Mads Kruse, Urko Petralanda, Morten N. Gjerding
et al.
AbstractWe report a high throughput computational search for two-dimensional ferroelectric materials. The starting point is 252 pyroelectric materials from the computational 2D materials database (C2DB) and from these we identify 63 ferroelectrics. In particular we find 49 materials with in-plane polarization, 8 materials with out-of-plane polarization and 6 materials with coupled in-plane and out-of-plane polarization. Most of the known 2D ferroelectrics are recovered by the screening and the far majority of the predicted ferroelectrics are known as bulk van der Waals bonded compounds, which makes them accessible by direct exfoliation. For roughly 25% of the materials we find a metastable state in the non-polar structure, which may imply a first order transition to the polar phase. Finally, we list the magnetic pyroelectrics extracted from the C2DB and focus on the case of VAgP2Se6, which exhibits a three-state switchable polarization vector that is strongly coupled to the magnetic excitation spectrum.
AbstractIntelligent control of friction is an attractive but challenging topic and it has rarely been investigated for full size engineering applications. In this work, it is instigated if it would be possible to adjust friction by controlling viscosity in a lubricated contact. By exploiting the ability to adjust the viscosity of the switchable ionic liquids, 1,8-Diazabicyclo (5.4.0) undec-7-ene (DBU)/ glycerol mixture via the addition of CO2, the friction could be controlled in the elastohydrodynamic lubrication (EHL) regime. The friction decreased with increasing the amount of CO2 to the lubricant and increased after partial releasing CO2. As CO2 was absorbed by the liquid, the viscosity of the liquid increased which resulted in that the film thickness increased. At the same time the pressure-viscosity coefficient decreased with the addition of CO2. When CO2 was released again the friction increased and it was thus possible to control friction by adding or removing CO2.
Self-determination is a central goal in all Swedish social legislation. Under the Act Concerning Support and Service for Persons with Certain Functional Impairments (SFS 1993:387), commonly referred to as LSS, the right to make decisions about one’s own life is fundamental (SFS 1993:3 7, 5–6 §§). This study examines how frontline staff in LSS group homes handle everyday ethical dilemmas that arise when supporting adults with intellectual disabilities in daily life. The study consists of two peer-reviewed articles and a capstone essay. It explores how frontline staff working in group homes understand and handle everyday ethical dilemmas that arise in relation to residents’ self-determination. Tensions arise between staff’s desire to protect and promote the well-being of residents and the need to respect their integrity and autonomy. The overall aim is to gain deeper insight into how frontline staff recognize, navigate and handle ethical dilemmas in daily practice. To address the dual focus on staff experiences and practices, the study draws on two theoretical perspectives, one in each article. The first article uses Arne Johan Vetlesen’s concept of Closeness an ethics (Jodalen and Vetlesen, 1997) to examine how staff interpret ethical dilemmas in their relationships with residents. To deepen the understanding of how ethical dilemmas emerge and are managed in everyday practice, this reasoning is complemented by an everyday ethics perspective as formulated by Fioretos et al. (2013).The second article applies Patrik Aspers’ concept of Epistemic Uncertainty (2024) to analyze how staff make sense of and act in ethically complex situations. The empirical material consists of six sequential focus group interviews with frontline staff from two group homes in a large Swedish municipality. Each group participated in three interviews, spaced 1–4 weeks apart to allow reflection between sessions. As a complemental method, four full-day participant observations were conducted at the same group homes. The first article shows that managing everyday ethical dilemmas is a significant part of frontline staff’s work in LSS group homes. Daily practice often involves one-on-one situations that require immediate micro-decisions with ethical implications. The complexity becomes particularly evident in stressful situations or when actions risk negatively affecting the individual resident, other residents, staff, or visitors. The second article identifies two overarching themes that describe how staff make sense of their actions and handle ethically uncertain situations: (i) Acting First, Reflecting Later, and (ii) Supporting Autonomy or Subtle Manipulation? These themes illustrate the tension between intuitive, in-the-moment decision- making and the reflective processes that follow, as well as the fine line between empowering residents and influencing their choices in ethically ambiguous contexts. There is a fine line between motivating, which means supporting and guiding a person’s self-determination and manipulating, which involves the use of control and constraints. The individualized approach that underpins Swedish social policy requires staff to co-create personalized solutions with residents. However, the complexity of professionals´ task - supporting individual self-determination while ensuring collective well-being - is often under-recognized, or left out, in policy and regulation. As a result, staff risk being left without sufficient guidance and must develop practical solutions on their own. This shifts moral responsibility downward in the organizational hierarchy without adequate support. The study highlights the need for decision-makers and service providers to acknowledge the ethical complexity of frontline work and to establish a shared language, knowledge base, and structures that support professional discretion in ethically challenging situations.
Denne artikel undersøger, hvordan lærere og elever opfatter aspekter af historiske fortællinger som kontroversielle, og hvordan det kommer til udtryk i deres fortællinger i klasserummet. Antagelsen er, at disse fortællinger er vigtige markører til at belyse elevernes forståelser og fortolkninger i historiefaget og lærernes didaktiske valg og disses implikationer. Artiklen er baseret på klasseværelsesobservationer af tre historielærere og deres fem klasser fordelt mellem 7. og 9. årgang i den danske grundskole. Artiklen bygger på en forståelse af, at kontroversielle aspekter produceres i situationer og konstrueres igennem fortællingerne i klasseværelset, når lærere og elever fortolker og skaber mening fra et nutidigt perspektiv til historiske begivenheder og aktører. Med udgangspunkt i teorier om fortællinger som sociokulturelle redskaber rejses vigtige spørgsmål om, hvordan vi kan forstå elevernes nutidsforståelser i forhold til deres forståelser af fortid, når de fortolker aspekter af historiske fortællinger som kontroversielle. Et vigtigt resultat af undersøgelsen peger på, at den moralske appel i diskussionerne førte til, at historiske aktørperspektiver trådte i baggrunden, mens de historiske begivenheder blev opfattet som kontroversielle, aktualiseret gennem læreres og elevers samtids- og moralske refleksioner. Dette peger på et didaktisk formål, hvor elevernes værdier og moralske vurderinger fremhæves som vigtige i deres fortolkningsarbejde og historieforståelse. En forståelse, der har afgørende indflydelse på elevernes historiebevidsthed uanset om historiebevidsthed forstås som en narrativ kompetence, der forbinder fortid, nutid og fremtid og/eller forstås som en etisk relation til fortid.
I de senere år har man ofte diskuteret spørgsmålet om højkultur 
 over for lavkultur, eller finkultur over for populærkultur. Et ofte frem-
 ført synspunkt har været, at skellet mellem dem er under nedbryd-
 ning i det postmoderne samfund (se Ib Bondebjergs artikel i Medie-
 Kultur nr.9). En anden vinkel har været spørgsmålet om kvalitet: Er 
 det ikke mere muligt at skelne mellem godt og skidt, er alt blevet 
 lige-gyldigt i den pluralistiske kultur? (Se artiklerne af Kim Schrøder 
 i MedieKultur nr.7, og Jostein Gripsruds i nr 14.) 
 Den britiske rocksociolog Simon Frith argumenterer imod den opfat-
 telse at skellet mellem fin- og populærkultur er identisk med skellet 
 mellem borgerskabets "gode smag" over for arbejderklassens 
 "dårlige". Han plæderer i stedet for, at alle former for kulturpraksis 
 har deres "høje" og "lave" varianter, på tværs af traditionelle klas-
 seskel. Inden for eksempelvis både rockmusik og klassisk musik, 
 film og varieté, må man således ifølge Frith - imod den populistiske 
 værdinivellering - skelne mellem et mindre "feinschmeckende "kult-
 publikum" og en større skare af mere ligegyldige "forbrugere". 
 Artiklen er oversat fra engelsk af Kim Schrøder.