Search for dissertations about: "MIS 3"
Showing result 1 - 5 of 46 swedish dissertations containing the words MIS 3.
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1. High-resolution simulations of two cold palaeo climates in Europe : MIS 3 and LGM
Abstract : The study of past climate is important because it increases our understanding of how the climate system works. Past climate is often reconstructed by using proxies (that is observations of things that tell something about past climate, for example tree rings, pollen in lake sediments and fossils). READ MORE
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2. (Mis)understanding and learning of feedback relations in a simple dynamic system
Abstract : The work presented in this dissertation has focused on laypeople's understanding of a simple dynamic system. The system in question consisted of a predator-and-prey ecology. A computer simulation was used to portray foxes feeding on rabbits. READ MORE
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3. Terrestrial response to Dansgaard-Oeschger cycles and Heinrich events : the lacustrine record of Les Echets, south-eastern France
Abstract : Marine Isotope Stage (MIS) 3 was an interval characterized by large and abrupt temperature changes on a millennial time scale, the so-called Dansgaard-Oeschger (DO) cycles and Heinrich events. Evidence for this high-frequency climate variability has been identified in many marine and ice core records. READ MORE
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4. Returning to Work : geographies of Employment in Turbulent Times
Abstract : This thesis adds to theorizations of resilience, by placing workers and employment on the center stage. This has been addressed by contextualizing gross employment changes and workers’ way back to employment after redundancy. Swedish longitudinal microdata from 1990-2010 were used. READ MORE
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5. The Parent–Teacher Encounter : A (mis)match between habitus and doxa
Abstract : The aim of the thesis is to study how parents and teachers experience their encounter and how they negotiate their positions in the field of schooling with respect to legitimate knowledge claims about the child and the ideal form of home–school collaboration. The aim is operationalised through the following research questions: 1) How do parents and teachers utilise their social and cultural resources in their encounters? 2) How can certain resources function as forms of capital in relation to different practices in the field? 3) What practices do teachers and parents employ to preserve and/or subvert their relative positions in their encounters? The theoretical framework is grounded in Pierre Bourdieu’s theory of practice and the main conceptual tools are habitus, capital and doxa. READ MORE
