Vi människor spenderar en stor del av våra liv inomhus, varför kvalitén på luften är av stor betydelse. En tydlig definition på begreppet god inomhusmiljö eller bra luftkvalité är svår att specificera, även om man vet att det finns ett flertal faktorer som påverkar den upplevda komforten och har inverkan på både människans hälsa och dess prestationsförmåga (Warfvinge & Dahlbom 2010). Konsekvenserna av dålig luftkvalitet har visat sig vara många, och problemet ter sig betydligt mer komplext än vad man inledningsvis kan tro.Studien undersöker huruvida inomhusmiljörelaterade problem kan urskönjas i äldre småhus utrustade med självdrags- eller frånluftsventilation, och om det finns behov av att införa lagstadgade ventilationskontroller, likt systemet med OVK. Mätningar har genomförts i sex enfamiljshus i bostadsområdet Johanneslust i Malmö. Luftflöde, lufttemperatur, operativ temperatur samt relativ fuktighet har bestämts med adekvat mätutrustning, och denna data har kompletterats med en frågeenkät där de boende i området fått redogöra för upplevd inomhusmiljö. Med avstamp i det teoretiska materialet samt rådande lagar och regelverk har mätresultaten och enkätsvaren kunnat analyseras och sammanställas. Det visade sig att endast ett av de sex mätobjekten uppnådde ett tillräckligt högt luftflöde per kvadratmeter boyta, enligt Boverkets definition på 0,35 l/s,m^2, men att den relativa fuktigheten i samtliga hus var inom ett acceptabelt intervall, likaså inomhustemperaturen. Resultatet från enkäterna visade att 98 % av de boende i området var mycket eller ganska nöjda med sin bostad överlag, men drag, för låg eller varierande rumstemperatur samt instängd lukt besvärade mellan 40 – 60 % av de svarande. Av de framkomna resultaten drogs slutsatsen att otillräcklig luftomsättning i äldre småhus utrustade med självdrags- eller frånluftsventilation är tämligen vanligt förekommande. Tidigare studier, ELIB (1990) och Bostad barn och hälsa (2000), som visat att 4 av 5 hushåll har en luftomsättning som inte uppgår till kravet, kan tillsammans med mätresultaten vara en god indikator på att ett standardiserat system för ventilationskontroll i småhus bör införas. / The study examines whether indoor environmental problems can be discerned in older single-family houses equipped with natural or exhaust air ventilation. Measurements have been conducted in six single-family houses in the residential area of Johanneslust and Håkanstorp, Malmö. The air flow and operational temperature as well as relative humidity has been determined, and the data has been paired with a questionnaire in which the residents of the area have had the opportunity to describe their perceived indoor environment. Using the theoretical material and actual laws and regulations as a springboard, an analysis of the measurements and the obtained answers from the questionnaire could be made. It showed that only one out of the six houses in the study had an adequate air flow per square meter, defined by the Swedish Board of Housing as 0,35 l/s,m^2, but that the relative humidity and indoor temperature were both in what would be considered an acceptable span. 98 percent of the residents in the area were very or quite satisfied with their living space overall, but too low or varying room temperature and odor troubled 40 – 60 percent of the respondents. The conclusion drawn from the results is that an insufficient air flow is common in older single-family houses equipped with natural or exhaust air ventilation systems. Previous studies, ELIB (1990) and Bostad barn och hälsa (2000), has shown that 4 out of 5 households have an air circulation that does not meet the requirement set, and in light of the results of this study legislated controls of the indoor environment and ventilation systems in single-family houses should be implemented, and possibly bring with it improved indoor environment.

The Horse Latitudes is a collection of stories that documents one infantry squad's time in Baghdad, Iraq. The missions are long stretches of boredom, broken up by flashes of violence. The single sniper shot fired. An IED loosely buried in the roadside, waiting. A schoolyard of kids throwing fist-sized rocks at gun-trucks. The enemy is vast and changing. The downtime is a combination of homesickness, RPGs, and mortar fire. These men suffer through the war, heat, and each other. These stories look into the fire-fights and their aftermath to get to soldiers' struggles within themselves: how to fight a faceless enemy, what it means to serve, how one soldiers, what makes a man, what makes a good man, what will it mean to die here, and what does it mean not to. This collection dismisses what we think we know about war -- violence, camaraderie, masculinity, enemy, victory -- in order to tell a harder, truer story.

Abstract The purpose of this study was to research the local opinion of nuclear power in the city of Gävle in the shadow of the nuclear catastrophes in Chernobyl (1986) and Fukushima (2011). In 1986, Gävle was, in Sweden, the worst afflicted by the radiation from Chernobyl’s meltdown. This, alongside the referendum of 1980, triggered a strong opposition to the nuclear power industry and many wanted to see that all the Swedish nuclear power-plants were discontinued. In 2011, the last date set, for a complete decommission of the Swedish nuclear power, by the referendum of 1980 has passed. And in the shadow of Fukushima, the opinion regarding to the dangers of nuclear powers has been shifted. This study uses to two local newspapers of Gävle, Arbetarbladet and Gefle Dagblad to study the effects the two different nuclear meltdowns had on the people of Gävle during 1986 and 2011. The analyze categories the local papers writing into three aspects: One of information, one of opinion and one of politics. And to support its conclusions it refers to Ulrich Beck’s theory of the risk society and the reflexive modernism. As well as a Swedish study about the Swedish peoples trust in nuclear power during the period of 1986 to 2009.   Keywords: Nuclear Power, Opinion, Chernobyl, Fukushima, Gävle, Risk society, Reflexive Modernism, Ulrich Beck.

This dissertation seeks to explain why states sometimes produce disintegrated wartime grand strategies; doing so is of both scholarly and policy importance because wartime grand strategy is a key component of military effectiveness, and therefore has a vital role to play in military victory or defeat. To do so, this dissertation explores the link between militarism, civil-military bargaining, and the formation of integrated—or disintegrated—grand strategy. I hypothesize that civilians and military leaders possess divergent preferences over the use of force that are exogenous to any one conflict, and represent enduring, rational preference divergences between civilian and military positions on the use of force. Under conditions of militarism, defined as high levels of societal admiration for the military, the civil-military bargaining space will be distorted in favor of military preferences, with the military having more power in the civil-military negotiating process due to its potentially outsized ability to shape public opinion compared to civilians. This will lead to the formation of disintegrated grand strategy—one which does not balance civilian and military preferences—which has been shown in the literature to be linked to reduced military effectiveness. I provide evidence for my hypotheses in the form of two case studies which are examined via process-tracing methodology—the United States performance in the 1991 Gulf War, and the United States performance in the 2003 invasion of Iraq. I conclude that under conditions of militarism, states produce disintegrated wartime grand strategies.

京都大学 / 0048 / 新制・課程博士 / 博士(理学) / 甲第18085号 / 理博第3963号 / 新制||理||1571(附属図書館) / 30943 / 京都大学大学院理学研究科地球惑星科学専攻 / (主査)准教授 藤 浩明, 教授 家森 俊彦, 教授 福田 洋一 / 学位規則第4条第1項該当 / Doctor of Science / Kyoto University / DFAM

京都大学 / 0048 / 新制・課程博士 / 博士(工学) / 甲第19283号 / 工博第4080号 / 新制||工||1629(附属図書館) / 32285 / 京都大学大学院工学研究科社会基盤工学専攻 / (主査)教授 田村 正行, 教授 小池 克明, 准教授 須﨑 純一 / 学位規則第4条第1項該当 / Doctor of Philosophy (Engineering) / Kyoto University / DFAM

京都大学 / 0048 / 新制・課程博士 / 博士(地球環境学) / 甲第21241号 / 地環博第177号 / 新制||地環||35(附属図書館) / 京都大学大学院地球環境学舎地球環境学専攻 / (主査)教授 清野 純史, 准教授 小林 広英, 准教授 古川 愛子 / 学位規則第4条第1項該当 / Doctor of Global Environmental Studies / Kyoto University / DFAM

Global forced displacement is on the rise with 32.5 million people currently living as refugees, about half of whom are school-aged children and youth. Within this context, refugee inclusion in host country education systems has emerged as a growing policy priority in an effort to improve education access and quality. However, there is limited research on the impacts of the policy shift and many challenges remain. Addressing this gap, this dissertation examines the internal and external influences on host country refugee education policy decisions, the ways refugee inclusion in national education systems interacts with social cohesion, and the role of the global aid system in facilitating the inclusion of refugees. Data for this comparative case study across Lebanon and Turkey are based on 47 semi-structured interviews with education actors engaged in the response to the Syrian crisis at the global, regional, national, and local levels to examine the assumptions, influences, processes, and practices of refugee inclusion in national education systems. This dissertation is presented in three distinct papers. The first examines why policies of refugee inclusion were enacted, the timing of such reforms, and contextual reasons why reforms took the shape they did. Drawing on policy transfer scholarship, my findings reveal that some of the drivers to embrace global refugee policies include expectations for crisis resolution, calculation of political and economic risks and benefits, and the operational realities of their education systems. The second paper questions the logic that policies of inclusion necessarily support social cohesion and sustainable peace in refugee-hosting contexts. I apply the '4Rs' framework of Redistribution, Recognition, Representation, and Reconciliation (Novelli, Lopes Cardozo & Smith, 2017) to analyze the ways that education interventions in support of refugee inclusion have contributed to social tension in Lebanon and Turkey while providing and important opportunity to address longstanding issues of marginalization and exclusion beyond refugees. The final paper builds on constructivist international relations theory to explore the relationship between the global refugee education policy agenda, the interests of donor states, and what that means for international responsibility-sharing, a foundational component of the refugee inclusion movement. I argue that there is a complex relationship between efforts to include refugees in national education systems and the national interests of donor countries including discouraging onward migration, promoting stability and social cohesion in neighboring regions, and reinforcing global hierarchies in the international system. Findings across the three papers contribute to theoretical and empirical debates around refugee education and humanitarian and development action. I conclude by pulling together themes that run through the dissertation and discussing theoretical and empirical contributions across the three papers.

SammanfattningHistoria blev ett kärnämne på gymnasiet 2011, vilket innebär att ämnet nu är obligatoriskt även på yrkesprogrammen. Syftet med föreliggande arbete har varit att kartlägga och analysera hittills gjorda erfarenheter av implementeringen av historia som kärnämne. Kartläggningen genomfördes vårterminen 2011 genom att fyra lärare som undervisar på den nya kärnämneskursen Historia 1a1 intervjuades. Det framkom att lärarna såg det som positivt att historia blivit ett kärnämne. Samtidigt menade de att Historia 1a1 har för få undervisningstimmar, vilket ansågs medföra svårigheter att ge eleverna förståelse för den historiska utvecklingen. Analysen visade att de fyra intervjuade lärarna hade liknande erfarenheter beträffande undervisningen, nämligen att det är extra viktigt att undervisningsmetoderna varieras för att bibehålla intresset hos den nya elevgruppen. Lärarna upplevde också att den bristande läsförståelsen hos flera av elevernas var en utmaning, och hade förhoppningar om att läroböckernas ljudboksversioner skulle kunna bidra till att minska problemet.

Syftet med det här utvecklingsarbetet är att ge ett förslag på hur man som lärare kan engagera och motivera fler elever till att sträva efter att nå målen i ämnena svenska och historia på högstadiet. Utifrån tidigare forskning, olika teoretiker, läroplanen för grundskola 2011 och de nya kursplanerna för svenska och historia utformas ett utvecklingsarbete som utgår från ett tematiskt arbetssätt där skönlitteratur har en central roll i temat och där läromedel ersätts med olika varierade moment som film, museum besök, gästföreläsare etc. Temat kallas revolutionernas tidevarv och behandlar 1700-1800 talet med fokus på Franska revolutionen, ideologier och de samhällströmningar som följer av detta. Eleverna jobbar både i grupp och med tre stycken individuella uppgifter. Temaarbetet sträcker sig över sex veckor och totalt 30 timmar. De frågeställningar som legat till grund för uppsatsen är: Hur kan man jobba didaktiskt för att få fler elever intresserade, engagerade och få dem att känna sig inkluderade för att sträva efter att nå målen? Hur kan man som lärare jobba pedagogiskt för att få mer tid tillsammans med sina elever? Hur kan man utifrån olika lärandeteorier skapa ett större sammanhang och ge en ökad motivation för eleverna i sin undervisning? / The purpose of this work of development is to provide a proposal on how teachers can engage and motivate more students to strive to achieve the goals in Swedish and history in high school. Based on previous research, various theorists, the curriculum of primary education in 2011 and the new curriculum for Swedish history and form a development that is based on a thematic approach in which literature is central to the theme and where teaching materials are replaced with various diverse elements that movie, museum visits, guest speakers, etc. The theme is called revolutions of the era and deals with 1700 - 1800 with a focus on French Revolution, ideologies and the social currents that result from it. Students work in groups and with three individual tasks. Theme work spans six weeks and a total of 30 hours. The issues were the subject of the essay is: How can you work educationally to get more students interested, engaged and make them feel included in order to seek to achieve the goals? How can we as teachers work pedagogically to have more time with their students? How can one based on different learning theories to create a larger context and give a greater motivation for students in their teaching?