Coming dissertations at Uppsala university
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Ultrafast interactions between electrons, spin, and lattice in Iron-Platinum nanoparticles
Link: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-526442
Since its discovery, great work has been done to uncover the nature of the ultrafast demagnetization process. However, the key question of how the angular momentum is transferred away from the spin system remains unanswered. This thesis advances a small piece of the puzzle by uncovering ultrafast phenomena in magnetic FePt nanoparticles.
This work uses ultrafast electron diffraction to demonstrate that energy is transferred from the electronic system to the two atomic sub-lattices inhomogeneously. Further investigation proves a preferred transfer of energy to high-energy modes in the Brillouin zone boundary. To this date, this is the first ultrafast pump-probe study that decouples the atomic motion of different elemental species inside a crystal. This opens the door for new avenues of investigation for diatomic materials by taking advantage of all the available reciprocal space in a diffraction experiment.
A complementary view on the magnetization dynamics from experiments in free electron laser sources shows the emergence of a magnetic soliton generated after completely quenching the magnetization in FePt nanoparticles. This magnetic soliton is exceptionally small, under 10 nm, and has a high frequency near the THz range. This discovery makes it a potential starting point for developing new devices for information processing technology.
In addition, the magnetization of the ground state of FePt nanoparticles was imaged using coherent diffraction imaging along with circularly polarized X-rays. This experiment opens the path to new methods for probing the magnetization within nanoparticles, potentially allowing for a better understanding of the internal fields that govern the magnetization dynamics.
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Inkludering i skolan? : Mellan motstridig utbildningspolicy och en mångprofessionell undervisningspraktik
Link: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-524914
Although inclusive education has been a global political aim for decades, it seems to have been difficult to take substantial steps towards inclusion in teaching practice. While previous research shows that the recontextualization of inclusive education from policy to practice is complex and involves several aspects, studies rarely take more than one or a few of these aspects into account and tend to focus on either the policy level or the teaching of students with different needs in schools and classrooms. The aim of this thesis is to gain a broader understanding of these matters through three sub-studies analyzing Swedish national policies as well as teachers’ and special educators’ enactment of inclusive education in schools. Drawing on a multidimensional understanding of policy enactment, the studies make use of multiple analytical tools and procedures in order to take into account both discursive, interpretive and contextual aspects of enactment. The thesis shows that the recontextualization of inclusive education from policy to practice is associated with a number of dilemmas, which need to be resolved by local school actors. Firstly, Swedish education policies on differentiation, special education and inclusive education have been constructed over time as solutions to different problems, thus imposing conflicting demands on practitioners. Secondly, the analyses show how both policy documents and local school actors’ descriptions of their practice are largely shaped by discourses emphasizing student performance in relation to standardized goals, which constrain inclusive ambitions. Nevertheless, the findings present many examples of inclusive cooperative practices and creative classroom resolutions to dilemmas. In this regard, the thesis illuminates how the room for interpretation and action while enacting policy can differ between actors depending on their position in the local school organization, exposure to external policy demands and contextual constraints. By illustrating how local school actors navigate through conflicting demands by moving between discourses and practices that are inclusive in some aspects but not in others, the thesis contributes both empirically and theoretically to research on inclusive education and policy enactment.
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Making themselves heard : Women’s and men’s voice through the regional petitioning process in Sweden, 1758–1880
Link: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-525670
In the eighteenth and nineteenth centuries, thousands of women and men contacted the Governor’s Administration of Västmanland (Länsstyrelsen i Västmanlands län), handing in petitions concerning a wide range of matters. This thesis studies these cases to deepen our understanding of women's and men's ability and need to make themselves heard through the regional petitioning process. It also elucidates how this practice was intertwined with people's endeavours to make a living by focusing on the participation’s connection to resources. By studying petition registers and a corpus of nearly 3,000 surviving petition files, it contributes to existing scholarship in three important ways.
First, the thesis introduces an extended theoretical conceptualisation of the regional petitioning process, where the relationship between petitioner and respondent is integral to the petitioning itself. This inclusion shows that the commonest reason why people needed to make themselves heard, thus establishing a relationship with the governor and his administration in the first place, was because of interactions and conflicts with other people over some resource, primarily credit, land or working roles. Everyday interactions led people to use the regional administration in legally regulated disputes, which ultimately had political implications.
Second, by comparing the participation of women and men as well as that of labouring people to other groups, the thesis sheds light on how the ability and need to make yourself heard varied with gender, marital status and socioeconomic status. To participate in this manner was expensive, which undoubtedly affected poor people’s ability to do so. Nevertheless, we find people from the lowest rungs of society who vehemently protected their rights, sometimes as petitioners but more often as respondents. Women's participation at the administration, as in almost all official contexts at this time, was lower than men’s, sometimes only a fraction. Despite their low levels of participation, it nevertheless took many forms, a variety that continued into the nineteenth century.
Third, the investigation studies how the ways people made themselves heard through the regional petitioning process evolved over time, making it one of few Swedish studies of petitioners and respondents beyond the beginning of the nineteenth century. Its temporal setting has yielded previously unknown insights into how the development of voice through the petitioning process was connected to administrative bureaucratisation, aspects of the judicial revolution, the gradual but non-linear disappearance of household culture and the emergence of a civil citizen.