The James Webb Space Telescope Mission

Twenty-six years ago a small committee report, building on earlier studies, expounded a compelling and poetic vision for the future of astronomy, calling for an infrared-optimized space telescope with an aperture of at least $4m$. With the support of their governments in the US, Europe, and Canada, 20,000 people realized that vision as the $6.5m$ James Webb Space Telescope. A generation of astronomers will celebrate their accomplishments for the life of the mission, potentially as long as 20 years, and beyond. This report and the scientific discoveries that follow are extended thank-you notes to the 20,000 team members. The telescope is working perfectly, with much better image quality than expected. In this and accompanying papers, we give a brief history, describe the observatory, outline its objectives and current observing program, and discuss the inventions and people who made it possible. We cite detailed reports on the design and the measured performance on orbit.Comment: Accepted by PASP for the special issue on The James Webb Space Telescope Overview, 29 pages, 4 figure

"You don´t have to love everything and everyone but respect everything and everyone, thats the most important thing" : Roma experiences of the school during the period 1970-2022

Sammanfattning Syftet med denna uppsats var att redogöra för fem romers erfarenheter av utbildning under perioden 1970–2000-talet. För att uppfylla detta syfte genomfördes en kvalitativ intervjustudie med fem romer som bor i Sverige och som har gått i skola någon gång under perioden 1970–2000-talet. Dessa fem respondenter gav svar på följande frågeställningar: Vilka erfarenheter har romer av skolan, vilka erfarenheter har respondentens föräldrar av skolan och hur anser romer att allas rätt till en likvärdig utbildning bättre kan omfatta alla? Respondenternas svar på dessa frågeställningar analyserades utifrån Pierre Bourdieus begreppsteori, vilken inkluderar habitus, fält, kapital och symboliskt våld. Därigenom gavs en tydligare bild av romers erfarenheter av utbildning under perioden 1970–2000-talet.Sammanfattningsvis framkom att de respondenter som hade haft bra förebilder och som fått stöd och hjälp från skolan, hade klarat skolan bättre och hade även genomgått en längre utbildning. De respondenter som saknade bra förebilder och som inte fick stöd och hjälp från skolan och hemifrån, klarade däremot inte skolan lika bra, vilket resulterade i att de avslutade grundskolan tidigare än de andra barnen. Det fanns dels skolor som försökte hjälpa respondenterna och ge dem det stöd de behövde, dels fanns det skolor som ignorerade respondenternas önskan om stöd och hjälp i skolan. För att förhindra den strukturella diskrimineringen som pågick – och fortfarande pågår – i såväl skolan som i samhället, behövs utbildning för både elever och föräldrar. Uppsatsens slutsatser var följande: ingen vill särskiljas och betraktas som annorlunda; alla behöver bli bekräftade, inklusive romer; det behövs utbildning för både barn och föräldrar för att förhindra strukturell diskriminering, och stöd och hjälp behöver ges till elever som inte får det hemifrån. Begrepp: nationell minoritetsgrupp, romer, diskriminering, respekt, bemötande, utbildning och acceptans.Abstract The purpose of this paper was to account for Roma experiences of education during the period 1970–2000. Thus, a qualitative interview study was used with five Roma who live in Sweden and who have gone to school sometime during the period 1970–2000. These five respondents provided answers to the following questions: What experiences do Roma have of the school, what experiences did the parents have of the school and how can the education be more including and equal according to Romani people? The respondents answers to these questions were analyzed based on Pierre Bourdieu’s conceptual theory, wich includes concepts such as habitus, field, capital and symbolic violence. This gave a clearer picture of Roma experiences of education in relation to the formal reforms. In summary, the respondents who had good role models, support and help from the school, managed school better and also had a longer education. On the contrary, those repsondents who lacked good role models, support and help from school and from home, did not cope as well, which resulted in them finishing primary school earlier than other children. There were schools that tried to help the respondents and give them the support they needed. However, there were also schools that ignored respondents’ desire for support and help at school. Finally, education for both students and parents was needed to prevent the structural discrimination that was present – and is still present – in both school and in society. The conclusion of this essay was as follows: no one wants to be distinguished as and considered different; everyone needs to be affirmed, including Roma; education was needed for both children and parents to prevent structural discrimination; and support and assistance was also needed for students who did not get it from home. Concepts; national minority group: Roma, discrimination, respect, treatment, education and acceptance

Immersed Boundary Methods for High-Resolution Simulation of Atmospheric Boundary-Layer Flow Over Complex Terrain

Mesoscale models, such as the Weather Research and Forecasting (WRF) model, are increasingly used for high resolution simulations, particularly in complex terrain, but errors associated with terrain-following coordinates degrade the accuracy of the solution. Use of an alternative Cartesian gridding technique, known as an immersed boundary method (IBM), alleviates coordinate transformation errors and eliminates restrictions on terrain slope which currently limit mesoscale models to slowly varying terrain. In this dissertation, an immersed boundary method is developed for use in numerical weather prediction. Use of the method facilitates explicit resolution of complex terrain, even urban terrain, in the WRF mesoscale model. First, the errors that arise in the WRF model when complex terrain is present are presented. This is accomplished using a scalar advection test case, and comparing the numerical solution to the analytical solution. Results are presented for different orders of advection schemes, grid resolutions and aspect ratios, as well as various degrees of terrain slope. For comparison, results from the same simulation are presented using the IBM.Both two-dimensional and three-dimensional immersed boundary methods are then described, along with details that are specific to the implementation of IBM in the WRF code. Our IBM is capable of imposing both Dirichlet and Neumann boundary conditions. Additionally, a method for coupling atmospheric physics parameterizations at the immersed boundary is presented, making IB methods much more functional in the context of numerical weather prediction models. The two-dimensional IB method is verified through comparisons of solutions for gentle terrain slopes when using IBM and terrain-following grids. The canonical case of flow over a Witch of Agnesi hill provides validation of the basic no-slip and zero gradient boundary conditions. Specified diurnal heating in a valley, producing anabatic winds, is used to validate the use of flux (non-zero) boundary conditions. This anabatic flow set-up is further coupled to atmospheric physics parameterizations, which calculate surface fluxes, demonstrating that the IBM can be coupled to various land-surface parameterizations in atmospheric models.Additionally, the IB method is extended to three dimensions, using both trilinear and inverse distance weighted interpolations. Results are presented for geostrophic flow over a three-dimensional hill. It is found that while the IB method using trilinear interpolation works well for simple three-dimensional geometries, a more flexible and robust method is needed for extremely complex geometries, as found in three-dimensional urban environments. A second, more flexible, immersed boundary method is devised using inverse distance weighting, and results are compared to the first IBM approach. Additionally, the functionality to nest a domain with resolved complex geometry inside of a parent domain without resolved complex geometry is described. The new IBM approach is used to model urban terrain from Oklahoma City in a one-way nested configuration, where lateral boundary conditions are provided by the parent domain.Finally, the IB method is extended to include wall model parameterizations for rough surfaces. Two possible implementations are presented, one which uses the log law to reconstruct velocities exterior to the solid domain, and one which reconstructs shear stress at the immersed boundary, rather than velocity. These methods are tested on the three-dimensional canonical case of neutral atmospheric boundary layer flow over flat terrain

"You don´t have to love everything and everyone but respect everything and everyone, thats the most important thing" : Roma experiences of the school during the period 1970-2022

Sammanfattning Syftet med denna uppsats var att redogöra för fem romers erfarenheter av utbildning under perioden 1970–2000-talet. För att uppfylla detta syfte genomfördes en kvalitativ intervjustudie med fem romer som bor i Sverige och som har gått i skola någon gång under perioden 1970–2000-talet. Dessa fem respondenter gav svar på följande frågeställningar: Vilka erfarenheter har romer av skolan, vilka erfarenheter har respondentens föräldrar av skolan och hur anser romer att allas rätt till en likvärdig utbildning bättre kan omfatta alla? Respondenternas svar på dessa frågeställningar analyserades utifrån Pierre Bourdieus begreppsteori, vilken inkluderar habitus, fält, kapital och symboliskt våld. Därigenom gavs en tydligare bild av romers erfarenheter av utbildning under perioden 1970–2000-talet.Sammanfattningsvis framkom att de respondenter som hade haft bra förebilder och som fått stöd och hjälp från skolan, hade klarat skolan bättre och hade även genomgått en längre utbildning. De respondenter som saknade bra förebilder och som inte fick stöd och hjälp från skolan och hemifrån, klarade däremot inte skolan lika bra, vilket resulterade i att de avslutade grundskolan tidigare än de andra barnen. Det fanns dels skolor som försökte hjälpa respondenterna och ge dem det stöd de behövde, dels fanns det skolor som ignorerade respondenternas önskan om stöd och hjälp i skolan. För att förhindra den strukturella diskrimineringen som pågick – och fortfarande pågår – i såväl skolan som i samhället, behövs utbildning för både elever och föräldrar. Uppsatsens slutsatser var följande: ingen vill särskiljas och betraktas som annorlunda; alla behöver bli bekräftade, inklusive romer; det behövs utbildning för både barn och föräldrar för att förhindra strukturell diskriminering, och stöd och hjälp behöver ges till elever som inte får det hemifrån. Begrepp: nationell minoritetsgrupp, romer, diskriminering, respekt, bemötande, utbildning och acceptans.Abstract The purpose of this paper was to account for Roma experiences of education during the period 1970–2000. Thus, a qualitative interview study was used with five Roma who live in Sweden and who have gone to school sometime during the period 1970–2000. These five respondents provided answers to the following questions: What experiences do Roma have of the school, what experiences did the parents have of the school and how can the education be more including and equal according to Romani people? The respondents answers to these questions were analyzed based on Pierre Bourdieu’s conceptual theory, wich includes concepts such as habitus, field, capital and symbolic violence. This gave a clearer picture of Roma experiences of education in relation to the formal reforms. In summary, the respondents who had good role models, support and help from the school, managed school better and also had a longer education. On the contrary, those repsondents who lacked good role models, support and help from school and from home, did not cope as well, which resulted in them finishing primary school earlier than other children. There were schools that tried to help the respondents and give them the support they needed. However, there were also schools that ignored respondents’ desire for support and help at school. Finally, education for both students and parents was needed to prevent the structural discrimination that was present – and is still present – in both school and in society. The conclusion of this essay was as follows: no one wants to be distinguished as and considered different; everyone needs to be affirmed, including Roma; education was needed for both children and parents to prevent structural discrimination; and support and assistance was also needed for students who did not get it from home. Concepts; national minority group: Roma, discrimination, respect, treatment, education and acceptance

Bosnians stories of war and genocide trauma : Interview study with Bosnians in Sweden about war and the genocide in Srebrenica

Denna uppsats undersöker hur bosnier i Sverige har hanterat krigs- och folkmordstrauma med fokus på händelseutvecklingen i Bosnien-Hercegovina under 1990-talet. Med utgångspunkt i intervjuer med bosnier i Sverige, som överlevde kriget. Med hjälp av en analytisk modell av Suzanne Kaplan, analyseras hur överlevarna minns folkmordet och kriget. Därutöver hur det har påverkat dem och vilka strategier som används för att bearbeta det förflutna.Det överlevarna minns starkast från kriget i Bosnien 1992–1995 var krigsutbrottet, folkmordet i Srebrenica samt flykten under kriget. Ifrån krigsutbrottet minns de särskilt den rädsla som skapades av bomb- och granatattacker. En rädsla som aldrig försvinner utan finns fortfarande kvar 25 år senare. Under folkmordet i juli 1995 dog många pojkar och män. Det var särskilt svårt för anhöriga att inte kunna säga farväl till sina släktingar. Inte nog med det att många män och pojkar dog i juli, utan också att det tog oerhörd lång tid att hitta kropparna. Än idag identifieras defekta skelett med hjälp av DNA-matchning, som sedan begravs av anhöriga i Potočari Genocide Memorial Center. En enorm besvikelse finns bland de överlevande, för att ingen ingrep för att stoppa folkmordet på över 8000 människor i Srebrenica 1995. På olika sätt tog sig överlevare fram till tryggare platser såsom; släktingar i Turkiet, via buss till Polen därefter färja till Sverige, smuggling till Tyskland och vissa bodde kvar i Bosnien-Hercegovina men flyttade till säkrare områden. Intervjustudien visar att kriget påverkade överlevarna på olika vis bland annat i form av psykisk ohälsa i olika utsträckning samt att föräldralösa är mer ansvarsfulla men också mer sårbara,vilka är några faktorer som överlevarna påverkats av kriget. Dessutom påverkas överlevare den 11 juli som är minnesdagen för folkmordet i Srebrenica, vilket uppmärksammas i såväl Bosnien som internationellt. Det finns en variation när det gäller hur överlevarna hanterar krigs- och folkmordstrauma, men gemensamt för alla är någon form av upprättelse, att ansvariga står till svars. Det vanligaste sättet att hantera krigs- och folkmordstrauma är att samtala om överlevarnas upplevelser antingen via professionell hjälp eller med vänner och släkt. En kortsiktig strategi för att orka leva överhuvudtaget är att förtränga minnen. En mer långsiktig strategi är att acceptera deras krigs- och folkmordstrauma, vilket innebär att fokus ligger mer på framtiden än det förflutna. Genom att utsätta sig för svåra situationer samt att hjälpa andra som har det svårt blir vardagen mer hanterbar. Begrepp: krigs- och folkmordstrauma, påverkansfaktorer, hanterbara strategierThis essay examines how Bosnians in Sweden have dealt with war and genocide trauma with a focus on the course of events in Bosnia-Herzegovina during the 1990´s. Based on interviews with Bosnians in Sweden who survived the war. With the help of an analytical model by Suzanne Kaplan, it is analysed how the survivors remember the genocide and the war. In addition, how it has affected them and what strategies are used to process the past.What the survivors especially remember from the war in Bosnia 1992–1995 were the outbreak of war, the genocide in Srebrenica and the flight during the war, what they remembered most is the fear created by bomb and grenade attacks. A fear that never disappears and still exists, 25 years later. During the genocide in July 1995 many boys and men died. It was especially difficult for relatives not to be able to say goodbye to their family members. Not only did many men and boys die in July, but it also took an incredibly long time to find the bodies. Even today, defective skeletons are identified using DNA matching, which was then buried by relatives in Potočari Genocide Memorial Center. There is a huge disappointment among the survivors, because no one intervened to stop the genocide of over 8000 people in Srebrenica in 1995. In various ways, survivors found refuge in: Turkey, by bus to Poland and then ferry to Sweden, by smuggling to Germany and some remained in Bosnia-Herzegovina but moved to safer areas.The interview study shows that the war affected the survivors in various ways, including in the form of mental illness to vulnerable, which are some factors that the survivors were affected by the war. In addition, survivors are affected on July 11, which is the day of the genocide in Srebrenica, which is celebrated in Bosnia as well as internationally. There is a variation in how survivors handle war and genocide trauma, but common to all is some form of redress, that those who are responsible to be held accountable. The most common way to deal with war and genocide trauma is to talk about the survivors experiences either through professional help or with friends and relatives. A short-term strategy for being able to live at all is to repress memories. A more long-term strategy is to accept their war and genocide trauma, which means that the focus is more on the future, than the past. By exposing yourself to difficult situations and helping others who are having a hard time, everyday life become more manageable. Concepts: war and genocide traumatization, affecting factors, manageable strategie

In school, threats and violence are made aware : Interview study with high school staff

Syftet med denna uppsats var att redogöra för det förebyggande arbetet kring hot och våld men också hantering av hot och våld i gymnasieskolan. Därmed användes en kvalitativ intervjustudie med rektorer, lärare samt en kurator som gav svar på följande frågeställningar; hur förebyggdes hot och våld i gymnasieskolan, hur identifierades hot och våld i gymnasieskolan samt hur bemöttes hot och våld i gymnasieskolan. Personalens svar på dessa frågeställningar analyserades utifrån Paulo Freires befrielseteori och därmed gavs en tydligare bild av skolans situation gällande hot och våld. Medvetandegöra-(conscientização) innebar att handlingsplanerna kritiskt reflekterades över som uppdaterades årsvis samt granskning av elevenkäter och medarbetarenkäter. I arbetslaget samtalades och delades erfarenheter som var en del i att hot och våld medvetandegjordes. Förutom i arbetslaget delades olika erfarenheter genom föreläsningar, litteratur och poddar, vilket ökade kunskapen om hot och våld. Eleverna diskuterade värdegrunden, normer och de förtryckta samt förtryckarnas världsbild. Därtill fick elever kännedom om den hjälp som fanns såsom kurator, socialtjänst och utväg om de hamnade i en våldsam eller hotfull situation. Det förebyggande arbetet kring hot och våld sammanfattades i följande strategier: skapandet av en trygg arbetsmiljö samt ökning av elevers och lärares kunskap. Dessutom behövdes både teoretiska och praktiska kunskaper om hur elever och lärare skulle agera vid hotfulla och våldsamma situationer. Olika handlingsplaner tillämpades vid olika hotfulla och våldsamma situationer. Vid övning av inrymning förbereddes lärare och elever hur de skulle agera vid våldsamma och hotfulla situationer. Dessutom behövdes kännedom om vilka aktörer som fanns inom skolan såsom elevhälsoteam, som oftast bestod av kurator, psykolog och skolläkare. Därutöver bestod en krisgrupp av andra professioner såsom pastor, diakon, mentor, präst eller imam. I samhället fanns det vid större katastrofer och olyckor stöd och råd från socialtjänsten och POSOM-gruppen att tillgå. Begrepp: Hot och våld medvetandegjordes, i skola, i nära relationer, i hemmet, barn for illa, elevhälsoteam, Krisgrupp, Socialtjänsten, Polisen, POSOM-gruppen    The purpose of this essay was to account for the preventive work on threats and violence but also the management of threats and violence in high school. Thus, a qualitative interview study was used with principals, teachers and a counselor´s who provided answers to the following questions; how threats and violence were prevented in high school, how threats and violence   were indentified in high school and how threats and violence in high school were adressed. The staff´s answers to these questions were analyzed on the basis of Paulo Freire´s liberation theory and thus gave a clearer picture of school´s sitaution regarding threats and violence. Awareness-raising (conscientização) meant that the action plans were critically reflected on, which were updated annually, as well as a review of student surveys and employee surveys. The work team discussed and shared experinces that were part of raising awareness of threats and violence. In addition to the work team, different experiences were shared through lectures, litterature and podcasts, which increased knowledge about threats and violence. The students discussed the values, norms and the world of oppressed and the opressors. In addition, students become aware of the help that was available, such as a counselor, social services and a resort if they ended up in a violent or threatening situation.  The preventive work on threats and violence was summarized in the following strategies: the creation of safe working environment and an increase students and teachers knowledge. In addition, both theoretical and practical knowledge was needed about how students and teachers should act in threatening and violent situations. Different action plans were applied in different threatning and violent situations. When practicing accomodation, teachers and students were prepared to act in violent and threatening situations. In addition, knowledge was needed about which actors were present within the school, such as student health teams, which usually consisted of a counselors, psychologists and school doctor. In addition, a crisis group consisted of other professions such as pastor, deacon, mentor, priest or imam. In the event of major disasters and accidents, support and advice from the social services and the POSOM group were availible. Concepts: Threats and violence were made aware, in school, close relationships, at home, children got hurt, student health team, Crisis-group, Social services, Police, POSOM group

Clinical and radiologic evaluation reveals high prevalence of abnormalities in young adults with dysphagia

The purpose of this study was to retrospectively evaluate the radiologic findings in young adults with dysphagia undergoing barium swallow and to compare these with the final clinical diagnosis. Clinical history, barium swallow, endoscopy (21 patients), manometry (18 patients), 24 h pH monitoring (4 patients), and outcome of treatments were studied and compared in 43 patients aged 14-30 years (mean 24 years). There were 26 men and 17 women. Duration of symptoms varied between 2 weeks and 22 years and included globus (n = 22), obstruction (n = 31), water brash (n = 6), classic reflux symptoms (n = 10), atypical reflux symptoms (n = 9), slow eating (n = 6), and vomiting (n = 11). The final diagnosis was achalasia (n = 2), arteria lusoria (n = 1), esophagitis (n = 1), esophageal dysfunction (n = 11), esophageal stricture (n = 5), gastroesophageal reflux disease (n = 8), and pharyngeal dysfunction (n = 2). Thirteen patients were assessed to be normal. The result of the barium swallow was in agreement with the final diagnosis in all but 3 patients who were assessed as normal, and the final diagnosis was esophagitis (n = 1), dysmotility (n = 1), and reflux disease (n = 1). Anatomic and functional abnormalities are common in young adults with dysphagia. Barium swallow reveals the explanation of the symptoms in 70% of such patients. Radiology therefore should be the method of choice for the investigation of dysphagic young adults