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The Ocean Incubator Network (OIN) Living Laboratory and Ocean Literacy Toolkit
No full textThe report documents the experience and knowledge gained during the Ocean Incubator Network workshop on Ocean Literacy, led by Margherita Paola Poto and Laura Vita. The event was held at the Arctic House in Copenhagen and funded by UArctic UiT, The Arctic University of Norway, over May 2-4, 2024. The workshop was organized as a dynamic living laboratory facilitating active participation and contribution from the Ocean Incubator Network members. Structured over three days, the workshop’s agenda followed two thematic pathways: connecting with each other and connecting with the ocean. This work resulted from the culmination of a series of preparatory meetings spanning from September 2023 (with a kick-off in Tromsø) to April 2024 (Monthly Coffee Meetings)
زیست نگار کف اقیانوس
No full textFocus:
To consolidate pupils\u27 learning about the ocean floor in a creative and fun way. Through creating a diorama, the pupils will think about what the ocean floor looks like and what species live there.
Learning objectives:
In this activity, pupils will design, classify, and find a place for all the elements and characters that compose the ocean floor and biodiversity that they have learnt about in class.تمرکز
برای تثبیت یادگیری دانش آموزان در مورد کف اقیانوس به روشی خلاقانه و سرگرم کننده. از طریق ایجاد یک زیست نگار، دانش آموزان به این فکر می کنند که کف اقیانوس چگونه به نظر می رسد و چه گونه هایی در آنجا زندگی می کنند.
اهداف یادگیری
در این فعالیت، دانشآموزان طراحی، طبقهبندی و مکانی برای همه عناصر و شخصیتهایی که کف اقیانوس و تنوع زیستی را تشکیل میدهند پیدا میکنن
Kunnskapsoppsummering og klassifisering av tiltaket: Flyt
No full textBackground: Flyt is a life skills program for students in the 10th grade aiming to make participants better equipped to complete upper secondary school. The program is a strength-based group initiative for young people at risk for drop-out, but young people with no known risks are also included. For participants, the initiative comprises a total of 80 hours of organized activities divided between weekend and evening gatherings throughout approximately 15 months, starting in the beginning of 10th grade. Parents attend four meetings. TRH Crown Prince Haakon and Crown Princess Mette-Marit’s Foundation is the initiative developers, owner of the initiative and responsible for the training of supervisors in the program. The intervention is carried out locally in the municipality. The first cohort to try the program in finished in 2019, while in 2022-23, it is implemented in 17 municipalities.
Method: This review is based on a systematic literature search in the databases Embase, Medline, Psycinfo, NORART, Cochrane, Cristin, NORA, SCOPUS and SweMed. International databases on evidence have also been searched, as well as information about the intervention from the program provider. Re-sults from literature searches and the other information obtained were reviewed to identify Nordic effect studies, international systematic reviews, and eventually other Norwegian studies of the in-tervention.
Results: The results presented here is an overall assessment of the intervention`s description, available studies, and the quality of implementation. Flyt shows a satisfactory description of the intervention, built upon a known theoretical foundation. Two evaluation studies have been mapping user experiences by interview and recorded changes in some variables measured by questionnaire. However, there are no Nordic effect studies of the intervention.
Conclusion: Flyt has a theoretically sound foundation and the content and procedures are described in detail. We recommend conducting effect studies addressing the aims explicitly, with an adequately strong design. Flyt is classified at evidence level 2 – Theoretically-based intervention.Bakgrunn: Flyt er et livsmestringsprogram for elever på 10. trinn som har til hensikt å gjøre deltakere bedre rustet til å gjennomføre videregående skole. Programmet er et styrkebasert gruppetiltak for ungdom i risiko for å droppe ut fra videregående, men ungdom uten kjent risiko inkluderes også. For elever omfatter tiltaket totalt 80 timer med organiserte aktiviteter fordelt på helg- og kveldssamlinger gjennom ca. 15 måneder, med oppstart i begynnelsen av 10 klasse. Foreldre deltar på fire samlinger. Kronprinsparets Fond er tiltaksutviklere, eiere av tiltaket og står for opplæring av veiledere i programmet. Tiltaket gjennomføres lokalt i kommunen. Det første kullet til å prøve programmet gjennomførte i 2019, og i 2022-23 gjennomføres det i 17 kommuner.
Metode: Denne kunnskapsoppsummeringen bygger på et systematisk litteratursøk i databasene Embase, Medline og Psykinfo, NORART, Cochrane, Cristin, NORA, SCOPUS og SweMed. Det er også søkt i internasjonale kunnskapsdatabaser om evidens samt innhentet informasjon om tiltaket fra tiltakseier. Litteratursøk og annen innhentet informasjon ble gjennomgått for å identifisere nordiske effektstudier, internasjonale oppsummeringsstudier og eventuelt andre norske studier om tiltaket.
Resultater: Resultatene består av en vurdering av tiltakets beskrivelse, foreliggende effektstudier, forskningsmetodisk kvalitet og implementeringskvalitet. Flyt er godt beskrevet og bygger på et kjent teorigrunnlag. Det er gjennomført to norske evalueringer som har kartlagt brukererfaringer ved intervju, samt endring på noen variabler målt ved spørreskjema. Det foreligger ingen nordiske effektstudier av tiltaket.
Konklusjon: Flyt har en god teoretisk forankring og detaljerte beskrivelser av innhold og prosedyrer. Vi anbefaler å gjennomføre effektstudier som adresserer målsetningene eksplisitt med et tilstrekkelig stringent design. Flyt klassifiseres på evidensnivå 2 – Teoretisk begrunnede tiltak
Mixed Methods Designs: vitenskapsteoretiske posisjoner – muligheter og utfordringer
No full textSeveral researchers combine qualitative and quantitative methods. This is also the situation within nurse education research and nursing research. There are various forms to combine qualitative and quantitative methods, one is called sequential method, a method the authors of this article have experience with. This article aims to give the reader an introduction to mixed methods, including possibilities and challenges different mixed methods design provides. Finally, we will briefly describe opportunities and challenges authors experienced by applying sequential design in their own studies and how the challenges were solved. The goal is to contribute to enhanced understanding among those who want to use mixed methods.Målet med essayet er å drøfte vitenskapsteoretiske posisjoner og hvilke implikasjoner disse har for å anvende mixed methods design. Det finnes ulike måter å kombinere kvalitative og kvantitative metoder, en av dem kalles sekvensiell design, et design forfatterne av essayet har erfaring med. Essayet vil gi leseren en innføring i mixed methods, før den drøfter muligheter og utfordringer. Til slutt beskrives kort muligheter og utfordringer forfatterne erfarte ved å anvende sekvensielt design i egne studier
«Sisabahkkemat eai leat nohkan»: Pragmáhtalaš lahkoneapmi sámi estetihkkii ja kritihkkii nuoraid girjeságastallamiid bokte
No full textThis research reports on an empirical study of the reception of Sámi literature from the perspective of Sámi theories of aesthetics: Dåajmijes vuekie (Kappfjell& Gaski 2018), the pragmatic notion of Sámi aesthetics, and the theory that Sámi authors serve as pathfinders for readers, guiding them to new visions of a Sámi future (Kuokkanen 2004). The research is based on the contents of Girjemiella podcasts (2020) that presented reviews of five Sámi literary works. These podcasts emphasized the qualities of usefulness, readability, and relatability. The aesthetic functions proposed by Jan Mukařovský (1977b (1943)) serve as the foundation for this analysis of the reviews and critiques. According to the critics, literary works that are relatable and engaging comport best with these functions, and thus also serve as pathfinders to the reception of literature as one way to utilize the arts. In this article I suggest that the quality of Sámi arts is deeply rooted in a practical and pragmatic attitude toward self-determination.Dát dutkan guorahallá sámi girjjálašvuođa vuostáiváldima empiriija sámi estetihka teoriijaiguin: Dåajmijes vuekie (Kappfjell & Gaski 2018), sámi pragmáhtalaš estetihkka, ja teoriijain ahte sámi girječállit ofelastet lohkkiid ođđa sámi boahtteáiggi višuvnnaide (Kuokkanen 2004). Dutkanmateriálan leat vihtta sámi vuoigŋaduoji vuostáiváldima almmuhuvvon Girjemiella-podcastas (2020), mas ávkkálašvuohta, álki lohkat ja áddehahtti girjjit bajiduvvojit. Jan Mukařovský (1977b (1943)) estehtalaš doaimmat leat vuostáiváldimiid ja árvvoštallamiid guorahallanmetoda vuođđun. Vuostáiváldit oaivvildit ahte áddehahtti ja vuohkkaseamos vuoigŋaduojit ožžot eanemus doaimmaid árvvoštallamiin, ja dan láhkai maiddái nákcejit ofelastit vuostáiváldi ávkkástallat vuoigŋadujiid. Dán artihkkalis evttohan ahte sámi vuoigŋadujiid kvalitehta lea čadnon praktihkalašvuhtii ja pragmáhtalašvuhtii iešmearrideami guvlui
Innledning
No full textDenne utgaven av Ottar tar for seg et særegent arkeologisk fenomen, de såkalte ”mangeromstuftene”. Dette er tufter etter noen svært spesielle hus og bygninger som bare finnes langs kysten av Nord-Troms og Finnmark. Tuftene framstår som klynger av rom forbundet med ganger og passasjer, og er ofte omgitt av en felles ytre voll. De dateres hovedsakelig til perioden 1200-1450
Kongshavn og Skonsvika. Norsk-russisk maktmøte i middelalderens Finnmark?
No full textPå 1200-tallet ble to store mangeromsanlegg bygget mindre enn en dagsmarsj fra hverandre på nordvestkysten av Varangerhalvøya. Anleggene var i bruk samtidig over en periode på 150 år. Mye tyder på at de ble etablert av representanter for de to fremste rivaler i middelalderens maktspill om land og ressurser i nord
Måleegenskaper ved den norske versjonen av Assessment, Intervention and Moving On (AIM3); utredningsmodellen
No full textDescription: Assessment, Intervention and Moving On (AIM) is an interdisciplinary, guiding framework for professionals who work with children and young people up to the age of 18 with problematic sexual behavior (PSB) or harmful sexual behavior (HSB). AIM1 was first introduced in 2002 by Henniker, Print & Morrison in the AIM project group from Great Britain (international license holder). The AIM framework consists of several elements suitable for both identification and treatment of PSB/HSB, including an AIM checklist, an AIM assessment tool, and the AIM intervention guide. The AIM assessment tool has been revised twice and the latest version, AIM3, was introduced in 2019 and translated to Norwegian in 2020 by Ressursenheten V27, Betanien hospital (Norwegian license holder) and Regional centre on violence, traumatic stress and suicide prevention (RVTS) North. The focus of this paper is on the assessment tool of AIM3.The AIM3 assessment model focuses on 5 domains with 5 factors (items) each (25 factors in total) indicating degree of concern. The intervention guide is not a manualized treatment plan but facilitates individually customized treatment based on the recommendations from the AIM3 assessment. Only certified professionals who have participated in the AIM3 course and completed a competency test can use the AIM3 assessment tool. The assessment tool courses target employees in special health services, family services, child advocacy centers, child welfare, school nurses, municipal psychologists, conflict councils, and correctional services.
Literature search: The literature search resulted in one included Norwegian article. The participants in this study were 56 Norwegian professionals recruited at AIM3 courses who scored three case vignettes (composed cases based on previous anonymized real cases). Hence, the documentation does not include psychometric information from any real population.
Psychometrics: The results showed that the AIM3 has moderate intraclass correlations based on scoring of the case vignettes; 0.55 (95% CI = 0.47, 0.63) for the factor score, full scale (all 25 factors x 3 case vignettes x 56 professionals) and ICC 0.70 (95% CI = 0.55, 0.85) for the domain score (sum scores for all five domains x 3 case vignettes x 56 professionals).
Conclusion: The literature screening showed that there is a lack of Norwegian and Scandinavian studies on any population (only data from scoring of case vignettes) that describe the psychometric properties of AIM3 as utilized in Norwegian context. No conclusions can hence be drawn on the psychometric properties of AIM3.Beskrivelse: Assessment, Intervention and Moving On (AIM) er et tverrfaglig, veiledende rammeverk for fagpersoner som jobber med barn og ungdom opp til 18 år med problematisk seksuell atferd (PSA) eller skadelig seksuell atferd (SSA). AIM1 ble først introdusert i 2002 av Henniker, Print og Morrison fra prosjektgruppen bak det såkalte AIM-prosjektet i Storbritannia (internasjonal rettighetshaver). AIM-rammeverket består av flere elementer som kan benyttes for å både identifisere og behandle PSA eller SSA, inkludert en AIM-sjekkliste, en AIM utredningsmodell og AIM behandlingsveileder. AIM utredningsmodellen har blitt revidert to ganger og siste versjon, AIM3, ble introdusert i 2019 og oversatt til norsk i 2020 av Ressursenheten V27, Betanien sykehus (norsk rettighetshaver) og Regionalt ressurssenter om vold, traumatisk stress og selvmordsforebygging (RVTS) Nord. Denne artikkelen fokuserer på AIM3 utredningsmodellen. AIM3 utredningsmodellen inkluderer 5 domener med 5 faktorer (ledd) per domene - totalt 25 faktorer, som indikerer grad av bekymring/risiko. Bruk av AIM3 utredningsmodellen er forbeholdt fagfolk som har deltatt på AIM3-kursene og som har gjennomført kompetansetest. Målgruppa for opplæring av utredningskomponenten i AIM3 er ansatte i spesialisthelsetjeneste, familievern, barnehus, barnevernsansatte, helsesykepleiere, kommunepsykologer, konfliktråd og friomsorg.
Litteratursøk: Litteratursøket resulterte i én inkludert norsk artikkel. Deltakerne i denne studien var 56 norske fagpersoner rekruttert på AIM3-kurs som skåret tre kasusvignetter (konstruerte kasus basert på informasjon fra tidligere ekte, anonymiserte kasus). Dokumentasjonsgrunnlaget omfatter dermed ingen psykometrisk informasjon basert på reelle populasjoner.
Psykometri: Resultatene fra skåring av kasusvignettene viste at AIM3 har moderate intraklassekorrelasjoner; 0,55 (95 % KI = 0,47, 0,63) for faktorskåren (alle 25 ledd x 3 kausvignetter x 56 fagpersoner) og ICC 0,70 (95 % KI = 0,55, 0,85) for domeneskåren (sumskår for de 5 domenene x 3 kasusvignetter x 56 fagpersoner).
Konklusjon: Litteraturgjennomgangen viser at det mangler norske og skandinaviske studier på reelle populasjoner (kun skåring av konstruerte kasusvignetter) som kan belyse AIM3s måleegenskaper når den er brukt i norsk kontekst. Det er dermed ikke mulig å trekke noen konklusjon rundt de psykometriske egenskapene til AIM3
Forestillinger om storby og landsby – og valg af dialekt eller standard
Get PDFIn this article we explore possible correlations between the use of dialect/standard on one hand and ideas about place (village/city) and future (education/job) on the other, among 28 15-year-old pupils in a dialect-speaking area of Southern Jutland in Denmark. Taking advantage of the fact that all pupils were interviewed, by a dialect- as well as standard-speaking researcher, we analyze the population as a whole, as a small social field. We suggest that the population is characterized by four, supra-individual positions: 1) locally oriented, dialect-speaking (primarily) boys; 2) regionally oriented, (recently) standard-speaking girls; 3) a dialect-speaking position oriented away from the village, towards technical higher education (boys), having few experiences with the supra-local; and 4) a standard-speaking or code-shifting position oriented towards big cities and academic education (boys/girls), having multiple experiences with the supra-local. We argue that the idea of future place (as opposed to occupation) is backgrounded in position 3), making this position a possible challenge to the notion of place in sociolinguistics. And we argue that the local place is no longer at stake in position 4), allowing for a positive assessment of both village and city. We briefly discuss the relevance of individuel life stories, network and overarching socially instituted discourses, as well as methodological challenges and/or advantages with analyses combining objective language data and subjective experience data.In this article we explore possible correlations between the use of dialect/standard on one hand and ideas about place (village/city) and future (education/job) on the other, among 28 15-year-old pupils in a dialect-speaking area of Southern Jutland in Denmark. Taking advantage of the fact that all pupils were interviewed, by a dialect- as well as standard-speaking researcher, we analyze the population as a whole, as a small social field. We suggest that the population is characterized by four, supra-individual positions: 1) locally oriented (dialect); 2) regionally oriented (standard); 3) a dialect-speaking position oriented away from the village, towards technical higher education, having few experiences with the supra-local; and 4) a standard-speaking or code-shifting position oriented towards big cities and academic education, having multiple experiences with the supra-local. We argue that the idea of future place (as opposed to occupation) is backgrounded in position 3), making this position a possible challenge to the notion of place in sociolinguistics. And we argue that the local place is no longer at stake in position 4), allowing for a positive assessment of both village and city. We briefly discuss the relevance of individuel life stories, network and overarching socially instituted discourses, as well as methodological challenges and/or advantages with analyses combining objective language data and subjective experience data
