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Norwegian Forest Face-Off: Behavioral and physiological responses of free-ranging cattle to carnivores
Full text linkAbstract: English
Human-wildlife conflicts have intensified following the recovery of large carnivores’ populations due to conservation efforts, and changes in predator-prey dynamics due to agricultural expansion, exposing livestock to higher risks of depredation. This thesis investigates how free-ranging cattle respond behaviorally and physiologically to predator presence using biologging technologies, with implications for precision livestock farming (PLF) and predator-livestock conflict mitigation.
My research had three main objectives: (1) developing an accelerometry-based classification model for remotely monitoring cattle behavior, (2) examining the relationship between heart rate (HR) and movement, and (3) evaluating cattle responses to simulated predator encounters. In Paper I, we successfully distinguished cattle behaviors using accelerometry data, with models incorporating orientation-dependent features and a 20-second running mean achieving the highest classification accuracy. In paper II, I demonstrated that HR and overall dynamic body acceleration (ODBA) were significantly correlated, though the relationship was non-linear, plateauing at higher activity levels. My findings highlight the potential for estimating physiological states remotely and the risk of overestimating energy expenditure. In paper III I found that exposure to predatory stimuli from wolves and bears led to prolonged recovery times in cattle, while HR responses varied between stimuli. Olfactory cues played a key role in predator detection, suggesting that free-ranging cattle retain anti-predator behaviors despite historical predator absence.
These findings support the integration of biologging technologies into PLF, enabling early detection of disturbances and improving cattle welfare through remote monitoring. By combining accelerometry and HR data, automated alert systems could provide farmers with timely insights into stress and predator encounters, contributing to more proactive livestock management and helping to mitigate conflicts between farmers and carnivores. Furthermore, by making scientific knowledge more accessible to the other stakeholders (farmers, policymakers, and the general public) through comics, documentaries, and outreach initiatives, this thesis emphasized the importance of bridging the gap between research and practical application of the generated academic knowledge.
By combining insights from animal behavior, physiology, and conservation, this thesis provides a framework for sustainable livestock management. The findings contribute to both agricultural resilience and biodiversity conservation, offering tools for coexistence in predator-inhabited landscapes.Sammendrag: Norsk
Menneske-vilt konflikter har intensivert etter gjenopprettingen av store rovdyrpopulasjoner som følge av bevaringstiltak, samt endringer i rovdyr-byttedyr-dynamikken grunnet landbruksekspansjon, noe som utsetter husdyr for økt risiko for predasjon. Denne avhandlingen undersøker hvordan frittgående storfe reagerer atferdsmessig og fysiologisk på tilstedeværelse av rovdyr ved bruk av biologging-teknologi, med implikasjoner for presisjonslandbruk (PLF) og tiltak for å redusere rovdyr-husdyr-konflikter.
Min forskning hadde tre hovedmål: (1) utvikle en akselerometri-basert klassifikasjonsmodell for fjernovervåking av storfeatferd, (2) undersøke forholdet mellom hjertefrekvens (HR) og bevegelse, og (3) evaluere storfes reaksjoner på simulerte rovdyrmøter. I artikkel I klarte vi å skille storfeatferd ved hjelp av akselerometri-data, der modeller som inkluderte orienteringsavhengige variabler og et 20-sekunders glidende gjennomsnitt oppnådde høyest klassifikasjonsnøyaktighet. I artikkel II demonstrerte jeg at HR og samlet dynamisk kroppsakselerasjon (ODBA) var signifikant korrelert, selv om forholdet var ikke-lineært og flatet ut ved høyere aktivitetsnivåer. Mine funn fremhever potensialet for å estimere fysiologiske tilstander eksternt samt risikoen for å overvurdere energiforbruk. I artikkel III fant jeg at eksponering for rovdyrstimuli fra ulv og bjørn førte til forlenget restitusjonstid hos storfe, mens HR-responser varierte mellom stimuli. Lukt signaler spilte en nøkkelrolle i rovdyrdeteksjon, noe som tyder på at frittgående storfe beholder anti-rovdyratferd til tross for historisk fravær av rovdyr.
Disse funnene støtter integreringen av biologging-teknologi i PLF, som muliggjør tidlig deteksjon av forstyrrelser og forbedret dyrevelferd gjennom fjernovervåking. Ved å kombinere akselerometri- og HR-data kan automatiserte varslingssystemer gi bønder tidsriktige innsikter i stress og rovdyrmøter, noe som bidrar til mer proaktiv husdyrdrift og hjelper med å redusere konflikter mellom bønder og rovdyr. Videre understreket denne avhandlingen viktigheten av å bygge bro mellom forskning og praktisk anvendelse av akademisk kunnskap gjennom formidling til ulike interessenter (bønder, beslutningstakere og allmennheten) via tegneserier, dokumentarer og andre formidlingsinitiativ.
Ved å kombinere innsikter fra dyreatferd, fysiologi og bevaring gir denne avhandlingen en ramme for bærekraftig husdyrdrift. Funnene bidrar både til resiliens i landbruket og bevaring av biodiversitet, og tilbyr løsninger for sameksistens i landskap der rovdyr er til stede.publishedVersio
Beredskapsplanverk i kommuner i Innlandet – Papirtigre eller nyttige verktøy?
Full text linkI februar 2020 får Norge det første tilfelle av sars-CoV-2 (korona) og 12.mars får vi det første dødsfallet relatert til korona. Dette var starten på pandemien som skulle bli den største krisen verden har opplevd siden andre verdenskrig. Kommunene i Norge sto i førstelinjen når det kom til å håndtere koronapandemien noe som i begynnelsen bar preg av mye usikkerhet og hurtige endringer. I Norge er det Regjeringen som har det øverste ansvaret for beredskapen. Beredskapsarbeidet baserer seg på både horisontal og vertikal samhandling. Kommunene er en del av dette på regionalt nivå. En av hovedoppgavene til kommunene er å beskytte befolkningen, utvikle robuste og trygge lokalsamfunn samt at de også skal bidra til at kritiske samfunnsfunksjoner blir opprettholdt.
Det teoretiske rammeverket i vår oppgave baserer seg på Lov om kommunal beredskapsplikt, sivile beskyttelsestiltak og sivilforsvaret (Sivilbeskyttelsesloven). Kravene i denne loven er konkretisert i forskrift om kommunal beredskapsplikt. Ved siden av dette baserer vi vårt teoretiske rammeverk på teorier om blant annet kriseledelse, resiliens, risiko, og sårbarhetsanalyse (ROS), papirtigre og sorte svaner.
I forkant av pandemien manglet en femtedel av alle kommuner i Norge oppdatert planverk som ROS-analyser og beredskapsplaner. I fire fylker gjaldt dette over en tredel av kommunene, blant annet Innlandet. Med bakgrunn i dette har vi i denne oppgaven valgt å se på hvordan statusen på planverket var i 6 av Innlandets kommuner og om planverket har hatt noe å si for håndteringen og utfallet av pandemien. Vi har også undersøkt hvordan statusen er på planverket i dag.
Vi har gjennomført semistrukturerte intervjuer og vi ser er at det er stor likhet i funnene, uavhengig av befolkningsstørrelse på kommunene. Samtlige kommuner har erfaren ledelse og fem av seks har ledelse som har håndtert ulike kriser før pandemien. Alle kommunene hadde pandemi som del av sitt planverk, men bare to hadde egen pandemiplan. Ingen av de hadde øvd dette scenarioet. Dette til tross for at myndighetene visste at pandemi var den nasjonale krisen som var mest sannsynlig ville inntreffe. Når det kommer til krav og ressurser opplevde de fleste at det var en ubalanse og presiserer at “dette måtte de bare håndtere”. Til tross for noe ulikt utgangspunkt i kommunene ser det ikke ut til at tilgjengelig planverk har hatt så mye å si for hvordan de har håndtert pandemien og utfallet av den. Det kan derimot se ut til at det at de har hatt erfarne ledere kan ha hatt betydning for håndteringen.In February 2022, Norway had its first case of SARS CoV 2 (Covid-19), and on the 12th of March, its first Covid-related death. This was the beginning of a pandemic that would become the worst crisis the world had experienced since the Second World War. In Norway, municipalities were at the frontline when it came to managing the Covid-pandemic, initially causing a lot of uncertainty and rapid changes. The responsibility of maintaining preparedness ultimately falls on the Norwegian government. Preparedness-work is based in both horizontal and vertical interactions. Municipalities are a part of this on a regional level. One of the prime responsibilities of a municipality is to protect its inhabitants, to establish robust and safe communities, and to ensure that critical social services are maintained.
The theoretical framework of our paper is built on the law of municipal responsibility of preparedness, civil protection measures, and the civil defense (the civil protections law). The requirements of this law are exemplified by the regulation of municipal responsibility of preparedness. Furthermore, our theoretical framework is based in theories of crisis management, resilience, risk, and vulnerability analysis (ROS), paper tigers, and black swans.
Before the pandemic, a fifth of the municipalities in Norway lacked updated contingency plans, like ROS-analyses and preparedness plans. In four counties, including Innlandet, this applied to more than a third of their municipalities. With this in mind, we seek to examine what the status of contingency plans in six of Innlandet’s municipalities was pre-pandemic, and whether contingency plans affected the management and the outcomes of the pandemic. We have also examined the present status of municipal contingency plans.
We conducted semi-structured interviews and found a large degree of overlap in our findings, irrespective of the population size of the municipalities. The municipalities we examined have experienced leaderships, which in five of the six municipalities had previously handled various crises prior to the pandemic. All the municipalities had accounted for pandemics in their contingency plans, but none had practiced for this scenario; in spite of the authorities’ awareness that a pandemic was the most probable type of national crisis. In terms of demands and resources, most experienced an imbalance and stated that this was something ‘’they just had to deal with’’. Despite somewhat different starting points between the municipalities, it does not seem that the presence of contingency plans had much effect on how they managed the pandemic and outcomes. However, it does appear that the presence of experienced leaderships may have impacted management
Hvilke erfaringer har foreldre med veiledning som hjelpetiltak i barnevernet?
Full text linkI dagens samfunn rettes det lite oppmerksomhet mot barneverntjenestens prestasjoner og den avgjørende rollen tjenesten har for mange barn og familier. Samtidig åpenbarer nyere forskning at foreldre er fornøyde med hjelpetiltak fra barnevernet. De nyeste rapportene indikerer at foreldreveiledning skal satses på, men understreker samtidig at det må forskes mer på foreldrenes erfaringer.
Formålet med dette forskningsprosjektet er å undersøke foreldrenes perspektiv, med utgangspunkt i problemstillingen: «Hvilke erfaringer har foreldre med veiledning som hjelpetiltak i barnevernet?". Studien bygger på kvalitative intervjuer med fem foreldre som har mottatt veiledningstiltak fra barneverntjenesten.
Kunnskapsgrunnlaget er basert på en abduktiv tilnærming, der Axel Honneths teori om anerkjennelse står sentralt i forståelsen av foreldrenes perspektiv på tiltaket. Det empiriske materialet er analysert ved hjelp av tematisk analyse, og funnene belyses gjennom tre hovedtemaer.
Funnene viser at foreldrene i stor grad hadde positive erfaringer med veiledning som hjelpetiltak i barnevernet, der relasjonen til veileder var avgjørende for å få en god opplevelse og effekt av tiltaket. Foreldrene understreket at personlige egenskaper ved veileder - som gjorde at de følte seg anerkjent - la grunnlaget for en trygg og tillitsfull relasjon. Samtidig viste funnene at barnevernets maktposisjon påvirket både motivasjonen og forventningene til veiledningsprosessen. Tilstrekkelig informasjon og innflytelse på tiltaket var dermed en viktig forutsetning for at tiltaket skulle oppleves meningsfullt.In today`s society, little attention is paid to the achievements of the child protection service and the crucial role the service has for many children and families. At the same time, recent research reveals that parents are satisfied with support measures from the child welfare services. The most recent reports indicate that parental guidance should be invested in, but at the same time emphasize that more research needs to be done on parents` experiences.
The purpose of this research project is to examine the parents` perspective, starting from the research question: «What experiences do parents have with guidance as a support measure in the child welfare service?». The study is based on qualitative interviews with five parents who have received guidance measures from child welfare services. The knowledge base is based on an abductive approach, where Axel Honneth`s theory of recognition is central to the understanding of the parents`perspective on the measure. The empirical material has been analyzed using thematic analysis, and the findings are explained through three main themes.
The findings show that the parents had largely positive experiences with guidance as a support measure in child protection, where the relationship with the guidance counselor was crucial to having a good experience and effect of the measure. The parents emphasized that personal qualities of the tutor – which made them feel recognized -laid the foundation for a safe and trusting relationship. At the same time, the findings showed that the child protection authority`s position of power influenced both the motivation and the expectations of the guidance process. Sufficient information and influence on the measure was thus an important prerequisite for the measure to be perceived as meaningful
Exploring teacher educators’ views on interdisciplinary teaching: a cross-disciplinary study of interdisciplinarity for sustainability education
Full text link2020 saw the implementation of a revised national curriculum in Norway, called the Knowledge Promotion (LK20). The new curriculum includes three interdisciplinary topics that should be integrated in teaching across subjects: public health and life skills, democracy and citizenship, and sustainable development. Interdisciplinary teaching has the potential to inspire future teachers to take an active role in solving existing and future societal challenges, such as those highlighted in LK20. This study looks at teacher educators’ views on interdisciplinarity and interdisciplinary teaching – particularly in a Sustainability Education (SE) / Education for Sustainable Development (ESD) context. Focus group interviews were conducted with a representative number of teacher edu-cators (3–4) from six subject areas. In the interviews, participants reflected on what interdisciplinarity and interdisciplinary teaching implies, their own competencies and responsibilities in interdisciplinary teaching, and finally factors that strengthen or hinder interdisciplinary collaboration. A theoretical alignment with ESD frameworks that ac-knowledge a central pedagogical role of interdisciplinary learning, were utilised to iden-tify key elements of analysis. The findings of this study suggest that although teacher educators from different subjects had a similar understanding of interdisciplinary edu-cation, there were differing perceptions of the level of responsibility individual subjects hold for integrating interdisciplinary teaching. Most teacher educators see interdisci-plinary teaching as an important skill for future teachers, and an important method of teaching for the purpose of addressing future societal challenges, such as those high-lighted in ESD. They also expressed opinions about the central role of interdisciplinary learning in supporting the achievement of various sustainability competencies. While participants recognise the value of interdisciplinary teaching approaches, they also point to institutional weaknesses as hindrances for such collaborationpublishedVersio
Erfaringsrom, refleksjon og praksis: Læreres refleksjoner rundt samarbeid i kroppsøving
Full text linkDenne studien har som hensikt å belyse hvordan lærere reflekterer over samarbeid i kroppsøvingsundervisningen. Dette inkluderer både hvordan de arbeider med samarbeid i faget, og hvordan de reflekterer over egen praksis knyttet til dette. Målet er å benytte lærernes erfaringer og perspektiver som grunnlag for å forstå refleksjonsprosessene deres.
Studiens problemstilling analyseres i lys av Wackerhausens (2015) teori om refleksjon og erfaringsrom. Teorien inneholder flere sentrale begreper som i denne studien knyttes til læreres refleksjoner rundt samarbeid. De mest relevante begrepene som anvendes i analysen er 1. og 2.ordens refleksjon, refleksjonens anatomi og erfaringsrom.
Studien har en kvalitativ tilnærming og bygger på fire forskningsintervjuer med kroppsøvingslærere. Intervjuene ble transkribert og analysert med utgangspunkt i Braun og Clarke (2020) sin guide for refleksiv tematisk analyse.
Funnene tyder på at lærerne i hovedsak reflekterer over sin undervisning på et førsteordens nivå. Samtidig viser flere av dem tilløp til dypere refleksjon i ulike situasjoner. Det argumenteres for at flere av lærernes erfaringsrom kan fremstå som skjeve, særlig når deres erfaringer med samarbeid ikke nødvendigvis samsvarer med virkeligheten. Dette kan ses i sammenheng med refleksjonsnivået som utøves. I tråd med teorien peker funnene også på at profesjonelle læringsfellesskap kan spille en viktig rolle i utviklingen av læreres praksis.
Videre viser dataene at lærerne ikke alltid er bevisste på hvordan de reflekterer. Dette kommer til uttrykk når de først beskriver én praksis, men gjennom konkrete eksempler indirekte viser at de handler på en annen måte.
Avslutningsvis vurderes teorien med et kritisk blikk. Det påpekes at Wackerhausens modell har visse begrensninger i denne studien, ettersom den opererer med kun to refleksjonsnivåer. Analysen indikerer at flere av lærerne reflekterer i et mellomrom mellom 1. og 2. ordens refleksjon.The purpose of this study is to explore how teachers reflect on cooperation in physical education (PE) teaching. This includes how they facilitate cooperative activities in the subject and how they reflect on their own practices related to collaboration. The aim is to use their perspectives and experiences to gain deeper insight into their reflective processes.
The research question is examined through Wackerhausen’s (2015) theory of reflection and room of experience. Several core concepts from this theory are applied to the teachers’ reflections on cooperation, including first- and second-order reflection, the anatomy of reflection, and room of experience.
This qualitative study is based on four in-depth research interviews conducted with PE teachers in a Norwegian context. The interviews were transcribed and analyzed using Braun and Clarke’s (2020) guide for reflexive thematic analysis.
The findings suggest that the teachers primarily reflect at a first-order level. However, signs of more complex, second-order reflection are also evident in certain situations. The study further argues that some of the teachers’ room of experience appear distorted, as their perceptions of cooperation do not always align with the practical realities of their teaching. This discrepancy may be linked to the level of reflection they engage in.
Moreover, the data indicate that teachers are not always aware of how they reflect. This is particularly noticeable when their initial descriptions are contradicted by examples from their practice, revealing a different approach than what was first articulated.
Finally, the study offers a critical perspective on the theoretical framework itself, noting that the two-tier model of reflection may be too limited. The findings suggest that many of the teachers’ reflections fall somewhere between first- and second-order reflection, indicating the need for a more nuanced understanding of reflective practice
Accuracy of farmer-generated yield estimations of common bean in decentralised on-farm trials in sub–Saharan Africa
Full text linkImproving agricultural productivity and resilience is essential to meet future food needs in sub-Saharan Africa under changing climate conditions. Achieving this will necessitate the development of high-yielding locally adapted crop varieties to mitigate the impacts of climate change. Despite advancements in crop improvement, varietal turnover in smallholder farms remains notably low. Continuous turnover of locally adapted varieties is essential, necessitating active dissemination of new varieties and withdrawal of obsolete ones across diverse target populations using participatory breeding approaches. A decentralised experimental approach, known as tricot, supported by citizen science, has proven effective in accelerating genotype selection while promoting inclusivity and diversity. However, the methodology has strongly relied on farmer-generated rankings, which provide relative performance insights but fall short in informing breeders with absolute yield data, limiting the ability to measure genetic gain or assess economic returns on breeding investments. To address this gap, we validated the accuracy of farmer-generated yield data for common bean (Phaseolus vulgaris L.), by comparing it with technician-generated volumes and researcher-generated absolute yield data. Results revealed strong correlations between farmer and technician volumes (r = 0.96, p < 0.001). The mean difference in farmer-technician log-yield was close to zero, indicating significant agreement. We further developed a predictive model to estimate absolute yields using farmer showing minimal influence from intrinsic and extrinsic factors. Our findings demonstrate that farmer-generated yield data can reliably inform breeding decisions and support the accelerated turnover of improved varieties. Integrating such data into breeding programs offers a cost-effective and scalable pathway to enhance agricultural productivity and sustainability across smallholder systems in sub-Saharan Africa.publishedVersio
Wildlife-vehicle collision liability in Europe: A review of existing approaches and their implications
Full text linkWe present an overview of wildlife-vehicle collision (WVC) liability covering 36 European countries. We reviewed approaches to WVC liability which are currently in effect across Europe and their potential consequences for WVC reporting. To obtain relevant information, we conducted a survey, including a web-based questionnaire. We retrieved answers to questions related to human fatalities from WVC, the existence of WVC databases, roadkill data systems and recommendation for drivers in the event of WVC.
In 19 countries, no one is liable when a motorized vehicle collides with a wild animal. In the remaining countries, road managers or road owners may be liable as well as drivers or hunters, either consistently or under certain conditions. Liability can, in some countries, be changed after a legal assessment. Human fatalities due to WVCs have been reported in 27 countries, with approximately 90 deaths annually across European roads. The number of injured people and estimates of socio-economic losses were not possible to obtain at a European level as many countries lack reliable databases.
We discuss how existing WVC liability across countries provoke some actors to transfer liability to another actor or avoid reporting these incidents altogether. WVC underreporting in certain national databases is one of the consequences of the existing WVC liability rules in the given countries. This fact reduces the potential to identify hotspots and define appropriate mitigation measures. In conclusion, we propose several procedures for modifying WVC liability that could enhance wildlife protection and road safety.publishedVersio
Læreres epistemologiske overbevisninger rundt læringsutbyttet til elever med ADHD, og hvordan de opplever at deres undervisning påvirker inkluderingen av disse elevene i klasserommet
Full text linkDenne masteroppgaven har som formål å undersøke læreres erfaringer rundt læringsutbyttet til elever med ADHD, og hvordan de opplever at deres undervisning påvirker inkluderingen av disse elevene i klasserommet. Oppgaven har en empirisk undersøkelse, hvor det har blitt utført en spørreundersøkelse med 20 deltakere, og oppfølgingsintervju med 3 deltakere, der deltakerne er lærere som har erfaring med elever med ADHD og jobber i Innlandet og/eller Akershus. Vår problemstilling er:
Hva er læreres epistemologiske overbevisninger rundt læringsutbyttet til elever med ADHD, og hvordan opplever de at deres undervisning påvirker inkluderingen av disse elevene i klasserommet?
Når man skal jobbe som lærer i den norske skolen vil man mest sannsynlig komme i situasjoner hvor man møter barn med ADHD i løpet av sin arbeidskarriere. Derfor vil det være relevant å forbedre kunnskapen om hvordan man kan tilpasse undervisningen og fremme læringsutbyttet til elever med ADHD.
Resultatene fra studien peker på at de fleste deltakerne forteller at de opplever læringsutbyttet til elevene med ADHD som svært varierende, men at det er noe bedre når elevene med ADHD har undervisning i fysiske og praktisk-estetiske fag. Her kommer det frem at deltakerne forteller at de gjør ulike tiltak for elevene med ADHD, som er med på å fremme læringsutbyttet. Noen tiltak som trekkes frem her er å tillate pauser oftere for elevene med ADHD, bruken av alternative læringsarenaer utenfor skolen, kontinuerlige tilpasninger og viktigheten av å ha forståelse for enkeltindividers behov. Videre, kommer det frem at læreren må være en ressurs for elever med ADHD når det kommer til å opprettholde sosial inkludering i klasserommet. Læreren må hjelpe elevene med ADHD å lære hvordan de kan samhandle med andre jevnaldrende for å bygge gode sosiale relasjoner, blant annet med strategier for konfliktløsning. En annen viktig ressurs som trekkes frem er åpenhet blant foresatte og elevene da dette kan være et nyttig tiltak som kan være med på å opprettholde gode sosiale relasjoner. Deltakerne trekker også frem at de forteller at de setter inn tiltak for å fremme trivsel og et trygt psykososialt miljø slik at de kan sørge for at opplæringen blir inkluderende, og at det er en bevissthet om at elevene med ADHD står i større fare for stigmatisering. Dette understreker behovet for anerkjennelse i skolen og at det er viktig å sørge for forutsigbarhet ovenfor elevene med ADHD.This master's thesis aims to investigate teachers' experiences of the learning outcomes of pupils with ADHD, and how they experience that their teaching affects the inclusion of these pupils in the classroom. The thesis has an empirical study, where a questionnaire has been conducted on 20 people and follow-up interviews with 3 teachers who have experience with pupils with ADHD and work in Innlandet and/or Akershus. The research question of the project is:
What are teachers' epistemological beliefs about the learning outcomes of pupils with ADHD, and how do they experience that their teaching affects the inclusion of these pupils in the classroom?
When working as a teacher in a Norwegian school, you will most likely come into situations where you meet children with ADHD during your working career. Therefore, it will be relevant to prepare the knowledge of how to adapt teaching and improve the learning outcomes of pupils with ADHD.
The results of the study indicate that most participants experience that the learning outcomes of pupils with ADHD are very variable, but that it is somewhat better when pupils with ADHD are taught physical and practical-aesthetic subjects. Here it appears that the participants take various measures for pupils with ADHD that help to improve learning outcomes. Some measures highlighted here are allowing more frequent breaks for pupil with ADHD, the use of alternative learning arenas outside of school, continuous adaptations and the importance of understanding individual needs. Furthermore, it emerges that the teacher must be a resource for pupils with ADHD when it comes to maintaining social inclusion in the classroom. The teacher must help pupils with ADHD learn how to interact with other peers to build good social relationships, including conflict resolution. Another important resource highlighted is openness between parents and pupils as this can be a useful measure that can help to maintain good social relationships. Participants also highlighted for implementing measures to promote well-being and a safe psychosocial environment so that they can ensure that education is inclusive, as well as an awareness of the risk that pupils with ADHD are at greater risk of stigmatization. This emphasizes the need for recognition in schools and for predictability to be shown towards pupils with ADHD
Hidden Burdens: Gastrointestinal Parasite Fauna of Semi-Domesticated Reindeer in a Changing Environment
Full text linkSemi-domesticated reindeer (Rangifer tarandus tarandus) continuously face new environmental challenges, including the emergence of more favorable conditions for pathogens and an increased risk of infection due to a warmer and wetter climate, as well as decreased rangeland area caused by human encroachment and frozen pastures. Gastrointestinal parasites can negatively impact the reindeer’s food intake, fertility, and overall fitness. This study investigates the abundance, intensity and diversity of gastrointestinal parasites in three herds south to north across Sápmi in Norway. The herds are located in Tana, Mo i Rana, and Røros, each utilizing different feeding regimes. Parasite species identification and quantification are based on post-mortem examinations of abomasa collected from winter-slaughtered reindeer (n = 51). Parasite intensity and abundance was analyzed in relation to study area/feeding regime, age, and sex, while a diversity index was examined with regard to study area and age. Results show that adults had higher parasite intensity and abundance than calves, while intensity and abundance in was highest in Tana and lowest in Mo i Rana. No considerable difference was detected between the sexes. The common reindeer abomasal nematode Ostertagia gruehneri, and Spiculopteragia boehmi, a parasite commonly associated with wild ungulates such as moose, red deer, and roe deer, were found with high prevalence, intensity, and abundance in all study areas. The former had the highest mean intensity and mean abundance, while the latter was the most prevalent. Across all study areas, O. gruehneri infections were more intense in adults, while S. boehmi intensities were higher in calves in two out of three herds. Interestingly, smaller quantities of Teladorsagia circumcincta, commonly associated with sheep, and Spiculopteragia dagestanica, typically found in moose, were also detected. There was no detected effect of either age or area on parasite diversity. While abomasal parasites in domestic ruminants are well-studied, research on wild and semi-domesticated reindeer is less extensive. This study provides valuable data on nematode fauna diversity in semi-domesticated reindeer, thus contributing to a deeper understanding of parasite-host dynamics in the context of environmental changes and challenges.
Keywords: Rangifer tarandus; semi-domesticated reindeer; gastrointestinal nematodes; parasite infections; Ostertagia gruehneri; Spiculopteragia boehmi; Teladorsagia circumcincta; Spiculopteragia dagestanic
Systemtenkning om økologi på mellomtrinnet: Innblikk i elevers læringsprosess gjennom tegninger og dialoger
Full text linkMasteroppgaven undersøker hvordan elever på mellomtrinnet uttrykker systemtenkning i økologi gjennom tegning og samtaler. Økologiske sammenhenger er komplekse, og det er behov for undervisningspraksiser som kan støtte elevers forståelse for slike systemer. Studien undersøker to forskningsspørsmål: (1) hvordan kan tegning gi innblikk i elevenes systemtenkning, og hvordan gir de muntlig uttrykk for systemtenkning på bakgrunn av tegningen. (2) hvordan kommer elevenes prosess med å utvikle systemtenkning i økologi til uttrykk i tegninger og intervjuer. Studien tar utgangspunkt i teoretiske perspektiver på systemtenkning og representasjoner i læring. Et sosialsemiotisk blikk har også blitt brukt for å analysere elevenes tegninger. For å undersøke forskningsspørsmålene er det brukt et kvalitativt design, og bygger på datamateriale fra en 6. klasse. Datainnsamlingen ble gjennomført i én dobbel undervisningsøkt og består av både elevtegninger og lydopptak av samtaler der elevene forklarer tegningene sine. Analysen viser at elevene uttrykte systemtenkning på ulike måter, og at både tegninger og samtaler gir innblikk i deres forståelse og mentale forestillinger om økosystemer. Funnene tyder på at elevene har begynnende forståelse for komponenter, relasjoner og noen elever viser tegn til mer abstrakt forståelse. Elevene uttrykker også sin systemforståelse gjennom deres hverdagserfaringer, faglig forståelse og forestillinger. Samtale og støtte fra lærer fremstår som viktig for å utvikle og utdype denne forståelsen. Studien peker på at tegninger kan være et verdifullt læringsverktøy i naturfag, og at lærere bør ta i bruk slike uttrykk for å støtte elevers utvikling av systemtenkning.This master´s thesis investigates how upper primary school students express systems thinking in ecology through drawings and dialogues. Ecological relationships are complex, and there is a need for teaching practices that support students’ understanding of such systems. The study explores two research questions: (1) How can drawings provide insight into students’ systems thinking, and how do they verbally express systems thinking based on their drawings? (2) How is students’ process of developing systems thinking in ecology expressed in drawings and interviews? The study is grounded in theoretical perspectives on systems thinking and representations in learning. A social semiotic lens has also been applied to analyze the students’ drawings. To investigate the research questions, a qualitative design was used, based on data collected from a sixth-grade class. The data was gathered during one double teaching session and consists of student drawings and audio recordings of conversations where the students explain their drawings. The analysis shows that students expressed systems thinking in different ways, and both drawings and dialogues provide insight into their understanding and mental models of ecosystems. The findings indicate that students show an emerging understanding of components and relationships, and some students demonstrate signs of mote abstract thinking. Students also express their understanding of systems through their everyday experiences, academic knowledge and personal conceptions. Teacher support and dialogues appear to be important in developing and deepening this understanding. The study suggests that drawing can be a valuable learning took in science education, and that teachers should consider using such expressions to support students’ development of systems thinking