Diss. (sammanfattning) Stockholm : Karolinska institutet, 2009. / Härtill 4 uppsatser.

A novel 2SSS (2 Step Solid Selenization) CIGS (Cu, In, Ga, Se) thin film solar cell recipe was developed which can be a replacement to the conventional co-deposition process usually employed for large-scale manufacturing. The co-deposition procedure is faced with multiple problems such as selenium incorporation, effective gallium incorporation in the absorber. It is a 2-step proprietary procedure with better control over growth mechanisms and material utilization for the absorber layer for the CIGS thin film solar cells. It makes use of solid selenium source as preferred by manufacturers. Each step of the 2-step procedure was dealt with separately for stoichiometric analysis and interesting trade-offs between materials such as gallium, indium and selenium was found. Solar cells with this proprietary absorber were fabricated on soda lime glass substrates. Results of the solar cells made with the 2SSS process matched with that of the co-deposition process with the quantum efficiencies near 80% of the co-deposition cells. These experiments are going to serve as the test bed for the pilot line that is intended to be installed at USF's research campus soon. The finished solar cells were characterized. The scanning electron microscope (SEM), energy dispersive spectroscopy (EDS) and X-ray diffraction (XRD) were some of the important tools during the analysis of stoichiometry and structural properties. The device performances were measured with the help of current-voltage (I-V) testing and quantum efficiency (QE) measurements.

Persistent lack of mathematics achievement and disparity in achievement has led to the publication of research findings related to equitable teaching practices. Although the publication of such research provides insights about approaches for potentially increasing equity in mathematics education, teachers must be able to apply what has been learned from these studies to their classroom teaching practices. Despite the widespread expectation that teachers use research-supported teaching strategies to meet the needs of their diverse classrooms, the research to practice gap persists. Little research is currently available to guide mathematics teacher educators in how to prepare future teachers to apply research to teaching practices. Inspired by advancements in social work and other health-related fields, this study departed from the standard approach of preparing teachers to utilize specific, research- based teaching strategies to preparing teachers to engage in the meta-process of applying research to practice. This meta-process has been defined by the health-related disciplines as the process of evidence-based practice (EBP). This process is explicated in a conceptual framework that is composed of the following five steps. The practitioner (1) formulates an answerable practice question, (2) searches for the best research evidence, (3) critically appraises the evidence, (4) selects the best intervention for a specific practice context, and (5) evaluates the outcome of the intervention. The purpose of this study was to examine the process of preparing preservice elementary teachers of mathematics to engage in the five-step process of EBP. Because this process, which can be conceptualized as a routine of practice, has not been identified for the field of mathematics education previously, it was examined using a design-based research (DBR) methodological approach. There were two objectives to the study: (1) to create an empirically tested teaching intervention that mathematics teacher educators can use to prepare preservice teachers to apply research to teaching practice and (2) to create a system of assessment that supports the teaching of this intervention. The study involved five iterations of the DBR process that permited the intervention to be evaluated and revised after each iteration. Although each iteration is discussed, this study focuses primarily on the process used in the fifth iteration of the DBR process. This iteration took place in the context of a mathematics methods course in a clinically-rich, undergraduate residency program for initial preparation of elementary school teachers. The twelve participants were simultaneously enrolled in the methods course and embedded in co-teaching assignments at an elementary school. The intervention to prepare teachers to engage in EBP included two workshops that were co-facilitated by an education librarian and a mathematics teacher educator and a semester-long Education Research Project. The project required participants to identify a problem of practice related to teaching or learning mathematics, find relevant research to address that problem, create an intervention to apply the research findings to classroom instruction, implement that intervention, and collect data to evaluate the effectiveness of the designed intervention. Instruments used to collect data included: (1) a self-report Information Literacy Questionnaire, (2) a self-report Familiarity with the Process of Evidence-Based Practice in Education Scale, (3) the Education Research Project report, and (4) a standardized performance assessment. The standardized performance assessment was used to assess beginning proficiency with the process of EBP. Generalizeability theory was used to evaluate the reliability of the system created for the standardized performance assessment. The system that included three raters, two tasks, and two scoring occasions was found to be fairly reliable (absolute generalizability coefficient = .81). Results from this study revealed that participants were more successful at creating implementation plans and linking those plans to research than they were at modifying their plans to meet the needs of specific students or evaluating their research implementation. This study contributes to both research and mathematics education communities' understandings about the potential of EBP as a high-leverage routine of practice and the use of generalizability theory in the creation of a reliable assessment to evaluate this routine of practice. This study documents the complexity of the process of linking research to practice and provides an empirically tested conceptual framework for preparing preservice teachers to engage in this complex practice.

Evolutionary innovations often arise from complex genetic and ecological interactions, which can make it challenging to understand retrospectively how a novel trait arose. In a long-term experiment, Escherichia coli gained the ability (Cit⁺ ) to utilize abundant citrate in the growth medium after ~31,500 generations of evolution. Exploiting this previously untapped resource was highly beneficial: later Cit⁺ variants achieve a much higher population density in this environment. All Cit⁺ individuals share a mutation that activates aerobic expression of the citT citrate:C₄-dicarboxylate antiporter, but this mutation confers only an extremely weak Cit⁺ phenotype on its own. To determine which of the other >70 mutations in early Cit⁺ clones were needed to take full advantage of citrate, we developed a Recursive Genome-Wide Recombination and Sequencing (REGRES) method and performed genetic backcrosses to purge mutations not required for Cit⁺ from an evolved strain. We discovered a mutation that increased expression of the dctA C₄-dicarboxylate transporter greatly enhanced the Cit⁺ phenotype after it evolved, implicating the intracellular supply of succinate or other C₄-dicarboxylates to be a critical factor for the expression of the phenotype. The activity level of citrate synthase (CS), encoded by the gltA gene, was also found to be important for Cit⁺. A mutation to gltA (gltA1) occurred before the evolution of Cit⁺ and led to an increase in CS activity by diminishing allosteric inhibition by NADH. This mutation was found to be deleterious for high-level citrate utilization, a situation that was remedied shortly after the evolution of Cit⁺ by the evolution of compensatory mutations to gltA which decreased CS activity. We speculate that the gltA1 mutation may have been important to 'potentiate' the evolution of a weak Cit⁺ phenotype by increasing succinate production via an upregulated glyoxylate pathway but that as cells became able to import succinate by virtue of the dctA mutation that this pathway became maladaptive, prompting this evolutionary reversal. Overall, our characterization of this metabolic innovation highlights the degree to which interactions between alleles shape the evolution of complex traits and emphasizes the need for novel whole-genome methods to explore such relationships.

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Today's higher education institutions are experiencing a different type of student population from previous years. They are known as gadget fanatics, social networkers, Internet enthusiasts, optimists, multitaskers, and inductive learners. Their viewpoints and aptitudes about technology and the Internet differ from others who rarely use it (Oblinger, 2003; Frand 2000). This population will present many challenges to American postsecondary institutions. Facilities, faculty, and curriculum will not be prepared to address their habits and expectations. They are called the Millennials. In an effort to start addressing the educational needs of the Millennial student population, postsecondary institutions must transition from the "old generation of learning" to the "new generation of learning" (Milliron, 2006). The purpose of the study is to explore the Millennial students' and faculty's perceptions of a new generation of learning classrooms. There were five research questions for this study: (1) What are the perceptions of a new generation of learning classrooms by Millennial students? (2) How do Millennial students relate to a new generation of learning classrooms? (3) What are the perceptions of a new generation of learning classrooms by faculty? (4) How do faculty relate to a new generation of learning classrooms? and (5) How Millennial students' and faculty's perceptions on the new generational of learning classrooms compare? Since this was a qualitative study, the Interactive Qualitative Analysis (Northcutt & McCoy, 2004) was the research design utilized to collect and analyze data that answered the research questions. A purposive sample for this study included a total of 47 participants: 26 Millennial students and 21 faculty members. One component of the research design involved focus groups for the Millennial students and faculty. Both groups identified the following themes, which were used to create an interview protocol: technology, appearance, teaching style, learning environment, writing/work space, classroom mood, climate, emotions, group assignments, and social networking. Analysis of the interview text included axial and theoretical coding. This contributed to the development of a mind map for the Millennial students and faculty. Comparisons of these two composite mindmaps reveal their perceptions of the new generation of learning classrooms.

This thesis investigates gender differences in health and how they have changed between 1992 and 2002 among very old people. It explores gender differences in the association between disability and health, and gender differences in care utilization among our oldest old people. The studies are based on nationally representative data of the population in Sweden aged 77 and older (SWEOLD).  Results from Study I showed that women generally had more health problems than men. Analyses of change between 1992 and 2002 showed increased prevalence rates for both sexes, especially women. However, women’s reporting of poor global self-rated health did not increase. There were no gender differences and there was no change over time in activities of daily living (ADL). Several health indicators seem to be developing differently for women and men.  Study II showed that associations between ADL disability and other health indicators changed between 1992 and 2002, with several health problems and functional limitations becoming less disabling over time. This trend was especially true for women, while for men, the findings were mixed.  Study III found no gender differences in physician visits and dental visits, despite women’s worse health and dental status. Marriage was associated with more physician visits for men and dentist visits for women. Results imply that women and unmarried older adults may have unmet health-care needs.  Study IV examined whether the increase in life expectancy at age 65 observed between 1992 and 2002 consisted of years with or without musculoskeletal pain. Results showed that total years without pain decreased for both women and men, but more so for women. Women also had more years with pain added to life.  The results of this thesis suggest an increase of health problems, but not disability, in the oldest Swedish population. However, gender variations in the findings highlight the importance of analyzing health trends separately for women and men. / At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: In press. Paper 3: Manuscript. Paper 4: Submitted.

A total of 114,351 Holstein first lactation records collected by the Quebec Dairy Herd Analysis Service (DHAS-PATLQ) between September, 1979 and January, 1994 were used to study the effects of adjusting records for linear and quadratic effects of 90- and 305-d feed intake measures (total energy, total protein and total dry matter) on estimation of heritabilities of and genetic correlations among yield and composition traits. Genetic parameters of feed intake measures, relationships between feed intake and age and weight at calving, and feed conversion efficiency traits were also examined in a series of studies. A sire model fitted by REML estimated heritabilities of 305-d milk, fat and protein yields, fat and protein percents as .45 +/- .04, .48 +/- .04, .44 +/- .03, .92 +/- .06, and .88 +/- .05, respectively. Correction of 305-d records for differences among cows in feed intake levels reduced heritabilities of milk, fat and protein yields to .35 +/- .03, .52 +/- .04, and .38 +/- .03, respectively. Heritabilities of composition traits (fat and protein percents) remained unchanged. Genetic and phenotypic correlations for yield traits were also reduced (48--170%, and 16--51%, respectively) which may indicate that genetic associations between yield traits are less than what we believed them to be. Heritabilities of 305-d total energy, total protein, total DM intake, grain energy, grain protein, grain DM, base energy, base protein, and base DM were .30 +/- .03, .24 +/- .02, .35 +/- .03, .23 +/- .02, .23 +/- .02, .23 +/- .02, .31 +/- .03, .26 +/- .02, and .40 +/- .03, respectively. Genetic correlations between feed intake measures were very high; they were approaching unity in some cases. Therefore, any one of these feed intake measures can represent the others. A multi-trait REML analysis estimated heritabilities of age and weight at first calving as .11 +/- .01 and .37 +/- .03, respectively. Age at calving was negatively associated with yield traits and with total e

We assessed how estimates of need-expected inpatient hospital use differ depending on whether need-expected use was estimated for a population of all Canadians, Canadian health regions, or a subpopulation of higher income Canadians, who likely had minimal healthcare access problems. Data came from the 2009/2010 Canadian Community Health Survey, a national cross-sectional survey. Using zero-inflated negative binomial regression, we modeled inpatient hospital use separately based on the three aforementioned choices of population. We adjusted for demographic, health behaviour, health status, socioeconomic, and health care supply factors. We then estimated need-expected inpatient hospital use and compared the estimates across individuals and by income and province. The three choices of population that we used in this study had similar results. Our estimates of the average need-expected use by province or income group were not sensitive to the choice of population used to estimate need-expected use.

To compare health care use from neonatal discharge to 18 months corrected age of two groups of extremely preterm children (< 26 vs. 26-29 weeks of gestation), we used a province-wide database containing neonatal and follow-up data on 254 infants (77% of survivors) born at < 29 weeks of gestation and cared for at 3/6 neonatal units in Quebec in 2003-2004. Neonatal data were abstracted from medical records by trained personnel. At 18 months corrected age, neurodevelopmental status was assessed by psychologists and paediatricians. Data on health care use were collected from charts and parent interviews. Descriptive statistics are provided and logistic regression analysis was carried out to evaluate perinatal and social determinants of re-hospitalization and frequent use of health services resources. Results show that 57% of infants born at < 26 weeks (n=49) and 49% of those born at 26-29 weeks (n=205) were re-hospitalized, mostly for respiratory illness. Both groups used a significant amount of health resources: 61% vs. 59%, respectively, received physical or occupational therapy, 29% vs. 17%, respectively, required long-term rehabilitation, 38% vs. 28%, respectively, used prescribed medication, and 59% vs. 33%, respectively, required home medical equipment (home oxygen, apnea monitors, orthopaedic devices and visual aids). Risk of re-hospitalization was associated with severe brain injury, use of an apnea monitor, and older age at neonatal discharge. Multiple birth, severe brain injury, suspected neonatal sepsis, and single-parent household were independently associated with the risk of using health care services above average. These results highlight the importance of resource allocation to preterm infants for medical and rehabilitation services after discharge from the neonatal intensive care unit.