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The general aim of this thesis is to examine and explain how education fosters future citizens when Swedish upper secondary schools work actively with entrepreneurship in school. Toward this aim, two research questions are asked: How are students governed and how do students govern when focus is on entrepreneurship in school? How do teachers relate to entrepreneurship in school? The study took place in a school development program with a focus on teachers developing their abilities and working with entrepreneurship in schools. Four studies presented in four articles form the cornerstones of the thesis. The empirical data was collected during 2013– 2014 in three of the participating schools. Different methods were used. The first step was reading and analysing policy documents, followed by observations in the classrooms, interviews with the teachers with the help of performance maps, and interviews with the students in gendered focus groups. In total, 14 teachers and 90 students were involved in the study. The schools were geographically spread and represented both public and independent schools. For this study an abductive approach was used, which means that the empirical data were collected and first studied unbiased. Various theoretical models were chosen to find answers to the specific research questions; thus, a connection between the theory and the empirical data was made. The first article examines whether a citizen with entrepreneurial abilities is fostered in school when the concept of entrepreneurship has a place in the curriculum. This article also analyses the curriculum (Gy11) and more specifically what can be read under the heading The Task of the School. The main result from this study shows that students are emphasising entrepreneurial abilities over other abilities. The second article draws a comparison between John Dewey’s ideas of progressive education from the early 1900s and the teaching methods that have come to be advocated for developing student ́s entrepreneurial abilities. The main purpose of progressive education is to foster a democratic citizen; here I could observe that techniques for teaching entrepreneurship are comparable to progressive education, but the purpose is not the same. The purpose of entrepreneurship in school is primarily to foster individuals who are active and responsible for their own future. Michael Foucault's concept of governmentality is the focus of article three, which explores how students are governed and shaped when entrepreneurship in school is emphasised, and it explores whether boys and girls are governed in different ways. The analysis of the result indicated that the students were governed in three different ways in the three school contexts, and girls and boys were governed in different ways both among the schools and within the schools. The fourth article addresses how the teachers relate to entrepreneurship in schools in light of new reforms, marketization, more regulation and the demands of being an entrepreneurial teacher. The result shows three narratives: the cool teacher, the stressed teacher, and the frustrated teacher, each handling entrepreneurship in school in different ways. This thesis shows that the entrepreneur has come to be presented as a hero and entrepreneurship as a solution to cope with challenges—to the global economy, but also for coping with ourselves and our own lives. It also shows that fostering a democratic citizen is subordinate to fostering citizens with entrepreneurial abilities, as the regime of truth is to become the entrepreneur. The students are both governed and governing toward that direction. And even if teachers have different ways of approaching entrepreneurship in schools, the will to be the entrepreneurial teacher and to foster entrepreneurial citizens is clear.

A research report submitted to the Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, in partial fulfillment of the requirements for the degree of Master of Science in Occupational Therapy. Johannesburg, 2017 / Introduction: Lycra compression garments have been documented as beneficial in affecting spasticity in children with cerebral palsy but there is little research on the use of Lycra compression garments in adults with neurological conditions. Thus, the purpose of this study was to explore the effectiveness of Lycra compression garments on motor function and functional use of the upper limb, in patients with stroke. Methods: A randomised control design with a control or intervention group was used. Both groups received routine upper limb rehabilitation while the experimental group also received a custom Lycra compression garment worn for a minimum of six hours a day. Results: Change between an initial assessment and assessment at six weeks, was measured on the Fugl-Meyer Assessment of Motor Recovery (FMA) and The Disabilities of the Arm, Shoulder and Hand Outcome Measure (DASH). While both groups had significant improvement in upper limb movement, statistically significant differences for change in total motor function, wrist and hand movement and coordination were found when the experimental group and the control group were compared. Small differences in measurements of pain, passive range of motion, sensation and functional use of the upper limb were found between the two groups. Conclusion: Results indicate that Lycra compression garments may be beneficial in facilitating the return of movement in the upper limb in individuals with stroke. / MT2017

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<p>The aim of this study was to understand injury mechanisms behind fractures of the upper extremities in car accidents. Volvo Car Corporation initiated this project based on the fact that no safety system today focuses on preventing injuries to the upper extremity. A literature study was undertaken focusing on the basic anatomy of the upper extremity, different fracture types and fracture mechanisms. Three subsets, from 1998 – January 2009, were selected from Volvo’s statistical accident database: 1) all occupants involved in an accident 2) all occupants with a MAIS2+ injury 3) all occupants with an upper extremity fracture. These subsets were used in a comparison, using frequency analyses. The comparison analysis showed that frontal impact is the dominating accident type for all three subsets. The comparison analysis also indicated that the risk for upper extremity fractures follows the pattern of MAIS2+ injury risk. An in-depth study using 92 selected cases, including 80 occupants, was also performed. All available information, such as medical records, questionnaires completed by the occupants and photographs from the accident scene was collected and analysed. The analysis of the in-depth study, together with knowledge retrieved from the literature study, resulted in six different mechanism groups that were used to categorise fractures. The groups were then analysed individually in regard to accident type and fractured segment of the upper extremity. Analysis of the mechanism groups showed that frontal impact is the dominating accident type in these subsets as well. It could also be seen that the fractures occurring in the in-depth study are quite evenly distributed along the upper extremities. Upper extremity injuries are relatively infrequent in car accidents but may result in long-term disability, including chronic deformity, pain, weakness and loss of motion. More attention is therefore necessary in order to develop a safer environment for car occupants.</p>

This thesis is intended to provide several new bounding techniques for channel codes over quasi-static fading channels (QSFC). This type of channel has drawn more and more attention recently with the demanding need for higher capacity and more reliable wireless communication systems. Although there have been some published results on analyzing the performance of channel codes over QSFCs, most of them produced quite loose performance upper bounds. In this thesis, the general Gallager bounding approach which provides convergent upper bounds of coded systems over QSFCs is addressed first. It is shown that previous Gallager bounds employing trivial low SNR bounds tended to be quite loose. Then improved low instantaneous SNR bounds are derived for two classes of convolutional codes including turbo codes. Consequently, they are combined with the classical Union-Chernoff bound to produce new performance upper bounds for simple convolutional and turbo codes over single-input single-output (SISO) QSFCs. The new bound provides a much improved alternative to characterizing the performance of channel codes over QSFCs over the existing ones. Next the new bounding approach is extended to cases of serially concatenated space-time block codes, which show equivalence with SISO QSFCs. Tighter performance bounds are derived for this coding scheme for two specific cases: first a convolutional code, and later a turbo code. Finally, the more challenging cases of multiple-input multiple-output (MIMO) QSFCs are investigated. Several performance upper bounds are derived for the bit error probability of different cases of space-time trellis codes (STTC) over QSFCs using a new and tight low SNR bound. Also included in this work is an algorithm for computing the unusual information eigenvalue spectrum of STTCs.

The most popular class of quantum error correcting codes is stabilizer codes. Binary quantum stabilizer codes have been well studied, and Calderbank, Rains, Shor and Sloane (July 1998) have constructed a table of upper bounds on the minimum distance of these codes using linear programming methods. However, not much is known in the case of nonbinary stabilizer codes. In this thesis, we establish a bridge between selforthogonal classical codes over the finite field containing q2 elements and quantum codes, extending and unifying previous work by Matsumoto and Uyematsu (2000), Ashikhmin and Knill (November 2001), Kim and Walker (2004). We construct a table of upper bounds on the minimum distance of the stabilizer codes using linear programming methods that are tighter than currently known bounds. Finally, we derive code construction techniques that will help us find new codes from existing ones. All these results help us to gain a better understanding of the theory of nonbinary stabilizer codes.

This study applies the Washington State Ergonomics Tool to waste industry jobs in Texas. Exposure data were collected by on-site observation of fourteen different multi-task jobs in a major national solid waste management company employing more than 26,000 employees. This company has nationwide operations, and these jobs represent the majority of workers involved in the collection and processing of solid waste. The WSET uses observational checklist methodology to evaluate generic risk factors in the following six major categories: awkward posture, highly repetitive motion, high hand force, repeated impact, lifting, and hand-arm vibration. The assessment tool incorporates these risk factors and combinations of risk factors into checklists for identifying three levels of potential exposure: safe, -caution zone" and -hazard zone" jobs. The tool was developed for employers to use in determining whether a job was likely to increase the risk of workplace musculoskeletal disorders (WMSDs) to their employees. OSHA 200 logs were used as the main source of morbidity data. If there was one recorded WMSD, the job was classified as -positive. "If there was no recorded WMSD, the job was classified as -negative. "-Safe"jobs were those predicted not to expose workers to increased risk of WMSDs. Those that possessed one or more -caution zone"criteria but still fell below the -hazard zone" threshold required the employer to provide -awareness education" for employees and to further analyze the job for the presence of -hazard zone" risk factors. If hazard zone risk factors were not present, no further action was required. Jobs that upon further analysis possessed one or more of the -hazard zone"criteria were labeled -hazardous" jobs. If the further analysis shows the presence of risk factors established in the hazard zone criteria (Appendix B), the employer would be required to take corrective action to reduce exposures to below the hazardous level. Of the three jobs predicted to be -safe"by -caution zone" criteria, two did not have injuries and one did. Of the eleven jobs predicted by -caution zone"criteria to increase the risk of WMSDs, six resulted in injuries and five did not. Of the four jobs predicted by -hazard zone"criteria to be -problem"jobs, two jobs did result in injury and two did not. This study found that the WSET -caution zone"criteria were more effective at predicting which jobs were likely to increase the risk of WMSDs than was the -hazard zone"checklist. The caution zone had high sensitivity and low specificity. The hazard zone criteria reflect a low sensitivity and a low specificity. Further analysis revealed the WSET was helpful in predicting back injuries associated with lifting but not effective at predicting jobs with the potential for upper extremity injuries.

Social constructivism, known as Vygotskian theory, has been implicated in improving spoken language skills of upper-secondary school students. This qualitative study aims to investigate the perspectives of students regarding the teachers’ use of humour in ESL lessons both in Italy and Sweden. A secondary aspect of the study was to assess the use of humour in second language acquisition related to language learning and communicative competence based on dialogism and interaction. Semi-structured interviews were conducted with 20 participants (5 males and 5 females from each of the respective countries). After analysis using phenomenography, results indicate that humorous dialogic instruction and interaction, as well as non-verbal forms of humour such as gesticulation and facial expression, have the possibility to dramatically increase the focus and interest in lesson content which facilitates better communicative understanding of English. Immediacy is perceived to improve feelings of well-being and harmony within the classroom. Humour and openness are considered important and necessary factors in improving motivation and self-belief during oral tasks as facilitated an effective, communicative learning climate. The study also proposes that there are four factors (teacher, student, subject and task) which affect learning processes, and moderation of humour, the fifth factor, acts as a scaffold to assist in stretching students’ knowledge within the ZPD.