| 1. |
- Fredriksson Möller, Björn, et al.
(författare)
-
CO2-free power generation - A study of three conceptually different plant layouts
- 2003
-
Ingår i: American Society of Mechanical Engineers, International Gas Turbine Institute, Turbo Expo (Publication) IGTI. ; 3, s. 255-262
-
Konferensbidrag (refereegranskat)abstract
- Ever since the release of the Kyoto protocol the demand for CO2-free processes have been increasing. In this paper three different concepts with no or a very small release of CO2 to the atmosphere are evaluated and compared concerning plant efficiency and investment cost. A novel approach to biomass gasification is proposed to provide fuel for a combined gas turbine cycle, where the biomass is considered to be a renewable fuel with zero impact regarding CO2 in the exhaust gases. The gasification concept used is a Dual Pressurised Fluidised Bed Gasifier (DPFBG) system, using steam and recycled product gas as fluidising agent in the gasification reactor. In the separate combustion reactor air is used as fluidising agent. The second cycle is a hybrid fuelled Humid Air Turbine (HAT) cycle with post-combustion CO 2-separation. Steam used for regenerating the amines in the separation plant is produced using a biomass boiler, and natural gas is used as fuel for the humid air turbine. With this fuel mix the net release of CO 2 can even be less than zero if the exhaust gas from the steam generator is mixed and cleaned together with the main exhaust gas flow. The third cycle proposed is a combined cycle with postcombustion CO 2-separation and the steam generation for the CO 2-separation integrated in the bottoming steam cycle. All power cycles have been modelled in IPSEpro [trademark] (tm), a heat and mass balance software, using advanced component models developed by the authors. An equilibrium model is employed both for the gasification and the separation of CO2 from exhaust gases. All three power cycles show efficiencies around 45%, which is high for a biomass gasification cycle. The HAT and the combined cycle show efficiency drops of about 8 percentage points, due to the post-combustion treatment of exhaust gases.
|
|
| 2. |
- Fredriksson, Simon, et al.
(författare)
-
Protein detection using proximity-dependent DNA ligation assays
- 2002
-
Ingår i: Nature Biotechnology. - : Springer Science and Business Media LLC. - 1087-0156 .- 1546-1696. ; 20:5, s. 473-477
-
Tidskriftsartikel (refereegranskat)abstract
- The advent of in vitro DNA amplification has enabled rapid acquisition of genomic information. We present here an analogous technique for protein detection, in which the coordinated and proximal binding of a target protein by two DNA aptamers promotes ligation of oligonucleotides linked to each aptamer affinity probe. The ligation of two such proximity probes gives rise to an amplifiable DNA sequence that reflects the identity and amount of the target protein. This proximity ligation assay detects zeptomole (40 x 10(-21) mol) amounts of the cytokine platelet-derived growth factor (PDGF) without washes or separations, and the mechanism can be generalized to other forms of protein analysis.
|
|
| 3. |
- Fredriksson, Ulf
(författare)
-
Changes of education policies within the European Union in the light of globalisation.
- 2003
-
Ingår i: European Educational Research Journal. - 1474-9041. ; 2:4, s. 522-546
-
Tidskriftsartikel (refereegranskat)abstract
- Education issues have traditionally not played a central role within the European Union. This has gradually started to change in recent years. At the Lisbon European Council on 23-24 March 2000, the heads of states and governments of the European Union member countries set out a new strategic objective for the coming decade; "Becoming the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion". This implies major changes and education will be among the areas affected. Two questions can be raised in relation to this development: 1) How can a European education policy be created within the existing framework of the European Union? 2) What could be the content of such an education policy? A new method of working called the �open method of co-ordination� has been developed. A critical concept in this context is �benchmarking�. Another new approach is to initiate what is referred to as processes. How are these methods working in practice and what implications will they have for the development of educational policies? The content of a European educational policy depends to a large extent on what kind of agreements could be produced within the context of the new working methods. One example of such initiatives is the European Report on Quality of Education. Linked to this is "the concrete future objectives of education systems" which was approved by the Stockholm European Council of March 2001. Using an examination of how the European Union is trying to find new methods for co-operation in the field of education and how elements of a European education policy can be found in present initiatives, it is possible to explore some scenarios setting out how the work of the European Union and a European education policy can develop.
|
|
| 4. |
- Fredriksson, Ulf
(författare)
-
Education For All and Consultations with Teacher Unions : Report on the questionnaire on the participation of teacher unions in the EFA process.
- 2003
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The paper explores to which extent teacher unions have been involved in discussions, consultations and negotiations with goverments in relation to initiatives taken to achieve education for all (EFA). The paper deals with three questions: 1) Whether teacher unions were aware of the existence of EFA (Education For All) forums in their countries and if their answers were yes, to which extent they had participated in the National EFA Forums. 2) Whether teacher unions were aware of the existence of National EFA Plans or the active work to establish such a plan. If their answers were yes, in what ways had they participated in consultations on the National EFA Plan. 3) Whether the teacher unions had taken any initiative related to EFA. Based on answers given by teacher unions to a questionnaire it is concluded that many unions have not been involved in the EFA process in an appropriate way.
|
|
| 5. |
- Fredriksson, Ulf
(författare)
-
Education International and the Implementation and Monitoring of the Rights of the Child
- 2001
-
Ingår i: Understanding Children's Rights. - Ghent : University of Ghent.
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Education International (EI) is a world-wide trade union organisation of education personnel, whose 26 million members represent all sectors of education from early childhood education to university. As an organisation of teachers EI has a strong interest in the implementation and monitoring of the rights of children, specifically the right to education. Through its contacts with international intergovernmental organisations such as UNESCO, ILO and the World Bank, EI is following the development in the education sector world wide and promoting education for all. During recent years EI has been involved in two important campaigns related to children�s rights. EI has been campaigning against child labour with the objective of eliminating child labour and promoting education for all. This campaign has also been co-ordinated with other organisations through co-operation within the Global March against Child Labour. One important achievement of the campaign has been the adoption of the ILO Convention No. 182 which contains clear references to the importance of providing free basic education. EI has launched the Global Campaign for Education together with Action Aid and Oxfam International in partnership with civil society networks throughout the South and the Global March. Since 2000 the Global Campaign for Education has organised every year a Global Action Week to highlight the need of education for all and to put pressure on governments and international donor agencies. EI believes there is an urgent need to increase the efforts world wide to improve enrolment figures and to improve the quality of education. This can only be done through increased investment in education and through public education. To improve enrolment and the quality of education, it is necessary to improve the status of teachers.
|
|
| 6. |
- Fredriksson, Ulf
(författare)
-
GATS, education and teacher union policies. : European Conference on Educational Research, Hamburg, September, 2003
- 2003
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This papers starts by putting GATS into a general context of privatisation. It is noted that the privatisation process is in many cases complex and not only about full-scale privatisation of schools. The growing trade in education must be seen in this context. The purpose of GATS is to liberalise trade in services which also includes education. The protection given in GATS to public services, including public education, is ambiguous at best and in many cases open to interpretation by Trade Dispute Panels. The international trade union movement, including EI, has been critical of GATS and has raised a number of issues: 1) The broad scope of GATS; 2) Progressive liberalisation; 3) Power imbalances; 4) Lack of assessment;. 5) Irreversibility; and 6) Imperilled public services. The international trade union movement has made proposals for a GATS reform: 1) Better assessment; 2) Improved consultation process; 3) Incorporation of emergency safeguards; 4) Procedures to integrate core labour standards and environmental issues; 5) Strengthening the regulatory powers of governments; and 6) Excluding public sector. Also, there is a growing concern about GATS among national teacher unions. Many teacher unions have taken different initiatives: produced information material; established a dialogue with governments; and built broader coalitions with other trade unions, student organisations, etc.
|
|
| 7. |
- Fredriksson, ULF
(författare)
-
Hur läser elever med invandrarbakgrund i Stockholm?
- 2004
-
Ingår i: Läsning : medlemsblad för SCIRA - den svenska riksorganisationen för läsundervisning och läsforskning. - 0349-9855. ; 29:2
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Den stora undersökning som genomförts om läsfärdigheter i Stockholm under åren 1993 � 2000 visar att det finns skillnader mellan svenska elever och elever med invandrarbakgrund med avseende på resultat på lästest på svenska. Dessa skillnader är större då läsförståelse mäts än när ordigenkänningsförmåga mäts. Till viss del kan dessa skillnader förklaras med skillnader i hembakgrund mellan eleverna. När olika grupper av elever med invandrarbakgrund jämförs finns skillnader mellan de som bott hela livet i Sverige och de som ej bott hela livet i Sverige samt mellan olika språk/kulturgrupper. Elever med invandrarbakgrund som bott hela livet i Sverige har bättre resultat på lästesten på svenska än de som ej bott hela livet i svenska. Tyskspråkiga elever och kinesiskspråkiga hade bättre resultat än de svenska eleverna. Andra grupper som engelsk-, polsk- och finskspråkiga elever hade resultat som var obetydligt lägre än de svenska elevernas. Däremot hade t.ex. somali-, romani-, turkisk- och arabiskspråkiga elever resultat som var betydligt lägre än de svenska elevernas. Att läsa för eleverna innan de själva kan läsa samt tillgång till böcker och tidningar i hemmet tycks vara faktorer som positivt samvarierar med läsförmågan både bland svenska elever och elever med invandrarbakgrund. Troligen är denna samvariation starkare bland eleverna med invandrarbakgrund än bland de svenska eleverna. Elever med god läsförmåga på två språk kommer i flera fall från tvåspråkiga familjer. Elever med invandrarbakgrund är överrepresenterade i skolor med låga medelvärden på lästesten och går i större utsträckning än svenska elever i klasser där lärarna upplever att resurserna är otillräckliga. Undersökningsresultaten visar också att skillnaden i resultat på lästesten mellan de svenska eleverna och de elever med invandrarbakgrund som bott hela livet i Sverige är den samma i år 3 (1994) som år 8 (1999).
|
|
| 8. |
|
|
| 9. |
- Fredriksson, Ulf
(författare)
-
New technologies in education : trends, risks and opportunities.
- 2003
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Computers and ICT have become features of daily life in society, at work places and in the homes in most industrialised countries. Computers and ICT are increasingly used in schools, but large number of schools still have no access or limited access to new technologies. A growing number of teachers frequently use computers and ICT in their classrooms, but in some countries there are also large groups of teachers who do not use computers at all. An increasing number of teachers have received some training in the use of computers and ICT, but still about half of the teachers in the EU countries have so far received no training. Training in the use of computers and ICT seems to be included in the pre-service education of teachers in most countries. Governments have expressed a strong wish to increase the use of ICT in schools. It seems reasonably to assume that the changes we have seen in schools in respect of new technologies are only the beginning of what may be radical changes. Changes can take place in the general way in which education is delivered, in the practice in the classrooms and in the content of education.
|
|
| 10. |
- Fredriksson, Ulf
(författare)
-
Quality Education: the teachers' key role : International Conference on Education, 47th session, Geneve, 8-11 September 2004
- 2004
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The paper explores different definitions of quality in education and different reasons for the focus given to quality in education during recent years. The characteristics of a good teacher is discussed as well as what teachers can do to improve the quality of education. The following measures could be taken in order to improve the quality of education on �system level�; Improve the quality of teacher education. Ensure that all students will get at least one textbook. Increase the number of school libraries and provide schools with classroom libraries. Find ways to start to introduce new technologies into the schools on a broader scale. In order to improve the status of all teachers world wide, education authorities, governments and intergovernmental organisations must ensure that teachers: receive the moral and material recognition appropriate to their level of qualifications and responsibilities; have an adequate working environment; can do their work in adequately equipped school buildings; have a salary comparable with other professions requiring the same level of qualifications and responsibility; have the right to form and control their own representative organisations; have the right to participate in the process of formulating educational policies; receive a good initial teacher education and professional development. One possible line of actions could be to suggest to governments to form a kind of quality alliance where both governments and teacher unions promise to undertake a number of actions to promote quality in education.
|
|
