Applicatiion of Almost ideal demand system for a pharmaceutical

This thesis is an application of the Almost Ideal Demand System approach of Deaton and Muellbauer,1980, for a particular pharmaceutical, Citalopram, in which GORMAN´s (1971) multi-stage budgeting approach is applied basically since it is one of the most useful approach in estimating demand for differentiated products. Citalopram is an antidepressant drug that is used in the treatment of major depression. As for most other pharmaceuticals whose the patent has expired, there exist branded and generic versions of Citalopram. This paper is aimed to define its demand system with two stage models for the branded version and five generic versions, and to show whether generic versions are able to compete with the branded version. I calculated the own price elasticities, and it made me possible to compare and make a conclusion about the consumers’ choices over the brand and generic drugs. Even though the models need for being developed with some additional variables, estimation results of models and uncompensated price elasticities indicated that the branded version has still power in the market, and generics are able to compete with lower prices. One important point that has to be taken into consideration is that the Swedish pharmaceutical market faced a reform on October 1, 2002, that aims to make consumer better informed about the price and decrease the overall expenditures for pharmaceuticals. Since there were not significantly enough generic sales to take into calculation before the reform, my paper covers sales after the reform.

European Solar Engineering School ESES : Past and Future

The European Solar Engineering School ESES is a one-year masters program that started in 1999 at the Solar Energy Research Center SERC, Dalarna University College. It has been growing in popularity over the years, with over 20 students in the current year. Approximately half the students come from Europe, the rest coming from all over the globe. This paper described the contents and experiences from seven years of running the programme and the plans for adapting the programme to the Bologna process. The majority of the students from ESES have found work in the solar industry, energy industry or taken up PhD positions. An alumni group has been started that actively gives support to past, present and potential future students.

Sustainability and research integrated in engineering courses at Dalarna University, Sweden

Högskolepedagogik, högskolepedagogisk utbildning, BHU

Constructive alignment in Computer Engineering and Informatics departments at Dalarna University : An empirical investigation

Background: Constructive alignment (CA) is a pedagogical approach that emphasizes the alignment between the intended learning outcomes (ILOs), teaching and learning activities (TLAs) and assessment tasks (ATs) as well as creation of a teaching/learning environment where students will be able to actively create their knowledge. Objectives: This paper aims at investigating the extent of constructively-aligned courses in Computer Engineering and Informatics department at Dalarna University, Sweden. This study is based on empirical observations of teacher’s perceptions of implementation of CA in their courses. Methods: Ten teachers (5 from each department) were asked to fill a paper-based questionnaire, which included a number of questions related to issues of implementing CA in courses. Results: Responses to the items of the questionnaire were mixed. Teachers clearly state the ILOs in their courses and try to align the TLAs and ATs to the ILOs. Computer Engineering teachers do not explicitly communicate the ILOs to the students as compared to Informatics teachers. In addition, Computer Engineering teachers stated that their students are less active in learning activities as compared to Informatics teachers. When asked about their subjective ratings of teaching methods all teachers stated that their current teaching is teacher-centered but they try to shift the focus of activity from them to the students. Conclusions: From teachers’ perspectives, the courses are partially constructively-aligned. Their courses are “aligned”, i.e. ILOs, TLAs and ATs are aligned to each other but they are not “constructive” since, according to them, there was a low student engagement in learning activities, especially in Computer Engineering department.

Initiation into engineering : stability and change in gender orders

This article examines processes of doing gender during the initiation of students into engineering programs at university level in Sweden. The article draws on interviews with students, focusing on their understandings of gender. The aim is to explore difficulties with and challenges to traditional gender roles in an academic male dominated arena, by using theories of doing and undoing gender. The empirical material reveals the initiation period or ‘reception’ as a phenomenon both reinforcing and challenging traditional orders. The attempts to challenge norms meet resistance, revealing two paradoxes and one dilemma. In the first paradox the formal purpose of the reception (inclusion) is partly at odds with its informal consequence (exclusion of deviations). The second paradox concerns the contradictory effects of the reception. Even though the reception ensures participation of women, it reinforces existing hierarchies including gender inequality. This results in a dilemma, since in order to protect individual safety, there is a taboo on harassing women which then reproduces stable gender stereotypes. So while harassment taints the respect senior students must earn during the reception, the fact that female students exist in the engineering field challenges the established order and opens the way for change.