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- Andersson, Hampus, 2002-, et al.
(författare)
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When the climate apocalypse comes I’ll make it : 16 yr old Hampus' survival month in the forest
- 2020
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Annan publikation (film/video) (populärvet., debatt m.m.)abstract
- When the climate apocalypse comes I’ll make it: 16 year old Hampus Andersson’s survival month living off the lands and waters in the forests of Norrbotten, Sweden. There is a lot of talk of crisis and apocalypse, due to war, to climate change. Young people worried about their future go on school strike and manifest, around the world. But, when the climate or any other crisis happens, how are these young (and adult) protesters prepared to fend for themselves? How long can you survive without electricity and water in the tap, with access to food in the supermarket? Thinking about all of this, 16 year old Hampus Andersson decided to try to live off the lands and waters for a full month, on his own. If there is such a crisis, would he make it on his own? From mid July to mid August 2019, the experiment went on. He made sure to learn from more experienced and older reindeer herders and others with experience from the forests. Hampus is not completely unaware on how to get access to food in the forest. His father is a Sámi reindeer herder, and his mother’s family are an agriculture family. But until this day he had never done such an experiment. How would he find food, water, shelter? What would be the hardest? Some things that he had never even thought about turned out to be harder than expected. During the stay Hampus documented his everyday life with photos and short films, and posted on his Facebook page and Instagram. This is a film made from those photos and videos, along with an interview by film maker Petri Storlöpare, Slowfilm AB. Hampus speaks of his experiences, thoughts and ideas on how to continue this experiment. Will he try the same in the Arctic winter, with temperatures down to minus 40 Celsius? The film project is supported by Dálkke: Indigenous Climate Change Studies, led by Dr. May-Britt Öhman, Centre for Multidisciplinary Studies on Racism, CEMFOR, Uppsala University.
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| 2. |
- Appelbaum, Robert, 1952-
(författare)
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The Looking Glass
- 2016
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Annan publikation (refereegranskat)
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| 3. |
- Baharudin, Zikri Abadi, et al.
(författare)
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Electric field changes generated by preliminary breakdown pulse for positive lightning ground flashes in Sweden
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- This is the new study of the electric field changes generated by the preliminary breakdown for positive cloud-to-ground flashes which concerning on the association of slow field changes in preliminary breakdown process. In this study, a 107 positive cloud-to-ground lightning flashes recorded from the total of 14 thunderstorms generated by the whole flash were examined. The electric fields were measured with nanosecond resolution by using the slow electric field, fast electric field and narrowband radiation field at 3 and 30 MHz signals simultaneously. Our result shows that there is a pre-starting time, i.e. the duration between the first preliminary breakdown pulse and slow field changes starting point, which is found to be after the first preliminary breakdown pulse. The pre-starting time has the arithmetic mean – 3.0 ms and geometric mean – 1.8 ms, ranging from 0.3 to 21.7 ms. This study is consistent with the latest finding for the slow field changes in negative ground flashes where the slow field changes never start before the preliminary breakdown process.
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| 4. |
- Carpentier, Nico
(författare)
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Iconoclastic controversies exhibition : A visual sociology of statues and commemoration sites in the southern part of Cyprus
- 2015
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- The photographs, taken in the southern regions of Cyprus, investigate the monuments, landmarks and statues that are part of the everyday life of Greek Cypriots. “The statues are vehicles of communication. They are vehicles of ideology, of information. It’s the entire object that also becomes a medium”, explains the professor.These photographs analyse how statues and commemoration sites narrate and frame the Cyprus Problem, and how they in many cases contain references to the “Self” and the “Other” by presenting a heroic “self” to the “own” community, or by showing the suffering of the “self”. But the exhibition also investigates how some (exceptional) statues undermine this presentation of the “self” and offer a different narrative of the conflict, and the identities of the people involved. “The logics of war and conflict often makes us believe that there is a homogenous community that is identical. And that is part of the problem, actually, because it hides the diversity that is so important. Showing these internal differences is very important in dealing with conflicts like in the Cyprus Problem”, notes professor Carpentier. He continues: “the project shows how important and how traumatic the Cyprus Problem is. The Cyprus Problem scratched the Cyprus soul, it really went very deep. The statues are ways of dealing with that”.
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| 6. |
- Ishihara, Sachiko, et al.
(författare)
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The Critical Interference Podcast at CEMUS : Season 2 Episode 2
- 2022
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Annan publikation (ljud/tal) (populärvet., debatt m.m.)abstract
- Podcast interview by Daniel Mossberg, Outreach and Educational Coordinator at Centre for Environment and Development Studies (CEMUS), Uppsala University and Swedish University of Agricultural Scieinces, with the authors of the article "Student-led Education for a better world?" Reflections in conversation.Article abstract:This essay provokes who the “experts” are in discussions about education: why not the students who are most impacted by it? At the Centre for Environment and Development Studies (CEMUS), a joint centre between Uppsala University and Swedish University of Agricultural Sciences, students are hired as Course Coordinators (CCs) to develop and facilitate freestanding university courses. This paper is an outcome of a collaborative reflection exercise in the form of a written dialogue between students, CCs, and a guest lecturer of a CEMUS course “Reimagining Education”. This course focused on approaching learning and education on a meta-level where students and their experience become the subject of collaborative learning. By comparing the experience from this course with other courses at CEMUS and beyond, we discuss whether and how CEMUS challenges traditional pedagogies based on teacher-student hierarchies. Both the capacity for CCs to influence the content and pedagogical arrangements as well as the opportunities for non-CC students to take responsibility in steering class discussions were highlighted as empowering experiences. Wereflect upon how this and the use of arts-based pedagogies can lead to fostering community and how it motivates students to collectively engage in their personal learning experiences beyond curriculum goals.Read the article here: https://doi.org/10.23865/hu.v11.3006
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