Opin vísindi
Opin vísindi er varðveislusafn vísindaefnis og doktorsritgerða í opnum aðgangi á vegum íslenskra háskóla og Landsbókasafns Íslands - Háskólabókasafns.
Opinn aðgangur að rannsóknaniðurstöðum er í samræmi við 10. gr. laga nr. 3/2003 um opinberan stuðning við vísindarannsóknir sem og kröfur innlendra og erlendra rannsóknasjóða. Markmiðið með opnum aðgangi er að niðurstöður rannsókna séu aðgengilegar sem flestum óhindrað og án endurgjalds á rafrænu formi. Vistun í varðveislusafninu er varanleg og ætlað að tryggja aðgang að vísindaefni íslenskra háskóla í opnum aðgangi um ókomna tíð. Varðveislusafnið Opin vísindi er tengt við rannsóknagáttina IRIS og rannsóknaniðurstöður í opnum aðgangi sem eru skráðar í IRIS eru um leið vistaðar og gerðar aðgengilegar til framtíðar í varðveislusafninu. Með því að safna þessu efni saman í eitt safn verður aðgangur að því einfaldur og þægilegur fyrir alla sem vilja kynna sér það og geta þannig notið þess öfluga vísindastarfs sem fram fer í háskólum landsins.
Varðveislusafnið er OpenAIRE / OpenAIREplus samhæft og samrýmist kröfum sem gerðar eru um birtingu rannsóknaniðurstaðna úr verkefnum sem styrkt eru úr evrópsku rannsóknaáætlununum FP7 og H2020.
Varðveislusafnið notar opna hugbúnaðinn DSpace.
Opinn aðgangur að rannsóknaniðurstöðum er í samræmi við 10. gr. laga nr. 3/2003 um opinberan stuðning við vísindarannsóknir sem og kröfur innlendra og erlendra rannsóknasjóða. Markmiðið með opnum aðgangi er að niðurstöður rannsókna séu aðgengilegar sem flestum óhindrað og án endurgjalds á rafrænu formi. Vistun í varðveislusafninu er varanleg og ætlað að tryggja aðgang að vísindaefni íslenskra háskóla í opnum aðgangi um ókomna tíð. Varðveislusafnið Opin vísindi er tengt við rannsóknagáttina IRIS og rannsóknaniðurstöður í opnum aðgangi sem eru skráðar í IRIS eru um leið vistaðar og gerðar aðgengilegar til framtíðar í varðveislusafninu. Með því að safna þessu efni saman í eitt safn verður aðgangur að því einfaldur og þægilegur fyrir alla sem vilja kynna sér það og geta þannig notið þess öfluga vísindastarfs sem fram fer í háskólum landsins.
Varðveislusafnið er OpenAIRE / OpenAIREplus samhæft og samrýmist kröfum sem gerðar eru um birtingu rannsóknaniðurstaðna úr verkefnum sem styrkt eru úr evrópsku rannsóknaáætlununum FP7 og H2020.
Varðveislusafnið notar opna hugbúnaðinn DSpace.
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Crisis? What crisis in UK gambling policy reform?
(2026) Dymond, Simon; Torrance, Jamie; Newall, Philip; Department of Psychology
Beyond one-system thinking exploring design methods for understanding the digital work environment
(2026-08-11) Larusdottir, Marta; Cajander, Åsa; Department of Computer Science
Modern IT systems often fail to adequately support users’ everyday work, negatively affecting both performance and well-being. A key reason is that system development typically focuses on one system rather than considering how users interact with multiple systems at work. This paper argues that digitalisation efforts must move beyond traditional, system-bounded design to explicitly address the whole digital work environment. This synthesis study examines three design methods aimed at improving understanding of digital work environments: Contextual Personas and Contextual Think-Aloud, applied in student software projects, and the Vision Seminars method, used in a large-scale, realistic software project. All three methods seek to help IT professionals gain deeper insights into how users work across multiple systems. A qualitative meta-analysis study of six empirical studies is conducted, assessing the strengths, weaknesses, opportunities, and threats of each design method. The findings indicate that the design methods support a better understanding of users’ digital work environments, incorporating not only technical aspects but also well-being and psychological and social dimensions. Identified weaknesses involve risks of stereotyping, challenges for some users during evaluation, and high resource demands. Overall, the paper concludes that designing systems aligned with real digital work environments is both necessary and achievable.
The Cascading Effects of Policy Reforms: Curriculum, Knowledge and Equal Opportunities
(University of Iceland, School of Education, Faculty of Subject Teacher Education, 2026-10-08) Jónasdóttir, María; Elsa Eiríksdóttir og Guðrún Ragnarsdóttir; Faculty of Subject Teacher Education (UI); Deild faggreinakennslu (HÍ); School of Education (UI); Menntavísindasvið (HÍ)
This thesis examines how recent policy, governance and curriculum reforms have reshaped the conditions under which Icelandic upper secondary academic education operates, and how these changes influence students’ opportunities to access disciplinary knowledge that prepares them for higher education. Focusing on Iceland as a case, the study analyses the effects of decentralisation, competency-based curriculum policy, market-oriented governance and a reform that reduced the time of academic programs from four years to three, on curriculum structures and study pathways. Drawing on critical policy analysis and social realist curriculum theory, the thesis adopts a system-level perspective on curriculum organisation. Rather than examining the content of individual subjects or pedagogy, the analysis focuses on the structural and institutional conditions that shape epistemic access.
Using three empirical articles, the study investigates variations in programme structures, credit allocation, levels of advancement, and the availability and stability of progression pathways across school types and locations. The findings reveal substantial structural fragmentation in upper secondary academic education. As responsibility for curriculum-making has been redistributed to individual schools operating under uneven institutional conditions, access to cumulative disciplinary pathways has become increasingly dependent on local capacity, including enrolment size, staffing and funding incentives. These conditions particularly affect subjects organised around hierarchical knowledge structures, such as mathematics and natural sciences, where stable sequencing and progression are essential for cumulative learning, as well as foreign languages. Interpreted through a social realist lens, the findings indicate a weakening of key curriculum principles, including classification, sequencing, and progression. This weakening undermines students’ epistemic access by producing uneven opportunities for cumulative disciplinary learning. From a distributional justice perspective, the study demonstrates that inequality emerges not primarily from individual choice or ability, but from structurally patterned differences in curricular access.
The thesis contributes to research on curriculum, education policy and governance, and educational equity by showing how system-level arrangements shape the conditions for disciplinary knowledge. It argues that ensuring equitable preparation for higher education requires renewed attention to curriculum coherence, institutional capacity, and the role of the state in guaranteeing students’ entitlement to knowledge.
Synthesis, characterization and biological activity of the Cu (II)-1,3-PDTA [(Cu (II) (PDTA)] complex for the control of Erwinia chrysanthemi (soft rot) in the parsley manioc (Arracacia xanthorrhiza Bancroft)
(2025-01) de Almeida Teixeira, Cristiane Freitas; Carvalho, Claudio Teodoro; Zárate, Néstor Antonio Heredia; Fonseca, Gustavo Graciano; de Arruda, Eduardo Jose; Faculty of Natural Resource Sciences
Synthesis, characterization and biological activity of the Cu(II)-1,3-PDTA complex was performed by two synthetic routes: sodium and carbonate pathways. The Cu (II)-1,3-PDTA complex can be easily produced by the 1,3-PDTA binder, commercially available as Trilon F (BASF) which is available as sodium or acid salt for the coordination of Cu (II). The biological activity of the Cu (II)-1,3-PDTA [Cu (II)-PDTA] complex was performed to analyze the activity against the bacterium Erwinia chrysanthemi Bancroft. The bacterium is the causative agent of soft rot in the parsley maniac (Arracacia xanthorrhiza Bancroft). The bacterium was isolated from parsley manioc infected with soft rot. The metal complex sensitivity tests were performed by diffusion antibiogram. The mean values of the halos and standard deviations of the zones of inhibition were obtained for the [Cu (II) (PDTA)] and Streptomycin complexes. The concentrations of the complexes evaluated were 10-3, 10-2 and 10-1 M (equivalent to 36.3 g L-1 (3.63%), 3.63 g L-1 (0.363%) and 0.363 g L-1 (0.0363%), respectively). The halos were 25.0 ± 1.2 mm for control. For [Cu (II) (PDTA)] complexes, the obtained values were 9.5 ± 0.6, 15.0 ± 0.8 and 24.0 ± 0.8 via sodium and 12.0 ± 1.6, 25.0 ± 0.8 and 31.0 ± 1.9 via carbonate, for 10-3, 10-2 and 10-1 M, respectively. The results showed that the bactericidal activity of the Cu (II)-1,3-PDTA complex obtained by the two synthetic routes are adequate for the control of Erwinia chrysanthemi Bancroft.
Roles in brain stimulation, recording and interpreting neuroimaging data: a systematic survey of 26 countries on current practices in EEG, MRI, TCD, TMS and FUS
(2026-09-04) Valizada, Vugar; Sesseljuson, Leon Daði; Nardone, Raffaele; Thomschewski, Aljoscha; Trinka, Eugen; Holler, Yvonne; Centre for Doctoral Studies; Faculty of Psychology
Introduction: Clear role definitions in performing and interpreting neurophysiological and neuroimaging procedures are essential for patient safety and diagnostic accuracy. There is currently no comprehensive overview of the international landscape of health professionals responsible for these tasks. In the present review, we aimed to summarize local practices for electroencephalography (EEG), brain magnetic resonance imaging (MRI), transcranial magnetic stimulation (TMS), transcranial Doppler (TCD), and focused ultrasound stimulation (FUS).Methods: We systematically searched scientific literature, national health organizations websites, and contacted local health authorities from 26 countries.Results: EEG and brain MRI are typically performed by technicians and interpreted by physicians (neurologists or radiologists). TCD is performed and interpreted predominantly by physicians, since it requires real-time evaluation. Single-pulse TMS is either performed by physicians or requires the presence of physicians when the procedure is performed by a technician. The interpretation is done by physicians. Despite existing international recommendations, there is a significant absence of local guidelines for responsibilities in performing and interpreting TMS and FUS. In countries with information available, therapeutic use of rTMS, and FUS is performed by physicians (neurologists, psychiatrists, or surgeons).Discussion: The development of standardized national protocols is needed to ensure patients' safety and diagnostic accuracy in clinical settings for TMS and FUS.
Flokkar í Opnum vísindum
Veldu flokk til að skoða.
- University of Iceland
- University of Akureyri
- Bifröst University
- Hólar University College
- IRIS
- Agricultural University of Iceland
- National and University Library of Iceland
- Iceland University of the Arts