This study concerns a long marine section (DSDP Site 380: Late Miocene to Present) and onshore exposed sections from the Late Miocene and/or Early Pliocene. The main target of this study is to reconstruct vegetation and climate in the North Anatolia and North Aegean region for the last 7 Ma. Two vegetation types were alternately dominant: thermophilous forests and open vegetations including Artemisia steppes. During the Late Miocene, most of the tropical and subtropical plants declined because of the climatic deterioration. However, some of them survived during the Late Pliocene, such as those which constituted coastal swamp forests (Glyptostrobus, Engelhardia, Sapotaceae, Nyssa) or composed deciduous mixed forests with mesothermic trees. Simultaneously, herbaceous assemblages became a prevalent vegetation component despite steppe elements (Artemisia, Ephedra, Hippophae rhamnoides) did not significantly develop. At 2.6 Ma, as a response to the onset of Arctic glaciations, subtropical elements rarefied despite some taxa persisted (Glyptostrobus, Engelhardia, Sapotaceae, Nyssa). In parallel, deciduous mixed forest assemblages composed of mesothermic trees (deciduous Quercus, Betula, Alnus, Liquidambar, Fagus, Carpinus, Tilia, Acer, Ulmus, Zelkova, Carya, Pterocarya) almost disappeared too while steppe environments strongly enlarged. Then, Artemisia steppic phases developed during longer temporal intervals than mesophilous tree phases all along the glacial-interglacial cycles (first with a period of 41 kyrs, then 100 kyrs). Since 1.8 Ma, herbaceous ecosystems including Artemisia steppes still continuously enlarged up today. Such an expansion of Artemisia steppes in the Ponto-Euxinian region was observed at the earliest Pliocene but their earliest settlement in Anatolia seems to have occurred in the Early Miocene. The development of the Artemisa steppes in Anatolia might result from the uplift of the Tibetan Plateau. Relictuous plants such as Carpinus orientalis, Pterocarya, Liquidambar orientalis, Zelkova persisted up today. This story can be explained by some influence of the Asian monsoon which reinforced as a result from the uplifted Tibetan Plateau.

Spinal Cord Injuries (SCIs) are debilitating injuries where damage to the spinal cord causes a loss of mobility and feeling in muscles innervated below the injury point. Tetraplegia refers to an SCI in the cervical region of the spinal cord that impacts on the functionality of all four limbs. ‘Complete’ tetraplegia results in complete paralysis of the legs, partial or complete paralysis of the arms and trunk, and in the most severe cases, the neck. The independence of people living with tetraplegia is heavily dependent on assistive and mobility devices. Understanding the strength characteristics of people with tetraplegia is crucially important for the suitable and effective design of mobility and rehabilitative devices such as wheelchairs. A study using a stationary dynamometer and video capture measured kinetic and kinematic characteristics of wheelchair propulsion for 15 subjects with C5-C7 tetraplegia. This study differentiated between subjects with different injuries, at two different test resistances, and was more comprehensive than other reported studies on MWC propulsion. Some of the subjects in the study with C5-C6 injuries had no elbow extension capability, while others had undergone a deltoids-to-triceps tendon transfer procedure called TROIDS, which restores some elbow extension capability. No differences were found in any of the push phase metrics between those who had undergone the TROIDs procedure, and those who had not, suggesting that TROIDs provides no significant benefit for mobility. As expected, subjects with C7 tetraplegia recorded velocity and power outputs significantly higher than those for subjects with C5-C6 tetraplegia. To better understand the strength characteristics over the full range of motion in the sagittal plane, and thus potentially modify the design of mobility devices to better suit these characteristics, a novel method for gathering strength data in multiple directions and positions was developed. This method had advantages over other commonly used methods. In particular, it was inclusive of complex muscle and joint interactions that would otherwise be very difficult to build into a model. Sagittal horizontal push strength was measured using this method for 8 able bodied and 4 tetraplegic subjects. There were clear trends in the data from the able-bodied subjects, and a fourth order polynomial (R-squared = 0.8) was fitted to the data for modelling purposes. Data for the tetraplegic subjects varied significantly from the able-bodied data, but inter-individual variation was such that no model would provide a satisfactory fit to the data indicating a very high degree of patient-specific behaviour. One multi-directional data set, consisting 1584 measurements in the sagittal plane, was gathered for an able-bodied subject. The main trends in this measured data were successfully captured by a model consisting of twelve fourth-order polynomials. Building on these measurements, and employing a human model in the constraint modelling environment, SWORDS, this thesis develops a conceptual design tool for comparing the effectiveness of different hand force paths. Initial simulations using hypothetical hand paths indicated that the proposed method for predicting the direction of the applied force needs to be verified, and likely refined, for hand paths that differ significantly from the traditional wheelchair push-rim path. This proposed procedure has the potential to be a powerful tool for optimising and modifying the design of wheelchairs or human powered devices to utilise previously untapped abilities for any given population.

Section 1: Introduction, Section 2: Physical Features, Section 3: Biological Resources, Section 4: Social/Economic Characteristics, Section 5: Important Resources, Section 6: Watershed Classification, Section 7: Watershed Management, Section 8: Local Watershed Planning, Section 9: Nine Key Elements, Appendix A: Subwatershed Classification, Appendix B: Selected References, Appendix C: RUSLE, Appendix D: AGWA / Fact sheet "Hydrologic Requirements of and Evapotranspiration by Riparian Vegetation along the San Pedro River, Arizona" - http://pubs.usgs.gov/fs/2006/3027/ / San Pedro Data Browser - http://www.epa.gov/nerlesd1/land-sci/san_pedro/

Subject searching—seeking information with a subject or topic in mind—is often involved in carrying out undergraduate assignments such as term papers and research reports. It is also an important component of information literacy—the abilities and experiences of effectively finding and evaluating, and appropriately using, needed information—which universities hope to cultivate in undergraduates by the time they complete their degree programs. By exploring the subject searching of a small group of upper-level, academically successful undergraduates over a school year I sought to acquire a deeper understanding of the contexts and characteristics of their subject searching, and of the extent to which it was similar in quality to that of search and domain experts. Primary data sources for this study comprised subject searching diaries maintained by participants, and three online subject searches they demonstrated at the beginning, middle, and end of the study during which they talked aloud while I observed, followed by focused interviews. To explore the quality of study participants’ subject searching I looked for indications of advanced thinking in thoughts they spoke aloud during demonstration sessions relating to using strategy, evaluating, and creating personal understanding, which represent three of the most challenging and complex aspects of information literacy. Applying a layered interpretive process, I identified themes within several hundred instances of participants’ advanced thinking relating to these three information literacy elements, with evaluative themes occurring most often. I also noted three factors influencing the extent of similarity between the quality of participants’ advanced thinking and that of search and domain experts which reflected matters that tended to be i) pragmatic or principled, , ii) technical or conceptual, and iii) externally or internally focused. Filtered through these factors, participants’ instances of advanced thinking brought to mind three levels of subject searching abilities: the competent student, the search expert, and the domain expert. Although relatively few in number, I identified at least some advanced thinking evincing domain expert qualities in voiced thoughts of all but one participant, suggesting the gap between higher order thinking abilities of upper-level undergraduates and information literate individuals is not always dauntingly large.

Sverige är ett av världens mest individualistiska länder. Befolkningen utgörs till 46 procent av singlar och den största gruppen singlar är kvinnor i åldersgrupperna övre medelålder och äldre (Statistiska centralbyrån, 2012). Syftet med den här uppsatsen är att öka kunskapen kring hur svenska heterosexuella kvinnor i gruppen övre medelålder upplever singellivet. Jag använde mig utav välkända teorier och begrepp inom sociologin. De tillämpade teorierna och teoretiska begreppen var individualism, rena relationer, tvåsamhetsnormen och identitetsskapande utifrån teorier som spegeljaget och könsidentitet/könsroller. Undersökningsproblemet bestod i att beskriva kvinnornas upplevda positiva och negativa aspekter utav singellivet, hur deras förutsättningar av att leva som singlar i samhället påverkades av omgivningens attityder samt vilken betydelse det hade för deras identitet. Jag valde en deskriptiv metodansats och genomförde en kvalitativ studie i form av semistrukturerade intervjuer. Jag genomförde fyra semistrukturerade intervjuer med kvinnor mellan 53 och 64 år som var skilda och hade barn från tidigare äktenskap. Resultatet visade att de positiva aspekterna av singellivet var upplevelsen av självständighet, frihet och kontroll. Till de negativa aspekterna hörde ensamhet, försämrad ekonomi och att det var svårt att hitta en partner i deras ålder. Det visade sig att omgivningens attityder påverkade kvinnornas självbild negativt. Kvinnorna hade fått andra förväntningar på sig sedan de blivit singlar och hade därför varit tvungna att ändra sitt sociala beteende. Resultatet visade även att singelkvinnornas identitet var motsägelsefull då den slets mellan tvåsamhetsnormen och samhällets individualistiska ideal. Jag drar slutsatsen att upplevelsen utav singellivet för kvinnor i övre medelåldern är mångsidig. Deras handlingsutrymme är i och med singellivet både begränsat och utökat – de har större frihet att bestämma över sin vardag men samtidigt är de hämmade vid deltagandet i sociala sammanhang. Omgivningen har en stark inverkan på deras identitetsskapande och därmed ofta en negativ inverkan på deras självbild. Kvinnorna påverkas i hög grad av tvåsamhetsnormen men också utav individualismen vilken är mycket stark i Sverige. Dessa två begrepp står i ett motsatsförhållande till varandra vilket gör kvinnornas identitet ambivalent. För att leva upp till båda idealen framstår särboförhållandet för kvinnorna som det mest ultimata alternativet till singellivet. / Sweden is one of the most individualistic countries. The population consists of 46 percent of singles and the largest group singles are women in the age groups of upper middle age and older (Statistiska centralbyrån, 2012). The aim of this paper is to increase the knowledge of how Swedish heterosexual women in the upper middle age group are experiencing the single life. I used well-known theories and concepts in the field of Sociology. The applied theories and theoretical concepts were individualism, pure relationships, the norm of twosomes and identity formation based on theories like the looking glass self and gender identity/gender roles. The research problem was to describe women's perceived positive and negative aspects of the single life, how their conditions of living as singles in the community were affected by the attitudes and the importance of that for their identity formation. I chose a descriptive research approach and conducted a qualitative study in the form of semi-structured interviews. I conducted four semi-structured interviews with women between 53 and 64 years who were divorced and had children from previous marriages. The results showed that the positive aspects of single life were the experience of independence, freedom and control. The negative aspects consisted of loneliness, deteriorating economy and difficulties to find a partner in their age. It turned out that the attitudes from the surrounding society affect the women's self-image negatively. The women had different expectations about themselves since they became singles and had therefore been forced to change their social behaviour. The results also showed that single women’s identity was inconsistent when it was torn between twosomes norm and society's individualistic ideals. I conclude that the experience of the single life for women in late middle age is versatile. Their room for maneuvers are in the single life both limited and extended - they have more freedom to make decisions in their everyday life, yet participating in social contexts inhibits them. The surrounding society has a strong impact on their identity and thus often a negative impact on their self-image. The women are greatly affected by the standard twosome norm but also out of individuality ideals that are very strong in Sweden. These two concepts are in opposition to each other, which makes women's identity ambivalent. To live up to both ideals living apart relationships appear for the women as the most ultimate alternative to the single life.

The papers assembled in this thesis all address, in a Bourdieuan tradition, the question of the social structure of the Swedish education system, focusing on the Stockholm region, and how this structure can be explained by the distribution of cultural and other assets among individuals and social groups. Although economic, social and political changes during the period covered by the various studies are not the main focus of the work here, the articles depict the effects of such changes on upper secondary education in particular. While upper secondary education was radically changed by the political reforms of the 1990s, characterized by decentralisation and marketization, the analyses advanced in the studies indicate that its basic social structure remains stable. In one dimension, this structure opposes an “elite” pole having a particularly high social and scholastic recruitment to a “popular” pole with a correspondingly low recruitment profile. In a likewise durable second dimension, a “cultural” pole built up by schools and study programmes that are particularly popular among culturally strong social groups, opposes an “economic” pole favoured by social groups close to the economic and private sectors of society. The various papers reveal that the last opposition corresponds to both differences in life styles and deeply rooted convictions related to family and formal education among cultural and economic fractions of the upper-middle and middle classes. At this level, a belief in education as a development of the personality, with connected values such as individuality and originality, stands against a conviction that education is a rational investment in a future competitive career; as such, it is subject to calculated, measured risks. The existence of deeply rooted values among social groups with different structures of assets or capital also explains why schools –in the institutional strategies imposed on them by the school market– tend to express convictions (topoi) and symbolic values that correspond to those of their target groups. The various studies included in this thesis employ a combination of statistical approaches, mainly correspondence analysis, and qualitative ones such as: interviews, ethnographic observation and text analysis.

This research programme explores, theoretically and experimentally, a new liftsystem for Vertical/Short Take-off and Landing (V/STOL) Aircraft. It is based upon an annular wing wrapped around a centrifugal flow generator, potentially creating a vehicle with no external moving parts, reduced vehicle aerodynamic losses compared to previous V/STOL technologies and substantially eliminating induced drag. It is shown that such a wing works best with a thick aerofoil section, and appears to offer greatest potential at a micro-aerial vehicle scale with regard to fundamental performance parameter “lift to weight ratio”. Certain efficiency losses are encountered mainly occurring from annular flow expansion and problems with achieving acceptable blower slot heights. Experimental methods are described along with results, and a comparison shows that the experimental values remain below theoretical values, partly due to flow asymmetry but possibly also other factors. Symmetrical blowing, as initially hypothesised, was found to be impracticable; this suggested use of pure upper surface blowing with Coanda effect. The modified approach was further explored and proved viable. The ultimate goal of this work was to develop an understanding and the facility to integrate the annular-wing into a vehicle to achieve controlled powered flight. To serve the purpose, issues encountered on current and past V/STOL aircraft are being investigated to set a path for further research/development and to validate/justify the design of future V/STOL aircraft. Also, presented is a feasibility study where different physical scales and propulsion systems are considered, and a turbofan has shown to achieve the best performance in terms of Range and Endurance. This privilege allows one to accurately study the V/STOL technologies around.

Melt runoff (MR) contributes significantly to the total runoff in many river basins. Knowledge of the meltwater contribution (MCR, defined as the ratio of MR to the total runoff) to the total runoff benefits water resource management and flood control. A process-based land surface model, Noah-MP, was used to investigate the spatiotemporal characteristics of MR and MCR in the Upper Changjiang River (as known as Yangtze River) Basin (UCRB) located in southwestern China. The model was first calibrated and validated using snow cover fraction (SCF), runoff, and evapotranspiration (ET) data. The calibrated model was then used to perform two numerical experiments from 1981 to 2010: control experiment that considers MR and an alternative experiment that MR is removed. The difference between two experiments was used to quantify MR and MCR. The results show that in the entire UCRB, MCR was approximately 2.0% during the study period; however, MCR exhibited notable spatiotemporal variability. Four sub-regions over the Qinghai-Tibet Plateau (QTP) showed significant annual MCR ranging from 3.9% to 6.0%, while two sub-regions in the low plain regions showed negligible annual MCR. The spatial distribution of MCR was generally consistent with the distribution of glaciers and elevation distribution. Mann-Kendall (M-K) tests of the long-term annual MCR indicated that the four sub-regions in QTP exhibited increasing trends ranging from 0.01%/year to 0.21%/year during the study period but only one displayed statistically significant trend. No trends were found for the peak time (PT) of MR and MCR, in contrast, advancing trend were observed for the center time (CT) of MR, ranging from 0.01 months/year to 0.02 months/year. These trends are related to the changes of air temperature and precipitation in the study area.

This study focuses on understanding the development of gap outflow and the air-sea interaction processes during the 26 February 2004 Tehuano event over the Gulf of Tehuantepec, Mexico. The Navy's Coupled Ocean Atmospheric Mesoscale Prediction System (COAMPS) was used to simulate the gap wind event and was compared to satellite, scatterometer, and coincident in situ aircraft and dropsondes measurements collected during the Gulf of Tehuantepec Experiment (GOTEX). Comparisons between model results and the observations suggest that COAMPS performed the best in simulating the outflow jet within 200 km offshore, although the simulated surface fluxes deviated significantly from the observations. This is the region where the dominant dynamical forcing arises from the coastal topography. Larger discrepancies were found in model result further away from the coast, especially to the south and southeast of the gulf where the air-sea exchange became increasingly important. Detailed inter-comparison between COAMPS and the aircraft measurements at 40 m also shows the strong spatial and temporal variations of boundary layer thermodynamics and turbulence, which require improved characterization of the sea surface temperature, upper air conditions, and initial conditions for COAMPS. The results also point to the needs for improved surface flux parameterization, particularly in high wind conditions.

This study examines conceptions of criticality and its instruction in the History learning environ- ment in Sweden, Russia, and Australia as evidenced in one sample upper secondary class in each country. To achieve this, data were collected at macro, micro and meso levels. At the macro level, elements of curriculum theory were used to analyse the policy framework provided to develop students’ criticality in the upper secondary History classroom and to identify the conceptions of criticality as manifested in the policy documents. At the micro level, a content-based, thematic analysis was used to examine how the teachers and student focus groups conceptualise criticality and the ways of its teaching and learning. At the meso level, the conceptions of criticality and its instruction modes identified in the policy documents and interviews were used to analyse the class- room data collected in the selected classes. The combined findings from the three levels of analysis provide a transnational account of criticality and its instruction. They suggest that criticality is conceptualised as a generic skill of questioning at the overarching curriculum level, whereas it is reconceptualised as a discipline- specific skill at the subject level. Discipline-specific conceptions include criticality as source criti- cism, as meaning making from historical evidence, as questioning historical narratives, and as educating for citizenship. The findings indicate that the visionary criticality objectives of the curricula might be obstructed at other policy levels and by the interviewees’ conceptions of criticality as well as the classroom practicalities. Based on the transnational findings, it is proposed that harmonisation between the curriculum contents and time allocation might contribute to the promotion of narrative diversity. As argued in the study, narrative diversity is a prerequisite for criticality as questioning historical narratives. To nurture this form of criticality, the policy makers might consider a shift of attention towards the lower stages of schooling that could equip upper secondary students with necessary background knowledge. Further, harmonisation between the teaching objectives and learning outcomes of basic History courses might help avoid excluding certain groups of students from receiving criticality instruction on unclear grounds. This might ensure the equity of education with regard to criticality instruction for all upper secondary students, as required in the national curricula in Sweden, Russia and Australia. / Bakgrund Att kunna vara kritisk är ett förväntat studieresultat i ämnet historia på gymnasienivå i Sverige, Ryssland och Australien. Genom att lära sig om sitt lands och världens historia i klassrummet skapar elever en nationell identitet. På historielektioner förväntas elever vara kritiska men vad det innebär kan skilja sig åt i olika utbildningskontexter. Denna avhandling syftar därför till att undersöka hur undervisning i att vara kritisk sker på historielektioner i tre gymnasieklasser: en klass i norra Sverige, en i nordvästra Ryssland och en i sydöstra Australien. Mina språkkunskaper och kontakter i länderna har möjliggjort insamling av data som annars sällan jämförs. Metoder Undersökningen är en småskalig primärstudie med fokus på enskilda aspekter inom utbildningssystemet (Ember & Ember, 2001). Den har genomförts inom de ramar för komparativa utbildningsvetenskapliga studier som föreslagits av Phillips (2006). Med utgångspunkt i den anpassade ontologiska modellen av lärmiljön (Bhaskar, 1978; Brown, 2008) och de läroplansteoretiska begreppen formuleringsarenan och realiseringsarenan (Lindensjö & Lundgren, 2014) har jag samlat in data från makro-, mikrooch mesonivå i varje land. På makronivå analyseras de nationella styrdokument som reglerar historieundervisningen på gymnasiet i Sverige, Ryssland och Australien – den avsedda läroplanen. Eftersom gymnasieutbildningen i Australien främst styrs av delstaterna analyseras även styrdokumenten för den aktuella delstaten Victoria. Dessutom tas hänsyn till en rad andra utbildningspolitiska dokument med relevans för studien, såsom kommentarer till läroplaner och kursplaner från de undersökta länderna. Analysen syftar till att identifiera skrivningar som explicit refererar till kritiska perspektiv och tolka statusen av dessa skrivningar i ett utbildningspolitiskt sammanhang. Vidare identifierar jag några ramfaktorer för historieundervisningen i allmänhet, och för undervisning i att vara kritisk i synnerhet. På mikronivå genomförde jag semi-strukturerade intervjuer med lärare och deras elever i varje utbildningskontext. Intervjuguiden testades i en pilotundersökning med lärare och en fokusgrupp med elever som läste ett högskoleförberedande program i norra Sverige. I huvudstudien intervjuade jag tre lärare, en från varje land, och 16 av deras elever. Fyra elevintervjuer genomfördes, där tre elevintervjuer skedde i fokusgrupp och en individuellt. Samtliga intervjuer spelades in och transkriberades, och utvalda delar översattes till engelska. Alla deltagande skolor har gott rykte och ligger i medelstora städer i respektive land. Lärarna i studien är behöriga i historia och har mer än 20 års undervisningserfarenhet. Eleverna var vid studiens genomförande i snitt 17 år gamla. De svenska eleverna gick ett yrkesprogram och läste den obligatoriska kursen Historia 1a1. Eleverna i Ryssland och i Australien gick de program som ger allmän behörighet till studier på högskolenivå. De ryska eleverna läste en obligatorisk historiekurs på basnivå, medan de australiensiska eleverna läste en valbar kurs i Australiens historia. Insamlad intervjudata analyserades innehållsligt. Analysen syftar till att urskilja lärares och elevers uppfattningar om vad det innebär att vara kritisk samt deras erfarenheter och upplevelser av undervisningen i att vara kritisk, något som kan sägas ingå i den erfarna och upplevda läroplanen. På mesonivå observerades 17 historielektioner. Under observationen använde jag två till fyra inspelningsapparater beroende på undervisningsmoment. Inspelningarna kompletterades med fältanteckningar enligt en observationsmall (se Appendix 20). Därefter transkriberades den största delen av inspelningarna och utvalda delar översattes till engelska. Analysen syftar till att undersöka hur undervisningen i att vara kritisk, den genomförda läroplanen, förhöll sig till den avsedda läroplanen samt den erfarna och upplevda läroplanen. Resultat Studiens resultat tyder på att det finns olika formuleringar av vad det innebär att vara kritisk beroende på vilken nivå i styrdokumenten som undersöks. På läroplansnivå uttrycks det som en generisk förmåga att kunna ifrågasätta samt att kunna föra ett resonemang genom att styrka sina påståenden och dra rimligaslutsatser. På kursplanenivå för ämnet historia uttrycks det som en ämnesspecifik förmåga att kunna kritiskt granska källor och att kunna skapa mening utifrån historiska källor. Styrdokumentanalysen identifierar följande potentiella ramfaktorer för undervisning i att vara kritisk i historieklassrummet: den kunskapsorienterade läroplanen i Ryssland, nationella prov i historia i Ryssland och Australien, kursens svårighetsgrad och avsatt lärarledd tid i Sverige och Ryssland. Intervjuanalysen visar på att lärarna och eleverna betonar vikten av att ha ett kritiskt förhållningssätt i skolan och i vardagslivet. Inom ämnet historia uttrycks det, i samtliga länder, som en förmåga att kunna ifrågasätta 167 historiska narrativ. Dessutom förknippas det kritiska förhållningssättet med medborglig bildning i Sverige och Ryssland. Analysen av klassrumsdata tyder på att lärarna undervisar i att vara kritisk på i huvudsak tre sätt. Den svenska läraren fokuserar på att fostra elever till medborgare som delar specifika värderingar, vilket syftar till att undvika upprepade tragedier som förintelsen och försäkra sig om att elever gör ”goda” val i framtiden. Den ryska läraren, som eftersträvar narrativ mångfald i historieklassrummet, ser till att det åtminstone förekommer intra-narrativ mångfald med hänsyn till ramfaktorerna. Den australiensiska läraren undervisar sina elever i att skapa mening utifrån multimodala källor och försöker bidra till narrativ mångfald. Dock kontrollerar läraren vilka alternativa narrativ som får utrymme i klassrummet. Rysk och australiensisk klassrumsdata visar prov på att motstridiga historiska narrativ kan existera i undervisningsdiskursen, medan svensk data visar på ett enda historiskt narrativ under datainsamlingsperioden. Slutsatser Studiens resultat tyder på att läroplanernas ambitiösa förväntade studieresultat för kritiskt förhållningssätt kan påverkas av formuleringar i kursplaner, av lärares och elevers uppfattningar om vad det innebär att vara kritisk samt av andra skolrelaterade omständigheter. För att bidra till elevers möjligheter att ifrågasätta historiska narrativ skulle man kunna fokusera på att förse elever med nödvändiga bakgrundskunskaper i lägre årskurser. Ett ytterligare utvecklingsområde skulle kunna vara att balansera historiekursers omfattning i förhållande till avsatt tid. Slutligen bör förväntade studieresultat för kritiskt förhållningssätt stämma överens med de instruktioner lärarna får om måluppfyllelse även i kursplaner för ”enklare” historiekurser. Detta skulle kunna leda till en mer likvärdig undervisning i att vara kritisk för alla elevgrupper, vi