To the reader

Group exhibition including Capital Reading Group [Andrew Cooper, Enda Deburka, Dean Kenning and John Russell] Lange Nieuwstraat 4 (BAK), curated by Benjamin Fallon.

A process-based evaluation of dust-emitting winds in the CMIP5 simulation of HadGEM2-ES

Despite the importance of dust aerosol in the Earth system, state-of-the-art models show a large variety for North African dust emission. This study presents a systematic evaluation of dust emitting-winds in 30 years of the historical model simulation with the UK Met Office Earth-system model HadGEM2-ES for the Coupled Model Intercomparison Project Phase 5. Isolating the effect of winds on dust emission and using an automated detection for nocturnal low-level jets (NLLJs) allow an in-depth evaluation of the model performance for dust emission from a meteorological perspective. The findings highlight that NLLJs are a key driver for dust emission in HadGEM2-ES in terms of occurrence frequency and strength. The annually and spatially averaged occurrence frequency of NLLJs is similar in HadGEM2-ES and ERA-Interim from the European Centre for Medium-Range Weather Forecasts. Compared to ERA-Interim, a stronger pressure ridge over northern Africa in winter and the southward displaced heat low in summer result in differences in location and strength of NLLJs. Particularly the larger geostrophic winds associated with the stronger ridge have a strengthening effect on NLLJs over parts of West Africa in winter. Stronger NLLJs in summer may rather result from an artificially increased mixing coefficient under stable stratification that is weaker in HadGEM2-ES. NLLJs in the Bodélé Depression are affected by stronger synoptic-scale pressure gradients in HadGEM2-ES. Wintertime geostrophic winds can even be so strong that the associated vertical wind shear prevents the formation of NLLJs. These results call for further model improvements in the synoptic-scale dynamics and the physical parametrization of the nocturnal stable boundary layer to better represent dust-emitting processes in the atmospheric model. The new approach could be used for identifying systematic behavior in other models with respect to meteorological processes for dust emission. This would help to improve dust emission simulations and contribute to decreasing the currently large uncertainty in climate change projections with respect to dust aerosol.

Stigmatic surface in the Vochysiaceae: reproductive and taxonomic implications

(Stigmatic surface, reproductive biology and taxonomy of the Vochysiaceae). The Vochysiaceae are Neotropical trees and shrubs, common in the savanna areas in Central Brazil (Cerrados). The family has been traditionally divided into two tribes: Erismeae, with three genera, and Vochysieae, with five genera. We investigated the stigmatic surface of six Vochysiaceae species, belonging to four genera of Vochysieae: Vochysia, Salvertia, Callisthene and Qualea. Flowers and buds at different developmental stages were collected. Morphological features were observed on fresh material and stigmatic receptivity was inferred based on esterasic activity. Pistils were fixed and embedded in paraplast and sectioned on a rotary microtome; the sections were stained before histological analysis. Stigmas of open flowers were also observed by scanning electron microscopy. Stigmas of all species were wet and showed esterasic activity at pre-anthesis and anthesis stages. Stigmatic surface was continuous with transmitting tissue of glandular nature. Vochysia and Salvertia stigmatic surfaces were formed by multicelular uniseriate hairs, and species of the remaining genera showed papillate surface. The exudate over mature stigmas in all species flowed without rupture of stigmatic Surface and pollen tubes grew down between hairs or papillae. Differences on the stigmatic surface agreed with a phylogenetic reconstruction that separated two clades and indicated that Vochysieae is not monophyletic. Stigmatic features could not be associated with pollination and breeding systems.

Advertisement call, vocal activity, and geographic distribution of Brachycephalus hermogenesi (Giaretta and Sawaya, 1998) (Anura, Brachycephalidae)

Brachycephalus hermogenesi is an endemic leaf litter inhabitant of the Atlantic forest of southeastern Brazil, whose original distribution included a restricted area near the boundaries of the States of Sao Paulo and Rio de Janeiro. We were surprised to find out, while conducting herpetofaunal surveys at Estacao Biologica de Boraceia (EBB), that the background forest insect-like sound we have been searching for corresponded to calling individuals of the species. Males call during the day at high densities, hidden under the leaf litter. Individuals do not answer playback, seem to move very infrequently, and seem to ignore nearby calling activity. We gathered data on annual and daily vocal activity of the species at EBB, observing a total of 1,549 calls given by 31 focal individuals in November 2003 and 2005. The call varies from short single note calls to calls composed of groups of two to seven similar notes emitted at regular intervals. We also extend the known distribution of the species southward to the State of Sao Paulo.

Photoassociative ionization of cold Na atoms: repulsive levels effects on the ion production rate

We have revisited photoassociative ionization (PAI) in a cold sample of Na atmos. A two-color experiment was performed ina magneto-optical trap through the addition of aprobe laser. The observation of a marked change in the PAI rate for a definite frequency range can be attributed to the influence of repuisive levels and a possible avoided crossing between long-range molecular levels. (c) 2009 by Astro Ltd. Published exclusively by WLLEY-VCH Verlag GmbH & Co. KGaA

Endocytosis of prion protein is required for ERK1/2 signaling induced by stress-inducible protein 1

The secreted cochaperone STI1 triggers activation of protein kinase A (PKA) and ERK1/2 signaling by interacting with the cellular prion (PrPC) at the cell surface, resulting in neuroprotection and increased neuritogenesis. Here, we investigated whether STI1 triggers PrPC trafficking and tested whether this process controls PrPC-dependent signaling. We found that STI1, but not a STI1 mutant unable to bind PrPC, induced PrPC endocytosis. STI1-induced signaling did not occur in cells devoid of endogenous PrPC; however, heterologous expression of PrPC reconstituted both PKA and ERK1/2 activation. In contrast, a PrPC mutant lacking endocytic activity was unable to promote ERK1/2 activation induced by STI1, whereas it reconstituted PKA activity in the same condition, suggesting a key role of endocytosis in the former process. The activation of ERK1/2 by STI1 was transient and appeared to depend on the interaction of the two proteins at the cell surface or shortly after internalization. Moreover, inhibition of dynamin activity by expression of a dominant-negative mutant caused the accumulation and colocalization of these proteins at the plasma membrane, suggesting that both proteins use a dynamin-dependent internalization pathway. These results show that PrPC endocytosis is a necessary step to modulate STI1-dependent ERK1/2 signaling involved in neuritogenesis.

Det handlar om kärlek : En fallstudie av ett projekt för att synliggöra barns rättigheter för ungdomar i årskurs 7-9

Föreliggande studie har projektet Det handlar om kärlek i fokus. Det är ett projekt i Rädda Barnens regi som tar sin utgångspunkt i Barnkonventionen och mänskliga rättigheter. Projek-tet har genomförts med medel från Länsstyrelsen Dalarna på tre skolor i Dalarna. Denna stu-die rör dock endast Maserskolan i Borlänge kommun. Målgruppen är årskurs 7-9. Syftet är att förebygga hedersrelaterat våld och förtryck, något som emellertid inte uttrycks officiellt, då en del i projektidén är att inte någon ska känna sig utpekad. Man kan diskutera att ha ett un-derliggande syfte som finns med i det material som skolans ledning får ta del av, men som inte delges eleverna. De vuxna som varit involverade i projektet har dock inte sett detta som så problematiskt. De framhåller att den komplexitet som omger elever som lever i hederskulturer i sitt privatliv och som samtidigt i sitt offentliga liv ständigt konfronteras med en helt annorlunda samhällskultur, skapar en situation som måste hanteras på specifika sätt och att detta förfarande föll väl ut för elevernas del. Detta sågs som det väsentliga i den här projekt-idén. Studiens underlag har insamlats via triangulering, vilket innebär att flera olika metoder använts. I detta fall observation vid olika aktiviteter inom projektets ram, informella samtal, elevenkäter och intervjuer. Resultatet visar att projektidén fungerade väl med avseende på dess intentioner och syfte. Eleverna fick ökade kunskaper om barns och ungas rättigheter och majoriteten av eleverna visade intresse och engagemang i de aktiviteter som genomfördes. Skolan som en viktigt arena för att sprida kunskap om mänskliga rättigheter synliggjordes.

LEARNING STUDY: ROZVOJ ŠKOLY SKRZE KOLEGIÁLNÍ UČENÍ UČITELŮ : Learning study: school development through collegial learning of teachers

The aim of this article is to describe how the Learning Study method (LS) was implemented in a Swedish upper secondary school, as well as how the principals and the teachers involved perceived this to affect teaching at, and the development of, the school. It is an empirical study that was conducted as an action research project over a period of three years. The project to implement the LS method was based on the assumption that proper training is the result of collegial activity that occurs when teachers learn from each other. The teachers in this study were, in general, positive about using the LS method. It created opportunities to meet and talk about teaching skills, developed better professional relationships between colleagues, and offered a systematic method for planning, implementing and monitoring teaching. However, working together requires that time be set aside to allow for implementation of the LS method. This is crucial, as the LS method is a rather expensive way to make school development work. This places heavy demands on principals to create the necessary conditions for the implementation of the LS method.

Det är enklare i teorin… Om skolutveckling i praktiken : En fallstudie av ett skolutvecklingsprojekt i en gymnasieskola

This dissertation is a case study dealing with a school development project that took place in an upper secondary school as a result of a merger of two schools with different cultures. The project used a method called “Frirumsmodellen” and was planned to be conducted in three steps. The first was to carry out a cultural analysis in order to map the preconditions to start a school development project. The second was to carry out concrete actions and finally study eventual effects from such activities by doing a second cultural analysis. My role was to be a supervisor in the school development work, but at the same time study how this work was conducted and its impact in the ordinary school day. The dissertation takes its departure in the fact that schools are political governed. The mission of schools is never neutral; it is always an expression of behind laying social forces, ideologies and ideals of the contemporary society. Of this reason, there is a close connection between the macro political level and the micro political level. Another point of departure is the transition from a modern to a post modern society that gives the character to the changes that take place in schools. Steering of schools has partly been treated as a technical implementation problem. Schools contain on going conflicts between different interest groups that, more or less regularly, end up in educational reforms. These reforms generate school development activities in the single school. Undoubtedly, this makes school development to a complex process. At a rather late stage of the study I decided not to fulfil my task to follow the original plan. I instead let the school development project as a model to be in focus. The over all purpose was formulated: How is it possible to understand what happened in the school development project in the Falkgymnasiet and why was it not possible to carry it out as it was said in the project plan? To interpret what took place during the project I did create an interpretation frame of implementation and complexity theory that also made it possible to critically scrutinise the “Frirumsmodellen”. Already in an early stage of the process it was obvious that the “Frirumsmodellen” did not supply any tools to use and it became disconnected from the project. The project in it selves was marginalised and made invisible. The headmaster used the situation to change things she thought were important to develop. As a result, things happened, but most of the involved people did not at first hand connect this to the project. It is, of course, difficult in detail to say what caused what. The complexity theory successively made the hidden patterns revealed, hidden unofficial potentates visible, as well as unpredictable conditions that generated reactions from the personnel in front of a development work. Together this was rather efficient obstacles for not changing this school. I also discuss school development and implementation problems on a general level, for example, the possibility to transform a top-down initiated project to be bottom-up driven and using project as a tool for school development work. It was obvious that headmasters and teachers must be prepared to handle the ideological dimensions of problems schools have to face. Consequently, development work is about making problems visible and to handle these in the intersection point between the intentions of educational policies, pedagogical researchers, school administrators, headmasters, teachers and pupils. The ideological dimension also contains an existential issue. Do I as a teacher share the intentions for the development work? If not, how must I act?

The Key Role of the School Principal’s Leadership in the Schooling of Newly Arrived Immigrant Pupils in Sweden : Experiences from an Interactive Action Research Project

When newly immigrated children and young people begin school in Sweden, certain challengesarise. These may result from weak Swedish-language skills and different schooling backgrounds,as well as organizational and pedagogical limitations in the schools. This generates demands onschool leaders to lead and develop the organization and teachers competences to meet these pupils’needs. This situation was behind the initiation of the project “New Immigrants and Learning—Competence Development for Teachers and School Principals.” The project ran in schools infour Swedish municipalities, its aim was to develop leadership, organizational and pedagogicalskills that would facilitate the schooling and integration of newly arrived pupils. This article aimsto describe and discuss a Participant Action Research (PAR) based on a think tank and researchcircles, drawing special attention to the role of the school leaders. It will also examine whether theresearch circles and the project overall served to develop educational and intercultural leadership,organizational conditions, collegial learning, pedagogical methods and competence in terms ofschooling for this pupil group.

School leaders as agents of change : a case study on how two head teachers are trying to implement the learning study method in their school

This paper seeks to describe and discuss the impact of inspections of schools in Sweden. It outlines the political context, based on New Public Management (NPM) theory, according to what role the Schools Inspectorate is supposed to play in order to govern and control. Attention is also devoted, referring an on-going case study, to how inspections influence head teachers and their leadership in their everyday work.   Reports from the Schools inspectorate are public. This forces both politicians and head teachers to take measures. In this case, the head teachers perceived that the inspection reports confirmed what they already knew, but it also gave them an alibi and a tool to push their teachers to take part in everyday school development work. During the first year after the inspection the head teachers mainly strived to adjust formal deficiencies in local steering documents. However, some of the deviations reported from the Schools inspectorate are regarding pedagogical problems that are complicated and difficult to handle. As interventions in many cases will show up much later the results are, for example as increased goal fulfilment, in this case, still an open question. Nevertheless, it seems obvious that the Schools Inspectorate must be seen as a result of the governing philosophy that denotes New Public Management NPM).

Degree projects improving co-operation between the teacher education program and schools : - Swedish experiences

In 1977, when teacher education inSwedenwas incorporated into the university system, the main reason was to transform it into an academic tradition. Now, nearly 30 years later, there is still tension between the academic and the vocational tradition; they show up as different and separated elements in a program that is meant to prepare students for a career as a teacher and for a possible future career as a researcher in this field. This tension gives rise to a risk of allowing parallel “tracks” to develop and of isolating the degree thesis work from other courses. On the teacher-training program in which we are involved, close co-operation with partner-schools, where the practical part of the program takes place, has been established. Here, the students´ degree theses are an important factor in making this co-operation work on a concrete level. Accordingly, the purpose of the degree thesis is both to reflect problems in schools and contribute to better teaching in the individual school, but also to offer relevant educational subject matter to the students, which may be adapted as an element in the university’s research environments. From these points of view, the degree thesis is an important part of teacher education and rather more than just a single course. The degree thesis should be an element that gives the students an opportunity to show that they have reached central goals in the teacher education program. It should also be an integral part in the development of critical and scholarly thinking, deepening pedagogical and didactic knowledge and giving the students an opportunity to apply research methods. We will here use two minor case studies: one that compares teacher education programs in five Swedish universities and one minor study at one of those universities, in order to elaborate on the questions: - What purpose has a degree thesis and what role does it play in teacher education? - What criteria are relevant to assessing a degree thesis and what qualities do the degree theses have? - Is it possible to assess a degree thesis fairly and what happens to students who do not pass? - How could the degree thesis be used to improve the contact between the teacher education program and its partner schools in order to contribute to the development of the individual school?

W7 Dalarna : Ett projekt om entreprenörskap, likabehandling, jämställdhet och integration

Rapporten är resultatet av ett följeforskningsuppdrag av projektet W7 Dalarna – entreprenörskap, likabehandling, jämställdhet och integration och syftar till att beskriva och tolka erfarenheter och resultat i relation till uppsatta mål och hur detta arbete förlöpte samt vad det resulterade i. Projektet har bundit samman affärsrådgivare i sju kommuner med uppgift att stödja kvinnor och invandrare och på så sätt har ett redan etablerat nätverk utvecklats och stärkts. Kommuner har generellt begränsade resurser och arbetet med näringslivsutveckling. Små kommuner i glesbygd är ändå kanske extra utsatta i det avseendet och på så sätt framstår nätverkssamverkan som ett värdefullt sätt att arbeta på.  Resultatet visar att det krävs tämligen stora insatser i form av rådgivning för att en företagsetablering verkligen ska komma till stånd. En annan erfarenhet är att en företagarskola kan attrahera nya grupper av potentiella företagare som ges en möjlighet att prova om deras idéer kan ha kommersiell bärighet. Däremot visade det sig att det är svårt att få gehör för jämställdhetsfrågor i små företag, liksom att det för utlandsfödda individer finns många hinder att passera om man inte behärskar det svenska språket tillräckligt väl och känner till hur det svenska samhället fungerar.

How initial vocational education and training (IVET) teachers in Sweden perceive their prospects of being able to prepare upper secondary school pupils for a future occupation

Vocational teachers in Swedish upper secondary schools are a heterogeneous category of teachers, connected to different types of trade. These teachers represent a broad set of trade skills varying in content and character. In their teacher role, they continue to wear the clothes, speak the language, share the culture and remain mentally in their former professions. Still, it is central that they keep up this contact to be able to school the pupils into the environment of the trade in question, but also to help them to understand what skills a profession demands. However, the individual teacher also has to distance himself from the negative elements in the culture of the profession: patterns and habits that, for various reasons, have to be broken or changed. This paper draws attention to the ways in which a group of vocational teachers, who were participants in a project that aimed to train unauthorized vocational teachers, expressed their ambitions to prepare the pupils for a future professional career. When collecting information, we used the degree dissertations they produced and discussed in seminars, and informal dialogues. The result shows that it is important that the instruction location resembles a real working site as far as possible. These places are more or less realistic copies of a garage, a restaurant kitchen, a hairdressing salon, and so on, in order to give the pupils a realistic setting for instruction. However, the fact that these simulated workplaces lack the necessary support functions that exist in a company creates problems, problems which make a lot of extra work for the teachers. Vocational teachers also have to instruct the pupil in the experienced practitioner’s professional skills and working situation, but the pupil herself/himself must learn the job by doing it in practice. Some vocational upper secondary programs lack relevant course literature and the businesses give little support. This also makes extra work for the teachers. Moreover, the distance between the vocational programs and the trainee jobs was experienced as being difficult to overcome. One reason seems to be differences between businesses and differing preconditions between small and big companies’ abilities to take care of these pupils. The upper secondary school vocational programs also play a role in cementing existing gender roles, as well as perpetuating class-related patterns on the labour market.