| 1. |
- Blunden, Jessica, et al.
(författare)
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State of the Climate in 2012
- 2013
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Ingår i: Bulletin of The American Meteorological Society - (BAMS). - 0003-0007 .- 1520-0477. ; 94:8, s. S1-S258
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Tidskriftsartikel (refereegranskat)abstract
- For the first time in serveral years, the El Nino-Southern Oscillation did not dominate regional climate conditions around the globe. A weak La Ni a dissipated to ENSOneutral conditions by spring, and while El Nino appeared to be emerging during summer, this phase never fully developed as sea surface temperatures in the eastern conditions. Nevertheless, other large-scale climate patterns and extreme weather events impacted various regions during the year. A negative phase of the Arctic Oscillation from mid-January to early February contributed to frigid conditions in parts of northern Africa, eastern Europe, and western Asia. A lack of rain during the 2012 wet season led to the worst drought in at least the past three decades for northeastern Brazil. Central North America also experienced one of its most severe droughts on record. The Caribbean observed a very wet dry season and it was the Sahel's wettest rainy season in 50 years. Overall, the 2012 average temperature across global land and ocean surfaces ranked among the 10 warmest years on record. The global land surface temperature alone was also among the 10 warmest on record. In the upper atmosphere, the average stratospheric temperature was record or near-record cold, depending on the dataset. After a 30-year warming trend from 1970 to 1999 for global sea surface temperatures, the period 2000-12 had little further trend. This may be linked to the prevalence of La Ni a-like conditions during the 21st century. Heat content in the upper 700 m of the ocean remained near record high levels in 2012. Net increases from 2011 to 2012 were observed at 700-m to 2000-m depth and even in the abyssal ocean below. Following sharp decreases in to the effects of La Ni a, sea levels rebounded to reach records highs in 2012. The increased hydrological cycle seen in recent years continued, with more evaporation in drier locations and more precipitation in rainy areas. In a pattern that has held since 2004, salty areas of the ocean surfaces and subsurfaces were anomalously salty on average, while fresher areas were anomalously fresh. Global tropical cyclone activity during 2012 was near average, with a total of 84 storms compared with the 1981-2010 average of 89. Similar to 2010 and 2011, the North Atlantic was the only hurricane basin that experienced above-normal activity. In this basin, Sandy brought devastation to Cuba and parts of the eastern North American seaboard. All other basins experienced either near-or below-normal tropical cyclone activity. Only three tropical cyclones reached Category 5 intensity-all in Bopha became the only storm in the historical record to produce winds greater than 130 kt south of 7 N. It was also the costliest storm to affect the Philippines and killed more than 1000 residents. Minimum Arctic sea ice extent in September and Northern Hemisphere snow cover extent in June both reached new record lows. June snow cover extent is now declining at a faster rate (-17.6% per decade) than September sea ice extent (-13.0% per decade). Permafrost temperatures reached record high values in northernmost Alaska. A new melt extent record occurred on 11-12 July on the Greenland ice sheet; 97% of the ice sheet showed some form of melt, four times greater than the average melt for this time of year. The climate in Antarctica was relatively stable overall. The largest maximum sea ice extent since records begain in 1978 was observed in September 2012. In the stratosphere, warm air led to the second smallest ozone hole in the past two decades. Even so, the springtime ozone layer above Antarctica likely will not return to its early 1980s state until about 2060. Following a slight decline associated with the global 2 emissions from fossil fuel combustion and cement production reached a record 9.5 +/- 0.5 Pg C in 2011 and a new record of 9.7 +/- 0.5 Pg C is estimated for 2012. Atmospheric CO2 concentrations increased by 2.1 ppm in 2012, to 392.6 ppm. In spring 2012, 2 concentration exceeded 400 ppm at 7 of the 13 Arctic observation sites. Globally, other greenhouse gases including methane and nitrous oxide also continued to rise in concentration and the combined effect now represents a 32% increase in radiative forcing over a 1990 baseline. Concentrations of most ozone depleting substances continued to fall.
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| 4. |
- Bjursell, Cecilia, 1970-, et al.
(författare)
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Att lära sig graffiti som pensionär
- 2022
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Ingår i: Äldres lärande. - Stockholm : Natur och kultur. - 9789127460256 ; , s. 105-126
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Bjursell, Cecilia, 1970-, et al.
(författare)
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Continued growth later in life – older adults learning
- 2021
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Konferensbidrag (refereegranskat)abstract
- The demographic changes have resulted in an increased proportion of older people in the population in several countries. To have a large proportion of older people in the population is a situation that is historically unique and basically something positive. Despite this, the aging population is discussed as a problem as it puts pressure on pension systems and health care systems. As education and learning have contributed to positive development in several ways, the interest for older adults learning has increased. Education that occurs later in life can be considered as a means of supporting participation in an extended working life, as a democratic citizen, and as a way of promoting well-being.Research on older adults learning is considered the fastest growing branch of adult education in post-industrial countries and one of the most crucial challenges facing current adult European education (Formosa, 2000). Older adults learning focuses on the diverse provision of late-life learning, the motivations and interests of older learners, participation in and emancipatory policies for older adult learning, and the benefits of learning at different levels (Schmidt-Hertha, Formosa & Fragoso, 2019). Research in a Swedish context has provided insights into different aspects of older adults learning, such as intergenerational relationships, motivations and benefits, inclusion and participation, online and offline learning, working-life and guidance. The presentation will engage in a dialogue about these topics.
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| 6. |
- Bjursell, Cecilia, 1970-, et al.
(författare)
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Learning graffiti later in life
- 2021
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Konferensbidrag (refereegranskat)abstract
- Summer courses are offered at Swedish folk high schools, often with an artistic or aesthetic theme. This paper presents a study of a course called Graffiti for seniors. Although graffiti is usually associated with young people, this course was aimed at pensioners, and the teacher explained that this contrast was a way to explore something new. In this paper, we will discuss the reason why the participants chose the course and how the course corresponded to their needs. The paper is based on a field study and presents observation notes, photos and interview material. The nine course participants were women and can be divided into two groups: people who were artists or artisans, and people who were curious about graffiti as an expression and culture. The material is analyzed using a theory of educational needs (McClusky, 1982). This theory was developed to respond to situations where education for and by older people was characterized by an ad hoc character, and there was a lack of systematic design in the investments made. The educational needs that McClusky included were Coping Needs, Expressive Needs, Contributive Needs, Influence Needs, and Transcendence Needs. Like Formosa's (2012) critique of geragogy, which states that the approach is based on an asymmetric power relationship, the theory of needs assumes a top-down approach to older adults – they are treated as “recipients” of education. The theory has, however, categories of needs that are relevant to understand more in-depth.Starting with the needs identified by McCluskey, the analysis of the observation and focus group interviews showed that the most prominent need in this case seemed to be 'Expressive Needs' - the need to engage in activities that are carried out for their own sake and that give the individuals an opportunity to express themselves. The course had an open structure, meaning that the participants could, and was expected to, contribute to the realization of the course. This was appreciated, but some of the participants wanted the course leader to step forward and provide structure. An example of structure would have been to incorporate some form of collective task for the participants to solve, as it challenges the individual character of artistic activity. This is an area where further studies are needed to understand how a course leader can steer in a way that provides both framework and guidance but does not steer details or hinder the participants own initiatives.One conclusion of the study is that the age of the participants places demands on the course leaders, as the participants has extensive experience and knowledge. The degree of independence varied, some wanted more instructions while others wanted a great degree of freedom to be able to take their own initiatives and engage in their own projects. However, everyone wanted qualified input and stimulation from the course leader. As a course leader in senior courses, one should be aware that when it comes to active pensioners, they have a great desire to continue to deepen or broaden their knowledge on their own terms but at the same time, the teacher should have techniques to stimulate and engage the participants.
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| 7. |
- Bref, Sara, et al.
(författare)
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Seniorer som bryter normer – exemplet graffiti
- 2021
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Ingår i: Folkbildning & forskning. - Stockholm : Föreningen för folkbildningsforskning. - 9789198021394 ; , s. 119-123
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Bäcklund, Johan, et al.
(författare)
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Lärarstudenters uppfattningar av övergången från analog till digital undervisning under Covid-19
- 2021
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Konferensbidrag (refereegranskat)abstract
- I mars 2020 övergick all undervisning på de flesta universitet i Sverige från analog till digital undervisning. Vi genomförde i slutet av vårterminen 2020 en intervjustudie, med ett urval på 30 studenter, angående deras upplevelser av denna förändrade undervisning med syftet att beskriva deras erfarenheter och uppfattningar av övergången från analog till digital undervisning under Covid-19 pandemin. Metoden som användes var fokusgruppssamtal via verktyget Zoom där mellan 3–5 studenter deltog i varje fokusgrupp. Samtalen spelades in och transkriberades.Studien utgick från följande frågeställningarHur upplevde studenterna övergången mellan analog och digital undervisning?Vilka för- och nackdelar beskrivs med övergången till digital undervisning?Hur upplever studenterna att förutsättningarna för deras lärande i de olika kurserna har påverkats vid övergången från analog till digital undervisning?Hur beskrivs examinationerna ha fungerat i digital form?Under en tematisk analys av empirin, framkom att övergången från analog till digital undervisning upplevdes fungera ganska bra för de flesta studenter. Vidare visar resultatet att tekniksupport, struktur, tydlighet i instruktioner samt lärarledd undervisning är förutsättningar för att den digitala undervisningen skall kunna fungera. Dessutom visar resultatet att vissa aspekter i den mellanmänskliga interaktionen, som upplevs viktig för lärandet, går förlorad vid digital undervisning. Resultatet ger upphov till reflektion kring vad vi, som undervisar i högre utbildning, kan lära oss av studenternas upplevelser av övergången från det analoga till det digitala.
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| 9. |
- Bäcklund, Johan, et al.
(författare)
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The paradox of the flipped classroom : One method, many intentions
- 2018
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Ingår i: Problems of Education in the 21st Century. - : Scientia Socialis. - 1822-7864 .- 2538-7111. ; 76:4, s. 451-464
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Tidskriftsartikel (refereegranskat)abstract
- The Flipped Classroom is a teaching model where content attainment is shifted forward to outside of class, to be followed up by the teacher in class. In Sweden this way of teaching has become very popular during recent years. But what is gained by this way of teaching? Research on the Flipped Classroom in the context of the Swedish High School system is close to non-existent; why studies within this field are of great importance. In order to find appropriate informants, an electronic survey was constructed. Informants matching the selection criteria were then selected for qualitative interviews. In total nine informants agreed to participate in interviews (Semi-structured) to describe their experiences from flipping their own classrooms. The informants reported that the transition from more conventional ways of teaching to using the Flipped Classroom entailed major changes. The informants pointed out that the process of moving away from the more conventional way of teaching improved their teaching. All of the informants expressed they all used the Flipped Classroom methodology but they all did it with different goals in mind and their approach varied a lot. By using the same terminology, it might seem that they worked with the Flipped Classroom in similar ways, but the results show they did not. Herein lies the problem: Teachers say they flip their classrooms, which they do, but they do not share the same goals or approaches, just the term: The Flipped Classroom.
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| 10. |
- Hedegaard, Joel, 1979-, et al.
(författare)
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Folk High School as a supportive environment for participants with high-functioning autism
- 2021
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Ingår i: Studies in Adult Education and Learning. - : Ljubljana University Press. - 1318-5160 .- 2350-4188. ; 27:2, s. 15-32
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to explore the Folk High School as a supportive environment for participants with neuropsychiatric functional impairments, primarily high-functioning autism, from the perspectives of the participants, the staff, and the principals. The participants’ perspective consisted of 21 interviews, the teachers’ perspective was observed in three focus-group interviews, and the principal’s perspective through 19 telephone interviews. Folk High School is shown to be supportive because it: (i) creates a safe and caring environment, (ii) places the individual participant at the centre of its operations, and (iii) is based on the provision and articulation of clear structures. A limited focus on the classroom and the course content is too narrow for a group of individuals with high-functioning autism. It is important to examine the relationships between different categories of workers and how they, in an interwoven symbiotic system, can provide the participants with the best possible conditions for learning.
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