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Work Readiness among Occupational Therapy Students in the USA: Associations with Approaches to Studying
Full text linkPrevious studies have looked at the association between study approaches and student grades with a focus on deep, strategic, and surface learning. This study used a cross-sectional design to examine the association between study approaches and students’ feelings of readiness to practice. Thirty-five students in master’s and clinical doctoral programs completed the Work Readiness Scale and the short 18-item version of the Approaches and Study Skills Inventory for Students (ASSIST). Using a linear regression analysis, higher scores on the strategic study approach (β=0.38, p<0.05) and lower scores on the surface study approach (β=-0.44, p<0.05) were associated with higher scores on the Work Readiness Scale. Studying harder (i.e. spending more hours studying) was not related to feeling ready to practice. Rather, studying wisely, meaning using a strategic approach to studying and avoiding using a surface approach, was associated with students’ increased feeling of readiness to practice.publishedVersio
En kvalitativ studie av pedagogiske perspektiver som kan støtte barnehagelæreren i møte med barns motstandsuttrykk
Full text linkFormålet med denne studien er å søke pedagogiske perspektiver som kan støtte barnehagelæreren i møte med barns motstandsuttrykk. Barnehagen blir påvirket av ulike styringsdokumenter som Rammeplan for barnehagen, og en nyliberal styringsideologi som stiller krav til barnehagens innhold og oppgaver. Styringsideologier kan skape press fra samfunnet og politisk hold som barnehagen må forholde seg til. Barnehagelæreren skal møte og tilrettelegge for et mangfold av barn. Samtidig skal barnehagelæreren forholde seg til ulike krav og forventinger i en jobb som handler om å skape en meningsfull, og verdifull hverdag for barn i barnehagen. Barn har i likhet med oss, meninger, tanker og uttrykk som er viktig for barnehagen. Likevel kan motstandsuttrykkene til barn være krevende å møte, og gi den plassen de fortjener. Med bakgrunn i det er problemstillingen for studien som følger:
«Hvordan kan to tekster fremme pedagogiske perspektiver som kan støtte barnehagelæreren i møte med barns motstandsuttrykk?»
Problemstillingen er undersøkt gjennom en kvalitativ innholdsanalyse. Den kvalitative innholdsanalysen er blitt benyttet for å undersøke innholdet i to ulike tekster. Formålet med de to tekstene er å synliggjøre pedagogiske perspektiver som kan støtte barnehagelæreren i møte med barns motstandsuttrykk. Studien tar utgangspunkt i en tanke om at barns motstandsuttrykk blir sett i sammenheng med atferd og vanskeligheter, og at uttrykkene kan være vanskelig å møte. Denne studien søker dermed etter andre måter å tenke i møte med barns motstandsuttrykk.
Det er gjennomgående i empirien at barn gjør motstand, og dette er noe alle barn gjør. Likevel kan barns motstandsuttrykk bli preget av trange rammer og regler. En kvalitativ innholdsanalyse kan fremme pedagogiske perspektiver som kan bidra til å åpne opp de trange rammene og reglene. På den måten kan det støtte barnehagelæreren i møte med barns motstandsuttrykk. Begreper som demokratisk deltakelse, danning, subjektivitet og barnehagelæreren i en nyliberal tid sett i sammenheng med funn fra to ulike tekster skrevet av to pedagoger retter søkelys mot en langsom barnehage.The purpose of this study is to seek pedagogical perspectives that can support the daycare teacher in encounter with children´s expressions of resistance. The daycare is influenced by different governing documents such as Rammeplan for barnehagen, and a neoliberal governance ideology that sets demand for the daycare´s content and tasks. Governing ideologies can create pressure from society and politics witch the daycare must deal with. The daycare teacher must meet and facilitate a diversity of children. At the same time, the daycare teacher must deal with various demands and expectations in a job that is about creating a meaningful and valuable everyday life for the children in the daycare. Children, like us, have opinions, thoughts and expressions that are important for the daycare. Nevertheless, the expressions of resistance of children can be demanding to encounter and give the space it deserves. With this as a background, the research question is:
«How can two texts promote pedagogical perspectives that can support the daycare teacher in the encounter of children´s expressions of resistance?»
To answer the study´s research question have I used a qualitative content analysis. The qualitative content analysis and been used to examine the content of two different texts. The purpose of the two texts is to highlight pedagogical perspectives that can support the daycare teacher in the encounter with children´s expressions of resistance. The study is based in the idea that children´s expressions of resistance are seen connection with behavior and difficulties, and that the expressions can be difficult to encounter. This study thus searches for other ways of thinking in the encounter of children´s expressions of resistance.
It is consistent in the empirical evidence that children resist, and this is something that all children do. Nevertheless, children´s expressions of resistance can be characterized by narrow frameworks and rules. A qualitative content analysis can promote pedagogical perspectives that can help to open the narrow frameworks and rules. In this way, it can support the daycare teacher in the encounter of children´s expressions of resistance. Concepts such as democratic participation, development of the child, subjectivity and the daycare teacher in a neoliberal time, seen in the context of findings from the two different texts written by two academics in the pedagogic field, direct the spotlight on a slow daycare
Matematikklærerens inkludering av lavtpresterende elever i undervisning i helklasse på 5.-7. trinn
Full text linkDenne casestudien har belyst temaet matematikklærerens inkludering av lavtpresterende elever i undervisning i helklasse, på femte til sjuende trinn. Dette temaet har blitt valgt på bakgrunn av et ønske om å skape matematikkundervisning som treffer flere elever, og for å skape en ramme for hvilke aspekter av undervisning som kan ha påvirkning på elevers prestasjoner i matematikk.
Studiens problemstilling, hvordan tilpasser lærere undervisningen i helklasse for å skape et kraftfullt klasserom som fremmer inkludering og empowerment hos lavtpresterende elever i matematikk? vil bli belyst gjennom en kombinasjon av observasjon og intervju. Studiens utvalg er tre matematikklærere på femte til sjuende trinn. Datainnsamlingen foregikk ved observasjon av én matematikktime hos hver av disse tre lærerne, som ble supplert av tre semi-strukturerte intervjuer. I intervjuene ble hver av lærerne bedt om å begrunne valg de gjorde, knyttet til oppgaver, arbeidsmetoder, veiledning av elever, og vurdering.
Funnene viser at lærerne tilpasser matematikkundervisningen til lavtpresterende elever ved å vektlegge rike, åpne oppgaver, samarbeidslæring, og elevenes valgfrihet. Lærerne er bevisste eget kroppsspråk i veiledningssituasjoner med elever, og benytter dette aktivt for å formidle holdninger og forventninger om mestring. Lærerne tar ansvar for elevenes læring, og skaper et «vi» mellom lærer og elev, som kan påvirke elevenes oppfattelse av inkludering i klasserommet. Lærerne påpeker en sammenheng mellom elevenes selvtillit og mestring i faget, og tilpasser undervisningen for å ivareta elevenes selvfølelse. Funnene i studien viser at denne sammenhengen mellom selvtillit og mestring i matematikk, kan ha betydning for utviklingen av elevenes empowerment.This case study has researched mathematics teachers’ inclusions of low attaining students in whole class teaching in grades five to seven. This topic has been chosen based on a desire to create mathematics teaching that reaches all students, and to provide knowledge about which aspects of teaching may influence students’ achievements.
The research question how do teachers differentiate instruction in whole class-environments, to create a powerful classroom that promotes inclusion and empowerment in low-attaining students? will be researched through a combination of observations and interviews. The participant group consists of three mathematics teachers from grades five to seven. The data was collected through observations of one mathematics lesson in each of the teachers’ classes. After the observations, interviews with each of the teachers were conducted. The teachers were asked to give reasonings for their pedagogical choices such as tasks, work methods, student guidance and assessment.
The findings show that the teachers differentiate by implementing rich, open tasks, collaborative learning, and highlighting the students’ freedom of choice. The teachers are aware of their body language when providing guidance to students and use this actively to convey attitudes and expectations of achievement. The teachers take responsibility for students’ learning and creates a “we” between teacher and students. This may affect the students’ perception of inclusion in the classroom. The teachers highlight the correlation between students' confidence and achievements in mathematics and differentiate the lesson to maintain the students’ self-esteem. The findings show that this correlation between confidence and achievement in mathematics can be of importance when developing empowerment
Elevers begrepsbruk og meningsskaping gjennom forskjellige multimodale representasjoner.
Full text linkDenne studien undersøker hvordan elever representerer naturfaglig innhold. Teorier om å lære gjennom representasjon og å skape mening med representasjoner har en sentral plass i grunnlaget for studien. Bruk av sosial-semiotisk analyse gir innsikt i flere perspektiver for tolkning og hjelper til å belyse flere prioriteringer elevene kan ha gjort. Studien hviler på teorier om at i prosessen med å skape mening, gjør eleven individuelle valg på bakgrunn av erfaring og interesse. På bakgrunn av dette tar denne studien mål av seg å beskrive variasjonen blant elevers filmer i et naturfaglig tema. Studien knytter meningsskaping tett opp mot begrepslæring, og sikter også mot å finne eksempler som gir dypere innsikt i elevens begrepsforståelse i forhold til det som kommer frem i filmen. Et undervisningsforløp med fire læringsaktiviteter er utarbeidet og gjennomført med elever på 9. trinn og deres faglærer. Datagrunnlaget er hentet fra de fire aktivitetene og består av varierte representasjoner. Det er elevenes filmer og intervju av elevene som er analysert, der elevenes film som sluttprodukt, var representasjonen fra den siste læringsaktiviteten. Studien viste at elevenes filmer varierte på flere plan. Det var fellestrekk og ytterpunkter i struktur og faglig innhold, og det var forskjeller på alle filmene i oppbygning av filmen og formidling av det faglige. Diskusjonen i avhandlingen retter seg mot betydningen av denne variasjonen. Og avhandlingen avslutter med noen implikasjoner som fyller et ikke ferdig utforsket rom mellom vurdering og undervisningsdesign.This study examines students’ representation in nature science. Litterature covering representation as learning and meaning making is central to this study. The use of social semiotic analysis has opened perspectives for interpretation, and aided some illumination of priorities done by the students during the representation. According to literature students make individual choices based on experience and interest during the process of representation. This study aims to describe the variation among students' films in a topic in nature science among year 9 students and their teacher. The study links meaning making closely to conceptual learning and aims to find examples that provide deeper insight into the students' conceptual understanding in relation to what emerges in the film. Data is collected from four activities during teaching in three lessons designed for this purpose. The last task in the last lesson was making a movie covering the theme; air pressure in tires and balls. The study showed that the students' films varied on several levels. There were common features and extremes in structure and conceptual content, and there were differences between all the films in the structure as well as creative ways of displaying and performing. The discussion in the thesis focuses on the significance of this variation. And the thesis concludes with some implications that fill an unexplored gap between assessment and instructional design
The impact of Multimodal texts on language proficiency and engagement in early English education.
Full text linkDenne master oppgaven utforsker hvordan multimodale tekster brukes i begynneropplæringen i engelsk i norske barneskoler, med et spesielt søkelys på språkferdigheter og engasjement. Dette blir gjort med et særlig blikk fra lærerens perspektiv. Multimodale tekster som videoer, bildebøker og digitale verktøy kombinerer ulike uttrykksformer for å fremme språkutvikling og imøtekomme ulike læringsbehov. Basert på kvalitativ og kvantitative data samlet inn gjennom spørreskjema, undersøker studien hvordan lærere implementerer slike resurser, hvilke fordeler de opplever, og hvilke utfordringer de møter.
Funnene indikerer at multimodale tekster øker motivasjon, engasjement og kommunikasjonsferdigheter, spesielt gjennom å støtte muntlig språkbruk og vokabularutvikling. Flere lærere rapporterte også at slike tekster bidrar til å møte ulik språklig kompetanse i klasserommet, noe som samsvarer med prinsippene i kommunikativ språkundervisning og multimodal læringsteori. Det eksisterer imidlertid forskjeller i lærerens tilgang på ressurser, opplæring og tid, noe som skaper barrierer for konsekvent integrering av multimodale tekster.
Denne studien bidrar til den økende forskningen på multimodal lese- og skrivekompetanse i språkopplæring, ved å gi innsikt i hvordan dette anvendes i norsk grunnskolekontekst. Ved å koble etablerte teorier med empiriske funn belyser oppgaven både de strukturelle utfordringene lærere møter, og den pedagogiske verdien multimodale tekster kan ha.This master thesis explores how multimodal texts are used in early primary English language teaching in Norwegian schools, when it comes to language proficiency and engagement. It has a specific focus on teacher perspectives. Multimodal texts such as videos, picture books and digital tools combine different elements to promote language development and fulfil different learning needs. Drawing on the qualitative and quantitative data acquired through the questionnaire, the study examines how educators implement these resources, the benefits they perceive and the challenges they encounter. The findings indicate that multimodal texts enhance motivation, engagement, and communication skills especially by supporting oral language development and vocabulary acquisition. Several of the participants also reported that multimodal texts can help meet the varying language proficiency in the classroom, which aligns with the principles of communicative language teaching and multimodal learning theory. There are however disparities in the access teachers have to resources, their training, and the time they have, which pose barriers to consistent integration of multimodal texts.
This study contributes to the growing research on multimodal literacy in language education by offering insight into how it is applied in the Norwegian primary school context. Through connecting established theories with empirical findings, this thesis highlights the structural challenges teachers face as well as the pedagogical value of multimodal texts
20-sek vs 40-sek sprinttrening med likt treningsvolum for kvinnelige langrennsløpere og skiskyttere
Full text linkSammendrag
Formål: Studiens formål var å se om det er en forskjell mellom 20 sekunders eller 40 sekunders sprinttrening (SIT), med matchet tid med sprint.
Metode: 16 kviningen langrennsløpere og skiskyttere ble rekruttert til denne studien. Deltakerne gjennomførte 8 uker med SIT trening med to økter i uken. Det ble gjennomført pre-posttest som inneholdt tester som nedtrekk, benpress, laktatprofil, VO2maks, 4*30 sek repeterte sprinter, tredje og nest siste la- drag i trøtt tilstand og 15 min allout test i trøtt tilstand.
Resultat: Gruppefroskjell: styrke underkropp til fordel for 20 sek gruppen (p=0,027 ES=1,25), styrke overkropp (p=0,352 ES=0,48), laktatprofil (p=0,748 ES=0,19), Vmaks (p=0,716 ES=0,16), 4*30 sek repeterte sprintdrag i skiergometer (gjennomsnitt: p=0,313 ES=0,6, maks watt p=0,860 ES=0,09), tredje siste repetert drag (la- p=0,544 ES=0,34, Borg p=0,965 ES=0,02, HF p=0,856, ES=-0,1), 15 min allout snittfart (p = 0,726, ES = 0,18)
Konklusjon: Det ble ikke observert en forskjell mellom 20- eller 40 sek impulser SIT trening med matchet treningsvolum i uthvilt eller trøtt tilstand, men en trend mot 40-sek gruppen. Eneste funn som ble observert var at 40 sek gruppen hadde en økning i nedtrekk og siste drag i 4*30 sek skiergometer, noe 20 sek gruppen ikke gjorde. Det ble imidlertid ikke funnet en signifikant forskjell mellom gruppene i nedtrekk.Purpose:
The aim of this study was to investigate whether there is a difference between 20-second and 40-second sprint interval training (SIT), with matched sprint duration.
Method:
Sixteen female cross-country skiers and biathletes were recruited for this study. Participants completed 8 weeks of SIT training with two sessions per week. Pre- and post-tests included assessments such as lat pulldown, leg press, lactate profile, VO₂max, 4×30-second repeated sprints, the third and second-to-last lactate threshold stages in a fatigued state, and a 15-minute all-out performance test in a fatigued state.
Results:
Group differences: Leg strength favored the 20-second group (p = 0.027, ES = 1.25); upper-body strength (p = 0.352, ES = 0.48); lactate profile (p = 0.748, ES = 0.19); VO₂max (p = 0.716, ES = 0.16); 4×30-second repeated sprint test on SkiErg (mean: p = 0.313, ES = 0.60; max power: p = 0.860, ES = 0.09); third-to-last lactate stage (lactate: p = 0.544, ES = 0.34; RPE: p = 0.965, ES = 0.02; HR: p = 0.856, ES = −0.10); 15-minute all-out average speed (p = 0.726, ES = 0.18).
Conclusion:
No significant differences were found between 20- and 40-second SIT with matched sprint volume in either rested or fatigued conditions, although a trend in favor of the 40-second group was observed. The only distinct findings were an increase in upper-body strength and final sprint performance in the 40-second group, which were not seen in the 20-second group. However, no significant between-group difference in upper-body strength was detected
Asparagopsis taxiformis supplementation to mitigate enteric methane emissions in dairy cows—Effects on performance and metabolism
Full text linkMethane emissions from ruminant digestion contribute significantly to global anthropogenic greenhouse gas emissions. Members of the phylum Rhodophyta (red algae), particularly Asparagopsis sp., have shown promising results in reducing methane emissions in ruminants, due to their high content of halogenated methane analog compounds. However, knowledge is lacking regarding the effects of red algae on animal performance and metabolism. This study investigated the effects of dairy cow diet supplementation with Asparagopsis taxiformis on enteric methane performance, metabolism of bromine and iodine, and health status of the cows. Thirty lactating Nordic Red dairy cows fed a TMR were blocked according to parity and DIM, and randomly assigned to 1 of 3 diets: a control diet with no A. taxiformis (CON), a diet with 0.15% A. taxiformis on an OM basis (L-AT), and a diet with 0.3% A. taxiformis on an OM basis (H-AT). The cows were fed the experimental diets continuously for 13 wk, beginning with a baseline week (wk 0), which served as covariate by week where all cows received the basal diet. Individual feed intake and milk yield were recorded automatically throughout the experiment. Milk composition was determined by collecting milk samples during each milking session on 2 consecutive days every experimental week. Enteric methane and hydrogen levels were measured continuously by the GreenFeed system. Feces grab samples were collected as spot samples from a subset of 6 cows per treatment after milking during sampling wk 0, 2, 4, 8, and 12. Urine spot samples were collected from the same subset of cows during the same weeks as fecal samples. One urine sample was taken per day on 2 consecutive days, and the samples were analyzed for wk 12. Rumen fluid was collected after morning milking using a stomach tube in wk 0, 2, 4, and 12. We observed a 30% reduction in methane production in the H-AT group, with a concomitant increase in hydrogen production by 383%. However, the interaction between treatment and week showed that the AT effect on methane reduction began to diminish by wk 9 of the experiment. In the L-AT group, methane was reduced by 7.6% and hydrogen production was increased by 70%. However, DMI was 7% lower and ECM yield was 2% lower in the H-AT group compared with the other 2 groups. Total concentration of volatile fatty acids in rumen fluid was lower in the H-AT group compared with CON, with a reduction in acetate concentration and an increase in propionate, butyrate, and valerate in the H-AT group. Bromine concentration was 5-fold higher, and iodine concentration was 9-fold higher in milk from the H-AT group compared with CON. Bromine concentration in feces and urine samples from H-AT cows was approximately 4-fold and 9-fold higher, respectively, than in samples from CON cows. Metabolic profiling revealed a reduction in cholesterol levels and a decrease in the ferric-reducing ability of plasma in the H-AT treatment group compared with CON, as well as an increase in plasma magnesium concentration in the H-AT group. In conclusion, using 0.3% A. taxiformis as an additive in dairy cow feed rations can mitigate enteric methane emissions, but this reduction was observed only during the first 8 wk of the experiment, with no effect on methane emissions from wk 9 to 12. Additionally, it may have negative effects on DMI and ECM yield. Further long-term studies on red algae as methane inhibitor is needed to examine its sustained inhibitory effects over time and its effect on various metabolic processes. The effects appear to decline after wk 8 and influence several metabolic mechanisms.publishedVersio
“Flash, flash, flash!”: A Study on the Use of Communication in Video Games in Norwegian Upper Secondary School
Full text linkSpråk er avhengig av sammenhengen det blir produsert i. Denne masteroppgaven benytter seg av det populære dataspillet Counter Strike for å utforske hvordan dataspill kan brukes som språklæringsverktøy i engelskfaget i videregående skole. Ved å analysere kommunikasjon mellom profesjonelle Counter Strike spillere gjennom Grices maksimer og Austins teorier om talehandling forsøker denne oppgaven å utvide forståelsen av disse teoriene ved å stadfeste regler for kommunikasjon innenfor Counter Strikes semiotiske domene.
Ved å bruke tidligere forskning på bruken av interaktive teknologier i læringssituasjoner diskuterer denne oppgaven mulige fordeler og utfordringer ved bruken av dataspill som Counter Strike i språklære. I tillegg kontekstualiseres bruken av dataspill innenfor den norske læringsplanen for engelskfaget for å utforske hvordan dataspill kan brukes i klasserommet.Language is highly dependant on the context in which it is produced. This thesis uses the context of the popular video game Counter Strike to explore how video games can be used as language learning tools in English subject classrooms in a Norwegian upper secondary school setting. By analysing communication between professional Counter Strike players using Grice’s conversational maxims and Austin’s speech act theory, this paper aims to expand on these theories by creating rules for communication within the semiotic domain of Counter Strike.
Utilising previous research on the implementation on interactive technologies in educational settings, this thesis discusses potential benefits and challenges to using video games such as Counter Strike in these settings. Additionally, the paper contextualises the use of video games within the English subject curriculum to provide methods for the implementation of video games in educational settings
Intentions of housing developers to reuse wood materials in buildings
Full text linkThe environmental impacts of the construction industry can be decreased by enhancing material circularity. This study explored the psychological factors that influence the intention of housing developers to use recycled wood materials in construction projects. A cross-sectional survey (n = 138) was conducted in the fall of 2022 in southern Norway. A conceptual model was developed and tested to integrate the theory of planned behavior and institutional theory. The model incorporates three behavioral variables (behavioral attitude, subjective norms, and perceived behavioral control), regulatory and market factors, and previous reuse behavior to investigate their direct and indirect impacts on reuse intention. Partial least squares structural equation modeling was used to test the hypotheses. In addition, a bootstrapping test was used to examine the potential mediating effects. The conceptual model explained a large proportion ( = 53 %) of the intentions of housing developers to use recycled wood materials in construction projects in the next 5 years. The results reveal that previous reuse behavior, behavioral attitude, perceived behavioral control, and regulatory and market factors positively impact the intention to use recycled wood materials, while subjective norms do not have a significant effect. This suggests that changes in the use of recycled materials do not originate from consumer requirements. Easy access to materials, information, and suitable regulations and standards can improve the intention to use recycled wood in construction projects. Thus, this may be a first step toward establishing an industrialized value chain for recycled wood materials for construction.publishedVersio
Comparing the accuracy of machine learning methods for classifying wild red deer behavior based on accelerometer data
Full text linkBackground
Effective conservation requires understanding the behavior of the targeted species. However, some species can be difficult to observe in the wild, which is why GPS collars and other telemetry devices can be used to “observe” these animals remotely. Combined with classification models, data collected by accelerometers on a collar can be used to determine an animal’s behaviors. Previous ungulate behavioral classification studies have mostly trained their models using data from captive animals, which may not be representative of the behaviors displayed by wild individuals. To fill this gap, we trained classification models, using a supervised learning approach with data collected from wild red deer (Cervus elaphus) in the Swiss National Park. While the accelerometer data collected on multiple axes served as input variables, the simultaneously observed behavior was used as the output variable. Further, we used a variety of machine learning algorithms, as well as combinations and transformations of the accelerometer data to identify those that generated the most accurate classification models. To determine which models performed most accurately, we derived a new metric which considered the imbalance between different behaviors.
Results
We found significant differences in the models’ performances depending on which algorithm, transformation method and combination of input variables was used. Discriminant analysis generated the most accurate classification models when trained with minmax-normalized acceleration data collected on multiple axes, as well as their ratio. This model was able to accurately differentiate between the behaviors lying, feeding, standing, walking, and running and can be used in future studies analyzing the behavior of wild red deer living in Alpine environments.
Conclusion
We demonstrate the possibility of using acceleration data collected from wild red deer to train behavioral classification models. At the same time, we propose a new type of metric to compare the accuracy of classification models trained with imbalanced datasets. We share our most accurate model in the hope that managers and researchers can use it to classify the behavior of wild red deer in Alpine environments.publishedVersio