<p>Three long sediment cores (BDP-98 – 600 m, BDP-96 – 200 m and BDP-93 – 100 m) drilled in Lake Baikal (Siberia) have been studied with the aims of establishing an absolute chronology and reconstructing paleoclimatic and paleoenvironmental changes in the region. The location of the lake at relatively high latitude and continental interior and a thick continuous sedimentary archive that developed in a rift system tectonic setting provide unique material for this investigation. The cosmogenic isotope ¹⁰Be was used for dating and the results indicate time spans of 8 (+0.8\-0.6) Myr for BDP-98, 5.5 (±0.13) Myr for BDP-96 and >0.7 Myr for BDP-93. Two major sedimentary facies (deltaic and hemipelagic) are distinguished by textural geochemical and mineralogical data. Detrital mineral composition suggests negligible change in provenance during the period studied. Formation of authigenic minerals, such as framboidal pyrite, vivianite and siderite, reflects variable environmental conditions in the lake and climate change in the region. Biogenic silica content shows climatic influence, which is modified by the supply of detrital material and postdepositional alterations. ¹⁰Be dating, combined with lithological analysis of the sediments, makes it possible to place temporal constrains on climate cooling at the Miocene/Pliocene boundary (5 Myr ago) and at the Early/Late Pliocene boundary (3.6 Myr ago) as well as the beginning of the northern hemisphere glaciation at about 2.5–2.6 Myr ago. The regional east-west tectonic extension of south-east Asia, related to Tibetan Plateau uplift, was confined in the Baikal area to between about 7 and 5 Myr ago, with a rifting rate calculated at 7 mm year^-1. Furthermore, the ¹⁰Be data suggest that geomagnetic field intensity strengthened around the Miocene/Pliocene boundary.</p>

Three long sediment cores (BDP-98 – 600 m, BDP-96 – 200 m and BDP-93 – 100 m) drilled in Lake Baikal (Siberia) have been studied with the aims of establishing an absolute chronology and reconstructing paleoclimatic and paleoenvironmental changes in the region. The location of the lake at relatively high latitude and continental interior and a thick continuous sedimentary archive that developed in a rift system tectonic setting provide unique material for this investigation. The cosmogenic isotope 10Be was used for dating and the results indicate time spans of 8 (+0.8\-0.6) Myr for BDP-98, 5.5 (±0.13) Myr for BDP-96 and &gt;0.7 Myr for BDP-93. Two major sedimentary facies (deltaic and hemipelagic) are distinguished by textural geochemical and mineralogical data. Detrital mineral composition suggests negligible change in provenance during the period studied. Formation of authigenic minerals, such as framboidal pyrite, vivianite and siderite, reflects variable environmental conditions in the lake and climate change in the region. Biogenic silica content shows climatic influence, which is modified by the supply of detrital material and postdepositional alterations. 10Be dating, combined with lithological analysis of the sediments, makes it possible to place temporal constrains on climate cooling at the Miocene/Pliocene boundary (5 Myr ago) and at the Early/Late Pliocene boundary (3.6 Myr ago) as well as the beginning of the northern hemisphere glaciation at about 2.5–2.6 Myr ago. The regional east-west tectonic extension of south-east Asia, related to Tibetan Plateau uplift, was confined in the Baikal area to between about 7 and 5 Myr ago, with a rifting rate calculated at 7 mm year-1. Furthermore, the 10Be data suggest that geomagnetic field intensity strengthened around the Miocene/Pliocene boundary.

When simulating mechanical systems the flexibility of the components often has to be taken into account. This is particularly important for simulations when high detailed information is demanded, e.g. to calculate stresses. To this end the Finite Element Method (FEM) is often used. However the models can become very large, containing millions of degrees of freedom. Solving large linear systems are computationally demanding. Therefore ways of reducing the problem is often sought. These reduction does, however, remove much of the details that was to be investigated. In this thesis this problem is addressed by creating a reduction scheme, using Proper Orthogonal Decomposition (POD), that significantly reduces a problem but still captures much of the details. A novel method for enriching regular POD-based model reduction methods with hierarchically determined enrichment POD-modes is developed. The method is proposed and validated in a FEM application towards dynamical simulation. The enriched method is compared against a regular POD reduction technique. An numerical study is made of a model example of linear elasticity in a gearwheel. The numerical study suggests that the error of displacements is around ten times smaller, on average, when using the enriched basis compared to a reference basis of equal dimensionality consisting of only regular POD modes. Also it is shown that local quantities as the von Mises stress in a gearwheel tooth is preserved much better using the enriched basis. An a posteriori error estimate is proposed and proved for the static case, showing that the error is bound. / När man simulerar mekaniska system så måste man ofta ta hänsyn till de ingående komponenternas flexibilitet. Detta är särskilt viktigt då man gör simuleringar med krav på hög detaljkännedom, såsom mätningar av spänningar i kugghjul etc. Till detta ändamål används ofta en Finit Element Metod (FEM). Dock kan modellerna ofta bli väldigt stora, med över en miljon frihetsgrader. Att lösa linjära system av den storleken är beräkningsmässigt krävande. Därför är det naturligt att försöka reducera problemen. Reduktion innebär dock att information försvinner, i synnerhet de detaljer som skulle beräknas. I detta examensarbete så behandlas problemet genom att skapa en ny metod för reducering av stora finita element modeller. Metoden bygger på tidigare kunskap om Proper Orthogonal Decomposition (POD) som ett sätt att reducera modeller. Den nya metoden reducerar finita ellement modeller samtidigt som den bibehåller hög detalj. En ny metod utvecklas för att berika en vanlig POD-baserad modellreduktion med hjälp av hieraktiskt bestämda berikningsmoder. Metoden beskrivs och testas i en dynamisk FEM-applikation av elasticitet i ett kugghjul i 2 dimensioner. Metoden för berikning jämförs numeriskt med en metod som använder vanlig POD-reduktion. Körningar visar att felet i den berikade metoden är omkring 10 gånger mindre, i genomsnitt, jämfört med en vanlig metod. Det visas också att spänningar bevaras på ett mycket bra sätt med den nya berikningsmetoden. Dessutom så formuleras och bevisas ett a posteriori estimat för statiska lastfall, vilket innebär att felet i metoden är bundet.

The intention of this work is to explore how Aboriginal learners are produced in the Saskatchewan Adult Basic Education (ABE) curriculum. In addition, this study examines the production of instructor identities in the curriculum. This thesis explores the social and historical contexts influencing the production of the ABE curriculum. Current prevailing discourses about Aboriginal people influence the curriculum documents. These discourses construct a grand narrative about Aboriginal people, producing Aboriginal people in particular ways that become acceptable and legitimate ways of thinking about and behaving toward Aboriginal people. This work examines how such a grand narrative functions to uphold dominance and structural inequalities rather than challenge them. The effect of reinforcing the current, particular grand narrative about Aboriginal people is that, rather than challenge dominant ideologies, the new curriculum re-inscribes them. This work employs the methodology of discourse analysis as a means of examining the production of particular identities for Aboriginal learners in ABE and uses deconstruction to explore the ways that the documents betray themselves in relation to their objectives. This thesis provides analysis of the ways that the curriculum documents produce and reproduce Aboriginal people as deficient and requiring change. This work provides analysis of the conflict within the documents between a desire to challenge dominance and the re-inscription of dominance through discursive practices. In addition, this work demonstrates how the ABE curriculum aids in the production of dominant instructor identities, and how such dominant identities assist instructors to define themselves as innocent and helpful. This analysis of the ABE curriculum reveals that while the curriculum aspires to be a proponent of social justice for Aboriginal learners it has many weaknesses in this regard. This work concludes with recommendations for changes to the curriculum and instructor practices, and for further critical analysis.

The evolutionary paths of the massive O and B type stars are often defined by angular momentum transformations that involve circumstellar gas disks. This circumstellar gas is revealed in several kinds of observations, and here I describe a series of investigations of the hydrogen line emission from such disk using detailed studies of five massive binaries and a survey of 128 Be stars. By examining three sets of spectra of the active mass-transfer binary system RY Scuti, I determined masses of 7.1 +/- 1.2 M_sun for the bright supergiant and 30.0 +/- 2.1 M_sun for the massive companion that is hidden by an accretion torus. I also present a cartoon model of the complex mass flows in the system. Using optical spectroscopy and X-ray flux data, I investigated the mass transfer processes in four massive X-ray binaries (a massive B star with mass flowing onto a compact, neutron star companion). The B-supergiant system LS I +65 010 transfers mass via stellar winds. I find the X-ray flux modulates with the orbital period. In the other three X-ray binary systems (LS I +61 303, HDE 245770, and X Persei), an outflowing circumstellar disk is responsible for the mass transfer, and in all three systems, the disk appears to be truncated by gravitational interactions with the compact companion. The disk in the microquasar system LS I +61 303 is limited in radius by the periastron separation and an increase in both H-alpha equivalent width and X-ray flux following periastron may be due to a density wave in the disk induced by tidal forces. Observations of HDE 245770 document what appears to be the regeneration of a circumstellar disk. The disk of X Persei appears to have grown to near record proportions and the X-ray flux has dramatically increased. Tidal interaction may generate a spiral density wave in the disk and cause an increase in H-alpha equivalent width and mass transfer to the compact companion. During the course of the analysis of the X-ray binaries, I developed numerical models for estimating the size of the Be star disks using just the H-alpha equivalent width. Finally, I present the results of a three year spectroscopic survey of both the H-alpha and H-gamma regions of 128 Be stars. I find that the median fractional variation in the equivalent width of the disk emission lines is 15% over a two year period. I also find that two-thirds of the sample displays evidence of Fe II emission or absorption resulting from surrounding circumstellar material. Many candidates for non-radial pulsation and binary systems are also found. Spectra and notes for all of the sample stars are presented in an appendix.

No description available.

Det finns betydande svårigheter i att urskilja vad det är som gör att en behandling fungerar. Behandlingsutfallet påverkas av olika faktorer och beroende på vilken infallsvinkel behandlingen har, antas olika angreppssätt. I föreliggande studie undersöks de specifika- och icke-specifika faktorerna samt kriminogena behov för att få en överblick i vad det är som påverkar en individ i behandling utifrån ett relationellt perspektiv. Syftet med föreliggande studie är att undersöka vad behandlingsrelationer och terapeutiska allianser tillskrivs för värde i forskning samt vilken vikt relationer ges i forskning om kriminogena behov. I följande studie har en litteraturöversikt med en begreppsanalys tillämpats för att kunna få svar på det uppställda syftet och frågeställningarna. Resultatet visade att det icke-specifika området och de kriminogena behoven särskiljde sig, då det icke-specifika området påvisade att relationen spelar en signifikant roll medan de kriminogena behoven belyser riskfaktorer som centrala att rikta behandling emot. / In research, there has been a difficulty in distinguishing which components that makes a treatment successful. Many factors influence the treatment outcome and depending on the approach the results will be different. This study’s objective is to investigate specific and common factors as well as criminogenic needs, to achieve an understanding how the relational perspective affects youth in treatment. The purpose of the study is to research which value treatment relationships and therapeutic alliances are given in therapeutic research and the importance of relationships within the area of criminogenic needs. This study is a literature review combined with a concept analysis, with the objective to answer the stated purpose and research questions. The results of the study showed that common factors and criminogenic needs differ, where as common factors elevated the importance of relationships for a successful treatment, criminogenic needs focused on risk factors to achieve a successful outcome.

The intention of this work is to explore how Aboriginal learners are produced in the Saskatchewan Adult Basic Education (ABE) curriculum. In addition, this study examines the production of instructor identities in the curriculum. This thesis explores the social and historical contexts influencing the production of the ABE curriculum. Current prevailing discourses about Aboriginal people influence the curriculum documents. These discourses construct a grand narrative about Aboriginal people, producing Aboriginal people in particular ways that become acceptable and legitimate ways of thinking about and behaving toward Aboriginal people. This work examines how such a grand narrative functions to uphold dominance and structural inequalities rather than challenge them. The effect of reinforcing the current, particular grand narrative about Aboriginal people is that, rather than challenge dominant ideologies, the new curriculum re-inscribes them. This work employs the methodology of discourse analysis as a means of examining the production of particular identities for Aboriginal learners in ABE and uses deconstruction to explore the ways that the documents betray themselves in relation to their objectives. This thesis provides analysis of the ways that the curriculum documents produce and reproduce Aboriginal people as deficient and requiring change. This work provides analysis of the conflict within the documents between a desire to challenge dominance and the re-inscription of dominance through discursive practices. In addition, this work demonstrates how the ABE curriculum aids in the production of dominant instructor identities, and how such dominant identities assist instructors to define themselves as innocent and helpful. This analysis of the ABE curriculum reveals that while the curriculum aspires to be a proponent of social justice for Aboriginal learners it has many weaknesses in this regard. This work concludes with recommendations for changes to the curriculum and instructor practices, and for further critical analysis.

The aim of this essay has been to find out whether the individual development plan does make it easier to teachers to discover any needs of the students to get education or material changes and by that make adjustments in the classroom. I chose to seek information by interviewing special educators at four compulsory schools, since they have an overall apprehension of how the work is carried out at the school, especially the work with students in need of any form of extra support. All students at the Swedish compulsory school shall have an individual development plan. The purpose with the plan is, besides that the student is to be given possibilities to form his own pedagogical and social goals, that the teacher shall get early signals if a student may be in need of getting education and materials changed and adjusted for to easier manage his studies. The individual development plan of the student should have the function as a tool to the teacher to facilitate for his students. The answer of my question can be sum-up in a no, the inherent potential in the individual development plan is not utilized by the teachers that seem to have the apprehension that the plan is for the student all by him/herself. The teaching staff has obviously not understood the use they can get out of it.

Uppsatsen hade sin utgångspunkt i hur lärarens val av matematikdidaktik skapade möjlighettill pedagogisk och social delaktighet, för elever som hade uttalade koncentrationssvårigheter.Denna definition innefattade elever som uppvisade svårigheter att genomföra och slutförauppgifter och elever som inte behövde ha en fastställd diagnos. Jag har även valt att studeraelevernas möjlighet till måluppfyllelse beroende på lärarens didaktik och måluppfyllelsenutgick ifrån strävansmålen för ämnet matematik.Studien innefattade observationer under tre lärares matematiklektioner i klasser på högstadiet.Efter observationerna har sedan intervjuer med lärarna genomförts. Resultatet visade attrespondenterna gemensamt var övertygade om att läraren som person hade en stor inverkan påelevernas lärandeprocess samt möjlighet till delaktighet och måluppfyllelse i undervisningen.Däremot valde respondenterna olika motiveringar som stödde denna åsikt. Meningarna bestodav ett vitt spektrum från lärarens personlighet till didaktikens innebörd. Lärarens reflektionkring val av didaktik samt elevsyn inverkade på elevernas möjlighet till utrymme iundervisningen för måluppfyllelse och delaktighet. Denna reflektion speglade även hurläraren såg på elever med koncentrationssvårigheter samt individens behov ochförutsättningar inför lärarens val av undervisningsform. Lärarens didaktik kunde sålundastärka eller försvaga elevens självförtroende och inställning till matematiken. Genom dessaresultat diskuteras att läraren i sitt arbete aktivt kan utveckla reflektioner över sin didaktik.Läraren kan även bli medveten om vilka dörrar de öppnar respektive stänger för elevenslärandeprocess. Resultaten ifrån studien synliggjorde aspekten att respondenterna glömde sinegen roll att kunna påverka sin situation genom att fokusera på möjligheterna i verksamhetenoch hos eleven, istället för att endast se hindren. / The essay was based on the teacher's choice of mathematics education created opportunitiesfor educational and social inclusion, for students who had expressed difficulty inconcentration. This definition included the students who showed difficulties in implementingand completing tasks, and students who did not have to have a positive diagnosis. I have alsodecided to study students' ability to goal attainment according to teacher teaching and thecompliance rate was based on the goals to strive for mathematics.The study included observations through three teachers' math lessons in classes in highschool. After the observations have since conducted interviews with teachers. The resultsshowed that the respondents shared conviction that the teacher as a person had a big impacton students' learning process and the opportunity for participation and achievement ineducation. However, respondents chose various reasons that supported this view. Thesentences consisted of a broad spectrum from the teacher's personality to the meaning ofdidactics. The teacher's reflection on the choices of education and pupil view affect students'ability to place in programs for effectiveness and participation. This reflection also reflectedhow the teacher looked at students with attention deficit and individual needs andcircumstances before the teacher's choice of teaching method. Teacher education was able tostrengthen or weaken students' confidence and attitude toward mathematics. These results arediscussed for the teacher in its work actively to develop reflections on their education. Theteacher may also become aware of the doors they open and close the student's learningprocess.