Bøger af Janne Holmén

I del ett av serien Löparens guldgruva har Janne Holmén, Europamästaren i maratonlöpning från år 2002, samlat texter som han skrivit om sin karriär. De flesta av dem är aldrig tidigare utgivna på svenska. Inledningsvis presenteras i ett nyskrivet kapitel Jannes bakgrund i en löparfamilj. Hans farfar Sven hade duster med Gunder Hägg på 1940-talet och hans pappa Rune blev finsk mästare på 5000 m 1971, varefter han som tränare lyckades föra både Jannes mamma Nina och Janne till EM-guld i långdistanslöpning. Därefter följer artiklar som beskriver Jannes bana som löpare från junioråren via elitkarriären till tiden som motionslöpare. Boken innehåller gott om träningsexempel som kan fungera som inspiration för löpare i olika åldrar och på olika nivåer.

"Nordic Models for a Democratic School" analyzes the efforts to create a democratic and equal society by the means of educational reform in Sweden and Finland 1960-2020, based on official print and earlier research. Of special concern is how the inherent contradiction between democracy and rule of law - the principle of the Rechtsstaat - has affected the development. For historical and geopolitical reasons, the balance between these principles has been different in Sweden and Finland. Swedish democratic development has been society-oriented rather than individual-oriented, without any real counterweight against the popularly elected politicians' influence over society, including the school system. In Finland, the powers of government have been limited by the mechanisms of the Rechtsstaat, with a decentralized state and more independent civil servants, including teachers. These differences in political culture have profoundly influenced the realm of education. Sweden has experienced continuous reforms, gives priority to democracy in the value bas of curricula, and emphasizes the schools function as a transmitter of values. Finland has experienced rare but revolutionary bursts of reforms, emphasizes human rights in the value base of curricula, and gives priority to the school's role as a transmitter of knowledge.

The concept of mental maps is used in several disciplines including geography, psychology, history, linguistics, economics, anthropology, political science, and computer game design. However, until now, there has been little communication between these disciplines and methodological schools involved in mental mapping.Mental Maps: Geographical and Historical Perspectives addresses this situation by bringing together scholars from some of the related fields. Ute Schneider examines the development of German geographer Heinrich Schiffers' mental maps, using his books on Africa from the 1930s to the 1970s. Efrat Ben-Ze'ev and Chloé Yvroux investigate conceptions of Israel and Palestine, particularly the West Bank, held by French and Israeli students. By superimposing large numbers of sketch maps, Clarisse Didelon-Loiseau, Sophie de Ruffray, and Nicolas Lambert identify "soft" and "hard" macro-regions on the mental maps of geography students across the world. Janne Holmén investigates whether the Baltic and the Mediterranean Seas are seen as links or divisions between the countries that line their shores, according to the mental maps of high school seniors. Similarly, Dario Musolino maps regional preferences of Italian entrepreneurs. Finally, Lars-Erik Edlund offers an essayistic account of mental mapping, based on memories of maps in his own family.This edited volume book uses printed maps, survey data and hand drawn maps as sources, contributing to the study of human perception of space from the perspectives of different disciplines.The chapters in this book were originally published as a special issue of the Journal of Cultural Geography.

This edited volume book uses printed maps, survey data and hand drawn maps as sources, contributing to the study of human perception of space from the perspectives of different disciplines.