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| 2. |
- Biella, Riccardo, et al.
(author)
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Climate, Agriculture, and Migration : Exploring the Vulnerability and Outmigration Nexus in the Indian Himalayan Region
- 2022
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In: Mountain Research and Development Journal. - : International Mountain Society. - 0276-4741 .- 1994-7151. ; 42:2, s. R9-R21
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Journal article (peer-reviewed)abstract
- Climate change is increasingly affecting mountain communities around the world with major implications for human livelihoods and wellbeing. With its predominantly rural population and limited resources, the Indian Himalayan Region is particularly vulnerable. While previous research has highlighted the destructive potential of climate change, we focused on the socioeconomic and ecological drivers of climate vulnerabilities and their links to migration and depopulation trends, which can be observed in the area. A mixed-methods case study approach was used to explore these relationships in the state of Uttarakhand in the western Indian Himalayan Region. Combining evidence from an aggregate vulnerability index, migration data, and insights from qualitative interviews, we found a close link between local climate vulnerabilities and migration. Considering different drivers, we show that limited adaptive capacities are the decisive factor shaping vulnerabilities and migration in the region, in particular, the high dependency on rainfed agriculture together with ecological, infrastructural, human, and financial constraints. With higher vulnerability, migrants tend to become younger, engage more in short-term migration, and increasingly employ migration in response to structural vulnerabilities and livelihood risks. The outmigration of young males has major implications for their origin communities, as the population left behind becomes older and more feminized.
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| 3. |
- Dimitrova, Radosveta, et al.
(author)
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School Climate, Academic Achievement and Educational Aspirations in Roma Minority and Bulgarian Majority Adolescents
- 2018
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In: Child and Youth Care Forum. - : Springer Science and Business Media LLC. - 1053-1890 .- 1573-3319. ; 47:5, s. 645-658
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Journal article (peer-reviewed)abstract
- Background: School climate can promote students' academic achievement and high educational aspirations. School climate refers to the quality and character of school life, norms, values, social interactions and organizational processes within a school.Objective: We examined for the present sample whether (a) school climate relates to academic achievement and educational aspirations and (b) such relations vary for Roma minority compared to their majority peers.Method: Participants in this cross-sectional study were 356 adolescents aged 11-19years old (159 Roma, 197 Bulgarian majority), 332 mothers (149 Roma, 183 majority), 231 fathers (104 Roma, 127 majority) and 221 majority teachers who completed self-report surveys to address the study goals. Adolescents provided data on educational aspirations and academic achievement, parents on their children's educational aspirations and teachers reported on school climate. We employed linear mixed models to explore associations of school climate, academic achievement and educational aspirations among Roma and Bulgarian majority youth.Results: There were negative associations between teacher-reported school climate and students' academic achievement, as well as adolescent and parental educational aspirations for Roma adolescents only. Roma adolescents and parents reported lower academic achievement and educational aspirations than their majority counterparts.Conclusions: This study supports the relevance of school climate in relation to academic achievement and aspirations of disadvantaged minority students. Interventions should pay close attention to perceptions and attitudes in a school to successfully promote positive outcomes among students.
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| 5. |
- Haandrikman, Karen, 1977-, et al.
(author)
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Migrant, woman and business owner : A heterogeneous group with diverse needs
- 2020
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Reports (peer-reviewed)abstract
- The study examines migrant women’s entrepreneurship based on statistical analysis of register data and analysis of 36 economic life course interviews with migrant women entrepreneurs. We highlight the heterogeneity of migrant women’s entrepreneurship in Sweden and argue that the diversity of women’s experiences must be recognized by supporting policies and that policy supports and programs must reflect the range of entrepreneurial backgrounds, emphasizing the need for long-term supports.
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| 6. |
- Haandrikman, Karen, 1977-
(author)
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Nederlandse life style migranten : Waar wonen de meeste Nederlanders?
- 2019
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In: Hollandse nieuwtjes.
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Journal article (pop. science, debate, etc.)abstract
- A large share of Dutch emigrants to Sweden settles in less urban areas. The article gives an overview of the places of residence of Dutch people in Sweden. In addition, it zooms into some of these life style migrants.
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| 7. |
- Jonzén, Niclas, et al.
(author)
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Seasonal herbivory and mortality compensation in a swan-pondweed system.
- 2002
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In: Ecological Modelling. - 0304-3800. ; 147:3, s. 209-219
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Journal article (peer-reviewed)abstract
- Many birds feed on submerged macrophytes during a temporally discrete period every year, for instance during migratory stopover or at the wintering grounds. Hence, seasonal herbivory is a common feature of the life cycle in many aquatic macrophytes. We are interested in the effect of Bewick's swans (Cygnus columbianus bewickii) feeding on the tubers of fennel pondweed (Potamogeton pectinatus) in the Netherlands every autumn. For that purpose, we developed a sequential macrophyte population model, including seasons of tuber production, herbivory and winter mortality as distinct and unambiguously defined events. The model is characterised and parameterised with both field and laboratory data. Tuber consumption inevitably decreases the density of ramets sprouting next spring, but it may actually increase the density of tubers produced in the following autumn. Hence, we can only understand the effect of grazing on the fennel pondweed population by recognising the seasonal structure of density-dependence. The mean density of fennel pondweed and the yield taken by swans are dependent on the foraging threshold below which no grazing takes place. Furthermore, the consumption has a stabilising effect for a wide range of parameter values.
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| 8. |
- Neuman, Magnus, et al.
(author)
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Angle resolved color of bulk scattering media
- 2011
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In: Applied Optics. - 1559-128X .- 2155-3165. ; 50:36, s. 6555-6563
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Journal article (peer-reviewed)abstract
- The angle resolved reflectance factor of matte samples is measured with a goniophotometer and simulated using radiative transfer theory. Both measurements and simulations display the same characteristic dependence of the reflectance factor on the observation angle. The angle resolved reflectance spectra are translated to CIELAB color coordinates and the angular color differences are found to be surprisingly large. A chromatic adaptation that is dependent on the observation angle is suggested, in which a nonabsorbing opaque medium is used as the reference white, and the angular color differences are then reduced. Furthermore, the use of an undyed paper as the reference white is evaluated. The angular lightness differences are then reduced further, but the angular differences in chroma are still large. It is suggested that smaller variations in perceived color could be explained by angle dependent chromatic adaptation and a limited sensitivity of the human visual system to changes in chroma.
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| 10. |
- Tholin, Jörgen
(author)
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En roliger dans? : Svenska skolors första tolkning av innebörden i lokala betygskriterier i tre ämnen för skolår åtta
- 2003
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Licentiate thesis (other academic/artistic)abstract
- When the new curriculum for Swedish compulsory school (Lpo 94) and a new grading system were introduced, criteria for assessment were given only for the final marks. For the term marks schools were supposed to set up their own criteria. Originally the school authorities gave no reasons why teachers should do this, but gradually some reasons appeared in various school documents. One reason was that if the criteria were created locally it would give opportunities for teachers and learners to discuss the learning goals in the classroom, and there would also be discussions between colleagues about teaching, learning and assessment. Another reason was that this way the system would be clear to the learners so they would know what was required of them. In my research I study how teachers from 93 different schools interpreted the new ideas in the curriculum in their local plans and criteria for assessment for three different subjects: English, Chemistry and Physical Education. The first part of the study shows that when local criteria were first set up, the learners had not been involved, and the system was not presented clear enough for them to understand the contents. Neither had there been any in-depth discussions in the staff rooms about assessment. In many cases the language of the documents is such that both pupils and parents must find it very difficult to understand what is required in order to achieve a certain mark. One reason for this is, in my opinion, that teachers never quite understood why they should draw up local school plans and criteria, nor did they realize the difference between national and local criteria. In part two of the study the focus is on one subject, English. What research and what new ideas had made their way into the English syllabus and how were they interpreted in the local documents? It turns out, however, that only few schools had integrated the most significant new ideas, like learner influence and intercultural competence in their goals and criteria. The most characteristic feature was rather that many schools created new goals for English. Most frequent were criteria that had to do with grammar. More than half of the schools presented a number of criteria for grammar skills, while in the syllabus grammar is only mentioned once. The reason why grammar is so heavily emphasised is probably not that most English teachers in Sweden find grammar the most important aspect of English teaching. I would rather suspect that quite a few teachers did not have any strategies when they were given the task to formulate criteria, something they had never done before. Instead of starting by asking the obvious question “What are the most important aspects of my subject?” it seems likely that many teachers started out with the question “What can easily be tested in my subject?” The answer as regards English is of course “grammar”, and so the criteria are full of grammar objectives. Obviously the teachers were not properly informed about why they should formulate assessment criteria. They had had very little in-service training about the new syllabus and no training at all to make them better prepared for this task. Consequently they were not prepared to interpret the new ideas that were presented in Lpo 94.
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