| 1. |
- Eriksson, Frida, 1986, et al.
(författare)
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Interpretative and predictive modelling of Joint European Torus collisionality scans
- 2019
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Ingår i: Plasma Physics and Controlled Fusion. - : Institute of Physics Publishing (IOPP). - 0741-3335 .- 1361-6587. ; 61:11
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Tidskriftsartikel (refereegranskat)abstract
- Transport modelling of Joint European Torus (JET) dimensionless collisionality scaling experiments in various operational scenarios is presented. Interpretative simulations at a fixed radial position are combined with predictive JETTO simulations of temperatures and densities, using the TGLF transport model. The model includes electromagnetic effects and collisions as well as (E)over-right-arrow x (b)over-right-arrow shear in Miller geometry. Focus is on particle transport and the role of the neutral beam injection (NBI) particle source for the density peaking. The experimental 3-point collisionality scans include L-mode, and H-mode (D and H and higher beta D plasma) plasmas in a total of 12 discharges. Experimental results presented in (Tala et al 2017 44th EPS Conf.) indicate that for the H-mode scans, the NBI particle source plays an important role for the density peaking, whereas for the L-mode scan, the influence of the particle source is small. In general, both the interpretative and predictive transport simulations support the experimental conclusions on the role of the NBI particle source for the 12 JET discharges.
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| 2. |
- Joffrin, E., et al.
(författare)
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Overview of the JET preparation for deuterium-tritium operation with the ITER like-wall
- 2019
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Ingår i: Nuclear Fusion. - : IOP Publishing. - 1741-4326 .- 0029-5515. ; 59:11
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Forskningsöversikt (refereegranskat)abstract
- For the past several years, the JET scientific programme (Pamela et al 2007 Fusion Eng. Des. 82 590) has been engaged in a multi-campaign effort, including experiments in D, H and T, leading up to 2020 and the first experiments with 50%/50% D-T mixtures since 1997 and the first ever D-T plasmas with the ITER mix of plasma-facing component materials. For this purpose, a concerted physics and technology programme was launched with a view to prepare the D-T campaign (DTE2). This paper addresses the key elements developed by the JET programme directly contributing to the D-T preparation. This intense preparation includes the review of the physics basis for the D-T operational scenarios, including the fusion power predictions through first principle and integrated modelling, and the impact of isotopes in the operation and physics of D-T plasmas (thermal and particle transport, high confinement mode (H-mode) access, Be and W erosion, fuel recovery, etc). This effort also requires improving several aspects of plasma operation for DTE2, such as real time control schemes, heat load control, disruption avoidance and a mitigation system (including the installation of a new shattered pellet injector), novel ion cyclotron resonance heating schemes (such as the three-ions scheme), new diagnostics (neutron camera and spectrometer, active Alfven eigenmode antennas, neutral gauges, radiation hard imaging systems...) and the calibration of the JET neutron diagnostics at 14 MeV for accurate fusion power measurement. The active preparation of JET for the 2020 D-T campaign provides an incomparable source of information and a basis for the future D-T operation of ITER, and it is also foreseen that a large number of key physics issues will be addressed in support of burning plasmas.
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| 3. |
- Aspfors, Jessica, et al.
(författare)
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A metasynthesis of research on mentor education : three emerging dimensions
- 2015
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Konferensbidrag (refereegranskat)abstract
- The aim of this meta-synthesis is to deepen the understanding and knowledge of research focusing on education for mentors of newly qualified teachers (NQTs). Altogether, 10 studies met the criteria for full inclusion and were synthesised. Three overarching dimensions were found as a final synthesis guiding the further development of mentor education: 1) Contextual dimensions, 2) Theoretical-analytical dimensions, and 3) Relational dimensions. The synthesis stresses the importance of a systematic, long-term and research-based mentor education that develops mentors’ (self-)understanding of teaching and mentoring, i.e. is well integrated in the educational context, has a balance of theoretical and practical components, includes rich possibilities for interaction and reflection and prepares for an evidence-informed mentoring.A REVISED AND EXTENDED VERSION OF THIS PAPER HAS LATER BEEN PUBLISHED AS OPEN ACCESS, SEE: http://www.sciencedirect.com/science/article/pii/S0742051X1500030X
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| 4. |
- Aspfors, Jessica, et al.
(författare)
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Att kvalificera sig till mentor – perspektiv på kompetensbehov och utbildning av mentorer för nya lärare
- 2015
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Ingår i: Psykologi i kommunen. - 1892-3364. ; 50:2, s. 17-27
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Tidskriftsartikel (refereegranskat)abstract
- Under senare år har allt mer fokus och resurser riktats mot lärares kompetensutveckling. Ett område för satsningar har bl.a. varit mentorskap. Mycket har skrivits om mentorskap generellt och om nya lärare och deras behov speciellt, men vad vet vi om mentorers kompetensutveckling och lärande? Vilka kompetenser behövs och hur påverkar det utbildning av veiledere/mentorer? I denna artikel sätter vi fokus på kvalificering av mentorer för nya lärare och på den kompetens de kan behöva för att på ett medvetet och framgångsrikt sätt vara mentor för nya lärare. Vi kommer att diskuter vilka kompetenser mentorer kan behöva och hur det i sin tur kan påverka utbildning av veileder/mentorer – såväl till innehåll som till form. Vi kommer inte att gå närmare in på frågan i vilken mån mentorskap är positivt eller inte för nya lärare, eftersom vår bedömning är att det finns mycket forskning som på ett övertygande sätt visar på dess positiva effekter (se t.ex. Bjerkholt, 2012; Dahl et al., 2006; Ingersoll & Strong, 2011; Waterman & He, 2011), även om vissa frågetecken kan resas kring dess räckvidd, exempelvis för skolutveckling (Dahl et al., 2006). Vi tar utgångspunkt i den internationella forskningen på området men ger också konkreta exempel från ett nordiskt perspektiv, i synnerhet från Sverige och Finland. Vi inleder med en bakgrundsteckning kring vad tidigare forskning på området lyfter fram om mentorers professionella utveckling och lärande till att bli mentor.
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| 5. |
- Aspfors, Jessica, et al.
(författare)
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Collaboration or assessment? Some perspectives on mentoring in Finland and Sweden.
- 2010
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Ingår i: The conference Promoting Learning and Well-Being of Students and teacher at University of Jyväskylä, Finland, 7-9 June 2010..
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Konferensbidrag (refereegranskat)abstract
- Collaboration or assessment? Some perspectives on mentoring in Finland and Sweden JESSICA ASPFORS, Faculty of Education, Åbo Akademi University, Finland GÖRAN FRANSON, Faculty of Education and Business Studie, University of Gävle, Sweden HANNU L. T. HEIKKINEN, Finnish Institute for Educational Research, University of Jyväskylä, Finland In this presentation, some tensional trends within mentoring, which we call a contradiction between collaboration and assessment, will be addressed. The aim is threefold: firstly to describe and compare the development of mentoring programs in Finland and Sweden at a system level, secondly to illustrate how the various mentoring systems have been experienced by the persons involved and thirdly to discuss the political and ideological circumstances and the possible effects of these solutions. The study is based on empirical data from the Finnish and Swedish contexts, both on the level of mentors’ and NQTs’ experiences, based on interviews and/or focus group discussions and on the national policy level, based on policy documents on teacher education and, in the Swedish part, the responses of teacher educators to them. The tentative result indicates profound differences between the two national initiatives of mentoring in Finland and Sweden. The mentoring process in Finland, peer group mentoring, is clearly based on social constructivist assumptions on knowledge and learning. The integration of formal, informal and nonformal learning as well as the equality and professional autonomy as persons and professionals is central. The proposed system of a mandatory induction system in Sweden is, however, very different with mentoring, probation year, registration of teachers and possible assessment of NQTs as central components. In the presentation these issues will be discussed upon in terms of teachers’ continuing professional learning and development.
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| 6. |
- Aspfors, Jessica, et al.
(författare)
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Contested Architectures of Mentoring : Support, Supervision or Collective Self-Development
- 2013
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Konferensbidrag (refereegranskat)abstract
- In this paper, we describe contested practices of mentoring within and between Australia, Finland and Sweden. Our study is based on national policy documents and empirical data from participants involved in mentoring. The theoretical framework will build on practice theory (Kemmis & Grootenboer, 2008; Kemmis & Heikkinen 2012). The aim is to demonstrate three archetypes persisting in literature and practices: mentoring as supervision, support and collective self-development. In Australia, we find the three kinds of mentoring jostling with one another. In Finland, the perspective of collective self-development is emphasized. In Sweden, the traditional model of mentoring (support) has been typical since 1995, with a current reform of teacher induction which turns mentoring more into supervision.Our paper will show (1) that the meanings of 'mentoring' are contested within and between the countries involved; (2) that the three forms of mentoring identified represent three different projects: (a) assisting newly qualified teachers (NQTs) to pass through probation or (b) traditional mentoring of NQTs by more experienced teachers or (c) peer-group mentoring (PGM); and (3) that these three projects, that could be simultaneously present, also involve and imply quite different practice architectures in the form of different materialeconomic, social-political and cultural-discursive arrangements.
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| 7. |
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| 8. |
- Aspfors, Jessica, et al.
(författare)
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Mentoring as Dialogue, Collaboration and/or Assessment?
- 2012
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Ingår i: Transitions and Transformations in Learning and Education. - Dordrecht : Springer Berlin/Heidelberg. - 9789400723115 - 9789400723122 ; , s. 271-290
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Bokkapitel (refereegranskat)abstract
- In this chapter, some tensional trends within mentoring, which we call a contradiction between collaboration and assessment, are addressed. The aim is threefold: First, to describe and compare the development of mentoring programmes in Finland and Sweden at the system level; second, to illustrate how the various mentoring systems have been experienced by the persons involved; and third, to discuss the political and ideological circumstances and the possible effects of these solutions. The study is based on empirical data gathered in Finland and Sweden and examines the experiences of mentors and newly qualified teachers (NQTs) as well as the relevant national policies. The findings indicate profound differences between the two national initiatives of mentoring in Finland and Sweden. The mentoring process in Finland, using peer group mentoring, is based on social constructivistic assumptions regarding knowledge and learning. The integration of formal, informal and non-formal learning, as well as the equality and professional autonomy as a person and as a professional, is central. The system of mandatory induction in Sweden is very different, with mentoring, a probation year and the registration of teachers being central components. In such a system, the mentors' role of avoiding direct or indirect involvement in the assessment may become more challenging.
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| 9. |
- Aspfors, Jessica, et al.
(författare)
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Research on mentor education for mentors of newly qualified teachers : A qualitative meta-synthesis
- 2015
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Ingår i: Teaching and Teacher Education. - : Elsevier BV. - 0742-051X .- 1879-2480. ; 48, s. 75-86
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this meta-synthesis is to deepen the understanding and knowledge of qualitative research focusing on education for mentors of newly qualified teachers. Altogether, 10 studies were included and synthesised. Four common themes emerged in the initial analysis: School and mentoring context, Theory and practice, Reflection and critical thinking and Relationships. Furthermore, three overarching dimensions were found as a final synthesis guiding the further development of mentor education: 1) Contextual dimensions, 2) Theoretical-analytical dimensions, and 3) Relational dimensions. The synthesis stresses the importance of a systematic, long-term and research-informed mentor education that develops mentors' (self-)understanding of teaching and mentoring.
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| 10. |
- Bouchet, P., et al.
(författare)
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JWST MIRI Imager Observations of Supernova SN 1987A
- 2024
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Ingår i: Astrophysical Journal. - : American Astronomical Society. - 0004-637X .- 1538-4357. ; 965:1
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Tidskriftsartikel (refereegranskat)abstract
- There exist very few mid-infrared (IR) observations of supernovae (SNe) in general. Therefore, SN 1987A, the closest visible SN in 400 yr, gives us the opportunity to explore the mid-IR properties of SNe, the dust in their ejecta, and the surrounding medium and to witness the birth of an SN remnant (SNR). The James Webb Space Telescope, with its high spatial resolution and extreme sensitivity, gives a new view on these issues. We report on the first imaging observations obtained with the Mid-InfraRed Instrument (MIRI). We build temperature maps and discuss the morphology of the nascent SNR. Our results show that the temperatures in the equatorial ring (ER) are quite nonuniform. This could be due to dust destruction in some parts of the ring, as had been assumed in some previous works. We show that the IR emission extends beyond the ER, illustrating the fact that the shock wave has now passed through this ring to affect the circumstellar medium on a larger scale. Finally, while submillimeter Atacama Large Millimeter Array observations have hinted at the location of the compact remnant of SN 1987A, we note that our MIRI data have found no such evidence.
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