RCT Study2019In: Mindfulness, ISSN 1868-8527, E-ISSN 1868-8535, Vol. 10, no 8, p. 1518-1529Article in journal (Refereed)
    Abstract [en]

    ObjectivesThe aim of the study was to examine mediating effects of emotion regulation and sport-specific dispositional mindfulness on self-rated athletic training performance, following the Mindfulness-Acceptance-Commitment (MAC) intervention, compared to a Psychological Skills Training (PST) control group.MethodsSixty-nine competitive elite athletes who did not have any prior experience with mindfulness- and acceptance-based exercises, were recruited and randomly assigned into either a MAC group or a traditional PST group. Latent growth curve analyses were performed to examine longitudinal relationships among the study variables. Mediation analyses were conducted to test if the growth trajectory of each of the proposed mediators mediated the relationship between the intervention and perceived performance (measured at T3).ResultsFindings showed that the MAC intervention had an indirect effect on self-rated athletic training performance through changes in dispositional mindfulness and emotion regulation respectively. Further, the MAC- group obtained greater post-test improvements in athletic mindfulness, emotion regulation abilities, and perceived performance compared to the PST group.ConclusionsOverall, findings suggest that dispositional athletic mindfulness and emotion regulation may function as important mechanisms in MAC, and that the MAC approach is a more effective intervention compared to the PST condition in reducing emotion regulation difficulties, as well as enhancing sport-relevant mindfulness skills and perceived athletic training performance in elite sport.

  • Kumar, Vikash
    et al.
    Swedish University for Agricultural Science.
    Hainaut, Matthieu
    Aix Marseille University, France.
    Delhomme, Nicolas
    Swedish University for Agricultural Science.
    Mannapperuma, Chanaka
    Umea University.
    Immerzeel, Peter
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences (from 2013). Swedish University for Agricultural Science.
    Street, Nathaniel R.
    Umea University.
    Henrissat, Bernard
    Aix Marseille University, France.
    Mellerowicz, Ewa J.
    Swedish University for Agricultural Science.
    Poplar carbohydrate-active enzymes: whole-genome annotation and functional analyses based on RNA expression data2019In: The Plant Journal, ISSN 0960-7412, E-ISSN 1365-313XArticle in journal (Refereed)
    Abstract [en]

    Carbohydrate-active enzymes (CAZymes) catalyze the formation and modification of glycoproteins, glycolipids, starch, secondary metabolites and cell wall biopolymers. They are key enzymes for the biosynthesis of food and renewable biomass. Woody biomass is particularly important for long-term carbon storage and as an abundant renewable natural resource for many industrial applications. This study presents a re-annotation of CAZyme genes in the current Populus trichocarpa genome assembly and in silico functional characterization, based on high-resolution RNA-Seq data sets. Altogether, 1914 CAZyme and expansin genes were annotated in 101 families. About 1797 of these genes were found expressed in at least one Populus organ. We identified genes involved in the biosynthesis of different cell wall polymers and their paralogs. Whereas similar families exist in poplar and Arabidopsis thaliana (with the exception of CBM13 found only in poplar), a few families had significantly different copy numbers between the two species. To identify the transcriptional coordination and functional relatedness within the CAZymes and other proteins, we performed co-expression network analysis of CAZymes in wood-forming tissues using the AspWood database () for Populus tremula. This provided an overview of the transcriptional changes in CAZymes during the transition from primary to secondary wall formation, and the clustering of transcripts into potential regulons. Candidate enzymes involved in the biosynthesis of polysaccharides were identified along with many tissue-specific uncharacterized genes and transcription factors. These collections offer a rich source of targets for the modification of secondary cell wall biosynthesis and other developmental processes in woody plants.

  • Tanner, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    "...When It Is Us the Tests Are Made for". Students' Argumentations in a Performative Education System2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    The aim is to analyse how policy decisions about assessment practices influence what it means to be a student in a performative system. We examine an occasion where a previously mandatory national test became optional, and how students took the opportunity to try to change the school's decision about this. The study is based on student group interviews in year 6, and uses Conversation Analysis to examine how they use discursive resources to co-construct fabrications of the ideal student. The findings show how neoliberal rhetoric has worked its way into the students' everyday lives, and how they display a deep knowledge about how to use arguments that work inside the system. We argue that there is a need for more knowledge about contemporary education policies from a student perspective.

  • Keisu, Britt-Inger
    et al.
    Umeå universitet, Sociologiska institutionen.
    Abrahamsson, Lena
    Division of Human Work Science, Luleå University of Technology.
    Rönnblom, Malin
    Umeå universitet, Umeå centrum för genusstudier (UCGS).
    Entrepreneurship and Gender Equality in Academia: A Complex Combination in Practice2015In: Nordic Journal of Working Life Studies, ISSN 2245-0157, E-ISSN 2245-0157, Vol. 5, no 1, p. 69-92Article in journal (Refereed)
    Abstract [en]

    This article takes as its starting point two current trends in academia – the promotion of academic entrepreneurship and innovation and the promotion of gender equality – and discusses how different gender equality perspectives are interwoven, or not, into academia’s transformation processes towards entrepreneurial universities. On the basis of an analysis of 26 interviews conducted with personnel at two Swedish universities, the article investigates how concepts of academic entrepreneurship and innovation on the one hand and gender equality on the other hand are constructed and filled with meaning as well as how they are entangled and what effects are produced by this way of thinking and acting. Our analysis reveals tensions between the two policy goals, together with tensions within each goal. An overall conclusion is that articulations and ways of speaking about the policy goal of academic entrepreneurship and innovation were to some extent interwoven with the policy goal of gender equality, especially in the broader perspectives on academic entrepreneurship. However, the articulations of strategies and practice of the two policy goals essentially ran parallel, and were not entangled with one another. This is because strategies or substantial initiatives for merging gender equality into the agenda of academic entrepreneurship and innovation were lacking.

  • Sandberg, Linda
    et al.
    Umeå universitet, Umeå centrum för genusstudier (UCGS).
    Brandén, Jennie
    Umeå universitet, Umeå centrum för genusstudier (UCGS).
    Rönnblom, Malin
    Umeå universitet, Umeå centrum för genusstudier (UCGS).
    Coe, Anna-Britt
    Umeå universitet, Umeå centrum för genusstudier (UCGS).
    Hudson, Christine
    Umeå universitet, Umeå centrum för genusstudier (UCGS).
    Rädsla och trygghet i ord och handling2017Report (Other (popular science, discussion, etc.))
  • Ahmed, Bestoun S.
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Czech Technical University, Prague, Czech Republic.
    Gargantini, Angelo
    University of Bergamo, Italy.
    Zamli, Kamal Z.
    University Malaysia Pahang, Pahang, Malaysia.
    Yilmaz, Cemal
    Sabanci University, Istanbul, Turkey.
    Bures, Miroslav
    Czech Technical University, Prague, Czech Republic.
    Szeles, Marek
    Czech Technical University, Prague, Czech Republic.
    Code-Aware Combinatorial Interaction Testing2019In: IET Software, ISSN 1751-8806, E-ISSN 1751-8814Article in journal (Refereed)
    Abstract [en]

    Combinatorial interaction testing (CIT) is a useful testing technique to address the interaction of input parameters in software systems. In many applications, the technique has been used as a systematic sampling technique to sample the enormous possibilities of test cases. In the last decade, most of the research activities focused on the generation of CIT test suites as it is a computationally complex problem. Although promising, less effort has been paid for the application of CIT. In general, to apply the CIT, practitioners must identify the input parameters for the Software-under-test (SUT), feed these parameters to the CIT tool to generate the test suite, and then run those tests on the application with some pass and fail criteria for verification. Using this approach, CIT is used as a black-box testing technique without knowing the effect of the internal code. Although useful, practically, not all the parameters having the same impact on the SUT. This paper introduces a different approach to use the CIT as a gray-box testing technique by considering the internal code structure of the SUT to know the impact of each input parameter and thus use this impact in the test generation stage. We applied our approach to five reliable case studies. The results showed that this approach would help to detect new faults as compared to the equal impact parameter approach.

  • De Vin, Leo
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013).
    Jacobsson, Lasse
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013).
    Odhe, JanErik
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013).
    Simulator-assisted lean production training2019In: Production & Manufacturing Research, ISSN 2169-3277, Vol. 7, no 1, p. 433-447Article in journal (Refereed)
    Abstract [en]

    In Lean Production training and education, simulators are often used.These can take the form of for instance desktop games, computersimulations, or full-scale simulators. Many training participants perceivemodels for experiential learning and for continuous improvementprocesses as complex and abstract. Based on experiences from trainingsessions in a full-scale simulator Karlstad Lean Factory®, a unifiedmodelfor learning and improvementwork is presented. Thismodel stimulatestraining transfer and is perceived as intuitive. It also shows instructionalscaffolding as a learning method. Suggestions for future work includeinvestigating synergy with Smart Manufacturing and the use of LeanProduction simulators for innovative product realisation.