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  • 151.
    Abu Daqqa, Nizar
    et al.
    Linnaeus University, Faculty of Technology, Department of Mechanical Engineering.
    Alan, Serkan
    Linnaeus University, Faculty of Technology, Department of Mechanical Engineering.
    On the Requirements to Implement E-maintenance Cost effectively: Survey Study2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Nowadays, companies started to realize the impact of a good maintenance strategy on the production process. Quality, performance as well as availability are affected by maintenance; existing maintenance strategies help to optimize the production process to achieve high quality products with a low production cost. A new strategy of maintenance has immerged recently, e-maintenance provides an easy solution to follow up with maintenance, it provides condition monitoring, documentation, and it also gives you the best maintenance solution that fits your goals and vision. Articles related to e-maintenance was studied and analyzed to know the steps to implement a cost-effective e-maintenance. The authors came up with a model that describes the implementation process in three main steps.

  • 152.
    Abudaya, Mohammed
    et al.
    Natl Res Ctr, Palestine.
    Ulman, Aylin
    Univ British Columbia, Canada.
    Salah, Jehad
    Minist Agr, Palestine.
    Fernando, Daniel
    Linnaeus University, Faculty of Health and Life Sciences, Department of Biology and Environmental Science. Manta Trust, UK;Blue Resources Trust, Sri Lanka.
    Wor, Catarina
    Univ British Columbia, Canada.
    di Sciara, Giuseppe Notarbartolo
    Tethys Res Inst, Italy.
    Speak of the devil ray (Mobula mobular) fishery in Gaza2018In: Reviews in Fish Biology and Fisheries, ISSN 0960-3166, E-ISSN 1573-5184, Vol. 28, no 1, p. 229-239Article in journal (Refereed)
    Abstract [en]

    Little is known about the giant devil ray (Mobula mobular), an endangered species endemic to the Mediterranean. Gaza is the only region where this species is targeted, hence, this fishery was studied to address the knowledge gap on fishery interactions, species behavior, and life-history traits. Devil rays have been frequenting this maritime area for at least the past 50 years for a short window from February to April. Landings are reported from 2005 to 2016, along with disc-width (DW) measurements for recent years. A total of 304 M. mobular (over 90% males) were landed in Gaza from 2014 to 2016, most which were mature and appeared to be mating (over 90% of males had sperm-filled claspers), providing critical insight that this area may serve as a mating ground. Yearly landings are shown here to closely match the allowed fishing distance from shore, which changes regularly, indicating that the rays are normally caught between 6 and 12 n.m. offshore. Width-weight conversion parameters are calculated for the first time for this species: a = 2.68 x 10(-6) and b = 4.39. Fresh protein drives this local fishery, as food security is a major issue. An export market for gill plates was reported intermittently, and is no longer possible due to strict trade restrictions. We highlight the lack of awareness of fishers regarding the IUCN's Red List 'Endangered' status of devil rays, and stress the urgent need for national protection of this species, particularly due to the species' very slow life-history traits and probable usage of this area as a mating ground.

  • 153.
    Abu-Ragheef, Basil
    Linnaeus University, Faculty of Technology, Department of Forestry and Wood Technology.
    Polymer Aging Mechanics: An investigation on a Thermoset Polymer used in the Exterior Structure of a Heavy-duty Vehicle2019Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The use of plastic materials in the design of vehicle components is primarily driven by the need for vehicle weight and cost reduction. Additionally, these materials give design engineers freedom in creating appealing exterior designs. However, creating self-carrying exterior structures with polymers must fulfill long-term strength, creep and fatigue life requirements. Thus, the polymer polyDicyclopentadiene (pDCPD) has been chosen for this purpose. Its aging mechanics need to be understood by the design engineers to make the right decisions. This thesis has carried out mechanical tests such as uniaxial tensile testing, fatigue, and creep testing. Digital image correlation (DIC) system has been used to capture strain data from tensile tests. In the final analysis, DIC measurements proved more accurate than extensometer data retrieved from the testing machine. The rise in temperature has been captured using thermal imaging. Several degradation processes have been explored including physical aging, thermo-oxidation, photo-oxidation, chemical- and bio- degradations. Test results showed significant changes in mechanical properties after 17 years of aging. Additionally, severe thermal degradation has been observed in one of the tested panels of pDCPD. Temperature can rise to significant levels during cyclic loading at high stresses, which could have an impact on physical aging effects. Viscoelastic behavior has been explored and changes in dynamic and creep properties have been observed. The investigation also reviled that different defects caused by flawed manufacturing also can affect the material severely as one case has proved in this research.

  • 154.
    Accardi, Luigi
    et al.
    Univ Rome Torvergata, Italy.
    Khrennikov, Andrei
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Ohya, Masanori
    Tokyo Univ Sci, Japan.
    Tanaka, Yoshiharu
    Tokyo Univ Sci, Japan.
    Yamato, Ichiro
    Tokyo Univ Sci, Japan.
    Application of Non-Kolmogorovian Probability and Quantum Adaptive Dynamics to Unconscious Inference in Visual Perception Process2016In: Open systems & information dynamics, ISSN 1230-1612, E-ISSN 1573-1324, Vol. 23, no 2, article id 1650011Article in journal (Refereed)
    Abstract [en]

    Recently a novel quantum information formalism - quantum adaptive dynamics - was developed and applied to modelling of information processing by bio-systems including cognitive phenomena: from molecular biology (glucose-lactose metabolism for E.coli bacteria, epigenetic evolution) to cognition, psychology. From the foundational point of view quantum adaptive dynamics describes mutual adapting of the information states of two interacting systems (physical or biological) as well as adapting of co-observations performed by the systems. In this paper we apply this formalism to model unconscious inference: the process of transition from sensation to perception. The paper combines theory and experiment. Statistical data collected in an experimental study on recognition of a particular ambiguous figure, the Schroer stairs, support the viability of the quantum(-like) model of unconscious inference including modelling of biases generated by rotation-contexts. From the probabilistic point of view, we study (for concrete experimental data) the problem of contextuality of probability, its dependence on experimental contexts. Mathematically contextuality leads to non-Komogorovness: probability distributions generated by various rotation contexts cannot be treated in the Kolmogorovian framework. At the same time they can be embedded in a "big Kolmogorov space" as conditional probabilities. However, such a Kolmogorov space has too complex structure and the operational quantum formalism in the form of quantum adaptive dynamics simplifies the modelling essentially.

  • 155.
    Acero, F.
    et al.
    CEA Saclay, France.
    Aloisio, R.
    Arcetri Observatory, Italy ; University of L'Aquila, Italy ; Gran Sasso Science Institute, Italy.
    Amans, J.
    Paris Observatory, France.
    Amato, E.
    Arcetri Observatory, Italy.
    Antonelli, L. A.
    Rome Observatory, Italy.
    Aramo, C.
    INFN Sezione di Napoli, Italy.
    Armstrong, T.
    Durham University, UK.
    Arqueros, F.
    Complutense University of Madrid, Spain.
    Asano, K.
    University of Tokyo, Japan.
    Ashley, M.
    University of New South Wales, Australia.
    Backes, M.
    Univ Namibia, Namibia.
    Balazs, C.
    Monash Univ, Australia.
    Balzer, A.
    Univ Amsterdam, Netherlands.
    Bamba, A.
    Univ Tokyo, Japan.
    Barkov, M.
    RIKEN, Inst Phys & Chem Res, Hirosawa, Wako, Saitama 3510198, Japan..
    Barrio, J. A.
    Univ Complutense Madrid, Grp Altas Energias, Av Complutense, Madrid, Spain..
    Benbow, W.
    Harvard Smithsonian Ctr Astrophys, 60 Garden St, Cambridge, MA 02180 USA..
    Bernloehr, K.
    Max Planck Inst Kernphys, Saupfercheckweg 1, Heidelberg, Germany..
    Beshley, V.
    Inst Appl Problems Mech & Math, 3B Naukova St, Lvov, Ukraine..
    Bigongiari, C.
    Osserv Astron Torino, INAF, Corso Fiume 4, Turin, Italy..
    Biland, A.
    Swiss Fed Inst Technol, Inst Particle Phys, Schafmattstr 20, Zurich, Switzerland..
    Bilinsky, A.
    Ivan Franko Natl Univ Lviv, Astron Observ, 1 Univ Ska St, UA-79000 City Of Lviv, Ukraine..
    Bissaldi, E.
    Politecn Bari, Bari, Italy.;INFN Bari, Bari, Italy..
    Biteau, J.
    Univ Paris 11, IPNO, IN2P3, CNRS, 15 Rue Georges Clemenceau, Orsay, France.;Univ Paris 11, UMR 8608, 15 Rue Georges Clemenceau, Orsay, France..
    Blanch, O.
    IFAE, Barcelona Inst Sci & Technol, Campus UAB, Bellaterra, Barcelona, Spain..
    Blasi, P.
    Osserv Astrofis Arcetri, Largo E Fermi 5, Florence, Italy..
    Blazek, J.
    Acad Sci Czech Republic, Inst Phys, Slovance, Prague 18221 8, Czech Republic..
    Boisson, C.
    Observ Paris, CNRS, LUTH, 5 Pl Jules Janssen, Meudon, France.;Observ Paris, CNRS, GEPI, 5 Pl Jules Janssen, Meudon, France..
    Bonanno, G.
    INAF Osservatorio Astrofis Catania, Via S Sofia 78, Catania, Italy..
    Bonardi, A.
    Radboud Univ Nijmegen, POB 9010, GL Nijmegen, Netherlands..
    Bonavolonta, C.
    Ist Nazl Fis Nucl, Sez Napoli, Via Cintia,Ed G, Naples, Italy..
    Bonnoli, G.
    INAF Osservatorio Astron Brera, Via Brera 28, Milan, Italy..
    Braiding, C.
    Univ New South Wales, Sch Phys, Sydney, NSW 2052, Australia..
    Brau-Nogue, S.
    IRAP, 9 Ave Colonel Roche,BP 44346, Toulouse 4, France..
    Bregeon, J.
    Univ Montpellier, CNRS, IN2P3, Lab Univers & Particules Montpellier, CC 72,Pl Eugene Bataillon, Montpellier 5, France..
    Brown, A. M.
    Univ Durham, Dept Phys, South Rd, Durham DH1 3LE, UK;Univ Durham, Ctr Adv Instrumentat, South Rd, Durham DH1 3LE, UK.
    Bugaev, V.
    Washington Univ, Dept Phys, St Louis, MO 63130 USA..
    Bulgarelli, A.
    Ist Astrofis Spaziale & Fis Cosm Bologna, Via Piero Gobetti 101, Bologna, Italy..
    Bulik, T.
    Univ Warsaw, Fac Phys, Ul Hoza 69, Warsaw, Poland..
    Burton, M.
    Univ New South Wales, Sch Phys, Sydney, NSW 2052, Australia..
    Burtovoi, A.
    INAF Osservatorio Astron Padova, Vicolo Osservatorio 5, Padua, Italy..
    Busetto, G.
    Univ Padua, Dipartimento Fis, Via Marzolo 8, Padua, Italy..
    Bottcher, M.
    North West Univ, Ctr Space Res, Potchefstroom Campus, Potchefstroom, South Africa..
    Cameron, R.
    Stanford Univ, Dept Phys, Kavli Inst Particle Astrophys & Cosmol, 2575 Sand Hill Rd, Menlo Pk, CA 94025 USA.;Stanford Univ, Dept Phys, SLAC Natl Accelerator Lab, 2575 Sand Hill Rd, Menlo Pk, CA 94025 USA..
    Capalbi, M.
    INAF Ist Astrofis Spaziale & Fis Cosm Palermo, Via U La Malfa 153, Palermo, Italy..
    Caproni, A.
    UCS, NAT, Rua Galvao Bueno 8687,Bloco B,Sala 16, Sao Paulo, Brazil..
    Caraveo, P.
    Ist Astrofis Spaziale & Fis Cosm, Via Bassini 15, Milan, Italy..
    Carosi, R.
    Ist Nazl Fis Nucl, Sez Pisa, Largo Pontecorvo 3, Pisa, Italy..
    Cascone, E.
    INAF Osservatorio Astron Brera, Via Brera 28, Milan, Italy..
    Cerruti, M.
    Harvard Smithsonian Ctr Astrophys, 60 Garden St, Cambridge, MA 02180 USA..
    Chaty, S.
    CEA Saclay, CEA, IRFU, SAp, Bat 709, Gif Sur Yvette, France..
    Chen, A.
    Univ Witwatersrand, 1 Jan Smuts Ave, Johannesburg, South Africa..
    Chen, X.
    Pontificia Univ Catolica Chile, Avda Libertador Bernardo OHiggins 340, Santiago, Chile..
    Chernyakova, M.
    Dublin City Univ, Dublin 9, Ireland..
    Chikawa, M.
    Kindai Univ, Dept Phys, Higashiosaka, Osaka 5778502, Japan..
    Chudoba, J.
    Acad Sci Czech Republic, Inst Phys, Slovance, Prague 18221 8, Czech Republic..
    Cohen-Tanugi, J.
    Univ Montpellier, CNRS, IN2P3, Lab Univers & Particules Montpellier, CC 72,Pl Eugene Bataillon, Montpellier 5, France..
    Colafrancesco, S.
    Univ Witwatersrand, 1 Jan Smuts Ave, Johannesburg, South Africa..
    Conforti, V.
    Ist Astrofis Spaziale & Fis Cosm Bologna, Via Piero Gobetti 101, Bologna, Italy..
    Contreras, J. L.
    Univ Complutense Madrid, Grp Altas Energias, Av Complutense, Madrid, Spain..
    Costa, A.
    INAF Osservatorio Astrofis Catania, Via S Sofia 78, Catania, Italy..
    Cotter, G.
    Univ Oxford, Dept Phys, 1 Keble Rd, Oxford OX1 3NP, UK.
    Covino, S.
    INAF Osservatorio Astron Brera, Via Brera 28, Milan, Italy..
    Covone, G.
    Ist Nazl Fis Nucl, Sez Napoli, Via Cintia,Ed G, Naples, Italy..
    Cumani, P.
    IFAE, Barcelona Inst Sci & Technol, Campus UAB, Bellaterra, Barcelona, Spain..
    Cusumano, G.
    INAF Ist Astrofis Spaziale & Fis Cosm Palermo, Via U La Malfa 153, Palermo, Italy..
    D'Ammando, F.
    INAF IRA, INAF, Ist Radioastron, Via Gobetti 101, Bologna, Italy..
    D'Urso, D.
    INFN, Sez Perugia, Via A Pascoli, Perugia, Italy..
    Daniel, M.
    Harvard Smithsonian Ctr Astrophys, 60 Garden St, Cambridge, MA 02180 USA..
    Dazzi, F.
    Cherenkov Telescope Array Observ, Saupfercheckweg 1, Heidelberg, Germany..
    De Angelis, A.
    Univ Padua, Dipartimento Fis, Via Marzolo 8, Padua, Italy..
    De Cesare, G.
    Ist Astrofis Spaziale & Fis Cosm Bologna, Via Piero Gobetti 101, Bologna, Italy..
    De Franco, A.
    Univ Oxford, Dept Phys, 1 Keble Rd, Oxford OX1 3NP, UK.
    De Frondat, F.
    Observ Paris, CNRS, LUTH, 5 Pl Jules Janssen, Meudon, France.;Observ Paris, CNRS, GEPI, 5 Pl Jules Janssen, Meudon, France..
    Dal Pino, E. M. de Gouveia
    Univ Sao Paulo, Inst Astron Geofis & Ciencias Atmosfer, R Matao 1226, Sao Paulo, Brazil..
    De Lisio, C.
    Ist Nazl Fis Nucl, Sez Napoli, Via Cintia,Ed G, Naples, Italy..
    Lopez, R. de los Reyes
    Max Planck Inst Kernphys, Saupfercheckweg 1, Heidelberg, Germany..
    De Lotto, B.
    Univ Udine, Via Sci 208, Udine, Italy.;INFN, Sez Trieste, Via Sci 208, Udine, Italy..
    de Naurois, M.
    Ecole Polytech, CNRS, UMR 7638, Lab Leprince Ringuet, Palaiseau, France..
    De Palma, F.
    INFN, Sez Bari, Via Orabona 4, Bari, Italy..
    Del Santo, M.
    INAF Ist Astrofis Spaziale & Fis Cosm Palermo, Via U La Malfa 153, Palermo, Italy..
    Delgado, C.
    CIEMAT, Avda Complutense 40, Madrid, Spain..
    della Volpe, D.
    Univ Geneva, Dept Phys Nucl & Corpusculaire, 24 Rue Gen Dufour, Geneva 4, Switzerland..
    Di Girolamo, T.
    Ist Nazl Fis Nucl, Sez Napoli, Via Cintia,Ed G, Naples, Italy..
    Di Giulio, C.
    INFN, Sez Roma Tor Vergata, Via Ric Sci 1, Rome, Italy..
    Di Pierro, F.
    Ist Nazl Fis Nucl, Sez Torino, Via P Giuria 1, Turin, Italy..
    Di Venere, L.
    Univ Bari, Bari, Italy.;INFN Bari, Bari, Italy..
    Doro, M.
    Univ Padua, Dipartimento Fis, Via Marzolo 8, Padua, Italy..
    Dournaux, J.
    Observ Paris, CNRS, LUTH, 5 Pl Jules Janssen, Meudon, France.;Observ Paris, CNRS, GEPI, 5 Pl Jules Janssen, Meudon, France..
    Dumas, D.
    Observ Paris, CNRS, LUTH, 5 Pl Jules Janssen, Meudon, France.;Observ Paris, CNRS, GEPI, 5 Pl Jules Janssen, Meudon, France..
    Dwarkadas, V.
    Univ Chicago, Enrico Fermi Inst, 5640 South Ellis Ave, Chicago, IL 60637 USA..
    Diaz, C.
    CIEMAT, Avda Complutense 40, Madrid, Spain..
    Ebr, J.
    Acad Sci Czech Republic, Inst Phys, Slovance, Prague 18221 8, Czech Republic..
    Egberts, K.
    Univ Potsdam, Inst Phys & Astron, Golm, Germany..
    Einecke, S.
    TU Dortmund Univ, Dept Phys, Otto Hahn Str 4, Dortmund, Germany..
    Elsaesser, D.
    Univ Wurzburg, Inst Theoret Phys & Astrophys, Campus Hubland Nord,Emil Fischer Str 31, Wurzburg, Germany..
    Eschbach, S.
    Univ Erlangen Nurnberg, Inst Phys, Erwin Rommel Str 1, Erlangen, Germany..
    Falceta-Goncalves, D.
    Univ Sao Paulo, Escola Arles Ciencias & Humanidades, Rua Arlindo Bettio 1000, Sao Paulo, Brazil..
    Fasola, G.
    Observ Paris, CNRS, LUTH, 5 Pl Jules Janssen, Meudon, France.;Observ Paris, CNRS, GEPI, 5 Pl Jules Janssen, Meudon, France..
    Fedorova, E.
    Taras Shevchenko Natl Univ Kyiv, Astron Observ, 60 Volodymyrska St, Kiev, Ukraine..
    Fernandez-Barral, A.
    IFAE, Barcelona Inst Sci & Technol, Campus UAB, Bellaterra, Barcelona, Spain..
    Ferrand, G.
    RIKEN, Inst Phys & Chem Res, Hirosawa, Wako, Saitama 3510198, Japan..
    Fesquet, M.
    CEA Saclay, CEA, IRFU, SEDI, Bat 141, Gif Sur Yvette, France..
    Fiandrini, E.
    INFN, Sez Perugia, Via A Pascoli, Perugia, Italy..
    Fiasson, A.
    Univ Savoie, CNRS, IN2P3, Lab Annecy le Vieux Phys Particules, 9 Chemin Bellevue BP 110, Annecy Le Vieux, France..
    Filipovic, M. D.
    Western Sydney Univ, Locked Bag 1797, Penrith, NSW 2751, Australia..
    Fioretti, V.
    Ist Astrofis Spaziale & Fis Cosm Bologna, Via Piero Gobetti 101, Bologna, Italy..
    Font, L.
    Univ Autonoma Barcelona, Dept Fis, Unitat Fis Radiac, Bellaterra, Spain.;Univ Autonoma Barcelona, CERES IEEC, Bellaterra, Spain.;Edifici Cc,Campus UAB, Bellaterra, Spain..
    Fontaine, G.
    Ecole Polytech, CNRS, UMR 7638, Lab Leprince Ringuet, Palaiseau, France..
    Franco, F. J.
    Univ Complutense Madrid, Grp Elect, Ave Complutense Madrid, Spain..
    Freixas Coromina, L.
    CIEMAT, Avda Complutense 40, Madrid, Spain..
    Fujita, Y.
    Osaka Univ, Grad Sch Sci, Dept Earth & Space Sci, Toyonaka, Osaka 5600043, Japan..
    Fukui, Y.
    Nagoya Univ, Dept Phys & Astrophys, Chikusa Ku, Nagoya, Aichi 4648602, Japan..
    Funk, S.
    Univ Erlangen Nurnberg, Inst Phys, Erwin Rommel Str 1, Erlangen, Germany..
    Forster, A.
    Max Planck Inst Kernphys, Saupfercheckweg 1, Heidelberg, Germany..
    Gadola, A.
    Univ Zurich, Inst Phys, Winterthurerstr 190, Zurich, Switzerland..
    Lopez, R. Garcia
    Inst Astrofis Canarias, Via Lactea, Tenerife, Spain..
    Garczarczyk, M.
    DESY, Platanenallee 6, Zeuthen, Germany..
    Giglietto, N.
    Politecn Bari, Bari, Italy.;INFN Bari, Bari, Italy..
    Giordano, F.
    Univ Bari, Bari, Italy.;INFN Bari, Bari, Italy..
    Giuliani, A.
    Ist Astrofis Spaziale & Fis Cosm, Via Bassini 15, Milan, Italy..
    Glicenstein, J.
    CEA Saclay, CEA, IRFU, SPP, Bat 141, Gif Sur Yvette, France..
    Gnatyk, R.
    Taras Shevchenko Natl Univ Kyiv, Astron Observ, 60 Volodymyrska St, Kiev, Ukraine..
    Goldoni, P.
    Univ Paris Diderot, APC, CNRS IN2P3, CEA Irfu,Obs Paris,Sorbonne Paris Cite, 10 Rue Alice Domon & Leonie Duquet, Paris 13, France..
    Grabarczyk, T.
    Acad Comp Ctr CYFRONET AGH, Ul Nawojki 11, Krakow, Poland..
    Graciani, R.
    Univ Barcelona, Inst Ciencies Cosmos, IEEC UB, Dept Fis Quant & Astrofis, Marti & Franques 1, Barcelona, Spain..
    Graham, J.
    Univ Durham, Dept Phys, South Rd, Durham DH1 3LE, UK;Univ Durham, Ctr Adv Instrumentat, South Rd, Durham DH1 3LE, UK.
    Grandi, P.
    Ist Astrofis Spaziale & Fis Cosm Bologna, Via Piero Gobetti 101, Bologna, Italy..
    Granot, J.
    Open Univ Israel, Dept Nat Sci, 1 Univ Rd,POB 808, Raanana, Israel..
    Green, A. J.
    Univ Sydney, Sch Phys, Sydney Inst Astron, Sydney, NSW 2006, Australia..
    Griffiths, S.
    IFAE, Barcelona Inst Sci & Technol, Campus UAB, Bellaterra, Barcelona, Spain..
    Gunji, S.
    Yamagata Univ, Dept Phys, Yamagata, Yamagata 9908560, Japan..
    Hakobyan, H.
    Univ Tecn Federico Santa Maria, Ave Espana 1680, Valparaiso, Chile..
    Hara, S.
    Yamanashi Gakuin Univ, Fac Management Informat, Kofu, Yamanashi 4008575, Japan..
    Hassan, T.
    IFAE, Barcelona Inst Sci & Technol, Campus UAB, Bellaterra, Barcelona, Spain..
    Hayashida, M.
    Univ Tokyo, Inst Cosm Ray Res, Kashi Wwanoha, Kashiwa, Chiba 2778582, Japan..
    Heller, M.
    Univ Geneva, Dept Phys Nucl & Corpusculaire, 24 Rue Gen Dufour, Geneva 4, Switzerland..
    Helo, J. C.
    Univ Tecn Federico Santa Maria, Ave Espana 1680, Valparaiso, Chile..
    Hinton, J.
    Max Planck Inst Kernphys, Saupfercheckweg 1, Heidelberg, Germany..
    Hnatyk, B.
    Taras Shevchenko Natl Univ Kyiv, Astron Observ, 60 Volodymyrska St, Kiev, Ukraine..
    Huet, J.
    Observ Paris, CNRS, LUTH, 5 Pl Jules Janssen, Meudon, France.;Observ Paris, CNRS, GEPI, 5 Pl Jules Janssen, Meudon, France..
    Huetten, M.
    DESY, Platanenallee 6, Zeuthen, Germany..
    Humensky, T. B.
    Columbia Univ, Dept Phys, 538 West 120th St, New York, NY 10027 USA..
    Hussein, M.
    Univ Manitoba, 540 Machray Hall, Winnipeg, MB R3T 2N2, Canada..
    Horandel, J.
    Radboud Univ Nijmegen, POB 9010, GL Nijmegen, Netherlands..
    Ikeno, Y.
    Tokai Univ, Dept Phys, Kita Kaname, Hiratsuka, Kanagawa 2591292, Japan..
    Inada, T.
    Univ Tokyo, Inst Cosm Ray Res, Kashi Wwanoha, Kashiwa, Chiba 2778582, Japan..
    Inome, Y.
    Konan Univ, Dept Phys, Kobe, Hyogo 6588501, Japan..
    Inoue, S.
    RIKEN, Inst Phys & Chem Res, Hirosawa, Wako, Saitama 3510198, Japan..
    Inoue, T.
    Natl Astron Observ Japan, Div Theoret Astron, Osawa Mitaka, Tokyo 1818588, Japan..
    Inoue, Y.
    Japan Aerosp Explorat Agcy, Inst Space & Astronaut Sci, Chuo Ku, Yoshinodai, Sagamihara, Kanagawa 2525210, Japan..
    Ioka, K.
    Kyoto Univ, Yukawa Inst Theoret Phys, Kyoto 6068502, Japan..
    Iori, M.
    INFN, Sez Roma La Sapienza, Ple Aldo Moro 2, Rome, Italy..
    Jacquemier, J.
    Univ Savoie, CNRS, IN2P3, Lab Annecy le Vieux Phys Particules, 9 Chemin Bellevue BP 110, Annecy Le Vieux, France..
    Janecek, P.
    Acad Sci Czech Republic, Inst Phys, Slovance, Prague 18221 8, Czech Republic..
    Jankowsky, D.
    Univ Erlangen Nurnberg, Inst Phys, Erwin Rommel Str 1, Erlangen, Germany..
    Jung, I.
    Univ Erlangen Nurnberg, Inst Phys, Erwin Rommel Str 1, Erlangen, Germany..
    Kaaret, P.
    Univ Iowa, Dept Phys & Astron, Van Allen Hall, Iowa City, IA 52242 USA..
    Katagiri, H.
    Ibaraki Univ, Fac Sci, Mito, Ibaraki 3108512, Japan..
    Kimeswenger, S.
    Univ Catolica Norte, Ave Angamos 0610, Antofagasta, Chile..
    Kimura, S.
    Tokai Univ, Dept Phys, Kita Kaname, Hiratsuka, Kanagawa 2591292, Japan..
    Knodlseder, J.
    IRAP, 9 Ave Colonel Roche,BP 44346, Toulouse 4, France..
    Koch, B.
    Pontificia Univ Catolica Chile, Avda Libertador Bernardo OHiggins 340, Santiago, Chile..
    Kocot, J.
    Acad Comp Ctr CYFRONET AGH, Ul Nawojki 11, Krakow, Poland..
    Kohri, K.
    KEK High Energy Accelerator Org, Inst Particle & Nucl Studies, Oho, Tsukuba, Ibaraki 3050801, Japan..
    Komin, N.
    Univ Witwatersrand, 1 Jan Smuts Ave,Johannesburg, South Africa..
    Konno, Y.
    Kyoto Univ, Grad Sch Sci, Div Phys & Astron, Sakyo Ku, Kyoto 6068502, Japan..
    Kosack, K.
    CEA Saclay, CEA, IRFU, SAp, Bat 709, Gif Sur Yvette, France..
    Koyama, S.
    Japan Aerosp Explorat Agcy, Inst Space & Astronaut Sci, Chuo Ku, Yoshinodai, Sagamihara, Kanagawa 2525210, Japan..
    Kraus, M.
    Univ Erlangen Nurnberg, Inst Phys, Erwin Rommel Str 1, Erlangen, Germany..
    Kubo, H.
    Kyoto Univ, Grad Sch Sci, Div Phys & Astron, Sakyo Ku, Kyoto 6068502, Japan..
    Mezek, G. Kukec
    Univ Nova Gorica, Lab Astroparticle Phys, Vipayska 13, Nova Gorica 5000, Slovenia..
    Kushida, J.
    Tokai Univ, Dept Phys, Kita Kaname, Hiratsuka, Kanagawa 2591292, Japan..
    La Palombara, N.
    Ist Astrofis Spaziale & Fis Cosm, Via Bassini 15, Milan, Italy..
    Lalik, K.
    Polish Acad Sci, Henryk Niewodniczanski Inst Nucl Phys, Ul Radzikowskiego 152, Krakow, Poland..
    Lamanna, G.
    Univ Savoie, CNRS, IN2P3, Lab Annecy le Vieux Phys Particules, 9 Chemin Bellevue BP 110, Annecy Le Vieux, France..
    Landt, H.
    Univ Durham, Dept Phys, South Rd, Durham DH1 3LE, UK;Univ Durham, Ctr Adv Instrumentat, South Rd, Durham DH1 3LE, UK.
    Lapington, J.
    Univ Leicester, Dept Phys & Astron, Leicester LE1 7RH, Leics, UK.
    Laporte, P.
    Observ Paris, CNRS, LUTH, 5 Pl Jules Janssen, Meudon, France.;Observ Paris, CNRS, GEPI, 5 Pl Jules Janssen, F-92190 Meudon, France..
    Lee, S.
    Japan Aerosp Explorat Agcy, Inst Space & Astronaut Sci, Chuo Ku, Yoshinodai, Sagamihara, Kanagawa 2525210, Japan..
    Lees, J.
    Univ Savoie, CNRS, IN2P3, Lab Annecy le Vieux Phys Particules, 9 Chemin Bellevue BP 110, Annecy Le Vieux, France..
    Lefaucheur, J.
    Observ Paris, CNRS, LUTH, 5 Pl Jules Janssen, Meudon, France.;Observ Paris, CNRS, GEPI, 5 Pl Jules Janssen, Meudon, France..
    Lenain, J. -P
    Leto, G.
    INAF Osservatorio Astrofis Catania, Via S Sofia 78, Catania, Italy..
    Lindfors, E.
    Univ Turku, Tuorla Observ, Piikkio, Finland..
    Lohse, T.
    Humboldt Univ, Dept Phys, Newtonstr 15, Berlin, Germany..
    Lombardi, S.
    Osserv Astron Roma, INAF, Via Frascati 33, Monte Porzio Catone, Italy..
    Longo, F.
    Univ Trieste, Trieste, Italy.;INFN, Sezione Trieste, Trieste, Italy..
    Lopez, M.
    Univ Complutense Madrid, Grp Altas Energias, Av Complutense S-N, Madrid, Spain..
    Lucarelli, F.
    Osserv Astron Roma, INAF, Via Frascati 33, Monte Porzio Catone, Italy..
    Luque-Escamilla, P. L.
    Univ Jaen, Escuela Politecn Super Jaen, Campus Las Lagunillas, Edif A3, Jaen, Spain..
    Lopez-Coto, R.
    IFAE, Barcelona Inst Sci & Technol, Campus UAB, Bellaterra, Barcelona, Spain..
    Maccarone, M. C.
    INAF Ist Astrofis Spaziale & Fis Cosm Palermo, Via U La Malfa 153, Palermo, Italy..
    Maier, G.
    DESY, Platanenallee 6, Zeuthen, Germany..
    Malaguti, G.
    Ist Astrofis Spaziale & Fis Cosm Bologna, Via Piero Gobetti 101, Bologna, Italy..
    Mandat, D.
    Acad Sci Czech Republic, Inst Phys, Slovance, Prague 18221 8, Czech Republic..
    Maneva, G.
    BAS, Inst Nucl Res & Nucl Energy, 72 Blvd Tsarigradsko Chaussee, Sofia 1784, Bulgaria..
    Mangano, S.
    CIEMAT, Avda Complutense 40, Madrid, Spain..
    Marcowith, A.
    Univ Montpellier, CNRS, IN2P3, Lab Univers & Particules Montpellier, CC 72,Pl Eugene Bataillon, Montpellier 5, France..
    Marti, J.
    Univ Jaen, Escuela Politecn Super Jaen, Campus Las Lagunillas,Edif A3, Jaen, Spain..
    Martinez, M.
    IFAE, Barcelona Inst Sci & Technol, Campus UAB,Bellaterra, Barcelona, Spain..
    Martinez, G.
    CIEMAT, Avda Complutense 40, Madrid, Spain..
    Masuda, S.
    Kyoto Univ, Grad Sch Sci, Div Phys & Astron, Sakyo Ku, Kyoto 6068502, Japan..
    Maurin, G.
    Univ Savoie, CNRS, IN2P3, Lab Annecy le Vieux Phys Particules, 9 Chemin Bellevue BP 110, Annecy Le Vieux, France..
    Maxted, N.
    Univ New South Wales, Sch Phys, Sydney, NSW 2052, Australia..
    Melioli, C.
    Univ Sao Paulo, Inst Astron Geofis & Ciencias Atmosfer, R Matao 1226, Sao Paulo, Brazil..
    Mineo, T.
    INAF Ist Astrofis Spaziale & Fis Cosm Palermo, Via U La Malfa 153, Palermo, Italy..
    Mirabal, N.
    Univ Complutense Madrid, Grp Altas Energias, Av Complutense Madrid, Spain..
    Mizuno, T.
    Hiroshima Univ, Hiroshima Astrophys Sci Ctr, Hiroshima 7398526, Japan..
    Moderski, R.
    Polish Acad Sci, Copernicus Astron Ctr, Ul Bartycka 18, Warsaw, Poland..
    Mohammed, M.
    Heidelberg Univ, Landessternwarte, Heidelberg, Germany..
    Montaruli, T.
    Univ Geneva, Dept Phys Nucl & Corpusculaire, 24 Rue Gen Dufour, Geneva 4, Switzerland..
    Moralejo, A.
    IFAE, Barcelona Inst Sci & Technol, Campus UAB, Bellaterra, Barcelona, Spain..
    Mori, K.
    Miyazaki Univ, Dept Appl Phys, Gakuen Kibana Dai Nishi, Miyazaki 8892192, Japan..
    Morlino, G.
    Univ Aquila, Dipartimento Sci Fis & Chim, INFN, Via Vetoio 1, Laquila, Italy.;Gran Sasso Sci Inst, Via Vetoio 1, Laquila, Italy..
    Morselli, A.
    INFN, Sez Roma Tor Vergata, Via Ric Sci 1, Italy..
    Moulin, E.
    CEA Saclay, CEA, IRFU, SPP, Bat 141, Gif Sur Yvette, France..
    Mukherjee, R.
    Columbia Univ, Dept Phys, 538 West 120th St, New York, NY 10027 USA..
    Mundell, C.
    Univ Bath, Bath BA2 7AY, Avon, UK.
    Muraishi, H.
    Kitasato Univ, Sch Allied Hlth Sci, Sagamihara, Kanagawa 2288555, Japan..
    Murase, K.
    Univ Tokyo, Inst Cosm Ray Res, Kashi Wwanoha, Kashiwa, Chiba 2778582, Japan..
    Nagataki, S.
    RIKEN, Inst Phys & Chem Res, Hirosawa, Wako, Saitama 3510198, Japan..
    Nagayoshi, T.
    Saitama Univ, Grad Sch Sci & Engn, Sakura Ku, 255 Simo Ohkubo, Saitama City, Saitama 3388570, Japan..
    Naito, T.
    Yamanashi Gakuin Univ, Fac Management Informat, Kofu, Yamanashi 4008575, Japan..
    Nakajima, D.
    Univ Tokyo, Inst Cosm Ray Res, Kashi Wwanoha, Kashiwa, Chiba 2778582, Japan.;Max Planck Inst Phys & Astrophys, Fohringer Ring 6, Munich, Germany..
    Nakamori, T.
    Yamagata Univ, Dept Phys, Yamagata, Yamagata 9908560, Japan..
    Nemmen, R.
    Univ Sao Paulo, Inst Astron Geofis & Ciencias Atmosfer, R Matao 1226, Sao Paulo, Brazil..
    Niemiec, J.
    Polish Acad Sci, Henryk Niewodniczanski Inst Nucl Phys, Ul Radzikowskiego 152, Krakow, Poland..
    Nieto, D.
    Columbia Univ, Dept Phys, 538 West 120th St, New York, NY 10027 USA..
    Nievas-Rosillo, M.
    Univ Complutense Madrid, Grp Altas Energias, Av Complutense, Madrid, Spain..
    Nikolajuk, M.
    Univ Bialystok, Fac Phys, Ul K Ciolkowskiego 1L, Bialystok, Poland..
    Nishijima, K.
    Tokai Univ, Dept Phys, Kita Kaname, Hiratsuka, Kanagawa 2591292, Japan..
    Noda, K.
    Univ Tokyo, Inst Cosm Ray Res, Kashi Wwanoha, Kashiwa, Chiba 2778582, Japan.;Max Planck Inst Phys & Astrophys, Fohringer Ring 6, Munich, Germany..
    Nogues, L.
    IFAE, Barcelona Inst Sci & Technol, Campus UAB, Bellaterra, Barcelona, Spain..
    Nosek, D.
    Charles Univ Prague, Inst Particle & Nucl Phys, V Holesovickach 2, Prague 18000 8, Czech Republic..
    Novosyadlyj, B.
    Ivan Franko Natl Univ Lviv, Astron Observ, 1 Univ Ska St, City Of Lviv, Ukraine..
    Nozaki, S.
    Kyoto Univ, Grad Sch Sci, Div Phys & Astron, Sakyo Ku, Kyoto 6068502, Japan..
    Ohira, Y.
    Aoyama Gakuin Univ, Dept Math & Phys, Sagamihara, Kanagawa 2298558, Japan..
    Ohishi, M.
    Univ Tokyo, Inst Cosm Ray Res, Kashi Wwanoha, Kashiwa, Chiba 2778582, Japan..
    Ohm, S.
    DESY, Platanenallee 6, Zeuthen, Germany..
    Okumura, A.
    Nagoya Univ, Inst Space Earth Environm Res, Chikusa Ku, Nagoya, Aichi 4648601, Japan..
    Ong, R. A.
    Univ Calif Los Angeles, Dept Phys & Astron, Los Angeles, CA 90095 USA..
    Orito, R.
    Tokushima Univ, Grad Sch Sci & Technol, Tokushima 7708506, Japan..
    Orlati, A.
    INAF IRA, INAF, Ist Radioastron, Via Gobetti 101, Bologna, Italy..
    Ostrowski, M.
    Jagiellonian Univ, Fac Phys Astron & Appl Comp Sci, Ul Prof Stanislawa Lojasiewicza 11, Krakow, Poland..
    Oya, I.
    DESY, Platanenallee 6, Zeuthen, Germany..
    Padovani, M.
    Univ Montpellier, CNRS, IN2P3, Lab Univers & Particules Montpellier, CC 72,Pl Eugene Bataillon, Montpellier 5, France..
    Palacio, J.
    IFAE, Barcelona Inst Sci & Technol, Campus UAB, Bellaterra, Barcelona, Spain..
    Palatka, M.
    Acad Sci Czech Republic, Inst Phys, Slovance, Prague 18221 8, Czech Republic..
    Paredes, J. M.
    Univ Barcelona, Inst Ciencies Cosmos, IEEC UB, Dept Fis Quant & Astrofis, Marti & Franques 1, Barcelona, Spain..
    Pavy, S.
    Ecole Polytech, CNRS, UMR 7638, Lab Leprince Ringuet, Palaiseau, France..
    Pe'er, A.
    Max Planck Inst Phys & Astrophys, Fohringer Ring 6, Munich, Germany..
    Persic, M.
    Univ Udine, Via Sci 208, Udine, Italy.;INFN, Sez Trieste, Via Sci 208, Udine, Italy.;Osserv Astron Trieste, Via Sci 208, Udine, Italy.;Ist Nazl Fis Nucl, Sez Trieste, Via Sci 208, Udine, Italy..
    Petrucci, P.
    Univ Joseph Fourier, INSU CNRS, Inst Planetol & Astrophys Grenoble, 621 Ave Cent,Domaine Univ, Grenoble 9, France..
    Petruk, O.
    Inst Appl Problems Mech & Math, 3B Naukova St, Lvov, Ukraine..
    Pisarski, A.
    Univ Bialystok, Fac Phys, Ul K Ciolkowskiego 1L, Bialystok, Poland..
    Pohl, M.
    Univ Potsdam, Inst Phys & Astron, Karl Liebknecht Str, Golm, Germany..
    Porcelli, A.
    Univ Geneva, Dept Phys Nucl & Corpusculaire, 24 Rue Gen Dufour, Geneva 4, Switzerland..
    Prandini, E.
    Univ Geneva, Observ Geneva, ISDC Data Ctr Astrophys, Chemin Ecogia 16, Versoix, Switzerland..
    Prast, J.
    Univ Savoie, CNRS, IN2P3, Lab Annecy le Vieux Phys Particules, 9 Chemin Bellevue BP 110, Annecy Le Vieux, France..
    Principe, G.
    Univ Erlangen Nurnberg, Inst Phys, Erwin Rommel Str 1,Erlangen, Germany..
    Prouza, M.
    Acad Sci Czech Republic, Inst Phys, Slovance, Prague 18221 8, Czech Republic..
    Pueschel, E.
    Univ Coll Dublin, Dublin 4, Ireland..
    Puelhofer, G.
    Univ Tubingen, Inst Astron & Astrophys, Sand 1, Tubingen, Germany..
    Quirrenbach, A.
    Heidelberg Univ, Landessternwarte, Heidelberg, Germany..
    Rameez, M.
    Univ Geneva, Dept Phys Nucl & Corpusculaire, 24 Rue Gen Dufour, Geneva 4, Switzerland..
    Reimer, O.
    Leopold Franzens Univ, Inst Astro & Teilchenphys, Technikerstr , Innsbruck, Austria..
    Renaud, M.
    Univ Montpellier, CNRS, IN2P3, Lab Univers & Particules Montpellier, CC 72,Pl Eugene Bataillon, Montpellier 5, France..
    Ribo, M.
    Univ Barcelona, Inst Ciencies Cosmos, IEEC UB, Dept Fis Quant & Astrofis, Marti & Franques 1, Barcelona, Spain..
    Rico, J.
    IFAE, Barcelona Inst Sci & Technol, Campus UAB, Bellaterra, Barcelona, Spain..
    Rizi, V.
    Univ Aquila, Dipartimento Sci Fis & Chim, INFN, Via Vetoio 1, Laquila, Italy.;Gran Sasso Sci Inst, Via Vetoio 1, Laquila, Italy..
    Rodriguez, J.
    CEA Saclay, CEA, IRFU, SAp, Bat 709, Gif Sur Yvette, France..
    Fernandez, G. Rodriguez
    INFN, Sez Roma Tor Vergata, Via Ric Sci 1, Rome, Italy..
    Rodriguez Vazquez, J. J.
    CIEMAT, Avda Complutense 40, Madrid, Spain..
    Romano, P.
    INAF Ist Astrofis Spaziale & Fis Cosm Palermo, Via U La Malfa 153, Palermo, Italy..
    Romeo, G.
    INAF Osservatorio Astrofis Catania, Via S Sofia 78, Catania, Italy..
    Rosado, J.
    Univ Complutense Madrid, Grp Altas Energias, Av Complutense, Madrid, Spain..
    Rousselle, J.
    Univ Calif Los Angeles, Dept Phys & Astron, Los Angeles, CA 90095 USA..
    Rowell, G.
    Univ Adelaide, Sch Phys Sci, Adelaide, SA 5005, Australia..
    Rudak, B.
    Polish Acad Sci, Copernicus Astron Ctr, Ul Bartycka 18, Warsaw, Poland..
    Sadeh, I.
    DESY, Platanenallee 6, Zeuthen, Germany..
    Safi-Harb, S.
    Univ Manitoba, 540 Machray Hall, Winnipeg, MB R3T 2N2, Canada..
    Saito, T.
    Kyoto Univ, Grad Sch Sci, Div Phys & Astron, Sakyo Ku, Kyoto 6068502, Japan..
    Sakaki, N.
    Univ Tokyo, Inst Cosm Ray Res, Kashi Wwanoha, Kashiwa, Chiba 2778582, Japan..
    Sanchez, D.
    Univ Savoie, CNRS, IN2P3, Lab Annecy le Vieux Phys Particules, 9 Chemin Bellevue BP 110, Annecy Le Vieux, France..
    Sangiorgi, P.
    INAF Ist Astrofis Spaziale & Fis Cosm Palermo, Via U La Malfa 153, Palermo, Italy..
    Sano, H.
    Nagoya Univ, Dept Phys & Astrophys, Chikusa Ku, Nagoya, Aichi 4648602, Japan..
    Santander, M.
    Columbia Univ, Dept Phys, 538 West 120th St, New York, NY 10027 USA..
    Sarkar, S.
    Univ Oxford, Dept Phys, 1 Keble Rd, Oxford OX1 3NP, UK.
    Sawada, M.
    Aoyama Gakuin Univ, Dept Math & Phys, Sagamihara, Kanagawa 2298558, Japan..
    Schioppa, E. J.
    Univ Geneva, Dept Phys Nucl & Corpusculaire, 24 Rue Gen Dufour, Geneva 4, Switzerland..
    Schoorlemmer, H.
    Max Planck Inst Kernphys, Saupfercheckweg 1, Heidelberg, Germany..
    Schovanek, P.
    Acad Sci Czech Republic, Inst Phys, Slovance, Prague 18221 8, Czech Republic..
    Schussler, F.
    CEA Saclay, CEA, IRFU, SPP, Bat 141, Gif Sur Yvette, France..
    Sergijenko, O.
    Ivan Franko Natl Univ Lviv, Astron Observ, 1 Univ Ska St, City Of Lviv, Ukraine..
    Servillat, M.
    Observ Paris, CNRS, LUTH, 5 Pl Jules Janssen, Meudon, France.;Observ Paris, CNRS, GEPI, 5 Pl Jules Janssen, Meudon, France..
    Shalchi, A.
    Univ Manitoba, 540 Machray Hall, Winnipeg, MB R3T 2N2, Canada..
    Shellard, R. C.
    Ctr Brasileiro Pesquisas Fis, Rua Xavier Sigaud 150, Rio De Janeiro, Brazil..
    Siejkowski, H.
    Acad Comp Ctr CYFRONET AGH, Ul Nawojki 11, Krakow, Poland..
    Sillanpaa, A.
    Univ Turku, Tuorla Observ, Piikkio, Finland..
    Simone, D.
    INFN, Sez Bari, Via Orabona 4, Bari, Italy..
    Sliusar, V.
    Univ Geneva, Observ Geneva, ISDC Data Ctr Astrophys, Chemin Ecogia 16, Versoix, Switzerland..
    Sol, H.
    Observ Paris, CNRS, LUTH, 5 Pl Jules Janssen, Meudon, France.;Observ Paris, CNRS, GEPI, 5 Pl Jules Janssen, Meudon, France..
    Stanic, S.
    Univ Nova Gorica, Lab Astroparticle Phys, Vipayska 13, Nova Gorica 5000, Slovenia..
    Starling, R.
    Univ Leicester, Dept Phys & Astron, Leicester LE1 7RH, Leics, UK.
    Stawarz, L.
    Jagiellonian Univ, Fac Phys Astron & Appl Comp Sci, Ul Prof Stanislawa Lojasiewicza 11, Krakow, Poland..
    Stefanik, S.
    Charles Univ Prague, Inst Particle & Nucl Phys, V Holesovickach 2, Prague 18000 8, Czech Republic..
    Stephan, M.
    Univ Amsterdam, Astron Inst Anton Pannekoek, Sci Pk 904, XH Amsterdam, Netherlands..
    Stolarczyk, T.
    CEA Saclay, CEA, IRFU, SAp, Bat 709, Gif Sur Yvette, France..
    Szanecki, M.
    Univ Lodz, Fac Phys & Appl Comp Sci, Ul Pomorska Lodz, Poland..
    Szepieniec, T.
    Acad Comp Ctr CYFRONET AGH, Ul Nawojki 11, Krakow, Poland..
    Tagliaferri, G.
    INAF Osservatorio Astron Brera, Via Brera 28, Milan, Italy..
    Tajima, H.
    Nagoya Univ, Inst Space Earth Environm Res, Chikusa Ku, Nagoya, Aichi 4648601, Japan..
    Takahashi, M.
    Univ Tokyo, Inst Cosm Ray Res, Kashi Wwanoha, Kashiwa, Chiba 2778582, Japan..
    Takeda, J.
    Yamagata Univ, Dept Phys, Yamagata, Yamagata 9908560, Japan..
    Tanaka, M.
    KEK High Energy Accelerator Org, Inst Particle & Nucl Studies, Oho, Tsukuba, Ibaraki 3050801, Japan..
    Tanaka, S.
    Konan Univ, Dept Phys, Kobe, Hyogo 6588501, Japan..
    Tejedor, L. A.
    Univ Complutense Madrid, Grp Altas Energias, Av Complutense, Madrid, Spain..
    Telezhinsky, I.
    Univ Potsdam, Inst Phys & Astron, Karl Liebknecht Str, Golm, Germany..
    Temnikov, P.
    BAS, Inst Nucl Res & Nucl Energy, 72 Blvd Tsarigradsko Chaussee, Sofia 1784, Bulgaria..
    Terada, Y.
    Saitama Univ, Grad Sch Sci & Engn, Sakura Ku, 255 Simo Ohkubo, Saitama City, Saitama 3388570, Japan..
    Tescaro, D.
    Univ Padua, Dipartimento Fis, Via Marzolo 8, Padua, Italy..
    Teshima, M.
    Univ Tokyo, Inst Cosm Ray Res, Kashi Wwanoha, Kashiwa, Chiba 2778582, Japan.;Max Planck Inst Phys & Astrophys, Fohringer Ring 6, Munich, Germany..
    Testa, V.
    Osserv Astron Roma, INAF, Via Frascati 33, Monte Porzio Catone, Italy..
    Thoudam, Satyendra
    Linnaeus University, Faculty of Technology, Department of Physics and Electrical Engineering.
    Tokanai, F.
    Yamagata Univ, Dept Phys, Yamagata, Yamagata 9908560, Japan..
    Torres, D. F.
    Inst Space Sci IEEC CSIC, Campus UAB,Caner Can Magrans Cerdanyola Del Valles, Spain.;ICREA, Campus UAB,Caner Can Magrans Cerdanyola Del Valles, Spain..
    Torresi, E.
    Ist Astrofis Spaziale & Fis Cosm Bologna, Via Piero Gobetti 101, Bologna, Italy..
    Tosti, G.
    INAF Osservatorio Astron Brera, Via Brera 28, Milan, Italy..
    Townsley, C.
    Cherenkov Telescope Array Observ, Saupfercheckweg 1, Heidelberg, Germany..
    Travnicek, P.
    Acad Sci Czech Republic, Inst Phys, Slovance Prague 18221 8, Czech Republic..
    Trichard, C.
    Aix Marseille Univ, CNRS, IN2P3, CPPM, 163 Ave Luminy, Marseille, France..
    Trifoglio, M.
    Ist Astrofis Spaziale & Fis Cosm Bologna, Via Piero Gobetti 101, Bologna, Italy..
    Tsujimoto, S.
    Tokai Univ, Dept Phys, Kita Kaname, Hiratsuka, Kanagawa 2591292, Japan..
    Vagelli, V.
    INFN, Sez Perugia, Via A Pascoli, Perugia, Italy..
    Vallania, P.
    Osserv Astron Torino, INAF, Corso Fiume 4, Turin, Italy..
    Valore, L.
    Ist Nazl Fis Nucl, Sez Napoli, Via Cintia,Ed G, Naples, Italy..
    van Driel, W.
    Observ Paris, CNRS, LUTH, 5 Pl Jules Janssen, Meudon, France.;Observ Paris, CNRS, GEPI, 5 Pl Jules Janssen, Meudon, France..
    van Eldik, C.
    Univ Erlangen Nurnberg, Inst Phys, Erwin Rommel Str 1, Erlangen, Germany..
    Vandenbroucke, J.
    Univ Wisconsin, 500 Lincoln Dr, Madison, WI 53706 USA..
    Vassiliev, V.
    Univ Calif Los Angeles, Dept Phys & Astron, Los Angeles, CA 90095 USA..
    Vecchi, M.
    Univ Sao Paulo, Inst Fis Sao Carlos, Ave Trabalhador Sao Carlense 400, Sao Carlos, SP, Brazil..
    Vercellone, S.
    INAF Ist Astrofis Spaziale & Fis Cosm Palermo, Via U La Malfa 153, Palermo, Italy..
    Vergani, S.
    Observ Paris, CNRS, LUTH, 5 Pl Jules Janssen, Meudon, France.;Observ Paris, CNRS, GEPI, 5 Pl Jules Janssen, Meudon, France..
    Vigorito, C.
    Ist Nazl Fis Nucl, Sez Torino, Via P Giuria 1, Turin, Italy..
    Vorobiov, S.
    Univ Nova Gorica, Lab Astroparticle Phys, Vipayska 13, Nova Gorica 5000, Slovenia..
    Vrastil, M.
    Acad Sci Czech Republic, Inst Phys, Slovance, Prague 18221 8, Czech Republic..
    Vazquez Acosta, M. L.
    Inst Astrofis Canarias, Via Lactea, Tenerife, Spain..
    Wagner, S. J.
    Heidelberg Univ, Landessternwarte, Heidelberg, Germany..
    Wagner, R.
    Max Planck Inst Phys & Astrophys, Fohringer Ring 6, Munich, Germany.;Stockholm Univ, Univ Vagen 10 A, Stockholm, Sweden..
    Prospects for Cherenkov Telescope Array Observations of the Young Supernova Remnant RX J1713.7-39462017In: Astrophysical Journal, ISSN 0004-637X, E-ISSN 1538-4357, Vol. 840, no 2, article id 74Article in journal (Refereed)
    Abstract [en]

    We perform simulations for future Cherenkov Telescope Array (CTA) observations of RX J1713.7-3946, a young supernova remnant (SNR) and one of the brightest sources ever discovered in very high energy (VHE) gamma rays. Special attention is paid to exploring possible spatial (anti) correlations of gamma rays with emission at other wavelengths, in particular X-rays and CO/H I emission. We present a series of simulated images of RX J1713.7-3946 for CTA based on a set of observationally motivated models for the gamma-ray emission. In these models, VHE gamma rays produced by high-energy electrons are assumed to trace the nonthermal X-ray emission observed by XMM-Newton, whereas those originating from relativistic protons delineate the local gas distributions. The local atomic and molecular gas distributions are deduced by the NANTEN team from CO and H I observations. Our primary goal is to show how one can distinguish the emission mechanism(s) of the gamma rays (i.e., hadronic versus leptonic, or a mixture of the two) through information provided by their spatial distribution, spectra, and time variation. This work is the first attempt to quantitatively evaluate the capabilities of CTA to achieve various proposed scientific goals by observing this important cosmic particle accelerator.

  • 156.
    Acevska, Katja
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Jag tillhör en muslimsk familj men jag är inte religiös: Några ungdomars förändrade syn på sin religion i Sverige2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    It is not surprising that the massive Syrian and Afghanistan immigration three years ago, has changed their view towards Islam rules in their new identity creating. But what has been changed? That was my first question in this essay and the answers I got was rules concerned alcohol, prayer, mosque visits and food rules. All this rules requires someone to influence them to take a stand, which lead us to the next question, about how hegemony was exhibited as a factor in how my respondents answered the first question. The theory of hegemony was the analysis instrument of this study and gave me a hypothesis that hegemony probably had something to do with the change of rules, and it had. All these things that I mentioned as changed rules in their new land demands a personal asset and to be legitimized by someone who represents the hegemony.  In order for the hegemony to continue it has to be anonymous and lead for example friends or teachers. It is visible how my respondents talked about matters that had to do with how the changes where in their common sense, where probably hegemony has the strongest attachment, but also how they thought that they made own choices, was also the choice that the hegemony had done before them. Although I took into account the need to be a part of a group, here it showed how the Muslims was included in a group that only had premises from hegemony standard points. The answers for my result was given to me by six secondary school students by semi structured interviews.

     

  • 157.
    Acharya, Om Nath
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Upadhyaya, Sabin
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Space Time Coding For Wireless Communication2012Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    As the demand of high data rate is increasing, a lot of research is being conducted in the field of wireless communication. A well-known channel coding technique called Space-Time Coding has been implemented in the wireless Communication systems using multiple antennas to ensure the high speed communication as well as reliability by exploiting limited spectrum and maintaining the power. In this thesis, Space-Time Coding is discussed along with other related topics with special focus on Alamouti Space-Time Block Code. The Alamouti Codes show good performance in terms of bit error rate over Rayleigh fading channel. The performance of Altamonte’s code and MIMO capacity is evaluated by using MATLAB simulation.

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    Univ Erlangen Nurnberg, Phys Inst, Erwin Rommel Str 1, D-91058 Erlangen, Germany..
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    INAF, Osservatorio Astron Brera, Via Brera 28, I-20121 Milan, Italy..
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    DESY, Platanenallee 6, D-15738 Zeuthen, Germany..
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    PSL Res Univ, Observ Paris, CNRS, LUTH & GEPI, 5 Pl Jules Janssen, F-92190 Meudon, France..
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    Univ Paris Saclay, IRFU, CEA, F-91191 Gif Sur Yvette, France..
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    Taras Shevchenko Natl Univ Kyiv, Astron Observ, 3 Observatorna St, UA-04053 Kiev, Ukraine..
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    Univ Andres Bello UNAB, Republ 252, Santiago, Region Metropol, Chile..
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    Univ Nacl Autonoma Mexico, Ciudad De Mexico 04510, Mexico..
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    Max Planck Inst Phys & Astrophys, Fuhringer Ring 6, D-80805 Munich, Germany..
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    Univ Liverpool, Oliver Lodge Lab, Liverpool L69 7ZE, Merseyside, England..
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    Univ Bordeaux, CENBG, IN2P3, CNRS,UMR 5797, 19 Chemin Solarium,CS 10120, F-33175 Gradignan, France..
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    DESY, Platanenallee 6, D-15738 Zeuthen, Germany..
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    Univ Tokyo, Inst Cosm Ray Res, 5-1-5 Kashiwa No Ha, Kashiwa, Chiba 2778582, Japan..
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    Barcelona Inst Sci & Technol, Inst Fis Altes Energies, Campus UAB, Bellaterra 08193, Barcelona, Spain..
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    Konan Univ, Dept Phys, Kobe, Hyogo 6588501, Japan..
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    Univ Geneva, Dept Phys Nucl & Corpusculaire, 24 Rue Gen Dufour, CH-41211 Geneva, Switzerland..
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    Univ Calif Santa Cruz, Santa Cruz Inst Particle Phys, 1156 High St, Santa Cruz, CA 95064 USA.;Univ Calif Santa Cruz, Dept Phys, 1156 High St, Santa Cruz, CA 95064 USA..
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    Max Planck Inst Kernphys, Saupfercheckweg 1, D-69117 Heidelberg, Germany..
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    High Energy Accelerator Res Org, Inst Particle & Nucl Studies, KEK, 1-1 Oho, Tsukuba, Ibaraki 3050801, Japan..
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    Taras Shevchenko Natl Univ Kyiv, Astron Observ, 3 Observatorna St, UA-04053 Kiev, Ukraine..
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    Max Planck Inst Kernphys, Saupfercheckweg 1, D-69117 Heidelberg, Germany..
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    Palacky Univ Olomouc, Fac Sci, RCPTM, 17 Listopadu 1192-12, Olomouc 77146, Czech Republic..
    Hrabovsky, M.
    Palacky Univ Olomouc, Fac Sci, RCPTM, 17 Listopadu 1192-12, Olomouc 77146, Czech Republic..
    Hrupec, D.
    Josip Juraj Strossmayer Univ Osijek, Trg Svetog Trojstva 3, Osijek 31000, Croatia..
    Humensky, T. B.
    Columbia Univ, Dept Phys, 538 West 120th St, New York, NY 10027 USA..
    Huetten, M.
    Max Planck Inst Phys & Astrophys, Fuhringer Ring 6, D-80805 Munich, Germany..
    Inada, T.
    Univ Tokyo, Inst Cosm Ray Res, 5-1-5 Kashiwa No Ha, Kashiwa, Chiba 2778582, Japan..
    Iocco, F.
    Univ Estadual Paulista, ICTP South Amer Inst Fundamental Res, Inst Fis Teor, Rua Dr Bento Teobaldo Ferraz 271, BR-01140070 Sao Paulo, Brazil..
    Ionica, M.
    Ist Nazl Fis Nucl, Sez Perugia, Via A Pascoli, I-06123 Perugia, Italy..
    Iori, M.
    Ist Nazl Fis Nucl, Sez Roma, Piazza Aldo Moro 5 1, I-00185 Rome, Italy..
    Iwamura, Y.
    Univ Tokyo, Inst Cosm Ray Res, 5-1-5 Kashiwa No Ha, Kashiwa, Chiba 2778582, Japan..
    Jamrozy, M.
    Jagiellonian Univ, Fac Phys Astron & Appl Comp Sci, Ul Prof Stanislawa Lojasiewicza 11, PL-30348 Krakow, Poland..
    Janecek, P.
    Czech Acad Sci, Inst Phys, Na Slovance 1999-2, Prague 18221 8, Czech Republic..
    Jankowsky, D.
    Univ Erlangen Nurnberg, Phys Inst, Erwin Rommel Str 1, D-91058 Erlangen, Germany..
    Jean, P.
    Univ Paul Sabatier, Inst Rech Astrophys & Planetol, CNRS, INSU, 9 Ave Colonel Roche,BP 44346, F-31028 Toulouse 4, France..
    Jouvin, L.
    Barcelona Inst Sci & Technol, Inst Fis Altes Energies, Campus UAB, Bellaterra 08193, Barcelona, Spain..
    Jurysek, J.
    Czech Acad Sci, Inst Phys, Na Slovance 1999-2, Prague 18221 8, Czech Republic.;Palacky Univ Olomouc, Fac Sci, RCPTM, 17 Listopadu 1192-12, Olomouc 77146, Czech Republic..
    Kaaret, P.
    Univ Iowa, Dept Phys & Astron, Van Allen Hall, Iowa City, IA 52242 USA..
    Kadowaki, L. H. S.
    Univ Sao Paulo, Inst Astron Geofis & Ciencias Atmosfer, Cidade Univ,R Matao 1226, BR-05508090 Sao Paulo, SP, Brazil..
    Karkar, S.
    Univ Paris Diderot, Sorbonne Univ, Lab Phys Nucl & Hautes Energies, Sorbonne Paris Cite,CNRS,IN2P3,LPNHE, 4 Pl Jussieu, F-75005 Paris, France..
    Kerszberg, D.
    Barcelona Inst Sci & Technol, Inst Fis Altes Energies, Campus UAB, Bellaterra 08193, Barcelona, Spain..
    Khelifi, B.
    Univ Paris Diderot, Sorbonne Paris Cite, Obs Paris, IRFU,CNRS,IN2P3,APC,CEA, Paris, France.;10 Rue Alice Damon & Leonie Duquet, F-75205 Paris 13, France..
    Kieda, D.
    Univ Utah, Dept Phys & Astron, Salt Lake City, UT 84112 USA..
    Kimeswenger, S.
    Leopold Franzens Univ, Inst Astro & Teilchenphys, Tech Str 25-8, A-6020 Innsbruck, Austria..
    Kluzniak, W.
    Polish Acad Sci, Nicolaus Copernicus Astron Ctr, Ul Bartycka 18, PL-00716 Warsaw, Poland..
    Knapp, J.
    DESY, Platanenallee 6, D-15738 Zeuthen, Germany..
    Knodlseder, J.
    Univ Paul Sabatier, Inst Rech Astrophys & Planetol, CNRS, INSU, 9 Ave Colonel Roche,BP 44346, F-31028 Toulouse 4, France..
    Kobayashi, Y.
    Univ Tokyo, Inst Cosm Ray Res, 5-1-5 Kashiwa No Ha, Kashiwa, Chiba 2778582, Japan..
    Koch, B.
    Pontificia Univ Catolica Chile, Avda Libertador Bernardo O Higgins 340, Santiago, Chile..
    Kocot, J.
    Acad Comp Ctr CYFRONET AGH, Ul Nawojki 11, PL-30950 Krakow, Poland..
    Komin, N.
    Univ Witwatersrand, 1 Jan Smuts Ave, ZA-2000 Johannesburg, South Africa..
    Kong, A.
    Univ Tokyo, Inst Cosm Ray Res, 5-1-5 Kashiwa No Ha, Kashiwa, Chiba 2778582, Japan..
    Kowal, G.
    Univ Sao Paulo, Escola Artes Ciencias & Humanidades, Rua Arlindo Bettio 1000, BR-03828000 Sao Paulo, Brazil..
    Krause, M.
    DESY, Platanenallee 6, D-15738 Zeuthen, Germany..
    Kubo, H.
    Kyoto Univ, Grad Sch Sci, Div Phys & Astron, Sakyo Ku, Kyoto 6068502, Japan..
    Kushida, J.
    Tokai Univ, Dept Phys, 4-1-1 Kita Kaname, Hiratsuka, Kanagawa 2591292, Japan..
    Kushwaha, P.
    Univ Sao Paulo, Inst Astron Geofis & Ciencias Atmosfer, Cidade Univ,R Matao 1226, BR-05508090 Sao Paulo, SP, Brazil..
    La Parola, V
    INAF, Ist Astrofis Spaziale & Fis Cosm Palermo, Via U Malfa 153, I-90146 Palermo, Italy..
    La Rosa, G.
    INAF, Ist Astrofis Spaziale & Fis Cosm Palermo, Via U Malfa 153, I-90146 Palermo, Italy..
    Lallena Arquillo, M.
    CIEMAT, Avda Complutense 40, E-28040 Madrid, Spain..
    Lang, R. G.
    Univ Sao Paulo, Inst Fis Sao Carlos, Av Trabalhador Sao Carlense 400, BR-13566590 Sao Carlos, SP, Brazil..
    Lapington, J.
    Univ Leicester, Dept Phys & Astron, Leicester LE1 7RH, Leics, England..
    Le Blanc, O.
    PSL Res Univ, Observ Paris, CNRS, LUTH & GEPI, 5 Pl Jules Janssen, F-92190 Meudon, France..
    Lefaucheur, J.
    Univ Paris Saclay, Univ Paris Diderot, Sorbonne Paris Cite, CNRS,AIM,CEA, F-91191 Gif Sur Yvette, France..
    Leigui de Oliveira, M. A.
    Univ Fed ABC, Ctr Ciencias Naturais & Humanas, Rua Santa Adelia 166, BR-09210170 Santo Andre, SP, Brazil..
    Lemoine-Goumard, M.
    Univ Bordeaux, CENBG, IN2P3, CNRS,UMR 5797, 19 Chemin Solarium,CS 10120, F-33175 Gradignan, France..
    Lenain, J-P
    Univ Paris Diderot, Sorbonne Univ, Lab Phys Nucl & Hautes Energies, Sorbonne Paris Cite,CNRS,IN2P3,LPNHE, 4 Pl Jussieu, F-75005 Paris, France..
    Leto, G.
    INAF, Osservatorio Astrofis Catania, Via S Sofia 78, I-95123 Catania, Italy..
    Lico, R.
    INAF, Ist Radioastron, Via Gobetti 101, I-40129 Bologna, Italy..
    Lindfors, E.
    Univ Turku, Dept Phys & Astron, Tuorla Observ, FI-21500 Piikkio, Finland..
    Lohse, T.
    Humboldt Univ, Dept Phys, Newtonstr 15, D-12489 Berlin, Germany..
    Lombardi, S.
    INAF, Osservatorio Astronom Roma, Via Frascati 33, I-00040 Monte Porzio Catone, Italy..
    Longo, F.
    Ist Nazl Fis Nucl, Sez Trieste, Via Valerio 2 1, I-34127 Trieste, Italy.;Univ Trieste, Via Valerio 2 1, I-34127 Trieste, Italy..
    Lopez, A.
    Univ La Laguna, Inst Astrofis Canarias, Tenerife, Spain.;Univ La Laguna, Dept Astrofis, Tenerife, Spain..
    Lopez, M.
    Univ Complutense Madrid, EMFTEL Dept, E-28040 Madrid, Spain.;Univ Complutense Madrid, IPARCOS, E-28040 Madrid, Spain..
    Lopez-Oramas, A.
    CIEMAT, Avda Complutense 40, E-28040 Madrid, Spain..
    Lopez-Coto, R.
    Ist Nazl Fis Nucl, Sez Padova, Via Marzolo 8, I-35131 Padua, Italy.;Univ Padua, Via Marzolo 8, I-35131 Padua, Italy..
    Loporchio, S.
    Ist Nazl Fis Nucl, Sez Bari, Via Orabona 4, I-70124 Bari, Italy.;Univ Bari, Via Orabona 4, I-70124 Bari, Italy..
    Luque-Escamilla, P. L.
    Univ Jaen, Escuela Politecn Super Jaen, Campus Lagunillas S-N,Edif A3, Jaen 23071, Spain..
    Lyard, E.
    Univ Geneva, ISDC Data Ctr Astrophys, Observ Geneva, Chemin Ecogia 16, CH-1290 Versoix, Switzerland..
    Maccarone, M. C.
    INAF, Ist Astrofis Spaziale & Fis Cosm Palermo, Via U Malfa 153, I-90146 Palermo, Italy..
    Mach, E.
    Polish Acad Sci, Hernyk Niewodniczanski Inst Nucl Phys, Ul Radzikowskiego 152, PL-31342 Krakow, Poland..
    Maggio, C.
    Univ Autonoma Barcelona, Dept Fis, Unitat Fis Radiac, E-08193 Bellaterra, Spain.;Univ Autonoma Barcelona, CERES IEEC, E-08193 Bellaterra, Spain.;Edif C3,Campus UAB, Bellaterra 08193, Spain..
    Majumdar, P.
    Saha Inst Nucl Phys, Kolkata 700064, India..
    Malaguti, G.
    INAF, Osservatorio Astrofis & Scienza Spazio Bologna, Via Piero Gobetti 101, I-40129 Bologna, Italy..
    Mallamaci, M.
    Ist Nazl Fis Nucl, Sez Padova, Via Marzolo 8, I-35131 Padua, Italy.;Univ Padua, Via Marzolo 8, I-35131 Padua, Italy..
    Mandat, D.
    Czech Acad Sci, Inst Phys, Na Slovance 1999-2, Prague 18221 8, Czech Republic..
    Maneva, G.
    Bulgarian Acad Sci, Inst Nucl Res & Nucl Energy, 72 Boul Tsarigradsko Chaussee, BU-1784 Sofia, Bulgaria..
    Manganaro, M.
    Univ Rijeka, Dept Phys, Radmile Matejc 2, Rijeka 51000, Croatia..
    Mangano, S.
    CIEMAT, Avda Complutense 40, E-28040 Madrid, Spain..
    Marculewicz, M.
    Univ Bialystok, Fac Phys, Ul K Ciolkowskiego 1L, PL-15254 Bialystok, Poland..
    Mariotti, M.
    Ist Nazl Fis Nucl, Sez Padova, Via Marzolo 8, I-35131 Padua, Italy.;Univ Padua, Via Marzolo 8, I-35131 Padua, Italy..
    Marti, J.
    Univ Jaen, Escuela Politecn Super Jaen, Campus Lagunillas S-N,Edif A3, Jaen 23071, Spain..
    Martinez, M.
    Barcelona Inst Sci & Technol, Inst Fis Altes Energies, Campus UAB, Bellaterra 08193, Barcelona, Spain..
    Martinez, G.
    CIEMAT, Avda Complutense 40, E-28040 Madrid, Spain..
    Martinez-Huerta, H.
    Univ Sao Paulo, Inst Fis Sao Carlos, Av Trabalhador Sao Carlense 400, BR-13566590 Sao Carlos, SP, Brazil..
    Masuda, S.
    Kyoto Univ, Grad Sch Sci, Div Phys & Astron, Sakyo Ku, Kyoto 6068502, Japan..
    Maxted, N.
    Univ New South Wales, Sch Phys, Sydney, NSW 2052, Australia..
    Mazin, D.
    Univ Tokyo, Inst Cosm Ray Res, 5-1-5 Kashiwa No Ha, Kashiwa, Chiba 2778582, Japan.;Max Planck Inst Phys & Astrophys, Fuhringer Ring 6, D-80805 Munich, Germany..
    Meunier, J-L
    Univ Paris Diderot, Sorbonne Univ, Lab Phys Nucl & Hautes Energies, Sorbonne Paris Cite,CNRS,IN2P3,LPNHE, 4 Pl Jussieu, F-75005 Paris, France..
    Meyer, M.
    Stanford Univ, Kavli Inst Particle Astrophys & Cosmol, Dept Phys, 2575 Sand Hill Rd, Menlo Pk, CA 94025 USA.;Stanford Univ, Kavli Inst Particle Astrophys & Cosmol, SIAC Natl Accelerator Lab, 2575 Sand Hill Rd, Menlo Pk, CA 94025 USA..
    Micanovic, S.
    Univ Rijeka, Dept Phys, Radmile Matejc 2, Rijeka 51000, Croatia..
    Millul, R.
    INAF, Osservatorio Astron Brera, Via Brera 28, I-20121 Milan, Italy..
    Minaya, I. A.
    Univ Liverpool, Oliver Lodge Lab, Liverpool L69 7ZE, Merseyside, England..
    Mitchell, A.
    Univ Zurich, Phys Inst, Winterthurerstr 190, CH-8057 Zurich, Switzerland..
    Mizuno, T.
    Hiroshima Univ, Hiroshima Astrophys Sci Ctr, Higashihiroshima, Hiroshima 7398526, Japan..
    Moderski, R.
    Polish Acad Sci, Nicolaus Copernicus Astron Ctr, Ul Bartycka 18, PL-00716 Warsaw, Poland..
    Mohrmann, L.
    Univ Erlangen Nurnberg, Phys Inst, Erwin Rommel Str 1, D-91058 Erlangen, Germany..
    Montaruli, T.
    Univ Geneva, Dept Phys Nucl & Corpusculaire, 24 Rue Gen Dufour, CH-41211 Geneva, Switzerland..
    Moralejo, A.
    Barcelona Inst Sci & Technol, Inst Fis Altes Energies, Campus UAB, Bellaterra 08193, Barcelona, Spain..
    Morcuende, D.
    Univ Complutense Madrid, EMFTEL Dept, E-28040 Madrid, Spain.;Univ Complutense Madrid, IPARCOS, E-28040 Madrid, Spain..
    Morlino, G.
    Univ Aquila, Dipartimento Sci Fis & Chim, Ist Nazl Fis Nucl, Via Vetoio 1,Viale Crispi 7, I-67100 Laquila, Italy.;Gran Sasso Sci Inst, Via Vetoio 1,Viale Crispi 7, I-67100 Laquila, Italy..
    Morselli, A.
    Polish Acad Sci, Nicolaus Copernicus Astron Ctr, Ul Bartycka 18, PL-00716 Warsaw, Poland..
    Moulin, E.
    Univ Paris Saclay, IRFU, CEA, F-91191 Gif Sur Yvette, France..
    Mukherjee, R.
    Columbia Univ, Dept Phys, 538 West 120th St, New York, NY 10027 USA..
    Munar, P.
    INAF, Ist Astrofis & Planetol Spaziali IAPS, Via Fosso Cavaliere 100, I-00133 Rome, Italy..
    Mundell, C.
    Univ Bath, Dept Phys, Bath BA2 7AY, Avon, England..
    Murach, T.
    DESY, Platanenallee 6, D-15738 Zeuthen, Germany..
    Nagai, A.
    Univ Geneva, Dept Phys Nucl & Corpusculaire, 24 Rue Gen Dufour, CH-41211 Geneva, Switzerland..
    Nagayoshi, T.
    Saitama Univ, Grad Sch Sci & Engn, Sakura Ku, 255 Simo Ohkubo, Saitama, Saitama 3388570, Japan..
    Naito, T.
    Yamanashi Gakuin Univ, Fac Management Informat, Kofu, Yamanashi 4008575, Japan..
    Nakamori, T.
    Yamagata Univ, Dept Phys, Yamagata, Yamagata 9908560, Japan..
    Nemmen, R.
    Univ Sao Paulo, Inst Astron Geofis & Ciencias Atmosfer, Cidade Univ,R Matao 1226, BR-05508090 Sao Paulo, SP, Brazil..
    Niemiec, J.
    Polish Acad Sci, Hernyk Niewodniczanski Inst Nucl Phys, Ul Radzikowskiego 152, PL-31342 Krakow, Poland..
    Nieto, D.
    Univ Complutense Madrid, EMFTEL Dept, E-28040 Madrid, Spain.;Univ Complutense Madrid, IPARCOS, E-28040 Madrid, Spain..
    Rosillo, M. Nievas
    DESY, Platanenallee 6, D-15738 Zeuthen, Germany..
    Nikolajuk, M.
    Univ Bialystok, Fac Phys, Ul K Ciolkowskiego 1L, PL-15254 Bialystok, Poland..
    Ninci, D.
    Barcelona Inst Sci & Technol, Inst Fis Altes Energies, Campus UAB, Bellaterra 08193, Barcelona, Spain..
    Nishijima, K.
    Tokai Univ, Dept Phys, 4-1-1 Kita Kaname, Hiratsuka, Kanagawa 2591292, Japan..
    Noda, K.
    Univ Tokyo, Inst Cosm Ray Res, 5-1-5 Kashiwa No Ha, Kashiwa, Chiba 2778582, Japan..
    Nosek, D.
    Charles Univ Prague, Inst Particle & Nucl Phys, V Holesovickach 2, Prague 18000 8, Czech Republic..
    Noethe, M.
    TU Dortmund Univ, Dept Phys, Otto Hahn Str 4, D-44221 Dortmund, Germany..
    Nozaki, S.
    Kyoto Univ, Grad Sch Sci, Div Phys & Astron, Sakyo Ku, Kyoto 6068502, Japan..
    Ohishi, M.
    Univ Tokyo, Inst Cosm Ray Res, 5-1-5 Kashiwa No Ha, Kashiwa, Chiba 2778582, Japan..
    Ohtani, Y.
    Univ Tokyo, Inst Cosm Ray Res, 5-1-5 Kashiwa No Ha, Kashiwa, Chiba 2778582, Japan..
    Okumura, A.
    Nagoya Univ, Inst Space Earth Environm Res, Chikusa Ku, Nagoya, Aichi 4648601, Japan..
    Ong, R. A.
    Univ Calif Los Angeles, Dept Phys & Astron, Los Angeles, CA 90095 USA..
    Punch, Michael
    Linnaeus University, Faculty of Technology, Department of Physics and Electrical Engineering. Univ Paris Diderot, France.
    Monte Carlo studies for the optimisation of the Cherenkov Telescope Array layout2019In: Astroparticle physics, ISSN 0927-6505, E-ISSN 1873-2852, Vol. 111, p. 35-53Article in journal (Refereed)
    Abstract [en]

    The Cherenkov Telescope Array (CTA) is the major next-generation observatory for ground-based veryhigh-energy gamma-ray astronomy. It will improve the sensitivity of current ground-based instruments by a factor of five to twenty, depending on the energy, greatly improving both their angular and energy resolutions over four decades in energy (from 20 GeV to 300 TeV). This achievement will be possible by using tens of imaging Cherenkov telescopes of three successive sizes. They will be arranged into two arrays, one per hemisphere, located on the La Palma island (Spain) and in Paranal (Chile). We present here the optimised and final telescope arrays for both CTA sites, as well as their foreseen performance, resulting from the analysis of three different large-scale Monte Carlo productions.

  • 159.
    Achek, Jennie
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Geometri: Hur lärare undervisar i geometri i de tidigare skolåren2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    A number of both international and national enquires shows that Swedish pupils are getting worse results in mathematics. One area that’s frequently pointed out is geometry. This enquiry intends to find out how the subject of geometry has developed in the Swedish school and witch methods and concepts teachers who teach in preschool and the early school years grade use in their teaching. This enquiry is based upon eight semi structured interviews and from studying previous curriculums. The result shows that teachers use a great deal of concepts and methods in their teaching but that there are a need for further education among teachers. The enquiry also shows that the significance of the subject has changed over time.

  • 160.
    Achilleos, Achilleas
    et al.
    Frederick University, Cyprus.
    Mettouris, Christos
    University of Cyprus, Cyprus.
    Yeratziotis, Alexandros
    University of Cyprus, Cyprus.
    Papadopoulos, George
    University of Cyprus, Cyprus.
    Pllana, Sabri
    Linnaeus University, Faculty of Technology, Department of computer science and media technology (CM).
    Huber, Florian
    SYNYO GmbH, Austria.
    Jäger, Bernhard
    SYNYO GmbH, Austria.
    Leitner, Peter
    SYNYO GmbH, Austria.
    Ocsovszky, Zsófia
    BioTalentum Ltd, Hungary.
    Dinnyés, András
    BioTalentum Ltd, Hungary.
    SciChallenge: A Social Media Aware Platform for Contest-Based STEM Education and Motivation of Young Students2019In: IEEE Transactions on Learning Technologies, ISSN 1939-1382, E-ISSN 1939-1382, Vol. 12, no 1, p. 98-111Article in journal (Refereed)
    Abstract [en]

    Scientific and technological innovations have become increasingly important as we face the benefits and challenges of both globalization and a knowledge-based economy. Still, enrolment rates in STEM degrees are low in many European countries and consequently there is a lack of adequately educated workforce in industries. We believe that this can be mainly attributed to pedagogical issues, such as the lack of engaging hands-on activities utilized for science and math education in middle and high schools. In this paper, we report our work in the SciChallenge European project, which aims at increasing the interest of pre-university students in STEM disciplines, through its distinguishing feature, the systematic use of social media for providing and evaluation of the student-generated content. A social media-aware contest and platform were thus developed and tested in a pan-European contest that attracted >700 participants. The statistical analysis and results revealed that the platform and contest positively influenced participants STEM learning and motivation, while only the gender factor for the younger study group appeared to affect the outcomes (confidence level – p<.05).

  • 161.
    Achten, Kathleen
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Environmentally Displaced Persons: A Game Theoretic View2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The subject of environmentally displaced persons (EDPs) has not received much attention yet. However, the amount of EDPs will increase significantly in the future as a consequence of climate change. This increase could be prevented if developed countries would take adaptation measures, however at the moment they do not take any action.

     

    This desk study looks at the current situation of no action through the Basic Explanatory Framework developed by Scharpf. This framework uses game theory and provides an explanation for the lack of action concerning EDPs, namely the free-rider effect and the prediction that there will be no action. Furthermore, this thesis contains a comparison of the case of EDPs with the case of climate change and the Kyoto Protocol. Both cases show many similarities but there has been action concerning climate change namely the Kyoto Protocol.

     

    The comparison enforces the prediction that has been made concerning EDPs. Both in the climate change case and the EDPs case, countries will act as free-riders. The Kyoto Protocol has only symbolic value and thus, developed countries have also free-rid in the case of climate change. Furthermore, eight policy options are provided in this thesis that could increase the incentives for developed countries to take action concerning EDPs: increase incentives, issue linkages, transfers, increase willingness to pay among voters, consensus treaty, coalitions, setting deadlines and supranational organisations. 

  • 162.
    Achtenhagen, Leona
    et al.
    Jönköping University, Sweden.
    Johannisson, Bengt
    Linnaeus University, School of Business and Economics, Department of Organisation and Entrepreneurship.
    Context and ideology of entrepreneurship education in practice2014In: Becoming an entrepreneur / [ed] Susanne Weber, Fritz K. Oser, Frank Achtenhagen, Michael Fretschner and Sandra Trost, Rotterdam: Sense Publishers, 2014, 1, p. 91-107Chapter in book (Other academic)
    Abstract [en]

    In the contemporary knowledge economy, with academia as a major producer and distributor of formal knowledge, process and product innovation – e.g. in form of designing and enacting new curricula – is extremely important. In this spirit, we here report how an internationally recognized master program in entrepreneurship has been developed and put into practice.

  • 163.
    Achtenhagen, Leona
    et al.
    Jönköping University.
    Johannisson, Bengt
    Linnaeus University, School of Business and Economics, Department of Organisation and Entrepreneurship. Jönköping University.
    Games in entrepreneurship education to support the crafting of an entrepreneurial mindset2015In: Economics: concepts, methodologies, tools, and applications / [ed] Mehdi Khosrow-Pour, IGI Global, 2015, 1, Vol. 1-3, p. 34-52Chapter in book (Other academic)
    Abstract [en]

    An increasing number of education institutions, including many universities and colleges, are offering entrepreneurship education. This development is driven by the hope that more entrepreneurs could be "created" through such efforts, and that these entrepreneurs through their newly founded ventures will contribute to economic growth and job creation. At higher education institutions, the majority of entrepreneurship courses rely on writing business plans as a main pedagogical tool for enhancing the students' entrepreneurial capabilities. In this chapter, the authors argue instead for the need for a pedagogy that focuses on supporting students in crafting an entrepreneurial mindset as the basis for venturing activities. They discuss the potential role of games in such entrepreneurship education and present the example of an entrepreneurship game from the Swedish context, which was developed by a group of young female entrepreneurs. The authors describe the game and discuss their experiences of playing it with a group of novice entrepreneurship and management students at the master's level, and they review the effectiveness of the game in terms of how it supports students in crafting an entrepreneurial mindset. The authors conclude the chapter by outlining how entrepreneurship games could be integrated into a university curriculum and suggest some directions for future research. © 2015, IGI Global. All rights reserved.

  • 164.
    Achtenhagen, Leona
    et al.
    Jönköping University.
    Johannisson, Bengt
    Linnaeus University, School of Business and Economics, Department of Organisation and Entrepreneurship. Jönköping University.
    Games in Entrepreneurship to support the Crafting of an Entrepreneurial Mindset2013In: New Pedagogical Approaches in Game Enhanced Learning: Curriculum Integration / [ed] Sara de Freitas, Michaela Ott, Maria Magdalena Popescu, Ioana Stanescu, Information Science Reference, 2013, 1, p. 20-37Chapter in book (Other academic)
    Abstract [en]

    An increasing number of education institutions, including many universities and colleges, are offering entrepreneurship education. This development is driven by the hope that more entrepreneurs could be “created” through such efforts, and that these entrepreneurs through their newly founded ventures will contribute to economic growth and job creation. At higher education institutions, the majority of entrepreneurship courses rely on writing business plans as a main pedagogical tool for enhancing the students’ entrepreneurial capabilities. In this chapter, the authors argue instead for the need for a pedagogy that focuses on supporting students in crafting an entrepreneurial mindset as the basis for venturing activities. They discuss the potential role of games in such entrepreneurship education and present the example of an entrepreneurship game from the Swedish context, which was developed by a group of young female entrepreneurs. The authors describe the game and discuss their experiences of playing it with a group of novice entrepreneurship and management students at the master’s level, and they review the effectiveness of the game in terms of how it supports students in crafting an entrepreneurial mindset. The authors conclude the chapter by outlining how entrepreneurship games could be integrated into a university curriculum and suggest some directions for future research.

  • 165.
    Achtenhagen, Leona
    et al.
    Jönköping International Business School.
    Johannisson, Bengt
    Linnaeus University, School of Business and Economics, Department of Organisation and Entrepreneurship. Jönköping International Business School.
    The making of an intercultural learning conext for entrepreneuring2013In: International Journal of Entrepreneurial Venturing, ISSN 1742-5360, E-ISSN 1742-5379, Vol. 5, no 1, p. 48-67Article in journal (Refereed)
    Abstract [en]

    Departing from the standpoint that internationalisation needs to become a more explicit part of assessing the quality of academic activity (i.e., education, research, and (business) community interaction), we elaborate upon how the intercultural composition of a student cohort could be leveraged as a road to the advancement of entrepreneurship education at the graduate level. We argue that the very heterogeneity of the students with respect to their socio-cultural background and personal experiences offers a rich potential for mutual social learning that reinforces formal education activities. Creating awareness of this collective resource opens up for self-organising processes among the students as they craft an entrepreneurial identity which guides them in their learning throughout the master programme.

  • 166.
    Achtenhagen, Leona
    et al.
    Jönköping University.
    Johannisson, Bengt
    Linnaeus University, School of Business and Economics, Department of Organisation and Entrepreneurship.
    The reflexivity grid: exploring conscientization in entrepreneurship education2018In: Revitalizing entrepreneurship education: adopting a critical approach in the classroom / [ed] Karin Berglund & Karen Verduijn, Routledge, 2018, 1, p. 62-81Chapter in book (Refereed)
  • 167.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    A seamless transition or an oasis to rest in?: The children's pictures of the Swedish preschool class.2010In: Transition from pre-school to school: Emphasizing early literacys - Comments and reflections by researchers from eight European countries., Lifelong Learning Programme , 2010, p. 38-50Chapter in book (Other academic)
    Abstract [en]

    A seamless transition or an oasis to rest in?

    The children’s pictures of the Swedish preschool class

     

    In Sweden, children’s transition from preschool to compulsory school is made through the preschool class. This study aims to highlight this Swedish transition zone through the eyes of the children. What is focused in the preschool class from the children’s point of view?

    The children have been painting pictures of their days in the preschool class. The focus of analysis is what the children chose to highlight as central in the pedagogic practice. The pictures are therefore seen as communicative narratives, since the children represent and communicate their experiences of the world through the pictures. Ten preschool classes participated in the study, and a total of 172 pictures were analyzed.

    Over half of the pictures showed playing children and included (free) play both indoors and outdoors, pictures that describes the preschool class as an “oasis to rest in” between preschool and school. Yet another extensive category was outlined that showed different types of learning and education foremost in activities as circle time.

    The result shows that the pictures reflects the preschool class as a playful child-centred educational practice at the crossroads between preschool and compulsory school. The conclusion is that the preschool class may be just a seamless transition from preschool to compulsory school, with both “formal” schooling and playful learning.

  • 168.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    A seamless transition or an oasis to rest in?: The children’s pictures of the Swedish preschool class.2010Conference paper (Refereed)
    Abstract [en]

    Abstract OMEP aug 2010

     

    A seamless transition or an oasis to rest in?

    The children’s pictures of the Swedish preschool class

     

    Helena Ackesjö

    ___________________________________________________________________________

     

    In Sweden, children’s transition from preschool to compulsory school is made through the preschool class. This study aims to highlight this Swedish transition zone through the eyes of the children. What is focused in the preschool class from the children’s point of view?

    The children have been painting pictures of their days in the preschool class. The focus of analysis is what the children chose to highlight as central in the pedagogic practice. The pictures are therefore seen as communicative narratives. Through the pictures the children represent and communicate their experiences of the world. Ten preschool classes participated in the study, and a total of 172 pictures were analyzed.

     

    Over half of the pictures showed playing children and included (free) play both indoors and outdoors, pictures that describes the preschool class as an “oasis to rest in” between preschool and school. Yet another extensive category was outlined, that showed different types of learning and education foremost in activities as circle time.

     

    The result shows that the pictures reflects the preschool class as a playful child-centred educational practice at the crossroads between preschool and compulsory school. The conclusion is that the preschool class may be just a seamless transition from preschool to compulsory school, with both “formal” schooling and playful learning.

  • 169.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Barns övergångar till och från förskoleklass: Gränser, identiteter och (dis-)kontinuiteter2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The overall aim of this study is to gain knowledge of how the transitions to and from preschool class are described and understood by children. Previous research has indicated that transitions between different school forms can be seen as both problematic and threatening. Transitions should be facilitated and "smooth", something that indicates that continuity is important. Of interest for this study is to gain knowledge of children's perspective of continuities: which continuities and discontinuities children express intransitions.

    Transitions are theoretically considered as social processes that are constructed, shared and reconstructed together with others. In these processes, children mark and construct borders through speech and action. Their border markings (for example, expression of differences and/or similarities between different communities and between different school forms) also become part of a child's identity constructions.

    The thesis is based upon the research described in three articles. The empirical data underlying these studies was constructed in a longitudinal ethnographic inspired field work where children have been observed in two transitions between three different school forms: preschool, preschool class and compulsory school.

    Results suggest that from children’s perspectives the transitions between different school forms contain challenges, opportunities, limitations, changes and preservation. However, the transitions also involve expressions concerning security, risk-taking and include visual markings between the different school forms.

    One of the conclusions that can be drawn from this work is that it isn’t enough to turn to policy level, such as curricula or even teachers’ aims or aspirations to facilitate these transitions. The child’s perspectives need to be taken into account. Through children's narratives, we have gained knowledge about the opportunities transitions can offer, but also how transitions can be considered as threats or be difficult to interpret for children. This study has also increased our understanding of the importance of continuity as well as discontinuity to mark borders between different school forms.

  • 170.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Becoming, Un-being and becoming an Ex: Preschool children’s border work and constructing of (new) identities in the transition to school2011Conference paper (Refereed)
  • 171.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Borde svenska lärare bli mer franska?: En essä med reflektioner över lärararbetets gränser, structure och communitas2019In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 24, no 2, p. 70-83Article in journal (Other academic)
    Abstract [sv]

    I denna essä diskuteras lärarprofessionens gränser. Bakgrunden hämtas ifrån att allt fler larmrapporter om sjukskrivna lärare, den hotande lärarbristen och lärares upplevt minskade  handlingsutrymme  når  oss.  Lärare  har  fått  ett  utsträckt  uppdrag  och  diskussioner förs om hur professionen kan avlastas. I essän jämförs exempel från den svenska  skolan  med  exempel  från  den  franska.  Avsikten  är  föra  en  kontrasterande  och  teoretisk  diskussion  om  lärarprofessionens  gränser.  I  beskrivningarna  används  teorier  om  communitas  och  structure  som  förklaringsmodeller  för  skolan  som  system. Inom communitas betraktas alla individer för vilka de är; här faller rang, titlar och formalia bort. Communitas baseras istället på närhet, intimitet och känslor. Alla har huvudrollen och är lika viktiga. Inom structure är förhållandet det motsatta. Här uppträder människorna i förhållande till och i enlighet med regler och rutiner på en spelplan.  Inom  structure  synliggörs  skillnader  och  hierarkier  och  man  uppträder  formellt och i överensstämmelse med olika roller, vilka har väldefinierade positioner på spelplanen. Det är värt att reflektera över hur de olika teoretiska strukturerna kan inspireras  av  varandra  i  syfte  att  avlasta  lärarna  en  del  av  det  utsträckta  uppdraget.  Vad händer om man tydligare skiljer på spelplanerna hem och skola samt rollerna elev, lärare  och vårdnadshavare?  Avslutningsvis  förs  en  diskussion  om  ifall  stärkta  gränser  skulle kunna leda till avlastning av lärare, och möjligen också till ökad auktoritet och professionalitet.

  • 172.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Children crossing borders in transition: School visits as initial incorporation rites in transition to preschool class2012In: European Early Childhood Conference, Porto aug 29-sept 01, 2012, 2012Conference paper (Refereed)
  • 173.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Children Crossing Borders: School Visits as Initial Incorporation Rites in Transition to Preschool Class2013In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 45, p. 387-410Article in journal (Refereed)
    Abstract [en]

    Most research about transition in educational settings describes how children enter into new contexts, especially transition from preschool to school. However, the overall research focus in this article is to gain knowledge about how the transition process can be characterized at the end of the preschool period prior to the actual transition. The data reported in this article was generated through visits to preschool class which have the intention to prepare children prior to the transition. The results support the conclusion that the transition process can be characterized as circular rather than linear, or maybe a spiral process that loops back and forth. The children in this study engage in a number of border encounters and border crossings between preschool and preschool class during the spring semester prior to the actual entering. After each border crossing they return to preschool and seem to reconstruct their experiences and expectations of preschool class. This looping movement highlights the identity deconstructions as a social learning process over time. It is shown that children enter the transitions process long before they actually (physically) enter or visit school. The results also propose that the transition is a period when the constructing of identities as ex preschool children may be important. In this process, the teachers in preschool have an important role in order to facilitate the children’s disengagement from preschool. The study also implies the need for teacher collaboration in order to make the transition transparent and explicit for the children.

  • 174.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Children’s Play and Teacher’s Playful Teaching: A Discussion about Play in the Preschool Class2017In: British Journal of Education, Society & Behavioural Science, ISSN 2278-0998, Vol. 19, no 4, p. 1-13, article id BJESBS.31653Article in journal (Refereed)
    Abstract [en]

    In this article, the play used in preschool class education is discussed. On the one hand, research has shown that there seems to be a positional shift towards a more academic and schoolpreparatory positioning of the preschool class education. On the other hand, this is still a voluntary school form that shall be based on preschool traditions and play. In addition, research has shown that there actually is a weak emphasis on care provision and play in this educational practice. There is also a lack of knowledge about how play is used and conditioned. The purpose for this study is therefore to analyze the play used in preschool class education. Data for the study is extracted from an 11 months ethnographic case study and the original empirical material consists of 1013 minutes of recorded film in addition to 224 A4-pages of field notes constructed during one year in one preschool class. Examples of common, ordinary and recurring play situations during the school year were selected from this material. Inspired by qualitative content analysis the selected play situations were joined together in three different categories: 1) The optional play, 1) The cultural play, and 3) The educational play. In line with previous research, the results show that play in preschool classes never is “free”. Rather, it is conditioned and framed by the teachers (present or not present); children are committed to play in a certain way and a certain time. In addition, there is a future perspective in the use of play. Playing activities seems often to be closely linked to educational goals.

  • 175.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Children’s transition from preschool to school: Expectations, experiences and (re)constructions of identities when crossing borders.2013In: Disruptions and eruptions as opportunities for transforming education: Abstract book, NFPF & NERA , 2013Conference paper (Other academic)
    Abstract [en]

    Research topic

    Most research about transition describes children’s entering into new contexts, especially transition from preschool to school. However, the overall research focus in this study is to describe how the transition process can be characterized at the end of the preschool period.

     

    Theoretical and Methodology framework

    The study aims to approach the children’s perspectives of transition, and the data is constructed through both observations and conversations with children. The theoretical framework providing the basis for this study includes theories of transition, borderland theories and theories of identity constructions. The study adopts the theoretical position that children pass through certain institutional borders in transition from preschool to the preschool class. Transition is a phase in which individuals start to re-define their perception of who they are as they enter new social contexts. One assumption is that children themselves can influence, challenge and stretch those borders, or even create their own borders.

     

    Main findings

    The results support the conclusion that transition is a circular process rather than linear, or maybe as a spiral that loops back and forth. It is shown that children enter the transitions process long before they actually enter or visit school, but it is also shown that the transition process isn’t all clear for all children. The study also proposes that transition is a period when the constructing of identities as Ex preschool children is important.

     

    Relevance for Nordic Educational Research

    The transition from preschool to school is managed in different ways and at different times in children’s life across the world. This study puts the spotlight on the Swedish preschool class that is placed at the crossroads, in the borderland, between preschool and primary school.

  • 176.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Children's transitions to and from preschool class: Borders, identities and (dis-)continuities2015In: Abstract book. NERA 2015, Marketisation and differentiation in education.: 43rd Annual Congress of the Nordic Educational Research Association (NERA), Gothenburg, March 4-6, 2015, 2015Conference paper (Refereed)
    Abstract [en]

    Research topic: Research suggests a tension around transitions in the early years: while borders between school forms have become more clearly marked, there are also ambitions that transitions between them should be “soft” – that is, not posing potential threats for children. The overall purpose of the research is to gain knowledge of how transitions to and from preschool class can be understood from children’s perspectives in terms of border crossings, identities and continuities. Theoretical and Methodology framework: The study aims to approach the children’s perspectives of transition, and the data is constructed through both observations and conversations with children. The theoretical framework providing the basis for this study includes theories of transition, borderland theories and theories of identity constructions. The study adopts the theoretical position that children pass through certain institutional borders in transition from preschool to the preschool class. Transition is a phase in which individuals start to re-define their perception of who they are as they enter new social contexts. One assumption is that children themselves can influence, challenge and stretch those borders, or even create their own borders. Main findings: The results show that transitions between school forms can be considered as threats for children in terms of social discontinuity. The results also show that a smooth transition appears to be a spiral process in which children have the opportunity to commute back and forth across borders between different school forms, and engage in different communities in different arenas. In addition, the results show that children desire educational continuity. However, this appears to be difficult to construct in preschool class as the educational landscape is changing and preschool and school is moving closer to each other in terms of content and focus. Relevance for Nordic Educational Research: Children’s transitions from preschool to school are managed differently across the world. This study puts the spotlight on the Swedish preschool class that is placed in the borderland between preschool and primary school.

  • 177.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Children’s transitions to school in a changing educational landscape: Borders, identities and (dis-)continuities2014In: International journal of transitions in childhood, ISSN 1833-2390, Vol. 7, p. 3-15Article in journal (Refereed)
    Abstract [en]

    This article reports findings from research on children’s perspectives of the transitions from preschool to compulsory school via the preschool class. In this article transitions as possible threats, continuity and ‘smooth transition’ and are discussed. As in many countries around the world, there are indications that preschool and school in Sweden are moving closer together in terms of assignments and content - movements that are likely to affect even the youngest children. The results highlight the complexity of transitions and its implications for educational practice, but also shed light on the organizational conditions which children have to cope with in transitions.

  • 178.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Den komplexa väven: Att organisera för barns övergångar till och från förskoleklass2015In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 11, no 4, p. 1-16Article in journal (Refereed)
    Abstract [en]

    This study focuses on how children's transitions to and from preschool classes are organized in different schools. Principal’s arguments for this organization were sought via a web-based survey and analyzed using the frame factor theory in addition to theories of practical sense and the concept of continuity. The results show that children tend to make more transitions between social communities the younger they are. The distribution of the principal’s answers show that the majority of them, because of external conditions, split the preschool groups to new classes in the transition to preschool class. However, the same movements are not indicated in the transition to first grade. The results show how the work of organizing chidren’s transitions represent a complex web of external actual conditions as the number of children and the recruitment area of the school, the internal logics and ideas about what is best for children and best for continued learning as well as the school's own traditions of working with transitions.

  • 179.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Den nya professionen i fritidshemmet – en diskussion om mellanrummets hybriditet2019In: Lärarprofession i en tid av förändringar. : Konferensvolym från den tredje nationella ämneskonferensen i pedagogisktarbete / [ed] E. Reimers, M. Harling, I. Henning Loeb & K. Rönnerman, Göteborg: Göteborgs universitet, 2019, p. 45-64Chapter in book (Refereed)
  • 180.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Fritidshemmet som en kontinuitetsskapande arena2017In: Barns övergångar: Förskola, förskoleklass, fritidshem, grundsärskola och grundskola / [ed] Anne Lillvist och Jenny Wilder, Lund: Studentlitteratur AB, 2017, 1, p. 99-116Chapter in book (Other academic)
  • 181.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    "From a big and competent preschool child to a small school child in need of care": Parent's perspectives on their children's transition to preschool class.2015In: Abstract book. Innovation, Experimentation and Adventure in Early Childhood, 25th EECERA Annual Conference, Barcelona September 7-10, 2015, 2015Conference paper (Refereed)
    Abstract [en]

    The objective is to examine parent’s expectations and concerns about upcoming transitions, as well as how parents describe their children in transition. Research has shown that the time before and after school start can be seen as an important period of life. Transitions can also pose a particular strain. Although children often are well prepared, they can “get lost in transition” when exit and entry processes in different school forms are floating into each other. Therefore, support from parents and teachers could be considered as crucial. The analysis is built on theories of transition and socio-cultural perspectives where surroundings, relationships, critical events and contexts become important. The data consists of 173 questionnaires answered by parents to children who are about to make the transition to school. The questionnaires were answered a few months prior to the actual transition, when the head masters invited the parents to visit school and to get informed about the preschool class. The parents could choose whether they wanted to participate in the study or not. The results show that even though the parents seem excited about their children’s next step on the educational ladder they also describe certain concerns. The most reoccurring theme in the narratives is the descriptions of the big and competent preschool child who becomes a small school child in need of care after the transition to preschool class.  Hearing parent’s concerns and understandings about their children in transition informs us how we can prepare both children and parents for transitions.

  • 182.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Från förväntningar till motstånd och anpassning: Fyra barns övergångar till och från förskoleklass2013In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 6, no 15, p. 1-23Article in journal (Refereed)
    Abstract [en]

    This article focuses the Swedish preschool class and the transitions from preschool to compulsory school, out from children’s perspectives. The study indicates that children, in these transitions, are constructing identities such as future pupils, Ex preschoolers, playful preschool class children and adjusted and responsible pupils. It’s indicated that children’s ways of defining themselves, and their markings of borders between the institutions, are changing over time and are depending on the current context. The study also highlights how Swedish children conduct two school entries where they have to reconstruct both their identities and their understanding of institutional borders.

  • 183.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Förskoleklassen: En ö eller en bro mellan förskola och skola?2011 (ed. 1)Book (Other academic)
  • 184.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Förskoleklassen som skolform, en kunskapsöversikt.2010In: I rättan tid? Om ålder och skolstart: SOU 2010:67, Stockholm: Fritzes, 2010, p. 293-314Chapter in book (Other academic)
  • 185.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Förskoleklassen som övergångszon: Väntrum eller genomfart?2011In: Psykisk Hälsa, ISSN 0033-3212, no 3, p. 38-43Article, review/survey (Other (popular science, discussion, etc.))
  • 186.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Förskoleklasslärare som gästarbetare: Gränsmarkeringar via sociala stängningar2010In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 3, no 1, p. 1-16Article in journal (Refereed)
    Abstract [en]

    The preschool class is an educational programme that has been created through an educational reform in Sweden in the late 1990s. The purpose was to construct a bridge between preschool and primary school, where the two institutions together would create a “new pedagogy”. My study of teacher identities in preschool class shows that the teachers are using strategies to mark their differences to other teachers. One strategy is to enhance in-groups and out-groups. These strategies also construct the preschool class as a security zone where the teachers distance themselves from other teachers, in contrast to the educational reform.

  • 187.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Läraridentiteter i förskoleklass.: Berättelser från ett gränsland.2010Licentiate thesis, monograph (Other academic)
  • 188.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Låt reformpennan vila!2019Other (Other (popular science, discussion, etc.))
  • 189.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Medspelare och ordningsvakter.: Barns bilder av fritidspedagogens yrkesroller på fritidshemmet och i skolan.2011In: Fritidspedagogik.: Fritidshemmets teorier och praktiker. / [ed] Anna Klerfelt och Björn Haglund., Stockholm: Liber, 2011, 1, p. 182-203Chapter in book (Other academic)
  • 190.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Mind the Gap!: Children’s transition from preschool to school: the Swedish example.2013Conference paper (Other academic)
    Abstract [en]

    This paper explores children’s transition from preschool to school in the Swedish context. Continuity in transition between school forms has often been stressed by for example national and international policy makers. But what is continuity? This concept is seldom defined. The paper is based on results from my forthcoming thesis, which explores children’s perspectives on the Swedish preschool class and children’s transition from preschool to school. When re-analyzing the empirical data in search for indications of continuity, I found that children in transition to school enhances that this process includes gaps and discontinuities – discontinuities that children put forward as positive.

  • 191.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Parents' Emotional and Academic Attitudes Towards Children's Transition to Preschool Class: Dimensions of School Readiness and Continuity2017In: Families and Transition to School / [ed] Sue Dockett, Wilfried Griebel, Bob Perry, Springer Publishing Company, 2017, 1, p. 147-162Chapter in book (Refereed)
  • 192.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Preschool children’s border work and constructing of (new) identities in the transition to school.2011Conference paper (Refereed)
  • 193.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Skolförberedda barn – barnförberedd skola?: Vårdnadshavares perspektiv på sina barnsövergång från förskola till förskoleklass.2018In: Cepra-striben - tidsskrift for Evaluering i Praksis, ISSN 1903-8143, no 23, p. 4-13Article in journal (Refereed)
    Abstract [sv]

    I denna text diskuteras svenska vårdnadshavares förväntningar på sina barns kommande övergång från förskola till förskoleklass. Empirin består av 176 enkäter besvarade av vårdnadshavare vars barn var på väg att göra denna övergång. Resul-taten visar att många vårdnadshavare beskriver sina barn som ”redo för skolan” medan andra ger uttryck för att det snarare är skolan som måste vara redo för deras barn. Resultaten visar att övergångar mellan skolformer måste betraktas ur ett sociokulturellt perspektiv baserat på dialog mellan individ, hem och de olika institutionerna i skolsystemet. Först då kan ”school readiness”-begreppet utgöra en rättighetsdiskurs – dvs. barns rätt till anpassad fortsatt skolgång.

  • 194.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Solidarity - with whom?: Perspectives on solidarity in the borderland between preschool and school.2012In: Spaces for Solidarity and Individualism in Educational Contexts. / [ed] Eva Johansson och Donna Berthelsen, Göteborg: Acta Universitatis Gothoburgensis, 2012, p. 83-98Chapter in book (Refereed)
  • 195.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Supporting Children’s Transition from Preschool to the Leisure Time Center2016In: Journal of Education and Human Development, ISSN 2334-296X, E-ISSN 2334-2978, Vol. 5, no 3, p. 27-37Article in journal (Refereed)
    Abstract [en]

    The leisure time center is an important arena for families and children in school. However, there is a lack of knowledge about the leisure time center’s role in children’s transition from preschool to school. Research has shown that transitions are a critical event which often involves discontinuities. Therefore, this article investigates how children’s transition from preschool to the leisure time center in school is organized and conducted, and how the leisure time center can construct and provide a sense of continuity for children in this transition. The leisure time center can be understood as an arena at the intersection between other educational settings. By cooperation and sharing information with teachers in other school forms, the teachers in the leisure time center can provide important support for children in transition. By arranging priming events, teachers can help children to create security and meaning in the transition as well as before the actual entering into the setting.

  • 196.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Teacher identity issues in the Swedish preschool class2010Conference paper (Other academic)
    Abstract [en]

    Abstract NERA/NFPF

    Malmö 11-13 mars 2010

    ___________________________________________________________________________

     

     

    “Teacher identity issues in the Swedish preschool class”

    Helena Ackesjö

     

     

    Aims of the research

    The purpose with the preschool class in Sweden is to construct a bridge between preschool and primary school, where the two institutions together would create a blended pedagogy that would facilitate the six-year old children’s transition from preschool to compulsory school. Even though the preschool class is included in the curriculum for the primary school, the activities in preschool class should not be school activities but also not mere preschool activities. Little is known about these preschool class teachers. The research topic is; How do the teachers construct their professional identities at this crossroad?

     

    Theoretical framework

    The study is built on theories of identity construction, but also on theories that enhances the dilemma of the preschool class being placed at the borderland between preschool and school.

     

    Research design

    Fourteen preschool class teachers participated in dialogue seminars, conducted in three small groups. By dialogues, writing texts and presenting metaphoric pictures, the teachers reflected their experiences from their work. Analysis of the teacher’s identity constructions and their identities was made from this empirical material.

     

    Findings/conclusions

    The results highlight occasions where the preschool class teachers feel subordinated, excluded and marginalized from the community in school. The teachers feel that they do not have the same opportunity to be part of the school culture as other teachers, because of organizational and working conditions. This can also limit their opportunities for participation and influence in the community at school. The teachers also mark the boundaries between Us and Them, as an effect of their experiences of alienation and their spin-off from the social community at school. All these processes also affect the teachers' professional identity construction. Paradoxically, it seems as if the teachers in preschool class also use the exclusion as an instrument of power. The teachers mark in several cases that they distance themselves from both preschool and school, which results in that they can work freely and undisturbed in the preschool class.

     

    Relevance for Nordic Educational research

    This presentation examines the teachers in the preschool class in Sweden, a pedagogic practice which is placed at the crossroads between preschool and primary school. Little is known about the preschool class teachers, and research about this context can develop knowledge about this educational arena, about the teacher’s identities and about policy issues according to the preschool class.

     

     

     

  • 197.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Teachers crossing borders: A longitudinal study of a new profession2015In: Abstract book. NERA 2015, Marketisation and differentiation in education.: 43rd Annual Congress of the Nordic Educational Research Association (NERA), Gothenburg, March 4-6, 2015, 2015Conference paper (Refereed)
    Abstract [en]

    Research topic: The overall purpose of this longitudinal research project is to study professional trajectories in the first intake of students which graduated 2014 from the newly reformed teacher education with specialization towards work in the leisure-time center. The main objective for these students is both to work in the leisure time center’s traditional activities, and to work as a teacher in a school subject. This project aims to gain knowledge about which professional trajectories that are possible for this new category of teachers. When are their skills asked for? How do they construct their professional identities? Theoretical and Methodology framework: Border theories and theories of identity constructions are used as theoretical foundations in this research. Such theories provide tools for studying how social borders are established and maintained, and how professional identities are constructed by considering themselves in the light of others. In addition occupation theories are used. In attempting to describe and explain the teachers' movements within the profession, the term breakpoints is used to study how movements across borders in an education system affects the choices made. 40 newly graduated teachers are included in the project, and the methods used are recurring surveys and interviews when they enter the labor market and during their first five years of employment. Main findings: The first survey, answered by the students prior to their graduation, highlights how the students anticipate entering a hybrid profession, and by this facing new dilemmas. They are entering a new and dual professional role where a balance must be maintained between two assignments. To be able to do this balancing, to cross professional borders and to find enough time to combine the assignments, is considered to be the big challenge. In addition, they see a challenge in defining their new profession in the light of the old. The second survey focused on mapping which career trajectories the students took during their first year on the labor market, and is now undergoing analysis. Relevance for Nordic Educational Research: This study puts the spotlight on the Swedish teacher education which is quite unique in a Nordic perspective

  • 198.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Transitions – Times of Reconstructions2013In: International Journal of Transitions in Childhood, ISSN 1833-2390, Vol. 6, p. 16-27Article in journal (Refereed)
    Abstract [en]

    This article reports children’s perspectives of the transitions from preschool to compulsory school via the preschool class. The study indicates that children’s ways of defining themselves, and the ways in which they mark borders between different school forms, change over time. In this process, time and place are crucial. The study highlights how Swedish children make two school starts as they enter the preschool class and then school. Each of these events demands energy in reconstructing identities and understandings of the new school forms.

  • 199.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Transitions as a two-way window: separation and adjustment in transitions through the eyes of children starting school.2019In: Listening to children’s advice about starting school and school age care / [ed] Sue Dockett, Johanna Einarsdottir, Bob Perry, New York and Abingdon: Routledge, 2019, 1, p. 42-54Chapter in book (Refereed)
    Abstract [en]

    When children make a transition to a new arena - a new school form or a new school house - they need not only adapt and adjust to the new context. The transition also involves a separation from the old. By this, a transition becomes a two-way window; a simultaneous process of adjustment and separation. This simultaneous process involves implications for practice. All teachers have a responsibility in enabling the transition process for the children, by helping them not only to adjust to the new but also to disengage from the old context. How can priming events in transition work in both directions? How can teachers be active in children’s disengagement and separation processes? These are questions this chapter address. The chapter has a practical focus and is building on children’s voices and narratives about the transition from preschool to school in Sweden. Special focus is put on children's separation processes since this is an area that seldom is in focus when discussing about or working with children’s transition.

  • 200.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Uppdrag: Förskoleklass2018In: Grundskoletidningen, ISSN 1402-7135, no 7, p. 9-11Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Förskoleklassen blir obligatorisk och erkänns som en viktig skolform med ett eget innehåll vilket ökar möjligheten till en nationell likvärdighet för alla elever. Läroplanens skrivningar gör uppdraget tydligare och det blir också tydligt för lärarna vilka förmågor eleverna ska utveckla under året.

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