京都大学 / 0048 / 新制・課程博士 / 博士(地球環境学) / 甲第22102号 / 地環博第188号 / 新制||地環||37(附属図書館) / 京都大学大学院地球環境学舎地球環境学専攻 / (主査)准教授 SINGER JANE, 教授 佐野 亘, 講師 BAARS ROGER CLOUD / 学位規則第4条第1項該当 / Doctor of Global Environmental Studies / Kyoto University / DFAM

The thesis deals with the design of digital I/O card with USB connectivity for Honeywell spol. s r.o. – HTS CZ o.z. company. The main objective is the delay elimination between reading the current state of the inputs and outputs setting which occurs on the actual used commercial card. Further initial analysis outlines possible solutions at the beginning of the work. One of chapters describes USB communication interface, including its com- munications protocol and USB driver implementation on the operating system Microsoft Windows. The digital card has four I/O ports consisting of eight lines. All ports have built-in protection against overcurrent and ESD protection. Digital isolator is used for USB. Power is supplied via USB, but it is optionally possible to connect an external power source. The last part of the thesis is focused on the card driver design.

The Diploma thesis is focused on reballing of BGA packages with the device PACE TF 2700. It describes the general types of BGA packages, their defects, importance of thermal management to the solder techniques, where it is also talked about the meaning of solders and fluxes for the joint. The work informs about the most common methods of reballing, the proper handling of components and the current situation with BGA stencils on the market. It briefly describes the device operation of PACE TF 2700, that is working on the convection and IR principle of heating components. It deals with the manufacturing of the template, dummy BGA packages, the test plates, creation of the thermo profile, comparing and examining the defects and their causes, which had the most significant impact on the results. The achievements would serve for comparing them with the results of the future laboratory exercises or as a subject for further works.

Sammanfattning Studiens syfte var att undersöka hur lärare i lågstadiet resonerade kring copingstrategier (hantering avemotioner) i förhållande till undervisning för hållbar utveckling. Förhoppningen var att detta emotionellaperspektiv på undervisningen skulle bidra till ökad förståelse för undervisning för hållbar utveckling och förcopingstrategiers eventuella potential att bidra i densamma. Studien utfördes genom två halvstruktureradegruppintervjuer/fokusgrupper. De fem lärarna fick innan intervjuerna ta del av en kortare sammanfattning av(psykologisk) forskning som berör copingstrategier i förhållande till lärande för hållbar utveckling.Utsagorna tolkades utifrån en analys inspirerad av en fenomenografisk analysmodell. Resultatet av analysenlandade i fem framträdande reflektioner; Konkreta närmiljöer och lösningsfokuserad undervisning, Allvartonas ner genom att inte lyftas, Copingstrategiernas potential finns i högre årskurser och i kännedomensvärde, Eleverna uppvisar miljöengagemang, samt Fördelen att följa eleverna under hela skoldagen. Deframträdande reflektionerna jämfördes i relation till studiens syfte och frågeställningar, bakgrund ochtidigare forskning. Studier om copingstrategier (hantering av emotioner) pekar på vikten av att utvecklakonstruktiva copingstrategier i förhållande till klimatförändringarna. I enlighet med forskningen visaderesultatet att lärarnas beskrivna undervisning kan kopplas till problemfokuserad coping och i viss mån äventill meningsfokuserad coping, vilka båda är konstruktiva copingstrategier. Lärarna nämner att det ärvärdefullt att vara medveten om copingstrategierna, men att eleverna är för små för att själva ta del av dem.Detta kan sägas strida mot forskning som talar för att inkludera emotioner i lärande för hållbar utveckling,samt mot det pragmatiska synsättet att emotioner bör intellektualiseras. Eleverna sägs vidare vara för små föratt presenteras inför globala miljöhot. Detta öppnar frågan om det är så att eleverna inte klarar av att hanteradenna information och det därför är ett klokt beslut av lärarna att undvika informationen, eller om elevernaklarar denna information (alternativt får den någon annanstans och då riskerar att hamna i den ickekonstruktivastrategin känslofokuserad coping) och eleverna därför bör presenteras för globala miljöhot.Dock upplever lärarna ett starkt miljöengagemang hos eleverna. / Abstract The aim of this study was to investigate how teachers in primary school reasoned about copingstrategies in the context of education for sustainable development (ESD). It was hoped that the study,through this emotional perspective, would contribute to an increased understanding for ESD and for copingstrategies eventual potential in ESD. The study was conducted using semi-structured group interviews, whichwere interpreted on the basis of an analysis inspired of a phenomenographic analysis model. The analysis ofthe teachers' statements fell into five prominent reflections; Concrete local environments and problemfocused teaching, The gravity is toned down by not being lifted, The potential of the coping strategies existsin higher grades and in the value of knowing, The pupils show environmental commitment, and The benefitof being able to follow the pupils throughout the school day. Previous research points to the importance ofthe development of constructive coping strategies in the context of ESD. In accordance with the research, thestudy showed that the described teaching was related to problem focused coping and, to some extent, also tomeaning focused coping (which both are contructive coping strategies). The teachers mention the value inbeing aware of coping strategies, but the pupils are considered being to young to take part in them. Thiscould be seen as contrary to research pleading for including emotions in ESD, as well as to the pragmaticalviewpoint that emotions should be intellectualized. The pupils are furthermore argued to be too young to beintroduced to global environmental threats. This opens the question whether the pupils are unable to handlethis kind of information and therefore avoiding the matter is a wise decision, or if the pupils can handle thisinformation (alternatively take part of it elsewhere and being at risk of developing the unconstructivestrategy emotion focused coping) and therefore should be introduced to global environmental threats.However, the teachers point out that they experience strong environmental commitment among the pupils.

As we come to the end of the decade declared as United Nations Decade for Biodiversity 2011-2020, the impact humans are having our planet is clear. The current primary school children are the future decision makers, consumers and electors; therefore, they must be exposed to approaches that can assist development that is sustainable and that will prevent further degradation of our planet. A key way to achieve this is to transform the education current and future generations of children will receive. Education must address sustainable development to support the formation of responsible citizens, eager to actively engage in decision-making processes, environmental issues and societal matters. This can be assisted through a focus on a specific approach to Education for Sustainable Development, Biodiversity Education. To add to current research about this approach to ESD, I investigated the effect biodiversity education had on the sustainability consciousness of primary school children. I chose a qualitative method of data collection and analysis through focus group, semi-structured interviews with 5th class students. The results showed that the participants' sustainability awareness, regarding two of the three dimensions of sustainable development, was highly developed; the environmental dimension and the social dimension. There was less evidence of a consciousness for the economic dimension of SD. Therefore, biodiversity education had a positive influence on the participants' sustainability consciousness, making them more aware of sustainability issues and action-oriented to address these issues. However, they lacked one dimension of sustainability; therefore, their sustainability consciousness was not fully developed. Further research is needed to analysis and interpret the rationale as to why the economic dimension was less developed in these participants who attended a school that promotes biodiversity education.

Cette thèse porte sur la conception d'hydrogels injectables pouvant être utilisés en chirurgie mini-invasive, par exemple en dissection endoscopique sous-muqueuse (ESD) ou en réparation de hernie.Les polyamidoamines (PAAm) constituent une classe d'hydrogel intéressante à ces fins. Après avoir étudié les différents facteurs qui affectent leurs propriétés, nous montrons qu'il est également possible d'obtenir des microgels à base de PAAm pour la délivrance de médicaments ou l'encapsulation de cellules. Il est possible de synthétiser des PAAm dégradables qui peuvent être injectés dans la sous-muqueuse de l'estomac pour la ESD.Nous avons montré que les hydrogels hybrides alginate / PAAm peuvent être utilisés pour le traitement percutané de la hernie inguinale directe et des crèmes à base d'hydrogel ont été préparées pour être utilisées pour le colmatage des fistules. Le dernier chapitre de la thèse est consacré à la réticulation de l'acide hyaluronique pour la chirurgie esthétique. / This thesis deals with the design of injectable hydrogels that can be used in minimally invasive surgery, such as endoscopic submucosal dissection (ESD), percutaneous hernia repair or fistulas closure.Polyamidoamines (PAAm) constitute a class of hydrogel of special interest for these purposes. After studying the different factors that affect their properties, we show that it is also possible to obtain PAAM-based microgels for applications in drug delivery or cell encapsulation.It is possible to synthesize redox-responsive nanocomposite degradable PAAm that can be injected into the submucosa of the stomach to facilitate the ESD.We show that hybrid alginate/PAAm hydrogels can be used for the percutaneous treatment of direct inguinal hernia and hydrogel-based creams have been prepared for use in fistulas closure. The last chapter of the thesis is devoted to the development of a new crosslinking strategy for hyaluronic acid in cosmetic surgery.

Hållbar utveckling är ett komplext och samhällsdebatterat ämne världen över där frågor diskuteras som belyser vikten av att leva och agera hållbart för att inte äventyra kommande generationers möjligheter till försörjning. Barn och unga har därför en viktig roll i debatten om hållbar utveckling, där grunderna för en hållbar livsstil anses läggas i barndomen. Därför väcktes frågan hos oss om “Vilka undervisningsmetoder anser forskningen effektiv och lämplig att använda vid undervisning om hållbar utveckling?" och därmed är syftet i denna kunskapsöversikt att undersöka och få en djupare förståelse för hur hållbar utveckling bör undervisas i SO-undervisningen i årskurserna F-3. För att hitta forskning kring det valda ämnet gjordes strukturerade sökningar i olika databaser där relevanta sökord användes för att hitta vetenskapliga artiklar som berör det valda området. Forskningen visar på att olika undervisningsmetoder såsom lek, pedagogiskt drama, utomhusaktiviteter, samverkan, läs och skrivaktiviteter är effektiva och lämpliga att använda i undervisningen om hållbar utveckling. Forskningen belyser även vikten av en elevcentrerad undervisning. Där det är viktigt att ta hänsyn till elevernas etik, moral samt känslor för att synliggöra och diskutera dessa för att skapa ett kritiskt tänkande. Det är således viktigt att använda kreativa undervisningsmetoder och elevinflytande i SO-undervisningen om hållbar utveckling för att konkretisera ett komplext ämne för elever i förskoleklassen och lågstadiet.

This study aims to examine ways to understand the ideological dimension of Sustainable Development (SD), as it is portrayed in the Swedish school system, and the consequences thereof. By examining policy documents, in the form of curricula and formal reports from relevant agencies, the role of the concept of SD in the Swedish school system is discussed and analysed by applying the analytical methods of ideology criticism from a critical theory standpoint, with the aim to explore possible underlying ideological content. The research questions focus on if, and if so why, ideological components are apparent in the material through the theoretical framework of critical theory, with special attention paid to the theories of Žižek and Bauman. Special methodological considerations to the empirical aspect of this essay is applied to improve the rigidity of the analysis. A theoretical model of ideological awareness is sketched to illustrate the importance of theoretical knowledge going into the material. The analysis shows that the concept of SD can most accurately be described by using the marxist concept of fetischism, a form of reification, which displaces SD from its context and makes it both unquestionable and all encompassing. The ideological function of SD in the Swedish school system is argued to be the ability to suppress possibilities to discuss among other things: power inequalities, environmental questions from other aspects than SD as well as criticism of SD itself. The study concludes that raising an ideological awareness in teachers may be a way to grasp the immense ideological power the concept of SD holds in the Swedish school system and to counteract alienation in both teachers and students. New avenues of research are introduced from questions raised during this work and as a result of the conclusions reached.

Electrostatic Discharge (ESD), an event of a sudden transfer of electrons between two bodies at different potentials, happens commonly throughout nature. When such even occurs on integrated circuits (ICs), ICs will be damaged and failures result. As the evolution of semiconductor technologies, increasing usage of automated equipments and the emerging of more and more complex circuit applications, ICs are more sensitive to ESD strikes. Main ESD events occurring in semiconductor industry have been standardized as human body model (HBM), machine model (MM), charged device model (CDM) and international electrotechnical commission model (IEC) for control, monitor and test. In additional to the environmental control of ESD events during manufacturing, shipping and assembly, incorporating on-chip ESD protection circuits inside ICs is another effective solution to reduce the ESD-induced damage. This dissertation presents design, characterization, integration and compact modeling of novel silicon controlled rectifier (SCR)-based devices for on-chip ESD protection. The SCR-based device with a snapback characteristic has long been used to form a VSS-based protection scheme for on-chip ESD protection over a broad rang of technologies because of its low on-resistance, high failure current and the best area efficiency. The ESD design window of the snapback device is defined by the maximum power supply voltage as the low edge and the minimum internal circuitry breakdown voltage as the high edge. The downscaling of semiconductor technology keeps on squeezing the design window of on-chip ESD protection. For the submicron process and below, the turn-on voltage and sustain voltage of ESD protection cell should be lower than 10 V and higher than 5 V, respectively, to avoid core circuit damages and latch-up issue. This presents a big challenge to device/circuit engineers. Meanwhile, the high voltage technologies push the design window to another tough range whose sustain voltage, 45 V for instance, is hard for most snapback ESD devices to reach. Based on the in-depth elaborating on the principle of SCR-based devices, this dissertation first presents a novel unassisted, low trigger- and high holding-voltage SCR (uSCR) which can fit into the aforesaid ESD design window without involving any extra assistant circuitry to realize an area-efficient on-chip ESD protection for low voltage applications. The on-chip integration case is studied to verify the protection effectiveness of the design. Subsequently, this dissertation illustrate the development of a new high holding current SCR (HHC-SCR) device for high voltage ESD protection with increasing the sustain current, not the sustain voltage, of the SCR device to the latchup-immune level to avoid sacrificing the ESD protection robustness of the device. The ESD protection cells have been designed either by using technology computer aided design (TCAD) tools or through trial-and-error iterations, which is cost- or time-consuming or both. Also, the interaction of ESD protection cells and core circuits need to be identified and minimized at pre-silicon stage. It is highly desired to design and evaluate the ESD protection cell using simulation program with integrated circuit emphasis (SPICE)-like circuit simulation by employing compact models in circuit simulators. And the compact model also need to predict the response of ESD protection cells to very fast transient ESD events such as CDM event since it is a major ESD failure mode. The compact model for SCR-based device is not widely available. This dissertation develops a macromodeling approach to build a comprehensive SCR compact model for CDM ESD simulation of complete I/O circuit. This modeling approach offers simplicity, wide availability and compatibility with most commercial simulators by taking advantage of using the advanced BJT model, Vertical Bipolar Inter-Company (VBIC) model. SPICE Gummel-Poon (SGP) model has served the ICs industry well for over 20 years while it is not sufficiently accurate when using SGP model to build a compact model for ESD protection SCR. This dissertation seeks to compare the difference of SCR compact model built by using VBIC and conventional SGP in order to point out the important features of VBIC model for building an accurate and easy-CAD implement SCR model and explain why from device physics and model theory perspectives.

This study aims to investigate and analyse the knowledge gap between the Swedish high school and geography syllabus, on one hand, and scientific research on the other. This study is emphasizing on the need for a future-oriented approach in the Swedish curriculum, which is needed to address future challenges. In this study the focus is directed towards climate and environmental education, where sustainable development is a key component of the current geography syllabus, in contrast of scientific research where climate emergency and the geological epoch Anthropocene makes the current knowledge. Utilizing discourse analysis to examine factors such as the underlying values, roles, and power of actors in the shaping process of educational documents, such as the policy and educational documents. The study is conducted in two sub-studies which will be conducted separately and later being compared to each other. The results of the two sub-studies revealed an existing knowledge gap and revealed the influence of politics and science on values, shaping attitudes by education. By applying Lindes (2021) curriculum codes, the analysis indicates a prevalence of the political code in the current curriculum, while Spratt´s (2022) scientific research aligns with the scientific-rational code.  The conclusion drawn from this study is that an updated curriculum is essential to transform attitudes towards climate and environmental issues. The discourse analysis of the current curriculum emphasizes the prioritization of values over current knowledge, which has contributed to the planetary crisis that science has identified as a climate emergency.