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http://oru.diva-portal.org/smash/resultList.jsf?query=&language=en&searchType=SIMPLE&noOfRows=50&sortOrder=author_sort_asc&sortOrder2=title_sort_asc&onlyFullText=false&sf=all&aq=%5B%5B%7B%22personId%22%3A%22authority-person%3A37210%22%7D%5D%5D&aqe=%5B%5D&aq2=%5B%5B%5D%5D&af=%5B%5D
Örebro University, School of Health and Medical Sciences.
Örebro University, School of Humanities, Education and Social Sciences.
Pragmatiska studier av meningsskapande2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 3, p. 11-24 Article in journal (Refereed)
Tema: Didaktiska undersökningar2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 3, p. 5-10 Article in journal (Other (popular science, discussion, etc.))
3. Almqvist, Jonas
Örebro University, Department of Education.
Pragmatic investigation: studies of meaning-making in educational practices2008Conference paper (Other (popular science, discussion, etc.))
The overall aim of this paper is to present and discuss a pragmatic approach for studies of meaning-making in different educational practices. The approach – built on a framework developed within the SMED-group (Studies of Meaning-making in Educational Discourses) at the universities of Uppsala and Örebro – is illustrated in a number of empirical studies. The main point of departure in the studies is taken in pragmatic curriculum theory and sociocultural perspectives on learning, and is inspired mainly by John Dewey, Ludwig Wittgenstein and Michel Foucault. A special focus is directed to communication practices and content selection within Physical education, Environmental education and Science education. A common ambition is to offer a language that enables studies and discussions on questions concerning how meanings are made in people's actions. Another ambition is to make these investigations beyond assumptions of dualisms, essentialism, causality and determinism. In this perspective learning and socialisation is viewed in communicative perspective. Therefore, many of the studies are built on video recorded classroom conversations, but also on analysis of various kinds of written texts. We argue in the paper that this approach makes it possible to study meaning-making – learning and socialisation – in different kinds of educational practices.
Andersson, Erik
School of Health and Education, University of Skövde, Skövde, Sweden.
Young people's conversations about environmental and sustainability issues in social media2017In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 23, no 4, p. 465-485Article in journal (Refereed)
Young people's conversations about environmental and sustainability issues in social media and their educational implications are under-researched. Understanding young people's meaning-making in social media and the experiences they acquire could help teachers to stage pluralistic and participatory approaches to classroom discussions about the environment and sustainability. The aim of the article is to explore the characteristics of meaning-making in young people's conversations about environmental and sustainability issue in social media, more precisely in an online community. The study takes a public pedagogy and citizenship-as-practice approach and uses Epistemological Move Analysis. The conversation are shown to be argumentative, sophisticated, elaborative and competitive and create an educational situation in which facts about the world and moral and political values and interests are confronted and argued. The findings raise questions about pluralistic and participatory approaches and the staging of classroom conversations in environmental and sustainability education.
Andersson, Karin
Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
Moral relations in encounters with nature2015In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 15, no 4, p. 310-329Article in journal (Refereed)
The overall aim of this article is to develop in-depth knowledge about the connection between outdoor experiences and moral attitudes towards nature. The study focuses on processes in which moral relations are at stake in encounters between students and nature. The purpose is to identify such events, describe their specific circumstances and clarify how moral relations are established in these events. The empirical material consists of video-recordings of activities in three different outdoor education practices. In order to identify and categorise moral situations, an analytical tool called the ethical tendency is used. This tool is based on Wittgenstein's language game method. The findings show that in the investigated outdoor education practices, moral relations towards nature are established in several different ways. The article concludes with four educational implications: responsibility when dealing with moral reactions; bring- ing ethical questions to the fore; different educational conditions create different encounters with nature; and the consequences of different language games.
Andersson, Pernilla
Environmental Studies, Södertörn University, Huddinge, Sweden.
Logics of business education for sustainability2016In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 22, no 4, p. 463-479Article in journal (Refereed)
This paper explores various kinds of logics of'business education for sustainability'and how these 'logics' position the subject business person, based on eight teachers' reasoning of their own practices. The concept of logics developed within a discourse theoretical framework is employed to analyse the teachers' reasoning. The analysis takes its starting point in different approaches to how a business ought to or could take responsibility for sustainable development. Different approaches to business ethical responsibilities, in combination with assumptions about how educational content is legitimised and presupposed purposes of education, are used to construct logics of business education for sustainability. In the paper, the results of this analysis are presented as: the logic of profit-, social- or radical-oriented business education.Our results also showhow the different logics position the subject business person differently, as one who adapts to,adds or creates ethical values. The results are first discussed in terms of how environmental and social challenges could be dealt with in the future and secondly, considering the risk of de-subjectification with regard to profit-oriented business education, the implications this may have for the educational quality itself.
Södertörns högskola, Stockholm, Sweden.
Uppsala universitet, Uppsala, Sweden.
A business to change the world: moral responsibility in textbooks for international economics2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 1, p. 79-96 Article in journal (Refereed)
8. Bladh, Gabriel
Boman, Mattias
Ernerfeldt Burman, Lena
Haraldson, Anna-Lena
Henningsson, Silvia
Lindhagen, Anders
Lundmark, Linda
Mattsson, Leif
Müller, Dieter K.
Norman, Johan
Petersson Forsberg, Lena
Sandberg, Mattias
Vara i naturen: varför eller varför inte? Delresultat från en nationell enkät om friluftsliv och naturturism i Sverige2008Report (Other academic)
Detta är en av fyra rapporter som ger en översiktlig bild av resultaten från en nationell enkätundersökning om friluftsliv och naturturism i Sverige. Studien är genomförd av forskningsprogrammet Friluftsliv i förändring. Resultaten som presenteras här fokuserar bl a på vilka som är ute i naturen och vilka aktiviteter man ägnar sig åt.
Boström, Magnus
Berg, Monika
Gustafsson, Karin M
Gustavsson, Eva
Hysing, Erik
Lidskog, Rolf
Löfmarck, Erik
Ojala, Maria
Örebro University, School of Law, Psychology and Social Work.
Olsson, Jan
Singleton, Benedict E
Swedish Biodiversity Centre, Swedish University of Agricultural Sciences, Uppsala, Sweden.
Svenberg, Sebastian
Uggla, Ylva
Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach2018In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 10, no 12, article id 4479 Article in journal (Refereed)
Continued unsustainability and surpassed planetary boundaries require not only scientific and technological advances, but deep and enduring social and cultural changes. The purpose of this article is to contribute a theoretical approach to understand conditions and constraints for societal change towards sustainable development. In order to break with unsustainable norms, habits, practices, and structures, there is a need for learning for transformation, not only adaption. Based on a critical literature review within the field of learning for sustainable development, our approach is a development of the concept of transformative learning, by integrating three additional dimensions—Institutional Structures, Social Practices, and Conflict Perspectives. This approach acknowledges conflicts on macro, meso, and micro levels, as well as structural and cultural constraints. It contends that transformative learning is processual, interactional, long-term, and cumbersome. It takes place within existing institutions and social practices, while also transcending them. The article adopts an interdisciplinary social science perspective that acknowledges the importance of transformative learning in order for communities, organizations, and individuals to be able to deal with global sustainability problems, acknowledging the societal and personal conflicts involved in such transformation.
Englund, Tomas
Deliberative communication for sustainability?: A Habermas-inspired pluralistic approach2008In: Sustainability and security within liberal societies: Learning to live with the future, London: Routledge , 2008, p. 29-45Chapter in book (Other academic)
The purpose of the chapter is to develop Jürgen Habermas's idea of deliberation into a model of deliberative communication in relation to issues of sustainable development and security education
Klaar, Susanne
Örebro University, School of Humanities, Education and Social Sciences. Humanities and Informatics, University of Skövde, Skövde, Sweden.
Action with friction: a transactional approach to toddlers' physical meaning making of natural phenomena and processes in preschool2012In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 20, no 3, p. 439-454Article in journal (Refereed)
Research into preschool education has paid a lot of attention to investigating children's conceptual development and cognitive learning aboutnature, with methods based on observations and verbal interviews before and after a teaching period. The purpose of this study has been to present and illustrate an approach that facilitates the analysis of practical meaning making in Early Childhood Education. The study is largely based on John Dewey's pragmatism and has a particular focus on his use of transaction, functional coordination, inquiry, educative experience and nature. In this context meaning making is understood as the growing, learning process that contributes to further actions in extended ways. A transactional approach to physical experiences, with a focus on analyses of toddlers' bodily actions in nature encounters, is illustrated by a video recording of a toddler's encounter with icy and clay surfaces. This encounter was analysed using Practical Epistemological Analysis. Toddlers' inquiry processes were studied with a specific focus on functional coordination, i.e. relations between different actions and their consequences when meeting the environment. The methodological approach contributes to further research by focusing on practical and physical learning processes. It can also be seen as a contribution to Early Childhood Science Education by showing the relation between previous experiences of natural phenomena and meaning making for further actions in extended ways.
Children's meaning making of nature in an outdoor-oriented and democratic Swedish preschool practice2014In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 22, no 2, p. 229-253Article in journal (Refereed)
Previous research has shown that the Swedish preschool educational tradition is characterised by outdoor-oriented and democratic approaches. The purpose of this study is to empirically investigate what consequences these approaches have for preschool children's meaning-making of nature, when studied in practice, in children's spontaneous outdoor activities. The methodology is based on John Dewey's pragmatism with a specific focus on transaction, habits and customs. A transactional analysis method has been developed to fulfil the purpose of the investigation. The analysis illuminates relations between: (1) the Swedish preschool's educational tradition in terms of national customs; and (2) the local customs expressed in practice. Fifty-seven events were chosen for further analysis including play with water and sand, and sliding on snow. Consequences for children's meaning-making of nature are shown as possibilities for experience-based inquiry based on children's own choices and also for enjoying and feeling good in nature. The results show fewer possibilities for scientific concept learning. The results can thus be seen as a contribution to the early childhood educational discussion about how to arrange learning situations of natural phenomena and processes in preschools and at the same time maintain their democratic/outdoor-oriented characteristics
Doing, knowing, caring and feeling: Exploring relations between nature-oriented teaching and preschool children's learning2013Manuscript (preprint) (Other academic)
Research has shown that early childhood science education is based on education and care, sometimes stressed as a dichotomy. The purpose of this study is to empirically investigate the relations between teachers' teaching and children's learning in preschool practice, both in terms of educative processes and nature oriented content. The ambition is also to develop and present an analysis method that facilitates these investigations. Outdoor nature experiences of preschool children (aged 1-3) were video-recorded, transcribed and analysed. The methodology is based on John Dewey's pragmatic philosophy. Here, Epistemological Move Analysis, oriented toward teachers' guiding processes as moves, and Substantive Learning Quality Analysis, oriented toward multidimensional learning qualities, are developed and used as analysis tools. The analyses show that the relations between teaching and learning processes and nature content are intertwined and include education and care. The teachers guide towards aesthetical, moral, cognitive and physical qualities in learning by challenging, admonishing, instructional, confirming, generative, reorienting and reconstructing moves. The results contribute to nature-oriented teaching practice and nature-oriented preschool research when discussing and investigating teaching and learning processes and nature content.
Örebro University, School of Humanities, Education and Social Sciences. University of Skövde, Skövde, Sweden.
Doing, knowing, caring and feeling: Exploring relations between nature-oriented teaching and preschool children's learning2014In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 22, no 1, p. 37-58Article in journal (Refereed)
Research has shown that early childhood science education is based on education and care, sometimes stressed as a dichotomy. The purpose of this study is to empirically investigate the relations between teachers' teaching and children's learning in preschool practice, both in terms of educative processes and nature-oriented content. The ambition is also to develop and present an analysis method that facilitates these investigations. Outdoor nature experiences of preschool children (aged one to three) were video-recorded, transcribed and analysed. The methodology is based on John Dewey's pragmatic philosophy. Here, epistemological move analysis (oriented towards teachers' guiding processes as moves) and substantive learning quality analysis (oriented towards multi-dimensional learning qualities) are developed and used as analysis tools. The analyses show that the relations between teaching and learning processes and nature content are intertwined and include education and care. The teachers guide towards aesthetical, moral, cognitive and physical qualities in learning by challenging, admonishing, instructional, confirming, generative, reorienting and reconstructing moves. The results contribute to nature-oriented teaching practice and nature-oriented preschool research when discussing and investigating teaching and learning processes and nature content.
Kronlid, David O
An environmental ethical conceptual framework for research on sustainability and environmental education2013In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 19, no 1, p. 21-44Article in journal (Refereed)
This article suggests that environmental ethics can have great relevance for environmental ethical content analyses in environmental education and education for sustainable development research. It is based on a critique that existing educational research does not reflect the variety of environmental ethical theories. Accordingly, we suggest an alternative and more nuanced environmental ethical conceptual framework divided into Value-oriented Environmental Ethics and Relation-oriented Environmental Ethics and present two pragmatic schedules for analyses of the value and relation contents of e.g. classroom conversations, textbooks and policy documents. This framework draws on a comparative reading of some 30 key books and 20 key articles in academic journals in the field of environmental philosophy and reflects main traits in environmental ethics from the early 1970s to the present day.
Kronlid, David O.
Institutionen för didaktik, Uppsala universitet, Uppsala, Sweden.
Tankeredskap för klimatididaktiska val2010In: Klimatdidaktik: att undervisa för framtiden / [ed] David O. Kronlid, Stockholm: Liber, 2010, 1, p. 146-163Chapter in book (Other (popular science, discussion, etc.))
17. Kronlid, David
Friman, Eva
Lärande och utbildning för hållbar utveckling2008In: Hållbar utveckling och lärande: inspirationsskrift för universitetslärare / [ed] Eva Friman, Carina Borgström Hansson, Solna: Världsnaturfonden WWF , 2008, 1, p. 9-14Chapter in book (Other (popular science, discussion, etc.))
Larsson, Christina
Örebro University, School of Music, Theatre and Art.
Music improvisation as an aesthetic event: Towards a transactional approach to meaning-making2018In: European Journal of Philosophy in Arts Education, ISSN 2002-4665, Vol. 3, no 1, p. 121-181Article in journal (Refereed)
Improvisation in general music education is still a somewhat underdeveloped practice. Moreover, attempts to justify its place in the curriculum have often focused solely on its (measurable) outcomes. In this article, we claim that a deeper understanding of students' meaning-making processes in experiences of improvisation is necessary in order to develop improvisation practice and research. The purpose of this article is to offer a music education perspective on improvisation based on John Dewey's transactional perspective on aesthetic experience and meaning-making. Related to this, we suggest and illustrate a Practical Epistemology Analysis (PEA) as a way of analysing meaning-making in music improvisation within general music education. The method of analysis is illustrated by vignettes from video analyses of music lessons in two Swedish schools with pupils aged 9-10 and their free improvisations. The vignettes show how PEA enables analyses of situated meaning-making in the progress of the pupils' improvisation activities. Further, the transactional perspective makes educational values of improvisation visible, such as musical and personal agency, and elucidates cognitive, embodied and ethical aspects of musical meaning-making.
Music Improvisation as an Aesthetic Event: Towards a transactional approach to meaning-making
Læssøe, Jeppe
The Danish School of Education/Aarhus University, Aarhus, Denmark .
Learning as democratic action and communication: framing Danish and Swedish environmental and sustainability education2010In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 16, no 1, p. 1-7Article in journal (Other academic)
Nicklas, Lindgren
A posthuman approach to human-animal relationships: advocating critical pluralism2019In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, no 8, p. 1200-1215Article in journal (Refereed)
This paper contributes to the debate about the absence of nonhuman animals (The term 'nonhuman animal' is used to emphasise the interconnection with the human being, viewed as a human animal. Using this terminology does not avoid a homogenising, stereotyping and simplifying of a multiplicity of animal (and human) beings. Nonetheless, we think that such a 'simplification' of concepts is inescapable in academic discussions concerning humans and nonhuman animals.) in environmental and sustainable education (ESE) and the challenge of the anthropocentric characterisation of European education. Relating to the debate about a pluralistic approach in ESE as a 'one-species only pluralism', we draw on Val Plumwood's ecofeministic dialogical interspecies ethics and Rosi Braidotti's understanding of a posthuman/ nomadic subjectivity. By regarding 'difference' as a constituting force, we present a 'critical pluralistic' approach to human-animal relationships in ESE. Instead of drawing new lines of moral consideration for nonhuman beings, an ethical and political appreciation of what nonhuman others can do in ESE is suggested. Recommendations for educational practice are to recognise nonhuman agency to reveal political and ethical dimensions, recognise the agency of non-living animals and stay in conflicts and 'study up' and develop an immanent critique, which could lead to alternative pedagogical approaches to human-animal relationships in different cross-curricula settings.
A posthuman approach to human-animal relationships: advocating critical pluralism
Perspektiv på hälsa2000Report (Other academic)
Investigating learning in physical education2009Conference paper (Refereed)
Investigating learning in physical education: a transactional approach2011In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 16, no 2, p. 159-177Article in journal (Refereed)
The purpose of this paper is to suggest and describe a methodological approach for studies of learning within school physical education (PE) in order to investigate and clarify issues of learning in an embodied practice. Drawing on John Dewey's work, and especially his use of the concept transaction, a transactional approach is suggested as a way of developing an action-orientated method necessary for investigating learning in PE. The approach is illustrated by extracts from a video analysis of a PE lesson in Sweden, and shows how an analytical focus on meaning making, actions, events and participators in meaning-making processes can help to overcome methodological challenges related to dualist and cognitivist approaches and reach a deeper knowledge of student learning issues in PE.
Friluftsliv, hälsa och livskvalitet2007In: Friluftslivets pedagogik: för kunskap, känsla och livskvalitet / [ed] Britta Brügge, Matz Glantz, Klas Sandell, Stockholm: Liber , 2007, 3, p. 195-208Chapter in book (Other (popular science, discussion, etc.))
Rudsberg, Karin
Classroom discussions: Students' learning in argumentation about ethical and political aspects of sustainability issues2019In: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York: Routledge, 2019, p. 175-184Chapter in book (Refereed)
This chapter focuses on students' learning in argumentation that takes place in educational practices. The authors first clarify how an argument can be understood as consisting of different elements when it comes to classroom discussions. Drawing on earlier research, they then clarify questions that are important for teachers to think about in relation to students' learning, their use of knowledge and the importance of peer interactions. They conclude that argumentation can be a fruitful method in the teaching of complex, value-related issues. In argumentation, the students not only learn and use content knowledge, but also learn how to formulate valid arguments in order to participate in deliberative discussions. The findings show that teachers have an important role to play with regard to the quality and diversity of the deliberation.
Department of Curriculum Studies, Uppsala University, Uppsala, Sweden.
Pluralism in practice: experiences from Swedish evaluation, school development and research2010In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 16, no 1, p. 95-111Article in journal (Refereed)
In the international policy debate, environmental education and education for sustainable development seem to be moving away from a focus on behavioural modifications to more pluralistic approaches. This article illuminates a Swedish example of a strategic interplay between evaluation, development and research that relates to this shift, involving actors from schools, governmental agencies and researchers. The specific purpose of the research was to analyse and describe teachers' attempts to stimulate a pluralistic meaning-making process among their students in the context of education for sustainable development. The empirical material consisted of video-recorded lessons in secondary and upper secondary schools. In the analysis we used a methodological approach based on John Dewey's pragmatic philosophy and Ludwig Wittgenstein's first-person perspective on language. A concept called 'epistemological moves' has been used to clarify the actions that teachers perform in order to guide students in procedures of meaning-making. The analysis shows that the teachers perform a number of actions that make pluralistic meaning-making possible: encouraging the students to compare, specify, generalise and test their arguments under different circumstances. The teachers also encouraged the students to examine and evaluate different alternatives and be critical of their own statements. Finally, the findings are related to a perspective of democracy as a form of life.
Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
The role of knowledge in participatory and pluralistic approaches to ESEIn: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871Article in journal (Other academic)
Örebro University, School of Health and Medical Sciences, Örebro University, Sweden. Department of Education, Uppsala University, Uppsala, Sweden.
The role of knowledge in participatory and pluralistic approaches to ESE2015In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 21, no 7, p. 955-974Article in journal (Refereed)
The purpose of this article is to investigate in situ the functions that knowledge has when used by students in argumentative discussions. The study is based on Dewey's pragmatic perspective of knowledge, which means that knowledge gets its meaning in the activity at hand. The analyses are conducted using Transac- tional Argumentation Analysis, which is a combination of pragmatic meaning analysis and Toulmin's argument pattern. The empirical material consists of video-recorded lessons from two seminars in a Swedish upper secondary school. The results show that knowledge plays a crucial role in the discussions. Six dif- ferent functions are identified: emphasising complexity, clarifying and correcting, highlighting conflicting interests, providing evidence in a counterargument, predicting the consequences and adding support to an earlier claim. Knowledge also has general functions, such as justifying a claim, and is part of a collective process aimed at understanding the issues discussed. Further, the students use knowledge from different disciplines, such as environmental studies, history, politics, biology and human geography.
Uppsala University, Uppsala, Sweden.
A Transactional Perspective on Meaning-making: Democratic Discussions2017Conference paper (Refereed)
The purpose is to illustrate a method that facilitates investigations of students' learning processes in classroom discussions through in situ studies. In environmental and sustainability education there has been a shift to more participatory approaches (see Englund, Öhman and Östman 2008; Huckle 2008). Participatory approaches focus on communication in order to stimulate a critical examination of different views in the debate about different questions and problems relating to the environmental issues. This means a relocation of the process of knowledge and value constitution from before to in the educational event. In this way education is expected to become more democratic and pluralistic. This has led to an increasing interest for student discussions and the importance of argumentation in discussions about environmental and socioscientific issues have been highlighted. The method has been developed in order to conduct investigations of, i) student's learning progress in terms of the way the arguments are constructed and the knowledge content used, ii) the interplay between the intra-personal and inter-personal dimensions of meaning making, and iii) the role of knowledge in students' argumentative discussions. The method, called transactional argumentation analysis, TAA, combines a transactional perspective on meaning making based on John Dewey's pragmatic philosophy (1949/1991) and an argument analysis based on Toulmin's argument pattern (1958/2003) (see further Rudsberg, Öhman & Östman, 2013). The direction of the students' meaning making is analysed as the relations construed in and by action. Further, a functional interpretation of Toulmin's argument pattern is used to clarify the meanings in terms of argumentative elements. The investigated conversations are characterised by a participatory educational practice concerning socioscientific issues. The discussions can be said to be open-ended, even though they follow specific rules for the 'correct' way of creating meaning, i.e., how to participate in a pluralistic act of communication about value-related issues. In this way the process is an essential part of the learning content and the examined practice can be seen as a way of learning to 'live democratically', which from a theoretical perspective relates to a view of democracy as a communicative activity – democracy as a life form.
Department of Education, Uppsala University, Uppsala, Sweden.
Analyzing students' learning in classroom discussions about socioscientific issues2013In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 97, no 4, p. 594-620Article in journal (Refereed)
In this study, the purpose is to develop and illustrate a method that facilitates investigations of students' learning processes in classroom discussions about socioscientific issues. The method, called transactional argumentation analysis, combines a transactional perspective on meaning making based on John Dewey's pragmatic philosophy and an argument analysis based on Toulmin's argument pattern. This analytical method consists of three steps. In the first step, we analyze the direction of the students' meaning making, that is, the relations construed in and by action. In the second step, we use a functional interpretation of Toulmin's argument pattern to clarify the meanings in terms of argumentative elements. Finally, we investigate the students' learning progress, both in terms of the way the arguments are constructed and the knowledge content used, by comparing each student's arguments over time. The empirical material consists of a video-recorded lesson in a Swedish upper secondary school. Two examples of learning processes identified during the classroom discussion are described: learning to specify the conditions for one's claim and learning to find new solutions. These examples show that the suggested method can be used to identify the different kinds of learning progressions that take place during students' argumentative discussions.
Karlstads universitet, Karlstad, Sweden.
An educational tool for outdoor education and environmental concern2013In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 13, no 1, p. 36-55Article in journal (Refereed)
The purpose of this paper is to suggest an outdoor education model that respects the need to critically discuss the general belief in a causal relationship between experiences of nature, environmentally-friendly attitudes and behavioural change, but that at the same time respects the legitimate claims on the part of outdoor education practice for concretisation and clarity. The foundation of this model consists of a combination of theoretical perspectives and models that have been generated through a number of Swedish interdisciplinary research projects concerning human interrelationships with the landscape during the last decade. The paper first focuses on the subtleties of environmental concern with the aid of an environmentally historic model of how care for nature and environmental protection successively developed during the last century. It then addresses different aspects of outdoor education by presenting two specific models: a model of two principally diverse motives for this education, and a model of three different approaches to the landscape when executing outdoor education. In the final section these models are assembled in a suggested model for outdoor education and environmental concern, and identify a handful of main educational paths. The paper concludes with a brief discussion about continued research and examples of what can be regarded as particularly important developments and additions to the suggested model.
Educational potentials of encounters with nature: reflections from a Swedish outdoor perspective2008Conference paper (Other academic)
Educational potentials of encounters with nature: reflections from a Swedish outdoor perspective2010In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 16, no 1, p. 113-132Article in journal (Refereed)
Direct encounters with the natural environment have a long tradition in environmental education. Given that the role and character of these encounters are shaped by the approach taken to environmental or sustainability education, there is a risk that a shift towards pluralistic and political approaches will lead to a neglect of nature encounters. On the basis of an analysis of Swedish/Scandinavian outdoor and environmental history and current Swedish outdoor education practice, we suggest six potentials of encounters with nature: (1) an experience-based meaning of nature; (2) a relational ethical perspective; (3) the addition of a fourth perspective to sustainable development; (4) human ecology in practice; (5) sensing the quality of a simple life; and (6) democracy, identity and dwelling. We argue that these potentials widen the scope of environmental and sustainability education, while highlighting the need for a situated, dynamic and process-oriented concept of nature, rather than a static one in which nature is understood as a particular place or specific organisms.
Sund, Louise
Cosmopolitan perspectives on education and sustainable development: between universal ideals and particular values2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 1, p. 13-34 Article in journal (Refereed)
On the need to repoliticise environmental and sustainability education: rethinking the post-political consensus2014In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 20, no 5, p. 639-659Article in journal (Refereed)
This article draws attention to the possibilities of the ongoing philosophical discussion about cosmopolitan universal values in relation to the normative challenges in environmental and sustainability education (ESE). The purpose of this paper is to clarify the philosophical problems of addressing universally sustainable responsibilities and values in ESE. Our arguments draw inspiration from the work of three poststructuralist scholars: we explore how Butler develops her claim that universal assertion requires a cultural translation, how Mouffe exposes the political in universal claim and how Todd argues that education needs to introduce students to a political language that enables them to critically reflect on their own and other groups' values and actions. In the concluding part, we suggest the following guidelines for rethinking ESE: unmasking the political dimension, re-politicising education, seeing beyond the relativist and objectivist divide and using passion as a moving force.
Poststructural criticism of cosmopolitanism: implications for education for sustainable development2012Conference paper (Refereed)
This paper draws attention to the possibilities of the qualified philosophical discussion about a cosmopolitan dilemma in the development of ESD. We argue that one challenge facing the development of ESD is the finding of balanced ways to deal with the normativity dilemma that take both the search for universal claims and particular contexts seriously.
Taking the perspective of educational philosopher Sharon Todd, we explore how postmodernist thinking and a poststructural perspective balance between the cultivation of universal values and individuals' autonomous thinking, and relate these approaches to ESD.
Our claim is that ESD is in need of a critical discussion and exploration of ESD as a political project with dissonant voices that takes the particular human encounter into consideration.
Swedish teachers' ethical reflections on a study visit to Central America2014In: Journal of Moral Education, ISSN 0305-7240, E-ISSN 1465-3877, Vol. 43, no 3, p. 316-331Article in journal (Refereed)
In this article we argue that culturally variable values and morals have a key role in educational initiatives that address a global dimension. The article suggests that looking at values and morals in relation to a teaching practice is a way of adding knowledge to this field. Our study inquires into how an intercultural experience can evoke ethical reflections on environmental and sustainability issues. The article is based on a qualitative empirical study of teachers' experiences of a teacher development programme, where we analyse the variety of ethical reflections that emerge during a study visit to a Central American country. We build on a pragmatic analytical approach that takes John Dewey's ethical thoughts on moral situations as a point of departure and deals with teachers' ethical reflections in a way that takes the contextual and situated nature of morals into account.
Teachers' ethical reflections on a North–South study visit2013Conference paper (Refereed)
Teledahl, Anna
Örebro University, School of Humanities, Education and Social Sciences. Dalarna university.
The Logic of Communication in Competency Frameworks for MathematicsManuscript (preprint) (Other academic)
Tryggvason, Ásgeir
Deliberation and agonism: Two different approaches to the political dimension of environmental and sustainability education2019In: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York: Routledge, 2019, p. 115-124Chapter in book (Refereed)
Discussions about environmental and sustainability issues in classrooms can bring different political visions, opinions and conflicts to the fore. From a pluralistic perspective on environmental and sustainability education (ESE), such political differences and conflicts can be seen as a suitable starting point for teaching, rather than as an obstacle to overcome. But how can teachers approach this political dimension of ESE? This chapter outlines deliberation and agonism as two different approaches to the political dimension of ESE. With a deliberative approach, the role of rational and respectful communication is underscored as is the ideal to reach for consensus in classroom discussions. With an agonistic approach, the role of emotions, and how they are intertwined with political visions in sustainability issues, are highlighted. From an agonistic perspective, the teacher should not aim for a consensus in classroom discussions, but instead aim at enabling conflicts and pluralism to have a democratic outlet in discussions. A main point of this chapter is that deliberation and agonism should be seen as two different approaches to the political dimension in ESE, as they draw on different ideas about classrooms and conflicts and have different educational consequences.
Den politiska dimensionen i samhällskunskapManuscript (preprint) (Other academic)
Van Poeck, Katrien
Ghent University, Ghent, Belgium.
Ethical moves: How teachers can open-up a space for articulating moral reactions and deliberating on ethical opinions regarding sustainability issues2019In: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York: Routledge, 2019, p. 153-161Chapter in book (Refereed)
This chapter focuses on teachers' influence on students' ethical and moral learning and, in particular, on how teachers can promote students' growth as moral subjects in environmental and sustainability education (ESE) practice. It describes and discusses a variety of 'ethical moves', i.e. actions performed by a teacher that open up a space for articulating moral reactions and deliberating on ethical opinions. Six types of ethical moves are distinguished: clarifying ethical moves, articulating ethical moves, evaluating ethical moves, testing ethical moves, controversy-creating ethical moves and hierarchizing ethical moves. By performing such moves, the authors argue and illustrate, teachers can turn students' moral experiences into fruitful drivers for pluralistic ESE by enabling students to express and share moral experiences and standpoints, to articulate ethical differences and controversies and to reflect and deliberate on moral reactions and dilemmas.
Östman, LeifUppsala University, Uppsala, Sweden.Öhman, JohanÖrebro University, School of Humanities, Education and Social Sciences.
Sustainable Development Teaching: Ethical and Political Challenges2019Collection (editor) (Refereed)
The aim of this book is to support and inspire teachers to contribute to much-needed processes of sustainable development and to develop teaching practices and professional identities that allow them to cope with the specificity of sustainability issues and, in particular, with the teaching challenges related to the ethical and political dimension of environmental and sustainability education.
Bringing together recent scholarship on the topic, this book translates state-of-the-art academic research into teaching models, methods and tools. Starting with an outline of the challenge of sustainability, it offers insights and models for understanding the interesting yet ambiguous concept of 'sustainable development' and the complex process of transforming society in a more sustainable direction (Part I). It then goes on to provide a guide to preparing courses and lessons as well as tools for reflection about teaching practices and the multiplicity of approaches to addressing ethical and political challenges in sustainable development teaching (Part II). Finally, the book offers useful conceptual frameworks, models and typologies about the concrete design and implementation of sustainable development teaching (Part III).
This book will be essential reading for students of education, as well as teachers in compulsory and higher education and sustainability education researchers.
44. Wickenberg, Per
Från undervisningsområde till etablerat forskningsfält: forskarnätverk som stöd och stimulans för mångvetenskaplig forskning om och för utbildning för hållbar utveckling2008In: Resultatdialog 2008: forskning inom utbildningsvetenskap, Stockholm: Vetenskapsrådet , 2008, , p. 111-118p. 111-118Conference paper (Other academic)
Att utbilda för hållbar utveckling: Ett pluralistiskt perspektiv2009In: Nycklar till framtiden: Lärande för hållbar utveckling / [ed] Mathias Demetriades och Cecilia Karlström, 2009, p. 9-19Conference paper (Other (popular science, discussion, etc.))
Örebro University, Department of Health Sciences.
Den etiska tendensen i utbildning för hållbar utveckling: meningsskapande i ett genomlevandeperspektiv2006Doctoral thesis, comprehensive summary (Other academic)
The overall aim of this thesis is to contribute to the debate about Education for Sustainable Development (ESD), and provide a practical tool for teachers with which they can relate to ethical and moral learning in the ESD context. This aim is based on the ambition to develop an approach that takes its starting point from our practical experience of ethics and morals, inspired by the later works of Ludwig Wittgenstein and the transactional perspective developed by John Dewey. This implies that ethics and morals are regarded as a human tendency that is observable in action. The central method used to clarify ethical and moral meaning-making is, by the use of examples, to remind of common experiences of how this meaning-making appears in everyday situations. These clarifications are made in order to dissolve (rather than solve) philosophical problems, as well as to create new knowledge. The approach has been applied to four different studies. The first study focuses on the differences between three selective traditions in environmental education: fact-based, normative and pluralistic, with regard to the relationship between facts and values. It is argued that a pluralistic approach can be seen as way of relating facts and values in practice, and consequently that the democratic process neither precedes nor succeeds education but is an integral part of it, and that students therefore are constituted as citizens participating in the progress of sustainable development. The purpose of the second study is to suggest an approach that allows in situ analysis of how individuals' prior experiences are included in the processes of moral meaning-making. A concrete example shows how individuals can transform the moral discourse in different situations. In the third study, it is suggested that the ethical tendency can be recognised as a communication in which certain values and actions are treated as if they were universally good and right. Three different kinds of situations in which this communication appears are highlighted: personal moral reactions, norms for correct behaviour and ethical reflections.The diverse conditions for learning in these situations are discussed, and specific notice is taken of the risk of indoctrination in ESD. The fourth study addresses the question of how to understand and deal with criticism in a pluralistic educational approach. Through reminders of how criticism appears in everyday practice, it is argued that criticism does not necessarily have to be understood theoretically. Criticism can also be seen as the diverse ways in which human beings morally react, encounter different norms and ethically reflect.
1. Moral perspectives in selective traditions of environmental education: conditions for environmental moral meaning-making and students' constitution as democratic citizens
Open this publication in new window or tab >>Moral perspectives in selective traditions of environmental education: conditions for environmental moral meaning-making and students' constitution as democratic citizens
2004 (English)In: Learning to change our world?: Swedish research on education & sustainable development / [ed] Per Wickenberg ..., Lund: Studentlitteratur , 2004, p. 33-57Chapter in book (Other academic)
Lund: Studentlitteratur, 2004
urn:nbn:se:oru:diva-3019 (URN)91-44-03566-7 (ISBN)
2. Developing the sociocultural perspective on moral meaning-making: the question of individual continuity and change
Open this publication in new window or tab >>Developing the sociocultural perspective on moral meaning-making: the question of individual continuity and change
urn:nbn:se:oru:diva-15699 (URN)
3. Clarifying the ethical tendency in education for sustainable development practice: a Wittgenstein-inspired approach
Open this publication in new window or tab >>Clarifying the ethical tendency in education for sustainable development practice: a Wittgenstein-inspired approach
Örebro University, Department of Humanities.
2008 (English)In: Canadian Journal of Environmental Education, ISSN 1205-5352, Vol. 13, no 1, p. 57-72Article in journal (Refereed) Published
This article aims to contribute to the debate about the moral and ethical aspects of education for sustainable development by suggesting a clarification of ethics and morals through an investigation of how these aspects appear in educational practice. The ambition is both to point to the normative dangers of education for sustainable development and the possibilities to enhance pluralism. The Wittgenstein-inspired approach used means that ethics and morals are regarded as expressions of a particular human tendency--the ethical tendency--that is observable in communication. The findings suggest that the ethical tendency appears in three different kinds of situations: "personal moral reactions," "norms for correct behaviour," and "ethical reflections." We discuss the diverse learning conditions of these situations and take specific notice of the risk of indoctrination. (Contains 12 notes.)
4. Pluralism and criticism in environmental education and education for sustainable development: a practical understanding
Open this publication in new window or tab >>Pluralism and criticism in environmental education and education for sustainable development: a practical understanding
2006 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 12, no 2, p. 149-163Article in journal (Refereed) Published
Education is presented with a challenge when faced with criticism of modern science and adoption of a pluralistic view of environmental education and education for sustainable development. In dealing with this challenge, a practical understanding inspired by the later works of Ludwig Wittgenstein is suggested as a complement to more traditional theoretical and analytical responses. Through reminders of how criticism appears in everyday practice, the article shows that criticism does not necessarily have to be understood solely by reference to specific theoretical positions, but can also be seen in terms of the diverse ways that human beings react morally, encounter different norms and conduct ethical reflection. In such a practical understanding, the question is not whether the criticism is correct or not in absolute terms but rather whether the opinions and perspectives have significance in people's lives. Criticism of modern science does not therefore appear to be a reason to exclude modern science, the proposal here being to acknowledge and embrace the criticism and the alternative views put forward by the critics. By means of a practical understanding, the opposition expected between criticism and pluralism can be dissolved, rather than solved.
London: Taylor & Francis, 2006
urn:nbn:se:oru:diva-3022 (URN)10.1080/13504620600688856 (DOI)
En respons till Swedish environmental and sustainability education research in the era of post-politics?2013In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 22, no 2, p. 123-129 Article in journal (Refereed)
Environmental ethics and democratic responsibility: a pluralistic approach to ESD2008In: Values and democracy in education for sustainable development: contributions from Swedish research / [ed] Johan Öhman, Malmö: Liber , 2008, p. 17-32Chapter in book (Other academic)
Erfarenhet och meningsskapande2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 3, p. 25-46 Article in journal (Refereed)
EXPERIENCE AND MEANING MAKING. The purpose of this article is to contribute to the progress of the sociocultural perspective on learning by suggesting an approach that allows for an in situ analysis of how individuals' prior experiences take part in the processes of meaning making, and that also takes sociocultural activity into consideration. The philosophical and methodological basis for this approach consists of a combination of Dewey's transactional perspective on meaning making and Wittgenstein's first-person perspective on language use. The article contains an empirical example that illustrates this approach. The substantial knowledge resulting from this analysis shows how prior experiences are re-actualised in an event and thus participate in the process of meaning-making, as well as contributing to the substance of the meanings made.
Klimatundervisning: fakta, normer eller kritiskt tänkande?2010In: Sverige i nytt klimat: våtvarm utmaning / [ed] Birgitta Johansson, Stockholm: Forskningsrådet Formas, 2010, 1, p. 433-443Chapter in book (Other (popular science, discussion, etc.))


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Should You Get Gay-Married?
Should you get Gay-Married? Turns out there are financial reasons to do so.
A lot has changed in the world since I started writing this blog. That scares me to death. It is not that I am old and conservative and against change, only that historically, sudden changes often don't bode well for people or economies. I would prefer nice steady, slow growth and change, over sudden shifts in markets, economies, and societies. Revolutions usually end up in a bad way, at least for some folks.
The Gay Marriage thing has really taken off - faster than anyone expected. In a previous posting, I put forth my philosophy - that not being able to get Gay-Married is hardly the inequity of the Century, and that financially, it makes little difference. Besides, it is just handing the far-right an issue to campaign on, and thus dividing the country when there are more important issues (the economy, terrorism, wars, etc.) that should rightfully be addressed first.
Sudden expansions of liberalism are often followed by even more dramatic and draconian swings towards conservatism. The most famous of these was in the 1920's in Germany, where under the Weimar Republic, gays made great strides toward acceptance. It seemed like a new era had dawned, and many joined gay rights advocacy groups. Berlin became a sex-tourism destination for gay men (as Chistopher Isherwood would remark, in his Berlin Stories which later were the basis for the musical Cabaret). "For Christopher, Berlin meant boys," Isherwood famously quoted in his Christoper and his kind.
But we all know how that worked out - and how it changed rather rapidly. The Nazis used the membership lists from these gay rights groups to round up gays (including many in their own party, particularly Ernst Julius Röhm) and either killed them outright or sent them off to concentration camps. And no one gave a damn either - at the time or years later. In fact, when gays tried to put a small memorial at Auschwitz to memorialize all those who wore the pink triangle and were gassed to death, orthodox Rabbis protested, saying that Auschwitz was a memorial to the innocent victims of the holocaust.
So you see, when things go suddenly liberal, I get nervous, as there may be a push-back, and in fact, an alarming number of far-right-wing people in this country are, at this very moment, arming themselves for revolution, with personal arsenals of dozens of automatic or semi-automatic weapons and tens of thousands of rounds of ammunition. All they lack is one charismatic leader or a central plan of operation. Yet.
But once again, I digress....
The law is, at the present time, that you can get Gay-Married in one of several States, and moreover that the Federal Government will recognize that marriage. This does create a financial incentive to get Gay-Married, particularly if you are older, for two reasons:
1. If your spouse dies, you may be eligible for survivors benefits under Social Security. In addition, the surviving spouse may have the choice of taking their own social security benefit or getting a percentage of their deceased spouse's benefit
2. If your spouse dies, you may be able to roll-over their IRA or 401(k) to your account with reduced or no tax penalties.
This latter issue is a key one for many older gay couples. Say, for example, you each have $500,000 in your respective IRA accounts. This represents a lifetime of work and struggle and savings, rolled-over 401(k)s, and the like. If you are not married, and one dies, leaving the other the beneficiary of the IRA, income taxes may have to be paid on the entire amount, all at once.
Since this would boost your effective income to over $500,000 for that year, you would end up in the highest tax bracket - nearly 40%. A huge chunk ($200,000) would be lost from that income. If you were married, it might be possible to roll over that money into your own IRA account, and not pay any taxes on it, until you start to withdraw later in life.
As I noted in an earlier posting:
If you are a spouse, the rules for an IRA are pretty lenient - you can roll over the IRA into your own, and then defer paying taxes on it until you decide to withdraw from the account. But you still have to pay taxes on it, of course, when you withdraw the money from the plan.
If you decide to cash it in, however, it is considered ordinary income. And if you are cashing in a $250,000 account, that will likely push you in to a much higher income bracket, and you will be expected to pay State and Federal taxes on this. And to prevent unpleasant surprises on April 15th, you need to mail in some estimated tax payments ahead of time.
The issue is complex, as it depends on whether it is an IRA or 401(k) and whether the deceased spouse had been withdrawing at the time. Consult a tax adviser for more details on your situation.
But one thing is clear - if you are married, the tax consequences are far less. And the Supreme Court has held that Gay Marriage is legal, and moreover the Federal Government has to recognize such marriages for governmental purposes, including taxes and Social Security.
But what if you don't live in a State that recognizes Gay Marriage? Well, then, you can't get married there, of course. But you can get married elsewhere. Such marriages might not be recognized in your State (likely won't be recognized) for State law issues (such as taxes, so the tax issue might get sticky - with one set of rules for Federal returns and another for State!). But it would be to your advantage, particularly as one or both of you reach retirement age.
So where can you get Gay-Married if you State doesn't recognize it? Well, Massachusetts is one place to go. You can apply for a Marriage License at the local town or city clerk's office using this form, and after a three day waiting period, you can get a Marriage License. This gives you 60 days to formalize the ceremony with the local Justice of the Peace, minister, or other authorized party. Instructions on how the process works may be found a this link.
So that's it. Not hard to do, and it will provide you benefits in retirement, in terms of Social Security and rolling over your IRA or 401(k). If you live in a State that recognizes the marriage, it also will make things easier when a spouse is in the hospital, medical decisions need to be made, or even if your spouse dies. It can get ugly in some States when that happens, as hateful relatives may end up having the last say in how your Spouse gets buried and the like. You may need their permission just to cremate the body or have it embalmed. It goes without saying that a medical power of attorney and general power of attorney are useful. However, powers of attorney expire when a person is deceased, and I learned recently firsthand that the "next of kin" may be required to sign off before a body is released for cremation or burial.
And of course, it goes without saying, that when the new American Nazi Party (known as the GOP) takes power, they will use the lists of Gay-Married people to track down and persecute gays and lesbians. If history is any guide, at least.
UPDATE: My Big Fat Gay Wedding, Provincetown, Mass, July 2014:
The Value of Things
The Problem With Early Retirement
Why the Efficient-Market Hypothesis is Bullshit
Wal-Mart and Nabisco
A Second Housing Bubble?
Political Correctness in our New Era
Telecommunications Charges
Yet Another Tech IPO to Avoid
The Madness of Crowds
Viewer Mail: Should a 77-Year-Old Lease a Car?
Remember the Good TImes?
What To Do With An Inheritance (Rat-Hole Investing)
The Waren Buffett Way
A Legit Way Out of Student Loan Debt?
LED Bulbs, Revisted
netTalk - Initial Review
Why the SmartPhone Industry Thinks You're Dumb.
Price is King
Delivering Pizza to a Restaurant (Plebe Thinking)
These Are The Good Old Days!
The Secret to Houseplants
PayPal Debit Card - Anatomy of a Bad Offer
Death of the Land Line (Obituary)
Nobility of the Poor?
Linked-In Scams
Are the Working Poor really Poor? Interesting Que...
Nutters!
Should You Have a Maid or Cleaning Service? (the M...
Running Away From Home Fad
Raise the Minimum Wage? Arguments For and Against.
Windows 8 - My First Experience
Does Credit Score Really Mean Anything at All?
Should You Be Afraid of Global Warming?
Collectables and Relics
More Economic Bad News!
Is America Really a Capitalist Country? Not By a ...
Why Lawyers Make More than UPS Drivers (or should)
Hillshire Farms
Demanding Equality
Everything is Someone Else's Fault!
Fear and Paranoia on the Internet, Chapter XXXIV
The Robot Revolution (Lithium Ion Batteries)
Vacation Insurance? Are You Kidding Me?

redpajama_set_name: RedPajamaCommonCrawl


More than 120 years ago, in 1892, the U.S. Government conducted land surveys in the area we know as Copeland. At this time, this area was part of Kootenai County.
In 1903, Caleb and Harriet Ames were living on 80 acres, but the date they set up "homesteading" is unknown. A son, Frank Ames, who drowned on August 27, 1903, was buried on the southwest corner of the property. Surprisingly enough, there were three other existing graves on that one acre by this time.
Thus, the Copeland Cemetery's history had begun.
In 1905, Caleb and Harriet purchased the 80 acres for the sum of $100. In September of that same year, the Ames sold the property minus one acre to Mary C. Barnes of Porthill for $500. The one acre piece was to be set aside for cemetery purposes.
Two years later, Mrs. Barnes sold the same piece to J. Wesley Tripp for the sum of $1,000: 79 acres plus the 1 acre serving as cemetery land.
J. Wesley Tripp then sold the very same plot of land to Theron L. and Addie B. Edwards of Copeland for the sum of $800. The one acre at the SW corner continued to be reserved for cemetery purposes.
It was not until 1939 the cemetery was platted to become the Copeland Cemetery.
To hear the rest of this intriguing story and all the people who have bought and sold this acre on the side of the hill, you will surely want to attend the Cemetery Tour presented by the Boundary County Museum Staff at 1 p.m. Saturday, September 29.
Parking is available adjacent to the cemetery, courtesy of the JWJ Memorial Park. Contact or stop by the Museum to reserve your place for this entertaining and informative walk. The $5 attendance fee will be shared with the Copeland Cemetery Association in appreciation of their partnership with the museum.


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Kalos Offers Second "Golf Around the World" Tour
May 8, 2014 9:21pm
Here's something fun for golf fans: Kalos Golf, a specialty tour operator that organizes luxury golf cruises, has announced its second Golf Around the World Tour, scheduled for October 2015. Combining visits to some top golf courses (and sightseeing tours, of course) in Fiji, Sydney, Bali, Thailand, Dubai, Mauritius, South Africa and Spain, this itinerary lets golfers play on five continents in one trip.
The itinerary includes top courses such as Valderrama, Fancourt and New South Wales, along with some hidden gems.
Golfers will get to travel on a privately chartered, custom-outfitted Boeing 757 that can seat 78 guests. Golf bags and luggage are handled at each hotel, and the on-board team includes a tour director, golf director, physician and private chef, as well as local guides at each destination.
The tour also offers guided tours and opportunities for cultural engagement. Highlights include exploring ancient temples in Bali, a behind-the-scenes tour of the Sydney Opera House, elephant trekking and a Thai cooking class in Chiang Mai, discovering Dubai by helicopter and then dining in the desert, a visit to a private game reserve in South Africa and soaking up the Mediterranean atmosphere of southern Spain.
Good to know: Kalos Golf is operating a relatively similar tour in October 2014.


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Hypercars [Extreme Cars]by Rendle, Steve
BTSB Prebound(PowerKids, 2022)
BTSB #: 746513 In Bindery
Dewey: 629.228/NAges: 10-12
Subjects: Sports cars Automobiles - Design and construction Automobile industry - Technological innovations
Summary: Provides readers with fascinating facts about hypercars, including the Aston Martin One-77, the Porsche 918 Spyder, and much more.
Race cars [Extreme Cars]by Rendle, Steve
Summary: Provides readers with fascinating facts about the fastest cars on Earth, including an in-depth look at such speed machines as the Ultima RS, the McLaren Senna, and much more.
Roadsters [Extreme Cars]by Rendle, Steve
Summary: Provides readers with fascinating facts about the coolest open air cars out there, including an in-depth look at the Lamborghini Veneno, Tesla Roadster, Aston Martin Valkyrie, and much more.
Sports cars [Extreme Cars]by Rendle, Steve
Summary: Provides readers with fascinating facts about sleek, stylish, and speedy sports cars, including an in-depth look at the Bugatti Divo, the Porsche 911 GT2 RS, the Caterham 620 R, and much more.


Any good shine free moisturizers??
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Is there a difference between a day cream and a night cream?
can i mix other products in with my moisturizers?
How similar is Rebeca's skin with yours? Take the Skin Assessment to find out how similar you are and find your SkinTwins.


Stone Cubed Sleigh Style Faux Leather Bed Frame - Double 4ft 6"
This stone bed frame has a striking and fresh modern cubed sleigh design which is finished with high quality faux leather. It has a sprung slatted base for extra comfort and mattress preservation.
The bed frame is also available in Black colour and in King size.


So last week we talked about what it was like when you got the diagnosis of autism for your child and that you have a lot of emotions to get through. And you'll still have a lot to get through whether it's anger, sadness or disbelief, they will still be there. Don't expect them to just disappear, they won't. But you can't just sit and wallow in them all the time. Sometimes? Okay, yes we're human. I did it. You'll do it. It will happen but you have work to do now. Your little one is counting on you to help him make sense of this world that doesn't make sense to him.
No doubt when you got the diagnosis you left with a pile of papers from the doctor or therapist right?What does it all mean? It's all a bunch of numbers and statements about where your child is in comparison to other kids his age. You'll need to learn how to read those scores and that's important. I read this book to help me understand what those numbers meant and how it affected my child in school. Bookmark this page or save the book in your Amazon shopping cart for later if your child isn't in school yet. This will be a life-saver for you then.
But first you need to realize something, you need to realize that no matter what you were told that your child couldn't do or would never be able to do is not true. No one can determine what progress your child will make. I was told my son would sit staring at the tv and rock back and forth all day, that he'd never get married or go to college. Would that really happen? If I had sat around and done absolutely nothing to help him mabye, but not if I worked hard every day to make sure it didn't. Don't ever let anyone put limits on what your child can do – not doctors, not therapist, not you, not even him!
It will take work, a lot of work but you can help your child fulfill his dreams and ambitions. Take that report and first look at your child's strengths. You'll use those strengths to help him work on the weaknesses. ALWAYS, always look at what your child can do vs. what he can't. You'll have enough people pointing out the weaknesses. YOU be his advocate and point out the strengths and use those to build other skills.
Go through the paperwork from the doctor or therapist and see what your child's strengths are. Make a list of them and think about how you can use them to help build the skills he may be weak in.
I'm sure there are recommendations for therapists and services your child could benefit from as well. Look into them. Yes some are very pricey but don't wait. If you can, get started on some sort of therapy whether it be speech, social skills, behavioral or occupational therapy do it. Find out what if anything your insurance covers and start your little one off with some therapy. The sooner you start the better.
Those are your first steps in the right direction after your child's autism diagnosis. Take one step forward, and then one more step and you'll get there.
It's Autism, Where do we go from here?
It's been a long time since I've really opened up about our Autism journey. Why? Because it's different now. He's much older and yes, with age came some maturity. His progress is just amazing but that's not what I want to write about right now. I don't want to write about us. I want to write about you. Your journey.
Has it just begun? Did you hear those words that felt like a kick in the stomach, "your child has autism". Take a deep breath. I know it's hard to hear, gosh do I know it but I want you to know something, it's not the end of the world. Cry. It's ok. It hurts. I know it does. I'm not going to pretend it doesn't and I don't want you too either so go ahead and let it out. And then wipe away the tears and dust yourself off and get ready to begin.
It's the beginning of your journey. One that will be difficult but I don't want you to give up.
There is a lot of work ahead for you, your spouse and the rest of your family. Be prepared for it, expect setbacks, expect bad days but I want you to know there will be good days, lots of them. Even if it doesn't seem like it right now. You will laugh, you will cry, and believe me you'll want to scream and it's ok. You need to know it's ok. Trust me, crying and screaming into my pillow got me through a lot of tough times. Get yourself a good pillow. It's always better to scream into a pillow than at that little one of yours who is struggling to figure out this world that is too overwhelming for him.
So right now, rather than think about "where to go now" give yourself a little time to take in what you heard, to learn what that may mean since no two kids are alike and educate yourself. Find moms who have kids with autism. Find a group, find a friend, find support. Don't have anyone close? Then reach out to me. Leave a message below, follow along on facebook, if you have a question and it's too personal to post online , just use the contact page here, I'll get the message. If I don't have the answer then maybe I can help you find it.
Couldn't sleep last night because of the nerves. My mind kept racing and I just couldn't turn it off. I had to attend an IEP meeting today for my son. I was dreading it as usual. You special needs mom out there can relate I'm sure. It was re-evaluation time. But this time was different. Our last full evaluation was the standard three years ago. That was the last time Bug was in public school. So this evaluation was all on me. His progress was dependent on how well I have been teaching him over the past three years.
As his mom, I can see the progress. I'm his teacher, I know he's making progress. I know it in my heart. Yet, I to have to go and listen to the evaluation results and have these people tell me my son is so far behind his peers. It just unnerves me. Walking into the office of four strangers sitting there ready to listen to me being told my son is low in his abilities if you haven't experienced it you just don't know how that feels. I'll tell you one thing it's a bunch of bull!
Yeah, so my son isn't where his "peers" are but that doesn't mean he hasn't made progress! A lot of progress! A heck of a lot more progress with one on one instruction from someone who truly cares about his future than he ever did.
Stop comparing him to his peers!
As I sat there reading the report tears falling from my eyes, my heart sank and I felt an emptiness in the pit of my stomach much like the day I was told he had autism. And then I stopped reading. Yes, I stopped reading that report and I got out my reports and my graphs that have tracked his progress since his diagnosis.
I stopped doing what those tests do, I stopped doing what those schools do. I stopped comparing my son to his "peers" and started comparing him to himself. Where has he grown? What areas is there progress? Where do we need to keep working? How can we continue to grow together?
And when I did that, those tears that the report had me shed completely changed to a heart full of sheer joy and happiness. I put in all the numbers from the report and really looked at the graphs that I have used from the beginning.
When I stopped comparing him to others and instead compared where he was to where he is now, I saw growth, I saw progress. I saw a lot of progress. I'm so, so very proud of him.
I couldn't be happier and then my friend sends me this video to watch and I end up in tears all over again.


text:
Es un api que permite usar restangular models para socio.

> Revisar socio para mayor informacion.

### Url rest
Puede cambiar el url de los servicios restfull con

````javascript
// Change url restful services
app.config(function(sgsocioProvider){
    sgsocioProvider.restUrl = 'https://someweb/rest';
});
````

### Factories
* SGCountryCode

| Method        URL                                 | Descripcion                       |
| :-------------------------------------------------|:----------------------------------|
| SGCountryCode.$build()                            | Crea objeto vacio                 |
| SGCountryCode.$saveByAlpha2Code()                 | Guarda segun alpha2Code           |
| SGCountryCode.$saveByAlpha3Code()                 | Guarda segun alpha3Code           |
| SGCountryCode.$saveByNumericCode()                | Guarda segun numericCode          |
| SGCountryCode.$search(params)                     | Buscar segun parametros           |
| SGCountryCode.$findByAlpha2code(alpha2Code)       | Buscar uno segun alpha2Code       |
| SGCountryCode.$findByAlpha3code(alpha3Code)       | Buscar uno segun alpha3Code       |
| SGCountryCode.$findByNumericcode(numericCode)     | Buscar uno segun numericCode      |
| SGCountryCode.$count()                            | Contar size()                     |
| SGCountryCode.$removeByAlpha2Code(alpha2Code)     | Eliminar uno segun alpha2Code     |
| SGCountryCode.$removeByAlpha3Code(alpha3Code)     | Eliminar uno segun alpha3Code     |
| SGCountryCode.$removeByNumericCode(numericCode)   | Eliminar uno segun numericCode    |

Los objetos countryCodes tienen la siguiente estructura:

```json
"countryCode": {
   "alpha2Code": "String",
   "alpha3Code": "String",
   "numericCode": "String",
   "independent": "Boolean",
   "status": "String",
   "shortNameEn": "String",
   "shortNameUppercaseEn": "String",
   "fullNameEn": "String"
}
```

### Version
1.0.0

### Tecnologías

Dependences:

* [JavaEE] - javaEE

Este proyecto es mantenido por SistCoop S.A.C.

License
----

MIT

redpajama_set_name: RedPajamaGithub


Description: This tune from Genevan Psalter, 1558. Farnaby's harmonization first published in The Whole Booke of Psalmes (Thomas Este) in 1592. Words by William Whittingham, Old Version, 1560.
Original text and translations may be found at Psalm 124.
This page was last edited on 22 August 2017, at 06:35.


text:
The association between BNP, 6MWD test, DLCO% and pulmonary hypertension in sarcoidosis
Mehdi Mirsaeidi
Hesham R. Omar
Internal Medicine Department, Mercy Medical Center, Clinton, Iowa
Robert Baughman
Department of Medicine, University of Cincinnati
Roberto Machado
Division of Pulmonary, Critical Care, Sleep and Allergy, Department of Medicine, University of Illinois at Chicago, IL
Nadera Sweiss
Sarcoidosis, pulmonary hypertension, pulmonary function test, BNP, 6-minute walk distance test
Introduction: Pulmonary hypertension (PH) is a feared complication in patients with sarcoidosis.It is an important negative prognostic factor which is reflected as a priority given to these subjects for orthotopic lung transplantation. We evaluated the relationship between BNP, 6MWD test, DLCO% values and the severity of sarcoidosis-associated pulmonary hypertension. Methods: A retrospective chart review was conducted between January 2010 and January 2015 on consecutive confirmed adult subjects diagnosed with sarcoidosis. Demographics, medical comorbidities, clinical features, pulmonary function tests (PFTs), 6MWD test, transthoracic echocardiography, laboratory investigations, radiographic findings, treatment and outcome data were collected from medical records. Subjects with suspicion for PH (i.e. those with PASP ≥ 25 mmHg) were included in the study. PH severity was classified using PASP into mild (PASP 25-49 mmHg), moderate (50-69 mmHg) and severe (≥70 mmHg). We evaluated the strength of correlation between BNP, 6MWD test, DLCO% and the severity of PH. The association between variables was performed using Pearson correlation coefficient and results were considered statistically significant if P value was <0.05. Results: Among the 108 cases diagnosed with sarcoidosis, we identified a total of 27 patients (25%) who had an elevated PASP suggestive of PH and met the study inclusion criteria. There was a significant correlation between BNP level (r=0.804, P=0.003), 6MWD test (r=-0.865, P=0.000), DLCO% (r=-0.513, P=0.015) and the PASP in sarcoidosis patients. Conclusion: Although these simple tests should not be used as screening tools for suspecting sarcoidosis-associated pulmonary hypertension, they may be of value in following its progression in subjects already diagnosed with pulmonary hypertension.
Abstract 268 | PDF Downloads 150
Mirsaeidi M, Omar HR, Baughman R, Machado R, Sweiss N. The association between BNP, 6MWD test, DLCO% and pulmonary hypertension in sarcoidosis. Sarcoidosis vasculitis and diffuse lung disease [Internet]. 2016Dec.23 [cited 2019Jul.18];33(4):317-20. Available from: http://www.mattioli1885journals.com/index.php/sarcoidosis/article/view/4966
Mehdi Mirsaeidi, University of Miami
Divison of Pulmonary and Critical Care
Mehdi Mirsaeidi, Ann Vu, Wei Zhang, Zarema Arbieva, Chongxu Zhang, Taimur Abbasi, Anoushirvan Hakim, Dean Schraufnagel, Nadera Sweiss, Robert Baughman, Joe G.N Garcia, Roberto F Machado, Annexin A11 is associated with pulmonary fibrosis in African American patients with sarcoidosis , Sarcoidosis vasculitis and diffuse lung disease: Vol 33 No 4 (2016)


Rambling Business continues our Vancouver, British Columbia, Canada series by taking a walk into one of the most unusual chocolatiers we have ever encountered. Rick met with Hodie Rondeau of XOXOLAT ( Sho-Sho-LA ) of Yaletown who not only emphasizes the healthy aspect of chocolate, but designs beautiful chocolate pieces that size up to even the most trendy shoes.
If you missed our last Glendale, Arizona Business Series, check it out!


MATERIAL - Italy imported glazed glass, JMT aroma colored glaze pendant, bring you a health lifestyle, with our Essential Oil Necklace you can enjoy the scent of your favorite essential oil without the oil touching your skin.
OPERATION -The chain is formed from knitted/plaited material which also has a two beads threaded onto it. Basically you hold one bead while pulling one of the four single stranded threads, when you pull the right one the four threads turn into two threads, you can then pull on both sides underneath the beads extending the necklace's length.
BEST GIFT CHOICE- A piece of jewelry made to last a lifetime,and it makes a great unique gift for all essential oil enthusiasts on birthday, mother's day, valentine's day, christmas.
We concentrate on colored glaze pendant design from 2010 to now, quality is the life of an enterprise, so we have own factory and designer team, now we are the market leader of quality OIL DIFFUSER BOTTLE PENDANT(Necklace Design). We have 7 types of design, each pattern has more than 6 colors. Copy the JMT Essential Oil Diffuser Necklace, paste it into search bar to get more items. Pendants have passed SGS test. Your health is our responsibility.
Why you need an amazing Aromatherapy Pendant?
* The chain is formed from knitted/plaited material which also has a two beads threaded onto it. These two beads mark where you can alter the length of the necklace, basically you hold one bead while pulling one of the four single stranded threads, when you pull the right one the four threads turn into two threads, you can then pull on both sides underneath the beads extending the necklace's length.
* When you are not wearing it, drape it over dressing table mirror where it can decorate and scent your bedroom.
* This necklace would make a lovely gift for a girlfriend, mother, sister or in fact any female would be delighted to receive this necklace as a gift.
1.Should be placed in jewelry box after wearing, prevent broken.
2.Take it off when take a shower, go to sleep or do sports. For long time use and keep the stopper in its original place.


text:
Articles, Arts & Culture, Montana Kaimin, Outdoor lifestyle, Sports
by LJ Dawson February 14, 20174:41 am May 1, 2019
Dynamite and toboggans: Ski patrol at Snowbowl
First seen in: Dynamite and toboggans: Ski patrol at Snowbowl
A broken femur and two deaths occurred in Alicia Leggett's first few years working as a ski patroller at California's Sugar Bowl Mountain while she was still in high school.
The severity of those experiences might scare some off, but not Leggett, who is now a junior at the University of Montana and a patroller at Montana Snowbowl, just outside of Missoula.
Leggett said being a ski patroller is serious business, and it often includes stabilizing an injured skier before getting them down the mountain to an ambulance. A patroller's job ranges from talking to a person screaming in pain from a torn knee, being there for skiers who are dying from serious head injuries, and searching in tree-wells for the bodies of missing persons.
When being a patroller gets hard, Leggett said, "It's just what you do."
While working as a ski patroller can put a person's life in your hands, Leggett said on smaller mountains like Snowbowl, a lot of time is spent waiting in the hut for a call to come over the radio.
Snowbowl's patrol hut is perched at the top of Big Sky Mountain, and it hangs over the West Bowl, one of the ski area's infamously steep features.
A few weeks ago, as Leggett stood on the patrol hut's deck, her cheeks turned red in the bright winter sun while she reminisced on the good times between medical calls, hours filled with board games, teasing and the occasional nap. Sleeping in the patrol hut is technically allowed, Leggett said, but it garners enough ridicule to make it a rarity, no matter how rough the night before was.
Leggett said patrolling includes pre-skiing runs, marking dangerous terrain with red bamboo sticks and raising or lowering the pads that cover chairlift towers.
Sometimes, Leggett said, the dynamite and pulleys come out for avalanche control. When it snows more than 6 inches or is windy enough to gather snow in the cliffs, the patrollers bomb the snow to release avalanches that could sweep the runs below.
"All we want to do is ski around and throw bombs at stuff," Leggett said, making it clear why she describes herself as an "adrenaline jackass."
The ski patrollers in the winter are typically people who work as river guides, EMTs and wildland firefighters in the summer. They seem to crave a way to stay outside year-round.
Ellie Turner has been pulling toboggans as a volunteer patroller, and now a pro-patroller, for the past seven years at Snowbowl. When she goes out on a serious call, she makes sure to take a breath in the middle of intense situations.
"Look up," Turner said. "If you don't, you're going to get lost."
But when mistakes happen, they're rectified by pitchers of beer and rounds of shots, bought by the patroller who bungled a task. Turner relates patrol to a family that works together under high stress and through boredom, then drinks beer together after.
"Snowbowl is a beautiful community," Turner said. "The mountain has given so much to me. This way I can give back a little to people."


211x501Tall Round tinis perfect for pretzel rods, cheese straws, rolled wafers, and long candy, and more. Solid platinum (silver) metallic finish is suitable for any occasion. Available sizes: (2.6875" x 5.0625"). Inside surfaces are FDA approved for contact with food. Made of tin-plated steel. Made in the USA. Please note: 211PNCOVER (standard cover) is customizable, but the ring cover and body of this tin are not.


The Silver Heart Family Birthstone Necklace is personalized jewelry at its finest! The heart shaped pendant is made of .925 sterling silver and the silver has anti-tarnish qualities that will help keep it looking terrific. The Silver Heart Birthstone engraved jewelry has room for up to five names to be personalized and each name is then customized and made unique with a Swarovski birthstone accent. The Silver Heart Birthstone name pendant comes with a silver chain.


text:
Q: Equivalent in HERE Lite to HERE Starter PositioningManager HERE Starter API is deprecated in favour HERE Lite API. What is the equivalent to Starter's PositioningManager and is there a sample/example of its use.

A: At the moment of writing this (12/2019), the HERE SDK 4.1 (Lite) has no own positioning system included.
Suggestions are to use normal location APIs from the Platform at this point of time.

redpajama_set_name: RedPajamaStackExchange


text:
namespace MineLib.Core.Events.SendingEvents
{
    public class RespawnEvent : SendingEvent { }
}