Kontroversiella ämnesområden karaktäriseras av att individer gör olika ställningstaganden. Dessa kontroverser diskuteras i stor utsträckning i media och därför behöver individer kunna tolka information för att kunna delta i diskussionen. Som ett resultat av detta finns ett behov av att individer kan göra informerade ställningstaganden utifrån kritiskt tänkande. Syftet med denna studie var att undersöka lärares resonemang gällande potentiellt kontroversiella ämnesområden inom undervisning i naturkunskap på gymnasienivå. Studien baserades på kvalitativa intervjuer med fem gymnasielärare i naturkunskap. Intervjuerna analyserades tematiskt och resultaten visade att det finns potentiellt kontroversiella ämnesområden inom naturkunskap. De områden som lärarna i någon mån ansåg kontroversiella var evolution, genteknik, klimat- och miljöfrågor, livsstil och hälsa, sex- och samlevnad samt vargfrågan. Diskussion var det vanligast förekommande metodvalet och målet var i stor utsträckning att få ställningstagande och kritiskt tänkande elever. Fyra av fem lärare gick in med inställningen att vara neutrala i samband med sin undervisning, detta visade sig dock inte vara enkelt i alla situationer. Alla lärare ansåg det viktigt att undervisa om kontroversiella ämnesområden och ingen sade sig ha undvikit denna typ av undervisning. Lärarna resonerar både om motiv till att undervisa om kontroversiella ämnesområden, till exempel till följd av det mediala fokus som finns idag, men de resonerar också om tillfällen att inta en mer försiktig inställning för att inte riskera att kränka elever. Utifrån lärarnas resonemang kom jag fram till att det finns tre typer av kontroversiella ämnesområden, områden som baseras på olika bevekelsegrunder (religion eller vetenskap), olika värderingar samt privata eller känsliga ämnesområden (sex- och samlevnad).

Subsynchronous Resonance (SSR) is one of the major obstacles for the wide spread of high degrees (60% and higher) of series capacitor compensation. Recently, a new obstacle, namely Subsynchronous Interaction (SSI) has been added to the list after the Zorillo Gulf wind farm incident in Texas in October 2009. SSI is due to the interaction between large Doubly-Fed Induction Generator (DFIG)-based wind farms and series capacitor compensated transmission systems. In integrated power systems incorporating series capacitor compensated transmission lines and high penetration of wind energy conversion systems, especially DFIG-based wind farms, SSR and SSI could occur concurrently as a result of some system contingences. Therefore, mitigating SSR and SSI is an important area of research and development targeting at developing practical and effective countermeasures. This thesis reports the results of digital time-domain simulation studies that are carried out to investigate the potential use of Full-Scale Frequency Converter (FFC) and DFIG-based wind farms for simultaneous mitigation of SSR and SSI. This is achieved through introducing supplemental control signals in the reactive power control loops of the grid side converters of the DFIG and/or the FFC wind turbines. In this context, two supplemental controls designated as Supplemental Controls 1 and 2 are examined. Supplemental Control 1 introduces a signal in the grid side converter of the FFC wind turbines to damp both SSR and SSI oscillations. On the other hand, Supplemental Control 2 introduces a signal in the grid side converter of the FFC wind turbines for damping SSR oscillations and another signal in the grid side converters of the DFIG wind turbines for damping SSI oscillations. Time-domain simulations are conducted on a benchmark model using the ElectroMagnetic Transients program (EMTP-RV). The results of the investigations have demonstrated that the presented two supplemental controls are very effective in mitigating the SSR and SSI phenomena at different system contingencies and operating conditions.

Social Security Disability Insurance (SSDI) and Supplemental Security Income (SSI) are state and federally funded income programs that can provide steady health insurance, increasing access to healthcare and other needed services. It has been previously demonstrated that approval for social security disability benefits can lead to better access to housing and long-term subsidies, reduce emergency department usage and recidivism rates, and address systemic problems within the community. However, it has previously been shown that individuals experiencing homelessness are more likely to receive an unfavorable award decision, despite having more severe healthcare treatment needs compared to the general population. In Massachusetts, the state award rate for homeless applicants has averaged 22-33% over the past 2 years, compared to 45% for non-homeless cases awarded. The primary objective of this research study was to investigate applicant and application characteristics associated with disability outcomes among patients at the Boston Health Care for the Homeless Program (BHCHP) Barbara McInnis House (BMH) Medical Respite Unit and to explore the effect of advocacy in increasing access to benefits for those who qualify. The target population for this study was individuals experiencing homelessness who were admitted to the BHCHP BMH Medical Respite Unit and received assistance with an application or maintenance of Social Security benefits between the fiscal years of 2013 and 2018. The variables of interest included age, gender, race/ethnicity, preferred language, primary diagnosis, and housing status of the applicant. Presence or absence of medical advocacy letter and request of DDS mandated consultative examination were application characteristics of interest. The outcome variables were determination time and application decision. This chart review was retrospective and no patients were engaged with directly. All data of interest was pulled from the BHCHP electronic health record or the Microsoft Access database used for tracking application characteristics and outcomes of disability applications. It was shown that advocacy and assistance with the application process for SSI and SSDI produced an allowance rate for people experiencing or at risk of homelessness considered in this study that was almost twice the allowance rate for the homeless population in the state of Massachusetts and was significantly higher than the state general population. Despite the increase in allowance rate, the application determination times were significantly longer for the population of interest in this study as compared to the general population. The median age of applicant population decreased over the timeline of the study, but the median age of those approved did not change at the same rate. Under the age of 40 and mental health diagnosis, as opposed to over the age of 40 and non-mental health diagnosis, were associated with statistically significant lower odds of approval for disability benefits. Medical advocacy letters were found to aid in access to benefits for those with mental health primary diagnoses. Common denial reasons included inability of the Social Security Administration (SSA) to contact the applicant, missed DDS mandated consultative exam by the applicant, and inadequate documentation to demonstrate severity of the disability. Barriers included severe mental illness, cognitive disorders, chronic physical health conditions, substance use disorders, and lack of accurate record keeping of when, where, and why an individual was treated at a facility. Individuals experiencing or at risk of homelessness face many systemic and institutionalized barriers to obtaining disability benefits that they qualify for and deserve. Analysis of current gaps in access to disability benefits could help illustrate how the current system harbors barriers to deter and deny people benefits, especially those who have low literacy, are poor, and have no access to advocates who could potentially help to garner attention to areas in need of intervention. Advocacy can help increase access to benefits and can help individuals achieve better health outcomes by offering a means of preventative care.

I dagens läroplan för grundskolan (Lgr 11) finns syftesbeskrivningar för de naturOrienterande (NO) ämnena som säger att eleverna ska utveckla kunskaper och redskap för att formulera och granska information och andras argument samt ta ställning i frågor som rör ämnen med naturvetenskapligt innehåll. Detta är formuleringar som speglar det man i dag anser att NO-undervisningen ska ge de elever som går ut grundskolan. I det här arbetet har elever i slutet av högstadiet fått argumentera kring användandet av genmodifierade grödor (Genetically Modified Organism, GMO). Detta är ett exempel på så kallade Samhällsfrågor med Naturvetenskapligt Innehåll (SNI) och den här typen av samhällsfrågor har lyfts fram som ett sätt att arbeta med de formuleringar som nu finns i läroplanen. Syftet med den här studien är att undersöka högstadieelevers användning av argument i en naturvetenskapligt grundad diskussion och hur användningen av SNI i undervisningen kan hjälpa elever att utveckla sin argumentationsteknik och sitt intresse för naturvetenskap. Elevernas argumentation kring frågan om GMO har analyserats utifrån en analysmodell som är utvecklad för granskning av argumentation om SNI. Den här studien har funnit att användandet av SNI fungerar väl för att testa delar av läroplanens kunskapskrav men att det kräver noga förberedelser och att övningarna är väl uppbyggda.

Nearly a quarter of a century after the passage of the Americans with Disabilities Act (ADA), people with disabilities remain severely under-employed. All the while, they command a disproportionate share of public monies through Social Security Disability Insurance (SSDI), and Supplemental Security Income (SSI). This report seeks to contribute to the conversation on current disability policy, as well as offer short-, mid-, and long-term solutions. The document opens with a history of the Social Security Administration (SSA), the federal agency responsible for setting national disability policy. This is followed by a discussion of SSA’s primary categories of client support: health care and employment initiatives. The health section details the medical coverage attached to both SSDI and SSI, with a particular focus on the Affordable Care Act (ACA). Next is a review of work incentives offered to SSDI/SSI beneficiaries. Concluding this chapter is an investigation of the causes of under-employment that continue to plague the disabled circle, in spite of these many interventions. The study continues by exploring various issues affecting today’s U.S. disability policy. These include both exogenous and endogenous factors, including the growth of SSDI and SSI; the structural issues inherent to the current paradigm, as well as a number of disincentives to employment. The analysis then turns to disability policy in the international community. Of particular interest are the experiences of Sweden and the Netherlands as they established fiscally sound policy while assisting the nation’s disabled. From these case studies emerge several lessons pertinent to the U.S. This chapter closes with a thorough analysis of these European nations’ responses to their ever-growing disability programs, and the implications for disability policy makers and advocates. Concluding the report are several recommendations that can guide policy makers and advocates as they strive to place the disability community on the path to self-sufficiency. Most relevant and promising to the U.S. are the passage of the ABLE Act, instituting a national Medicaid Buy-In, and establishing a central disability agency. With successful implementation of these reforms, American with disabilities can potentially finally realize what the ADA promised 25 years ago. / text

<p>The design and implementation of a synthesizable model of the Serial Communication Interface and Synchronous Serial Interface, which constitutes the Port C of Motorola DSP56002 is presented in this report. They serves as a full duplex serial interface to other DSPs, processors, codecs, digital-to-analog and analog-to-digital converters and other transducers. The SCI block is able to handle a data rate of 5Mbps in Synchronous mode and 625Kbps in asynchronous mode for a 40MHz clock. It supports five word formats including a multidrop mode for multiprocessor systems. SSI provides a data rate of 10Mbps for the same 40 MHz clock. The design includes a programmable on-chip or external baud rate generator/interrupt timer for the SCI and a clock generator and frame Sync generator for the SSI.</p><p>The thesis focus on arriving at a full functional description of individual blocks included with Port C from the data sheets and product users manual. From this operational description a behavioural model was developed. The structure and implementation is based on the Motorola DSP56002 with additional support for a variable data-width. The model is written completely in behavioural VHDL with a top-down approach and the model was verified and validated.</p>

School is assumed to equip students with subject knowledge and contribute to their development as human beings and democratic citizens as well. In this article, the democratic dimension of the teaching assignment is brought to the fore, and an analysis tool for investigating students’ conversations on socioscientific issues that emphasises democratic aspects is presented. The DEQUAL-tool, where the acronyms stand for DEliberative QUALities, comprises both the content-related and formal aspects of the conversations, with a specific emphasis on the collective expressions of democratic qualities like questioning, consideration for others and conveying different dimensions and arguments. DEQUAL is based on an intersubjective and communicative understanding of democracy and meaning-making, and is theoretically inspired by John Dewey’s and Jürgen Habermas’ views on these matters. The development and function of DEQUAL is clarified using excerpts from upper secondary school students talking about how living in a certain place influences the greenhouse effect. By pointing out characteristics, strengths and weaknesses of students’ group-conversations, this methodological proposal can provide further guidance for an integrative understanding of the teacher’s assignment in science education.

The design and implementation of a synthesizable model of the Serial Communication Interface and Synchronous Serial Interface, which constitutes the Port C of Motorola DSP56002 is presented in this report. They serves as a full duplex serial interface to other DSPs, processors, codecs, digital-to-analog and analog-to-digital converters and other transducers. The SCI block is able to handle a data rate of 5Mbps in Synchronous mode and 625Kbps in asynchronous mode for a 40MHz clock. It supports five word formats including a multidrop mode for multiprocessor systems. SSI provides a data rate of 10Mbps for the same 40 MHz clock. The design includes a programmable on-chip or external baud rate generator/interrupt timer for the SCI and a clock generator and frame Sync generator for the SSI. The thesis focus on arriving at a full functional description of individual blocks included with Port C from the data sheets and product users manual. From this operational description a behavioural model was developed. The structure and implementation is based on the Motorola DSP56002 with additional support for a variable data-width. The model is written completely in behavioural VHDL with a top-down approach and the model was verified and validated.

No description available.

This thesis aims to explore students’ argumentation and decision-making relating to authentic socioscientific issues (SSI). The ability to make informed decisions about socio scientific issues has been recognized to be an important element in science education to achieve the goal of scientific literacy. However, deliberation on SSIs deals with the fact-value intertwinement and has proven to be a tricky affair, both for students and teachers. In paper I, the focus is on upper secondary students’ use of different reasons in arguing about the existence of wolfs in Sweden. To investigate the students’ ability to find supporting reasons from different subject areas in their informal argumentation, the SEE-SEP model was used as an analytical framework. The results showed that the value aspect dominates students’ informal argumentation on the SSI of wolves in Sweden. In paper II a six-step SSI instructional model is presented, designed to develop students’ ability to argue about complex multi-disciplinary issues. This six-step SSI instructional model aims to create a forum that encourages students to interact with one-another and discuss their arguments dynamically. In paper III students’ argumentation and decision-making upon an authentic SSI relating to environmental toxins in fish from the Baltic Sea, was studied. The students’ argumentation and decision making processes were followed closely and data were collected during multiple stages of the SSI-instructional model. The analysis focused on students’ skills of evaluation and the relationships between the values, knowledge and experiences that they used in their argumentation. The results showed that even though all of the students had access to the same information and agreed on the factual aspects of the issue, they came to different decisions, depending on their background values, knowledge and experiences (i.e. their intellectual baggage). Implications for teaching and research are discussed. / Förmågan att fatta välgrundade beslut i sociovetenskapliga dilemman (SSI) har lyfts fram som ett viktigt inslag i naturvetenskaplig undervisning för att förbereda eleverna på ett liv som medborgare i ett samhälle där kontroversiella frågor med naturvetenskaplig koppling förekommer i allt högre grad. Att hantera SSI-frågor i undervisningen och handskas med sammanflätningen av vetenskapliga fakta, värderingar och etiska perspektiv innebär dock stora utmaningar för både elever och lärare. Fokus i denna avhandling är inriktat mot att ytterligare synliggöra de ingående komponenterna och processerna som sker i arbetet med SSI-frågor, och därmed belysa viktiga aspekter som bör iakttas vid implementering av SSI-frågor i undervisningen. Genom studie I detekteras olika argument baserade på kunskaper, värderingar respektive erfarenheter kopplat till olika ämnesområden, och i studie II förs resonemang att det s.k. intellektuella baggaget, bestående av personliga värderingar, kunskaper och erfarenheter, styr viktning och värdering av olika argument och därmed vilket beslut som slutligen tas. En given slutsats är att SSI-baserad undervisning i det naturvetenskapliga klassrummet alltid måste bygga på en tolerans för en sammanflätning av vetenskapliga fakta, värderingar och etiska perspektiv.