Bacteria are key players in the processes that govern fate and transport of contaminants. Previous assessment showed that the Arthrobacter oxydans (A.oxydans) G968 strain has a lower ability to tolerate U(VI) toxicity in bicarbonate-free media compared to other isolate A.oxydans G975. The study experimentally investigated several parameters such as the potential of bicarbonate to accelerate U(VI) release from autunite mineral in the presence of a less U(VI) tolerant bacterial strain, in the conditions mimicking Hanford Site subsurface environments. Results showed that despite morphological differences between the two bacterial strains, A.oxydans G968 and G975, they are able to dissolute uranium at the same capacity. The effect of both bacterial strands on autunite dissolution reduces as the concentration of bicarbonate increases. AFM and viability studies showed that samples containing bicarbonate are able to acclimate and withstand uranium toxicity. This study provides a better understanding of the bacterial role in polyphosphate remediation technology and interactions between meta-autunite and microbes.

Problemlösning har ett stort utrymme i den svenska gymnasieskolan. Det är en del i alla matematikens gymnasiekurser och finns till för att lära elever lösa matematiska problem och ge dem insikt i viktiga matematiska koncept. Hur går detta till i praktiken? Syftet med studien är att undersöka: (1) hur lärare implementerar problemlösning i sin undervisning. (2) Om de upplever några problem i undervisningen om problemlösning. (3) Hur upplever eleverna undervisningen kring problemlösning. För att besvara detta har metoden innefattat intervjuer med lärare och elever samt deltagande observationer. Resultatet indikerar på att lärare tycker problemlösning är en av de viktigare delarna i matematiken men att undervisning lätt blir problematisk i flera aspekter. Till exempel tar problemlösning mycket tid att genomföra och eleverna har svag tilltro till sin egen förmåga vilket försvårar undervisningen. / Problem solving is given much attention in the Swedish upper secondary school. It is integrated in all syllabi for mathematics to teach students how to solve mathematical problems, and to give them insight into important mathematical concepts. How is this done in practice? The aim of this study is to examine: (1) how teachers implement problem solving in their teaching; (2) If teachers experience any challenges in their teaching of problem solving; (3) How students experience the teaching regarding problem solving. To answer this, the method has been to interview teachers and students, and observe lessons. The result indicate that teacher find problem solving as one of the most crucial aspects of mathematics but that the teaching easily faces a multitude of challenges, e.g., students’ lack of confidence in their own ability and that problem solving is time consuming.

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Positioned within the research program and subject area of Innovation and Design, this research focuses on the relationship between tools and joint inquiry. Joint inquiry – the collaborative exploration and definition of problems and possible solutions – plays an important part in Participatory Design processes. Tools, usually involving the making or using of artefacts in workshops, are developed and used to support joint inquiry between different actors. The aim of this research is to contribute to the deliberate design and systematic evaluation of tools for joint inquiry. This work addresses the literature gap comprising a lack of systematic evaluations in Participatory Design research and a need to evaluate designed activities and environments in relation to emerging designer-participant collaborations. This research is a starting point towards developing a systematic approach for designing tools for joint inquiry and introduces two frameworks for this purpose. The first is the Communities of Inquiry framework, from the field of computer-mediated communication in distance education, which is used to identify indicators in joint inquiry. The second framework is a categorisation used to distinguish different aspects of a tool. Combining the two frameworks aids the understanding of the relationships between tools and indicators for joint inquiry. A Research through Design and Research for Design approach is used to study conversations between people and in interaction with tools. Nine design experiments are described, all of which involve the design and testing of tools to support the initiation of joint inquiry. The tools were primarily created and tested within an academic context with design students and researchers, with a focus on the topic of co-production – that is, close collaboration between academia and external actors. One tool was created and used within a museum with youth and researchers. The results from the design experiments show that the tools supported the Communities of Inquiry indicators in the following ways: eliciting metaphors stimulated humour and encouraged contributions, renegotiating artefacts provoked brainstorming, commensality promoted phatic communication and humour, the relationship between material properties and metaphors prompted problem recognition, and formats directed towards personal experiences led to self-disclosure and emotional expression. The tools were a hinderance to the Communities of Inquiry framework when there was dominant participation and when the tools were considered to be inappropriate for certain work contexts. Future research will continue to develop means of systematically evaluating and designing tools that support communicative practices in Participatory Design processes.

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