In a web application, “webform” plays an important role in providing interactions between users and a server. To develop a webform in conventional method, developers have to create many files including HTML-JavaScript, SQL script, and many server-side programs to process to data. In this thesis, we propose a new language, Webform Language (WFL). WFL can considerably decrease developing time of webform by describing it in XML and a parser will automatically generate all necessary files. In addition, we give an option for user to describe a webform in another language, called Simple Webform Language (SWFL). The syntax of a SWFL is simple and similar to the “CREATE TABLE” statement in SQL. When a parser parse webform description in SWFL, it translated the description to WFL first, and then processed it by as normal WFL.

This thesis evaluates the rehabilitation process with respect to client participation. The Swedish version of a client-centred structure, the Canadian Occupational Performance Measure (COPM), is evaluated from the perspectives of the clients, the occupational therapists and the members of a rehabilitation team. Data have been collected through diaries, the COPM, assessments of ability to perform activities of daily living, mobility, self-assessments of pain and health, interviews with clients, interviews with staff, and focus groups interviews. The results show that a structured method is needed in order to improve clients’ active participation in goal formulation. The Swedish version of the COPM has high responsiveness to change over time. The use of the COPM improved client participation in the goal-formulation process, according to the results from a study with experiment and control groups. The clients perceived that treatment goals were identified, they were able to recall the goals and felt that they were active participants. They also perceived they had a higher ability to manage after the rehabilitation period was completed compared to clients in the control group. The clinical utility of the Swedish version of the COPM was confirmed in focus-group interviews with occupational therapists. The occupational therapists perceived the COPM as helpful in the goal-setting process and planning of treatment interventions. Even though problems are identified, they are directly related to, and formulated as, goals. Clients receive feedback on improvement over time. The COPM ensures a client-centred approach, facilitates communication within the rehabilitation team, and encourages therapists in their professional role. Therapists need knowledge about the theoretical foundation of the instrument and have to develop a personal interview technique. When the COPM is used in a team setting, it provides the team with broader information on what is purposeful occupation to the client. The focus is on occupational performance rather than function. According to team members the use of the COPM as a team tool increased client participation, was a good outcome measure, resulted in distinct goals, and focused on goals that were meaningful to the client. Implementation of a client-centred approach is facilitated when a structured method is used, but this is not enough. Involvement and motivation from all team members are required, as well as support during the introduction and implementation period. Support from management, knowledge about the underlying theory, time for discussions and reflections as well as opportunities to develop a personal interview technique are pointed out as important factors for a successful implementation. / On the day of the defence date the status on article V was Submitted.

Two main subjects, ellipsometry and computer screen photo-assisted techniques (CSPT), form the main line in this thesis. Ellipsometry is an optical technique based on the detection of polarization changes of light upon interaction with a sample. As most optical detection techniques it is non-intrusive and an additional advantage is its high surface sensitivity: thickness resolution in the order of pm can in principle be achieved. Therefore, ellipsometry is widely used as a technique for determination of optical constants and layer thickness for thin-layer structures. Lately ellipsometry has also been proposed for sensing applications, utilizing the detection of changes in the properties of thin layers. One application is described in this thesis concerning the detection of volatile organic solvents in gas phase using modified porous silicon layers, fabricated by electrochemical etching of silicon to create nm-sized pores. This greatly increases the surface area, promoting gas detection because the number of adsorption sites increases. Other applications of ellipsometry discussed in this thesis are based on combination with CSPT. CSPT is a way to exploit existing optical techniques for use in low-cost applications. In CSPT the computer screen itself is used as a (programmable) light source for optical measurements. For detection a web camera can be used and the whole measurement platform is formed by the computer. Since computers are available almost everywhere, this is a promising way to create optical measurement techniques for widespread use, for example in home-diagnostics. Since the only thing that needs to be added is a sample holder governing the physical or chemical process and directing the light, the cost can be kept very low. First, the use of CSPT for the measurement of fluorescence is described. Fluorescence is used in many detection applications, usually by chemically attaching a fluorescent marker molecule to a suitable species in the process and monitoring the fluorescent emission. The detection of fluorescence is shown to be possible using CSPT, first in a cuvette-based setup, then using a custom designed micro array. In the latter, polarizers were used for contrast enhancement, which in turn led to the implementation of an existing idea to test CSPT for ellipsometry measurements. In a first demonstration, involving thickness measurement of silicon dioxide on silicon, a thickness resolution in the order of nm was already achieved. After improvement of the system, gradients in protein layers could be detected, opening the door toward biosensor applications. Some further development will be needed to make the CSPT applications described here ready for the market, but the results so far are certainly promising.

I avhandlingen studeras elevers grundantaganden om världen, samt de grundantaganden som eleverna förknippar med fysiken. Det är utifrån de grundantaganden vi gör om hur världen är beskaffad som vi försöker tolka och förstå nya fenomen och företeelser vi möter, t.ex. i den naturvetenskapliga undervisningen. I avhandlingen ligger intresset primärt på grundantaganden som vanligtvis tas för givna i naturvetenskapen samt sådana som är av intresse för relationen mellan naturvetenskap och religion. För de empiriska studierna har ett specifikt område, nämligen universums uppkomst och utveckling samt existentiella frågor relaterade till detta, valts som ram för elevernas resonemang. Avhandlingen bygger på två studier. I den första studeras elevers skriftliga svar och uttalanden under intervjuer och i den andra studeras elevers gruppdiskussioner. Eleverna som deltar i de båda studierna går alla det tredje året på gymnasiet och läser kursen Fysik B. Resultaten visar att det finns elever som beskriver sin egen och fysikens syn på olika sätt. Detta gäller såväl frågor om universums uppkomst och utveckling som frågor om t.ex. relationen mellan naturvetenskap och religion. Resultaten visar vidare att de grundantaganden som vanligtvis underförstås i fysiken inte med självklarhet associeras med fysiken av eleverna. Detta kan göra det svårt för dem att förstå resonemang och modeller i fysiken. Resultaten visar vidare att det är vanligt att elever associerar scientistiska synsätt med fysiken. Scientism innebär att man menar att ingenting utom det som är åtkomligt för naturvetenskapen existerar. Detta uteslutet möjligheten att andra möjliga dimensioner av verkligheten än den materiella existerar. Att förknippa fysiken med antaganden som inte av nödvändighet måste förknippas med fysiken (t.ex. scientistiska synsätt) kan göra att elever, som inte själva delar dessa antaganden, får svårare att identifiera sig med fysiken och kanske t.o.m. väljer bort studier i fysik när möjlighet ges. / Students’ presuppositions about the world are studied, together with the presuppositions the students associate with physics. It is from the starting point of our presuppositions about what the world is like that we try to interpret and understand new phenomena that we meet, for example in science class. The thesis primarily focus on presuppositions usually taken for granted in science, and presuppositions that are of interest for the relationship between science and religion. A specific content area was chosen for the students reasoning in the empirical studies: the origin and development of the universe and existential questions related to that. The thesis builds upon two studies. In the first one students’ written answers and statements during interviews have been studied, and in the second one students’ groupdiscussions were studied. Students in both studies are in their last year of upper secondary school, and all of them study the course Physics B. The results show that there are students that describe their own view and the view of physics in different ways. This is valid both for questions about the origin and development of the universe, and for questions for example about the relationship between science and religion. The results also show that presuppositions that are usually taken for granted in physics, not necessarily are easily associated with physics by the students. This can make it hard for them to understand reasoning and models in physics. In addition to this the results also show that the students associate scientistic views with physics. Scientism states that nothing more than things that are in the realm of science exists. This exclude the possiblity that other dimensions than the material one exist. Associating physics with presuppositions that are not necessary for physics (for example scientistic views) can have consequences for students not sharing those views, i.e. they will have a harder time identifing themselves with physics. Perhaps they will choose not to study physics when given a choice.