Dalarna University College Electronic Archive
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Den skrivna bilden : En stilistisk analys av visuell gestaltning i Charlie Kaufmans manus Being John Malkovich och Eternal Sunshine of the Spotless Mind
No full textDenna uppsats undersöker hur visuellt berättande gestaltas i manusen till de två filmerna Being John Malkovich samt Eternal Sunshine of the Spotless Mind av manusförfattaren Charlie Kaufman. Detta görs utifrån Ann Igelströms teori om berättarnivåer med stöd av ytterligare manusanalytisk teori. Scener där det visuella berättandet bedöms vara påtaglig analyseras, vilket leder till observationer av tio berättarverktyg som Kaufman använder. Till exempel användningen av kontrast, tillstånd eller kontext i hela manusen. Detta undersöker det visuella berättandets roll i manus och hur det kan framföras. Hur visuell gestaltning i manus skrivs visar sig vara av vikt för dess effekt och betydelse, samtidigt som det antyder en filmisk bild. Uppsatsen avslutas med en sammanfattning av berättarverktygen och hur de kan användas för att stärka det visuella berättandet i manus
Forskningsanknytning genom kollegial programanalys : en metod för reflektion och utveckling
No full textForskningsanknytning är en central men svårfångad aspekt av utbildningskvalitet, särskilt i tekniska utbildningar. Vid Högskolan Dalarna har en kollegial metod för programanalys utvecklats för att synliggöra och stärka forskningsanknytningen och samtidigt fungera som en plattform för kollegialt lärande. Metoden kombinerar ett programanalysverktyg med workshopbaserad reflektion utifrån en fyrfältsmodell för forskningsförankring. Resultaten visar att arbetet har skapat samsyn och ökat engagemang bland lärare samt tydliggjort behovet av att utveckla kunskap om hur forskningsanknytning kan omsättas i praktiken. Metoden bidrar därmed till kvalitetsutveckling genom gemensam förståelse och reflektion i lärarlag.
Microstructural homogenization through laser remelting in an additively manufactured Ti-40Nb sample from elemental feedstock powders
No full textTi-Nb alloy fabricated via selective laser melting (SLM) serves as a promising candidate for orthopedic implants due to its exceptional biocompatibility and ability to mitigate stress-shielding effects. However, processing of insitu alloyed Ti-Nb powder results in non-homogeneous microstructures and incomplete melting and diffusion of Nb hindering material homogeneity. In this study a laser remelting strategy was employed to enhance microstructural homogenization, Nb diffusion, and defect reduction. The effect of the cooling rate on the microstructure and mechanical properties of the resultant samples was explored. X-ray diffraction confirmed the presence of alpha ‘+beta phase in single and triple melted samples. Remelted samples exhibited superior microstructural uniformity, reduced porosity, larger grain size, and increased alpha ‘ martensite morphology as confirmed by scanning electron microscopy (SEM) and transmission electron microscopy (TEM). TEM analysis shows reduced dislocation density and twins upon remelting. The mechanical properties of the remelted sample maintained a desirable combination of low modulus and high strength with a hardness of 368 +/- 7 HV, yield strength of 820 +/- 35 MPa, compressive strength of 1480 +/- 50 MPa, and an elastic modulus of 33 +/- 3 GPa. This work proves laser remelting is an effective strategy for fabricating Ti-40Nb alloy from elemental powder contributing to the development of orthopedic implants
Migrant families’ experiences of participating in the Family Talk Intervention in paediatric care
No full textBackground and purpose: The psychosocial needs of migrant families affected by a child’s severe illness are extensive. However, few family-centred interventions have been evaluated and even fewer have included families with migrant backgrounds. The aim of this study was, therefore, to explore migrant fami-lies’ experiences of participating in a family-centred psychosocial intervention, the Family Talk Intervention (FTI), in a paediatric care setting. Material and methods: In this study, semi-structured interviews were performed with 14 family members (six parents, one ill child, and seven siblings) after participating in FTI. The interviews were transcribed and analysed using thematic network analysis. Results: After participating in FTI, the families experienced that, in their already exposed situation, their family stability had increased as they were supported in dealing with social and financial issues, encouraged to talk openly about difficulties, and thus became closer as a family. Both children and parents described the value of having someone professional, continuously available, to turn to for guidance and information. Interpretation: Migrant families dealing with a child’s severe illness live in an exposed situation, with a double burden of distress related to the child’s illness and socioeconomic factors. By acknowledging the importance of these families’ psychosocial needs, it could be recognised that psychosocial support, such as FTI, not only aids family adjustment but also contributes to reducing this double burden, increasing family stability
"This is The Music Streaming Service for Me” : Choice of Music Streaming Services and their Users' Experiences
No full textThis research paper investigates the habits and experiences with music-streaming services of music students within Högskolan Dalarna. The study was conducted using digital surveys to find the willing participants; their responses went through a filtering process which later was contacted for semi-structured interviews. The conclusion from the interviews was that Spotify was the most used streaming service, and the most common reason people choose a streaming service is based on how easy it is to use, flexibility, technical aspects, and social norms
Presidential Activism in Sub-Saharan Africa : Explaining Variation Among Semi-Presidential Countries
No full textThis article seeks to explain variations in presidential activism in semi-presidential countries in Sub-Saharan Africa. Africa is one of the continents where semi-presidentialism is most prevalent, but the dynamics of intra-executive relations are severely understudied. The four case studies discussed here—the Democratic Republic of Congo, Niger, Cabo Verde, and São Tomé e Príncipe—belong to the premier-presidential subtype. In this exploratory study, we aim to examine how institutional dimensions of premier-presidentialism interact with contextual factors to explain variations in presidential activism among Sub-Saharan African countries. In addition to fundamental contextual differences among the two pairs of countries, francophone and lusophone, there are specific institutional factors associated with the design and operation of premier-presidentialism that contribute to greater presidential activism in the two francophone cases. Taken together, these contextual and institutional factors skew effective executive power heavily toward the president in our francophone countries. We also find that the degree of political institutionalization matters for the impact of presidential activism on intra-executive conflict and government policymaking capacity. The article increases our understanding of the operation of semi-presidentialism in this understudied region, underscoring the importance of both contextual and constitutional factors for explaining variations in presidential activism in Africa
Didactic dimensions of teaching content for and with students with intellectual disabilities (ID) : a scoping review
No full textDecisions schools make about teaching content fundamentally shape students’ educational experience and their later life. These decisions often take a particular shape for students with intellectual disabilities. Although such decisions for this group are a prime concern in the governing and practice of education, they have gained little attention in research. Research that does investigate teaching content for students with intellectual disabilities often makes a distinction between Life Functional skills (LFS) and Academic Content (AC) and treats these as being quite separate. The study at hand explores the nuances of and relationship between the two through a scoping review, and contributes knowledge on didactical aspects and the how and why of teaching content as depicted in research. Results indicate that research on teaching content entails a complex process of valuing the content in which AC and LFS often overlap. Results also illustrate that students and teachers are absent from the research on teaching content and not included as active participants; researchers’ methods often take precedence over teachers’ and students’ valuing of teaching content or methods
Sustainability, play and children´s agency: a comparative study of the Swedish and Turkish preschool curricula
No full textIn this study, we compared how sustainability, children’s agency, and play are addressed in preschool curricula in Sweden and Turkey. Content analysis was used to analyse, interpret, and compare the content. The findings indicated that sustainability is explicitly integrated into the Swedish curriculum but only partly mentioned in the Turkish curriculum. Play is a core part of children’s learning in Sweden, whereas, in Turkey, play is mainly referred to as a method. The Swedish preschool curriculum emphasises democracy as a central aspect, which reflects the dedication to fostering children’s agency and their comprehension of rights and participation. The Turkish curriculum, meanwhile – while acknowledging democratic principles, child rights, and participation – does not provide a comprehensive framework for promoting children’s agency. Our qualitative study contributes to knowledge about policies that may lead to practices concerning preschool education in Sweden and Turkey that focus on sustainability, children’s agency, and play
Elever som "svaga" och "starka" : En studie av elevers olikheter som sociala representationer
No full textThe overarching aim of the thesis is to deepen knowledge of how pupils’ differences are socially represented in both historical and contemporary contexts. More specifically, the thesis examines how notions of pupils’ differences are represented and classified through the talk about pupils as ‘weak’ and ‘strong’. Through the lens of social representations theory, four studies were conducted in which different methods for data collection were used. In the first study, six focus group discussions were conducted with 29 compulsory school teachers. In the second and third studies, text studies were conducted on government inquiries published between 1923 and 2019 (Study 2) and opinion pieces published in Swedish news media (Study 3). In the fourth study, interviews with visual elicitation were conducted with 12 compulsory school teachers. The findings underscore the role of language in how pupils and differences are constructed. Representations and classifications of pupils as ‘weak’ and ‘strong’ are prevalent among teachers, in the news media and in education policy. These classifications are linked to perceptions of normality and a tripartite hierarchy, reflecting bell-curve thinking. While teachers in this study often (re)produce such hierarchies, they also challenge and resist classifications of pupils as ‘weak’. The findings indicate that differences are not inherent to the individual pupil but are instead socially constructed, negotiated and transformed over time. However, there are also elements of stability over time in how differences are classified and represented. The results show that ‘weak pupil’ seem to be a stable construction over the last century. However, as a social representation, it appears to be highly changeable, with the ability to accommodate various perceived problems. In contrast to global policy frameworks, differences are largely ascribed to the individual pupil through a deficiency perspective. This thesis expands on this by introducing the concept of an “extended deficiency perspective” that not only situates perceived problems with the individual pupil but also attributes them to the perceived problems of other pupils. The findings of the thesis carry significant implications for educational practice, as classifying pupils as ‘weak’ places the perceived problems on the individual pupil rather than encouraging a critical examination of the structures and organisation of teaching in the school. The findings highlight the need for education practitioners and education policymakers to critically engage with the values embedded in representations and classifications that are (re)produced in daily practices within education and education-oriented institutions. This thesis underscores that differences are not fixed or predetermined but rather acquire meaning within specific contexts, such as the school, education policy and the news media. This insight has significant implications for practice, policy and teacher education