Avhandlingen behandlar införande av varsin dator till elever och lärare, här kallat en-till-en. Syftet är att bidra med kunskap om hur en-till-en påverkar lärande. Särskilt fokus ligger på kunskapsproduktionens karaktär och kvalitet och på förhållanden i den svenska skolan. En ytterligare ambition är att väcka reflektioner kring och bilda kunskap om hur en-till-en, som en produkt av kunskapssamhället, påverkar såväl kunskapssynen som kunskapsbildningens kvalitet och villkor. Därtill är också ambitionen också att, mot bakgrund av kunskapssamhällets särskilda villkor, bidra till nya insikter kring kunskapsbegreppets utvecklingsmöjligheter i relation till en-till-en. Utgångspunkten tas i kunskapssamhället och villkoren för kunskapsproduktion och i hur Sverige har valt att fokusera på behovet av att ge eleverna digital kompetens. Den teoretiska ansatsen ligger i fenomenologi som ontologiskt ställningstagande och i fenomenografi gällande perspektiv på lärande. Avhandlingen bygger på fyra studier: en narrativ forskningsöversikt med fokus på vad forskning berättar om elever respektive lärare i en-till-en projekt. Vidare ingår en teoretisk artikel med fokus på att utveckla en alternativ förståelse för villkoren för kunskapsbildning på den sociala webben med utgångspunkt från Martin Heideggers fenomenologi. En intervjustudie kring elevers upplevelser av sitt lärande i en-till en ingår också samt en fenomenografisk analys av inlämnade kunskapsuppgifter med fokus på kritiska dimensioner och kunskapsdjup. Resultaten diskuterar huruvida det starka färdighetsfokus som uppstår vid kunskapsbildning i en-till-en är samstämmigt med den performativa kunskap som i kunskapssamhället antas vara av vikt och hur det påverkar kvalitet och karaktär på bildad kunskap. Avhandlingen diskuterar också hur en-till-en påverkar elevers sätt att uppleva sitt lärande i en situation som präglas av flexibilitet och ständigt nya förutsättningar för lärande. Slutligen diskuteras också ett möjligt sätt att utveckla kunskapsbegreppet mot bakgrund av de resultat som framträtt i avhandlingens fyra studier genom att formulera begreppet ”stretchad kunskap”. / The thesis deals with the introduction of computers to each student and teacher in school, called one-to-one. The aim is to contribute with knowledge about how one-to-one affects learning. Particular focus is on the quality and character of knowledge formation in the Swedish school. A further aim is to bring reflections and create knowledge about how one-to-one, as a product of the knowledge society, affect the conditions for learning. In addition, in the light of the special conditions of the knowledge society, the goal is to bring insights on the developmental possibilities for the term knowledge in relation to one-to-one. The basis for the thesis is the knowledge society and the conditions of knowledge production, and in how Sweden has chosen to focus on the need to provide students with digital skills. The theoretical approach is in phenomenology as ontological stance, and in phenomenography in terms of perspective on learning. The thesis is based on four studies: a narrative research review focusing on what research tells us about pupils respective teachers in one-to-one projects. Further included is a theoretical article with a focus on developing an alternative understanding of the conditions for the formation of knowledge on the social web, based on Martin Heideggers’ phenomenology. An interview study about the students’ perceptions of their learning in one-to-one is also included as well as a phenomenographic analysis of a knowledge task focusing on critical dimensions and knowledge depth. The results are discussing whether the strong focus on digital skills arising from the knowledge formation in one-to-one is consistent with the performative knowledge that is assumed to be of importance in the knowledge society. The thesis also discusses how one-to-one affects students’ ways of experiencing their learning in a one-to-one setting, and the effects upon quality and character of knowledge. Finally the thesis also discusses a possible way to develop the concept of knowledge in the light of the results presented in the four studies by formulating the concept of “stretched knowledge.”

Certain hydrogel forming de novo proteins that utilize different crosslinking methods are studied experimentally on a rheometer. The stress reaxation modulus of CRC, a telechelic, triblock protein, is shown to be that of a stretched exponential function with a value of β ≅ 0.5. The insertion of an integrin binding domain and changes in pH within the range 6.5–8.5 are shown not to significantly affect the resulting rheological behavior. A selective chemical crosslinker is used on CRC hydrogel systems and is shown to change the rheological behavior of the system to that of a combination of a chemically and physically crosslinked system. Chemically crosslinked hydrogels composed of W6, a wheat gluten-based protein, demonstrate a storage modulus weakly dependent on the angular frequency that is much greater than the loss modulus, with a modulus concentration dependence of c^9/4.

Certain hydrogel forming de novo proteins that utilize different crosslinking methods are studied experimentally on a rheometer. The stress reaxation modulus of CRC, a telechelic, triblock protein, is shown to be that of a stretched exponential function with a value of β ≅ 0.5. The insertion of an integrin binding domain and changes in pH within the range 6.5–8.5 are shown not to significantly affect the resulting rheological behavior. A selective chemical crosslinker is used on CRC hydrogel systems and is shown to change the rheological behavior of the system to that of a combination of a chemically and physically crosslinked system. Chemically crosslinked hydrogels composed of W6, a wheat gluten-based protein, demonstrate a storage modulus weakly dependent on the angular frequency that is much greater than the loss modulus, with a modulus concentration dependence of c^9/4.

This study compares four recently developed decline curve methods and the traditional Arps or Fetkovich approach. The four methods which are empirically formulated for shale and tight gas wells are: 1. Power Law Exponential Decline (PLE). 2. Stretched Exponential Decline (SEPD). 3. Duong Method. 4. Logistic Growth Model (LGM). Each method has different tuning parameters and equation forms. The main objective of this work is to determine the best method(s) in terms of Estimated Ultimate Recovery (EUR) accuracy, goodness of fit, and ease of matching. In addition, these methods are compared against each other at different production times in order to understand the effect of production time on forecasts. As a part of validation process, all methods are benchmarked against simulation. This study compares the decline methods to four simulation cases which represent the common shale declines observed in the field. Shale wells, which are completed with horizontal wells and multiple traverse highly-conductive hydraulic fractures, exhibit long transient linear flow. Based on certain models, linear flow is preceded by bilinear flow if natural fractures are present. In addition to this, linear flow is succeeded by Boundary Dominated Flow (BDF) decline when pressure wave reaches boundary. This means four declines are possible, hence four simulation cases are required for comparison. To facilitate automatic data fitting, a non-linear regression program was developed using excel VBA. The program optimizes the Least-Square (LS) objective function to find the best fit. The used optimization algorithm is the Levenberg-Marquardt Algorithm (LMA) and it is used because of its robustness and ease of use. This work shows that all methods forecast different EURs and some fit certain simulation cases better than others. In addition, no method can forecast EUR accurately without reaching BDF. Using this work, engineers can choose the best method to forecast EUR after identifying the simulation case that is most analogous to their field wells. The VBA program and the matching procedure presented here can help engineers automate these methods into their forecasting sheets.

Certain hydrogel forming de novo proteins that utilize different crosslinking methods are studied experimentally on a rheometer. The stress reaxation modulus of CRC, a telechelic, triblock protein, is shown to be that of a stretched exponential function with a value of β ≅ 0.5. The insertion of an integrin binding domain and changes in pH within the range 6.5–8.5 are shown not to significantly affect the resulting rheological behavior. A selective chemical crosslinker is used on CRC hydrogel systems and is shown to change the rheological behavior of the system to that of a combination of a chemically and physically crosslinked system. Chemically crosslinked hydrogels composed of W6, a wheat gluten-based protein, demonstrate a storage modulus weakly dependent on the angular frequency that is much greater than the loss modulus, with a modulus concentration dependence of c^9/4.

Certain hydrogel forming de novo proteins that utilize different crosslinking methods are studied experimentally on a rheometer. The stress reaxation modulus of CRC, a telechelic, triblock protein, is shown to be that of a stretched exponential function with a value of β ≅ 0.5. The insertion of an integrin binding domain and changes in pH within the range 6.5–8.5 are shown not to significantly affect the resulting rheological behavior. A selective chemical crosslinker is used on CRC hydrogel systems and is shown to change the rheological behavior of the system to that of a combination of a chemically and physically crosslinked system. Chemically crosslinked hydrogels composed of W6, a wheat gluten-based protein, demonstrate a storage modulus weakly dependent on the angular frequency that is much greater than the loss modulus, with a modulus concentration dependence of c^9/4.

Some boundary value problems yield anisotropic solutions, e.g. solutions with boundary layers. If such problems are to be solved with the finite element method (FEM), anisotropically refined meshes can be advantageous. In order to construct these meshes or to control the error one aims at reliable error estimators. For isotropic meshes such estimators are known but they fail when applied to anisotropic meshes. Rectangular (or cuboidal) anisotropic meshes were already investigated. In this paper an error estimator is presented for tetrahedral or triangular meshes which offer a much greater geometrical flexibility.

We consider a singularly perturbed reaction-diffusion problem and derive and rigorously analyse an a posteriori residual error estimator that can be applied to anisotropic finite element meshes. The quotient of the upper and lower error bounds is the so-called matching function which depends on the anisotropy (of the mesh and the solution) but not on the small perturbation parameter. This matching function measures how well the anisotropic finite element mesh corresponds to the anisotropic problem. Provided this correspondence is sufficiently good, the matching function is O(1). Hence one obtains tight error bounds, i.e. the error estimator is reliable and efficient as well as robust with respect to the small perturbation parameter. A numerical example supports the anisotropic error analysis.

No description available.

Avhandlingen behandlar införande av varsin dator till elever och lärare, här kallat en-till-en. Syftet är att bidra med kunskap om hur en-till-en påverkar lärande. Särskilt fokus ligger på kunskapsproduktionens karaktär och kvalitet och på förhållanden i den svenska skolan. En ytterligare ambition är att väcka reflektioner kring och bilda kunskap om hur en-till-en, som en produkt av kunskapssamhället, påverkar såväl kunskapssynen som kunskapsbildningens kvalitet och villkor. Därtill är också ambitionen också att, mot bakgrund av kunskapssamhällets särskilda villkor, bidra till nya insikter kring kunskapsbegreppets utvecklingsmöjligheter i relation till en-till-en.Utgångspunkten tas i kunskapssamhället och villkoren för kunskapsproduktion och i hur Sverige har valt att fokusera på behovet av att ge eleverna digital kompetens. Den teoretiska ansatsen ligger i fenomenologi som ontologiskt ställningstagande och i fenomenografi gällande perspektiv på lärande. Avhandlingen bygger på fyra studier: en narrativ forskningsöversikt med fokus på vad forskning berättar om elever respektive lärare i en-till-en projekt. Vidare ingår en teoretisk artikel med fokus på att utveckla en alternativ förståelse för villkoren för kunskapsbildning på den sociala webben med utgångspunkt från Martin Heideggers fenomenologi. En intervjustudie kring elevers upplevelser av sitt lärande i en-till en ingår också samt en fenomenografisk analys av inlämnade kunskapsuppgifter med fokus på kritiska dimensioner och kunskapsdjup. Resultaten diskuterar huruvida det starka färdighetsfokus som uppstår vid kunskapsbildning i en-till-en är samstämmigt med den performativa kunskap som i kunskapssamhället antas vara av vikt och hur det påverkar kvalitet och karaktär på bildad kunskap. Avhandlingen diskuterar också hur en-till-en påverkar elevers sätt att uppleva sitt lärande i en situation som präglas av flexibilitet och ständigt nya förutsättningar för lärande. Slutligen diskuteras också ett möjligt sätt att utveckla kunskapsbegreppet mot bakgrund av de resultat som framträtt i avhandlingens fyra studier genom att formulera begreppet 'stretchad kunskap'.