Microelectromechanical systems (MEMS) are miniaturized devices with high functionality. In recent years, MEMS products have become increasingly dominant in every aspect of the commercial market place. As the MEMS technology is in its infant stage and has several unique features compared to macro-scale products, it is faced with several challenges. One of them is that design and fabrication knowledge is very intrigue and thus very difficult to be accessible. An effective computer support to the MEMS product development is thus very important. This thesis study undertakes a thorough investigation into the MEMS product development process and its computer support. Specifically, the study examines the state-of-the-art in computer aided design systems in light of the support of product functionality. It is shown that MEMS product development involves high degree of uncertainty, which calls for an unconventional computer support. At this point, this study proposes an approach to construct a knowledge base in a fairly flexible and real-time manner. This approach is based on the extended function-behavior-structure framework and the template technique proposed in this thesis. The other finding is that the MEMS product development resembles the one-of-a-kind product (OKP) development. Therefore software tools for the OKP product development process can be applied to the MEMS product development process. These tools are examined, and further extensions upon them are proposed. Throughout the thesis, a microdispensing system is used as an example for illustration of concepts described in this thesis.

Microelectromechanical systems (MEMS) are miniaturized devices with high functionality. In recent years, MEMS products have become increasingly dominant in every aspect of the commercial market place. As the MEMS technology is in its infant stage and has several unique features compared to macro-scale products, it is faced with several challenges. One of them is that design and fabrication knowledge is very intrigue and thus very difficult to be accessible. An effective computer support to the MEMS product development is thus very important. This thesis study undertakes a thorough investigation into the MEMS product development process and its computer support. Specifically, the study examines the state-of-the-art in computer aided design systems in light of the support of product functionality. It is shown that MEMS product development involves high degree of uncertainty, which calls for an unconventional computer support. At this point, this study proposes an approach to construct a knowledge base in a fairly flexible and real-time manner. This approach is based on the extended function-behavior-structure framework and the template technique proposed in this thesis. The other finding is that the MEMS product development resembles the one-of-a-kind product (OKP) development. Therefore software tools for the OKP product development process can be applied to the MEMS product development process. These tools are examined, and further extensions upon them are proposed. Throughout the thesis, a microdispensing system is used as an example for illustration of concepts described in this thesis.

Mycket forskning har gjorts på konformitet och dess negativa konsekvenser. Denna experimentella studie var en delvis replikering av M. Rosander och O. Erikssons (2012) studie om konformitet på internet men med fokus på hur konformitet kan ge förbättrade resultat. Det övergripande syftet var att undersöka om det lönade sig att göra som andra, relationen mellan konformitet och säkerhet samt förekomsten av överkonfidens. Två enkätstudier i form av kunskapstest genomfördes med 38 respektive 92 studenter. Deltagarna delades upp i en konformitetsgrupp som fick information om tidigare deltagares svar och en kontrollgrupp som inte fick denna information. Resultatet visade att konformitet ledde till fler rätta svar samt att det förekom ett positivt samband mellan säkerhet och antal rätta svar. Ingen överkonfidens kunde bevisas men däremot förekom en underskattning av antal rätta svar. Studiens slutsats var att det mest lönade sig att göra som andra vid medelsvåra uppgifter. Vid mycket svåra uppgifter fanns det ingen fördel i att följa strömmen.

Konformitet ses som att människor anpassar sitt beteende utifrån andra och betraktas ofta som något negativt i västerlänska samhällen. Syftet med undersökningen var att framhäva om konformitet gynnade människor när andra ansågs bidra med nyttig information, konstruera ett mätinstrument för normativ och informativ social influens samt undersöka samband mellan personlighetsindexar och konformitet. En enkätstudie genomfördes med totalt 83 deltagare från en högskola i Mellansverige. Deltagarna delades in i två grupper, där konformitetsgruppen fick, tillskillnad från kontrollgruppen, en procentsats vid varje kunskapsfråga. Resultaten visade att konformitet förekom och att det gynnade sig att följa strömmen vid lätta och medelsvåra kunskapsfrågor. Ytterligare förekom det inga samband mellan personlighetsindexarna och konformitet. Slutsatsen var att människor inte borde se konformitet som något negativt, utan bör ibland ta del av det majoriteten har att erbjuda i vardagliga situationer. Förhoppningsvis kommer det konstruerade mätinstrumentet användas i framtida forskningar.

The present monograph deals with the problem of sex differences in test results from various angles. Initially, the aim was to investigate whether the use of test results in selection could be considered fair in spite of sex differences in test score averages. As work progressed, the aim was specified towards clarifying in what manner test item content is related to sex differences in results and whether the observed differences are consistent over different groupé of men and women. After a brief review of some research results on sex differences in cognitive abilities, the Swedish Scholastic Aptitude Test (SSAT) is described. The SSAT is the measuring instrument in the following empirical studies. In chapter four there is a survey of a number of models which aim at correcting for unfair group differences in test scores when the tests are to be used in selection. Two models are examined empirically. In chapter five such models are examined that aim to identify individual test items giving deviant results. The conclusion of these two studies is that statistical models can not solve the problem of group differences in test scores, since what constitutes fairness is mainly a value problem. This cannot be dealt with in a strictly technical manner. Chapter six is devoted to analyses of test item content and sex differences in all subtests on vocabulary and general knowledge which have been used in the SSAT between 1977 and 1983. The conclusion from these analyses is that test item content seems to determine whether men or women obtain higher test scores. Some subcategories of items seem to favour men and others favour women. The extent to which the testees are able to predict which items favour one sex or the other is studied in chapter seven. The testees could only make appropriate judgements to a very limited extent. In chapter eight the significance of age and education for sex differences in test scores is studied. Furthermore, sex differences on individual items are studied for men and women having the same score on the subtest level. Sex differences in scores on individual test items could not be eliminated by equalizing age, education or subtest achievement respectively. Finally, the results from all the studies are summarized and discussed in view of their significance for the validity of the tests. / digitalisering@umu

The aims of the present study were to explore how teachers in upper-secondary school choose and use literary texts and genres in their teaching of English as a foreign language (EFL), what their attitudes are towards the role of literature in reaching the learning objectives and what implications their textual choices have for  literature teaching in general. Six people participated in the study, three male and three female upper-secondary school teachers in Sweden with English as one of their main subjects. The data were collected through semi-structured interviews with questions focusing on how the teachers use literary texts in order to teach English in the courses English 5, 6 and 7. The data were analysed using a grounded theory approach. The identified themes were teachers’ general attitudes to literature teaching, learning objectives taught implicitly through literature and teachers’ basis for literary choices. The main conclusions drawn from this study were that in most of these cases, factors such as relatability and degree of intelligible input overrode canonicity in EFL literature teaching.

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