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- Rosentau, A., et al.
(författare)
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A Holocene relative sea-level database for the Baltic Sea
- 2021
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Ingår i: Quaternary Science Reviews. - : Elsevier BV. - 0277-3791 .- 1873-457X. ; 266
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Tidskriftsartikel (refereegranskat)abstract
- We present a compilation and analysis of 1099 Holocene relative shore-level (RSL) indicators located around the Baltic Sea including 867 relative sea-level data points and 232 data points from the Ancylus Lake and the following transitional phase. The spatial distribution covers the Baltic Sea and near-coastal areas fairly well, but some gaps remain mainly in Sweden. RSL data follow the standardized HOLSEA format and, thus, are ready for spatially comprehensive applications in, e.g., glacial isostatic adjustment (GIA) modelling. We apply a SQL database system to store the nationally provided data sets in their individual form and to map the different input into the HOLSEA format as the information content of the individual data sets from the Baltic Sea area differs. About 80% of the RSL data is related to the last marine stage in Baltic Sea history after 8.5 ka BP (thousand years before present). These samples are grouped according to their dominant RSL tendencies into three clusters: regions with negative, positive and complex (transitional) RSL tendencies. Overall, regions with isostatic uplift driven negative tendencies dominate and show regression in the Baltic Sea basin during the last marine stage. Shifts from positive to negative tendencies in RSL data from transitional regions show a mid-Holocene highstand around 7.5-6.5 ka BP which is consistent with the end of the final melting of the Laurentide Ice Sheet. Comparisons of RSL data with GIA predictions including global ICE-5G and ICE-6G_C ice histories show good fit with RSL data from the regions with negative tendencies, whereas in the transitional areas in the eastern Baltic, predictions for the mid-Holocene clearly overestimate the RSL and fail to recover the midHolocene RSL highstand derived from the proxy reconstructions. These results motivate improvements of ice-sheet and Earth-structure models and show the potential and benefits of the new compilation for future studies. (C) 2021 The Authors. Published by Elsevier Ltd.
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- Holmgren, Carina A., 1961-
(författare)
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Formandet av den entreprenöriella läraren : Entreprenöriellt lärande som styrningsteknologi
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this thesis is to, from a governing perspective, describe and enhance the understanding of the form entrepreneurial learning takes in lower and upper secondary schools’ practice, and its effects in terms of which approaches and practices are strengthened and marginalized. The context of this thesis is the industrial policy work to implement entrepreneurship in the Swedish educational system in 1996–2009. Industrial policy with its objectives concerning more companies and an entrepreneurial citizen is pervaded by expectations of the impacts of entrepreneurship. Discussing entrepreneurial learning as a governing technology, based on Rose's development of Foucault's concept governmentality, provides a distance from these expectations and put productive power and complexity into focus. The governing perspective allows for the visualization of how an educational concept in entrepreneurial learning contributes to hierarchies of what is considered valuable but also how the fostering of the entrepreneurial citizen is made possible.I have followed three regional projects aimed at supporting teachers to implement entrepreneurship in their teaching practice. The analysed material includes observations of teacher training in entrepreneurial learning, interviews with participating teachers and principals, as well as project documents, policy documents and entrepreneurship research.This thesis contributes to 'governing research' which use governmentality to understand entrepreneurship related to education. I show how entrepreneurial learning affects teachers’ subjectivities, how they should be and act, through the production of the entrepreneurial teacher, and what ways to be as a teacher this governing technology marginalizes. I also show how an educational concept in entrepreneurial learning enables governing at a distance by creating links between policy, entrepreneurship research, and teachers. These links contribute to teachers embracing entrepreneurial learning, and thus engaging in the fostering of the entrepreneurial citizen. By making visible the complexity of the entrepreneurial teacher and show the three subjectivities this ‘teacher’ offers: the collaborating, the flexible and the individual forming teacher, and the teachers marginalized: the supporting teacher and the autonomous subject teacher, this thesis contributes to a language to talk about how teachers are governed through entrepreneurial learning and its effects.
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