Human enhancement (HE) is the field of research aiming to improve and overcome the biological limitations of the physical and mental performance of humans. The implications of HE might especially prove relevant within high-intensity environments, such as the working environment of police and fire and rescue services. The aim of this thesis is to identify the needs of personnel within these domains and to highlight potential HE solutions that could aid to improve responder performance in the setting of an active emergency. Interviews conducted with representatives for the Swedish police and fire and rescue service highlighted the need for support of mental performance in the form of destressing during highintensity situations as well as an improvement of creating situational awareness and making adequate decisions in a short amount of time. The results imply a potential of implementing HE solutions that aid emergency responders by keeping them alert and open for information gathering or minimizing the experienced level of stress while providing vital information for a proper response. The thesis alsoconcluded a generally positive attitude towards implementation of HE solutions.

This paper sets out a particular concept of intellectual history for discussion and debate concerning the guidelines for our project for the International Dictionary of Intellectual Historians. First let me advance the idea that intellectual history is written everywhere, not only in West European countries, where it emerged, but in East European countries, too, and second that it really is a concept that applies not just to Europe alone but to the whole world, although this suggestion will vastly complicate our notions of intellectual history.

京都大学 / 0048 / 新制・課程博士 / 博士(理学) / 甲第20897号 / 理博第4349号 / 新制||理||1624(附属図書館) / 京都大学大学院理学研究科物理学・宇宙物理学専攻 / (主査)准教授 川畑 貴裕, 教授 永江 知文, 教授 鶴 剛 / 学位規則第4条第1項該当 / Doctor of Science / Kyoto University / DGAM

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This licentitate thesis is a study of Upper-Secondary School stu-dents’ approach towards reading fiction in the school subject of Swedish from a socio-cultural perspective. Furthermore, the social context and its importance for the students’ reading situation has been mapped. The students participating in the study are all first-graders and boys, studying the Construction Programme. The empirical material consists primarily of oral statements made by the students concerning their perception of how to read fiction in school. Using the construct of Pierre Bourdieu and with the reception model of Kathleen McCormick as a point of departure, the repertoirs of the students are described and analyzed. This study shows that the students bring different representa-tions of their group belonging, which effect their approach to rea-ding fiction. It also shows that the students’ idea of what a reader is and their own reading ability create their approach to reading. Ad-ditionally, the students have problems to see the actual purpose of reading fiction in a school situation. The results of the study show that in order to read fiction success-fully in a classroom situation, the school has to discuss and chal-lenge the students’ views of group belonging. Furthermore the school must improve when it comes to illustrating the more precise purpose and meaning of reading fiction in the school subject of Swedish. The study shows that because of the students’ different approa-ches to reading fiction, they tend to do two types of reading, one in-dividual and one for the school . In the latter, the students are incli-ned to limit their reading potential. And this is the real challenge for the subject of Swedish, but also ultimately the school, to challenge the students to use their full reading potential. Finally, the results of the study is discussed in relation to the new curriculum of the subject of Swedish, as it is presented in the sylla-bus ”Gy 11”. ”Gy 11” has been implemented since the autumn of 2011. Additionally, the consequences of the decreased number of hours for the subject of Swedish is considered. There are, however, stil good possibilities for the Swedish school to enable the students to reach their full reading potential in a class-room sitution.

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Using multiple theoretical methods, comprehensive calculations are performed to create a new and more comprehensive data set for elastic scattering and related transport cross sections for collisions of (H$^+$ + H), (H + H) and (He$^{2+}$ + H) in the center-of-mass energy frame. In proton-atomic hydrogen collisions, we have significantly updated and extended previous work of elastic scattering, charge transfer and related transport integral and differential cross sections in the center-of-mass energy range $10^{-4} - 10^4$ eV where the multi-channel molecular orbital approach (MO3) is used. For atomic hydrogen-hydrogen collisions, similar updates have been made of elastic scattering and spin exchange differential and integral cross sections, also for the H + H collision the ionization and negative ion formation cross sections are provided in energy range (1-20 KeV) by use of the 'hidden crossing' theoretical framework. For collisions of alpha particles with atomic hydrogen we have computed the elastic scattering cross section in the center-of-mass energy range $10^{-4} - 10^8$ eV. In this case, at the lowest energies where elastic scattering greatly dominates other reaction channels, a single-channel quasi-molecular-orbital approach (MO1) is used. With the opening of inelastic channels at higher energies the multi-channel atomic-orbital, close-coupling method is applied, and at the highest energies considered perturbation theory (the Born approximation) is used. The results are compared with other data available in literature.