Search

The purpose of this article is to describe how education can serve as a changing and liberating process for adults with long-term mental illness. Semi-structured interviews were conducted with 22 participants in Life-knowledge and Creative courses at a Swedish Folk High School. Five themes emerged in the interviews: (i) A meaningful social context -- to undergo change with others; (ii) Self-awareness via non-violent communication -- to change one's self-image; (iii) Creating as rehabilitation -- change through aesthetic learning processes; (iv) To function better in everyday life -- to receive confirmation of change; (v) Opportunity horizons -- to change hope for the future. The conclusion is that the Folk High School environment and the educational courses can contribute to an increased sense of well-being in the present. The liberating process primarily impacts the participants' self-stigma positively as long as this takes place in environments where the participants have experience of not being exposed to social stigma, either at home or at the Folk High School. The participants do not entertain future life plans that extend beyond the context of Folk High School, but when examined in the light of their situation before they enrolled at Folk High School, the liberating process is still noticeable.

The transition from analogue campus-based learning to digital distance learning during the Covid-19 pandemic affected our society in many ways. This study set out to explore the experiences of 30 pre-service teachers when transitioning to digital distance learning. The pre-service teachers (PSTs) participated in a series of focus-group interviews that were subsequently analysed using qualitative content analysis. The results indicate that the transition to digital distance learning worked well and that the technology that was used performed satisfactorily. However, the PSTs experienced both opportunities and obstacles with respect to distance learning. The opportunities associated with digital distance learning were reported to be instantiated by teacher-led 'flipped classroom' teaching sessions and the additional freedom that was enjoyed by the PSTs (in both space and time). An obstacle associated with digital learning was the feeling that important aspects of interpersonal interaction disappeared. The PSTs remained sedentary and isolated at home, and the learning experience became somewhat dysfunctional when the teaching was not clearly structured and teacher-lead. The study concludes that it is not possible to replace IRL ('in real life') teaching entirely with digital distance learning. However, the results suggest that a hybrid form of teaching or elements of digital teaching can work well as a complement to future campus-based courses.

The increasing proportion of senior citizens in the population places new demands on the existing welfare system, in terms of the delivery of social services, but also with respect to democratic issues such as 'inclusion' and 'participation.' Participation in adult education offers a context where senior citizens can be included in society, experience meaningfulness, and even create the conditions for their own well-being. In Sweden, there exist formal adult education systems that have enjoyed more success than others with respect to attracting groups of senior citizens who traditionally have not participated in the same degree in this domain. The Folk High School is one such educational system. The purpose of this article is to provide a description of how Folk High School senior courses are organized and what role the courses that are offered there play in the participants' lives with respect to meaningfulness, their well-being, and life-long learning. Eight focus group interviews with 33 participants were conducted at eight different Folk High Schools in southern Sweden. The results of this study indicate that Folk High Schools' senior courses are organized together with the participants and in such a manner that interaction with participants from other courses is made possible. This interaction gives rise to an unpretentious- and, in a broad sense, an intercultural learning experience. The participants experience this as meaningful, and as something which impacts on their quality of life in a positive manner. Furthermore, it plays an important function in the participants' continued life-long learning.

Abstract Background Telomerase-negative cells have limited proliferation potential. In these cells, telomeres shorten until they reach a critical length and induce a permanently arrested state. This process called replicative senescence is associated with genomic instability and participates in tissue and organismal ageing. Experimental data using single-cell approaches in the budding yeast model organism show that telomerase-negative cells often experience abnormally long cell cycles, which can be followed by cell cycles of normal duration, before reaching the terminal senescent state. These series of non-terminal cell cycle arrests contribute to the heterogeneity of senescence and likely magnify its genomic instability. Due to their apparent stochastic nature, investigating the dynamics and the molecular origins of these arrests has been difficult. In particular, whether the non-terminal arrests series stem from a mechanism similar to the one that triggers terminal senescence is not known. Results Here, we provide a mathematical description of sequences of non-terminal arrests to understand how they appear. We take advantage of an experimental data set of cell cycle duration measurements performed in individual telomerase-negative yeast cells that keep track of the number of generations since telomerase inactivation. Using numerical simulations, we show that the occurrence of non-terminal arrests is a generation-dependent process that can be explained by the shortest telomere reaching a probabilistic threshold length. While the onset of senescence is also triggered by telomere shortening, we highlight differences in the laws that describe the number of consecutive arrests in non-terminal arrests compared to senescence arrests, suggesting distinct underlying mechanisms and cellular states. Conclusions Replicative senescence is a complex process that affects cell divisions earlier than anticipated, as exemplified by the frequent occurrence of non-terminal arrests early after telomerase inactivation. The present work unravels two kinetically and mechanistically distinct generation-dependent processes underlying non-terminal and terminal senescence arrests. We suggest that these two processes are responsible for two consequences of senescence at the population level, the increase of genome instability on the one hand, and the limitation of proliferation capacity on the other hand.