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Since 2002 University West, Sweden has had a mission from the Swedish government to develop methods for work integrated learning (WIL). WIL is thus a "trademark" of the university and the university is continuously developing teaching models to enhance a synergy between theory and practice with the goal to improve education and students' lifelong learning. A challenge in such work is a decreasing engagement among students to participate in seminars at campus, especially during periods of internship. In the study underlying this paper we therefore explore a new teaching and learning method that aims to stimulate students to come to campus and to discuss their experiences with peer students and teachers during their internship.The internship and the seminars are organized as a 'WIL course' in the fifth semester of the candidate program 'Digital Media'. As part of the course the students spend four days a week in a workplace where they contribute substantially to the work at the workplace. One day a week they spend at campus to reflect, write and discuss topics related to the work and organization at the workplace e.g. organizational culture, how a work day is organized, how design work is organized, and how the workplace treats its customers. The students and teachers meet once every second week for a seminar where they discuss the above-mentioned themes. The reflections made at the seminars and the conversations are important for the learning goals at the course. However, the teachers experience a moderate interest from the students' side to participate and the students tend to be ill prepared.To increase the value and learning for the students, a new approach for better structure and engagement has been introduced, where students in beforehand writtenly reflect on questions about their workplace in relation to the theme of the week. They write in open and shared documents so that all students before the seminare can take part of each others reflections and as such come to the seminar with a wider perspective on the particular theme. The seminar is then held at the campus where the themes are discussed and workplaces compared with help of a shared matrix where the students can place their workplace regarding level of structure, formality, creativity etc . As such the seminar has a 'flipped' character and the ICT tools for learning used are open and editable over time for all participants.The empirical material is based on 24 hours participant observations, 10 students' written reflections and the course curricula. The findings show that the flipped and open approach to the seminars has made the students more engaged in reflections about their workplace, not only during the seminar at campus but also during their work at the workplace. The shared document stimulates reflections of differences between workplaces that has not been so clear before, and the matrix has helped the students to take the reflections to a higher level by reflecting over organizational culture and workplace conditions. By comparing each other's experiences from a spectrum of different aspects/themes they get a more nuanced picture of the skills and competences needed in the workplace, and they get more strengthened in their professional role. The recurrent discussions over time during the course therefore contribute to make the students more experienced than they would had been by only having got the experience from their own workplace.

The structural and vibrational properties of ammonium borohydride, NH4BH4, have been examined by first-principles density functional theory (DFT) calculations and inelastic neutron scattering (INS). The H disordered crystal structure of NH4BH4 is composed of the tetrahedral complex ions NH4+ and BH4-, which are arranged as in the fcc NaCl structure and linked by intermolecular dihydrogen bonding. Upon cooling, the INS spectra revealed a structural transition between 45 and 40 K. The reversible transition occurs upon heating between 46 and 49 K. In the low-temperature form reorientational dynamics are frozen. The libration modes for BH4- and NH4+ are near 300 and 200 cm(-1), respectively. Upon entering the fcc high-temperature form, NH4+ ions attain fast reorientational dynamics, as indicated in the disappearance of the NH4+ libration band, whereas BH4- ions become significantly mobile only at temperatures above 100 K. The vibrational behavior of BH4- ions in NH4BH4 compares well to the heavier alkali metal borohydrides, NaBH4-CsBH4. DFT calculations revealed a nondirectional nature of the dihydrogen bonding in NH4BH4 with only weak tendency for long-range order. Different rotational configurations of complex ions appear quasi-degenerate, which is reminiscent of glasses. ; Funding Agencies|Nordforsk within the project FunHy; Swedish research council (VR)Swedish Research Council; Carl Tryggers Stiftelse (CTS) for Vetenskaplig Forskning; Swedish Government Strategic Research Area in Materials Science on Advanced Functional Materials at Linkoping University (Faculty Grant SFO-Mat-LiU) [2009-00971]

Applications based on aggregates of magnetic nanoparticles are becoming increasingly widespread, ranging from hyperthermia to magnetic recording. However, although some uses require collective behavior, others need a more individual-like response, the conditions leading to either of these behaviors are still poorly understood. Here, we use nanoscale-uniform binary random dense mixtures with different proportions of oxide magnetic nanoparticles with low/high anisotropy as a valuable tool to explore the crossover from individual to collective behavior. Two different anisotropy scenarios have been studied in two series of binary compacts: M1, comprising maghemite (γ-Fe2O3) nanoparticles of different sizes (9.0 nm/11.5 nm) with barely a factor of 2 between their anisotropy energies, and M2, mixing equally sized pure maghemite (low-anisotropy) and Co-doped maghemite (high-anisotropy) nanoparticles with a large difference in anisotropy energy (ratio > 8). Interestingly, while the M1 series exhibits collective behavior typical of strongly coupled dipolar systems, the M2 series presents a more complex scenario where different magnetic properties resemble either "individual-like" or "collective", crucially emphasizing that the collective character must be ascribed to specific properties and not to the system as a whole. The strong differences between the two series offer new insight (systematically ratified by simulations) into the subtle interplay between dipolar interactions, local anisotropy and sample heterogeneity to determine the behavior of dense assemblies of magnetic nanoparticles. ; This work was supported by the Spanish Ministerio de Economia y Competitividad (grants MAT2015-65295-R and MAT2016-77391-R). J.N. also acknowledges funding from the Generalitat de Catalunya through the 2017-SGR-292 grant. ICN2 is funded by the CERCA Programme/Generalitat de Catalunya. The ICN2 is supported by the Severo Ochoa Centers of Excellence program, funded by the Spanish Research Agency (AEI, grant no. SEV-2017-0706). M.S.A., R.M., and P.N. acknowledge support from The Swedish Research Council (VR). K.N.T, D.P., and M.V. acknowledge support from the European Union's Horizon 2020 Research and Innovation Programme: under grant agreement no. 731976 (MAGENTA). ; Peer reviewed