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The roots and routes of public health institutes in Scandinavia
Get PDFThis article aims to increase the knowledge of the roles and functions of public health institutes (PHIs) by exploring and comparing the Scandinavian PHIs, their roots, and developments over time. The research questions are the following: What was the history behind these public institutions? How have they changed over time? Have they followed divergent or parallel paths of change? How, if at all, have they been influenced by public sector reforms? Comparing the three Scandinavian countries based on an institutionalist approach, the article seeks to increase the understanding of the role of PHIs in governing public health. The article is based on documents from parliaments and governments from the public health institutes, supplemented by institution narratives and relevant public health and public administration literature. The Scandinavian PHIs have common roots from the early 1900s, have followed different routes, and have different institutional characteristics and different roles as public health institutions. However, after more than 100 years, the Scandinavian PHIs belong to the international PHI organization. They are responsible for knowledge dissemination, surveillance, and preparedness for the handling of epidemics and pandemics. The article argues for more comparative research on institutions related to public health authorities, such as the PHIs.publishedVersio
Culturally responsive teaching methods: Icelandic student teachers’ experiences
No full textCreative Commons License
Greinar í tímaritinu eru gefnar út undir leyfinu (Creative Commons Attribution 4.0 International License).Aukinn fjölbreytileiki í íslenskum grunnskólum skapar mörg tækifæri fyrir kennara til þess að nýta menningu, reynslu og tungumál nemenda í kennslu. Menningarmiðaðar kennsluaðferðir, sem byggja á kenningum um fjölmenningarlega menntun, bjóða upp á hagnýtan ramma til að skapa fjölbreytt og valdeflandi námsumhverfi fyrir öll börn. Markmið þessarar greinar er að kanna viðhorf íslenskra kennaranema til menningarmiðaðra kennsluaðferða og rannsaka reynslu þeirra af vinnu með grunnskólabörnum með fjölbreyttan tungumála- og menningarbakgrunn. Auk þess verða vangaveltur þeirra um stöðu fjölmenningarlegrar menntunar innan kennaranámsins skoðaðar. Gögnum var safnað með ítarlegum einstaklingsviðtölum við tíu nema sem leggja stund á meistaranám til kennsluréttinda við tvo íslenska háskóla en við úrvinnslu gagnanna var þemagreining notuð. Niðurstöður gáfu vísbendingar um að viðkomandi háskólar legðu ekki nægilega áherslu á þróun fjölmenningarhæfni kennaranema. Þrátt fyrir jákvætt viðhorf þátttakenda gagnvart menningarmiðuðum kennsluaðferðum, þá skorti þátttakendur dýpri skilning á hugmyndafræðinni sem liggur að baki slíkum aðferðum. Þátttakendur virtust aðallega leggja áherslu á íslenskukennslu og innleiðingu fjölbreytts námsefnis frá mismunandi menningarheimum. Enn fremur gagnrýndu margir þátttakendanna hve lítið vægi fjölmenningarleg menntun hefði innan kennaranámsins, þrátt fyrir aukinn fjölbreytileika barna í grunnskólum. Draga má þá ályktun að mikilvægt sé fyrir háskóla sem bjóða upp á kennaramenntun að efla verðandi kennara með heildrænni þekkingu á fjölbreytileika skólabarna, sem og þekkingu á viðeigandi kennsluaðferðum sem styðja við þennan fjölbreytileika.publishedVersio
Salamanca 30 år etter
Get PDFFor 30 år siden ble det av UNESCO arrangert en stor konferanse over fire dager i Salamanca i Spania, med deltagere fra 92 land i alle ver-densdeler. Resultatet av denne konferansen ble Salamancaerklæringen, som til sammen ca. 160 land senere skrev under på. Erklæringen bygde på kunnskap og erfaringer omkring hvordan alle barn og unge kunne inkluderes i den alminnelige skolen og få en likeverdig utdannelse. Den flyt-tet søkelyset fra barns vansker og problemer, til hvordan skolen kunne møte barn med ulike forut-setninger og gi alle barn like muligheter uavhen-gig av deres forutsetninger og bakgrunnpublishedVersio
A cross-sectional study on gender differences in body dysmorphic concerns in patients with skin conditions in relation to sociodemographic, clinical and psychological variables
Get PDFBackground Dysmorphic concern is an overconcern with an imagined or slight defect in physical appearance that can be a symptom of body dysmorphic disorder (BDD). Appearance-related concerns are frequently reported by people with dermatological conditions. However, relatively little remains known about the relationship between dysmorphic concern and other variables within persons with different skin conditions. Objectives The aim of this multicentre, cross-sectional study was to investigate gender differences regarding dysmorphic concern and the prevalence of BDD in a large sample of patients with skin conditions, in relation to sociodemographic, clinical and psychological variables. Methods Participants aged ≥18 years with skin conditions were consecutively enrolled in dermatological clinics of 22 European centres. Dysmorphic concern and the possible presence of BDD were measured using the Dysmorphic Concern Questionnaire (DCQ) and compared between men and women in relation to sociodemographic, clinical and psychological variables, and separately for each skin condition. Results The DCQ questionnaire was completed by 5290 dermatological patients. In all categories, mean scores were significantly higher in women than in men. Mean DCQ scores were also higher in women for most skin conditions, with the highest effect size in vitiligo. The percentage of patients who screened positive for BDD on the DCQ was 10.5%, 7.7% of men and 12.7% of women. The prevalence of BDD positive was 6.9% in patients with mild clinical severity, 11.1% for moderate and 19.1% for severe condition. In the multivariate model in patients with mild skin condition, the presence of BDD was positively associated with stress and stigma both in men and in women. Conclusions Dysmorphic concern and BDD were more frequent in women than in men with skin conditions. Both received and actual stigmatization might have an impact on body-related concerns, in particular in women, who may be more at risk for sociocultural reasons.publishedVersio
Vulnerability in Inclusive Research: Exploring Co- and Professional Researchers’ Experiences in a Community-Based Participatory Project on the Disability Family
Get PDFIn the transition to a less protectionist research ethics paradigm—in which vulnerable groups are no longer excluded from participating in research—academic researchers need to think differently about vulnerability. By means of a collective autoethnographic investigation of professional and co-researcher’s experiences in a community-based participatory research (CBPR) project, this article explores how vulnerability is experienced and perceived in the work process and how to respond to vulnerability. It finds that vulnerability manifests in two main ways—that of feeling “emotional hurt” and “epistemic selfdoubt”— and that it comes from two main layers: the lived life and from working within CBPR. The main argument in the article is that vulnerability is inevitable in qualitative research like CBPR, when involving persons in vulnerable life situations. We propose four key recommendations for future research: (a) accept vulnerability as an inevitable part of CBPR, (b) balance protection with participant autonomy in situ and together as a team, (c) use a processual approach because ethical risks in the research context might alter over time, and (d) accept that placing co-researchers at the center of interpretative authority can increase professional researcher’s vulnerability. The article expands existing understandings of ethical issues and risk in inclusive research through a combined and innovative focus on both professional and co-researcher’s lived experiences.Vulnerability in Inclusive Research: Exploring Co- and Professional Researchers’ Experiences in a Community-Based Participatory Project on the Disability FamilypublishedVersio
Group discussions: an active learning resource for school and kindergarten leaders?
Get PDFBackground:
In higher education programmes, group discussions are commonly used as a form of active learning to support students in their learning and knowledge development beyond what is provided by traditional lectures. However, such student-centred learning approaches and methods have received scant attention in empirical research.
Purpose:
This study, which used an action research design, investigated how group discussions, as an extension of lectures, can contribute to students’ learning. The findings are intended to support comprehensive insights into, and further development of, the authors’ and others’ higher-education teaching practices.
Method:
The study context was a National Kindergarten and School Leadership Programme offered by one Norwegian university, where the co-author of this article was located. Our research question was: How do students perceive group discussions about a lecture as contributing to their learning; and what can we learn from this about our own teaching practices? The core data were students’ reflection notes, with observational data used as background material. Data were analysed thematically.
Findings:
The analysis indicated that group discussions as extensions of lectures can provide learning opportunities that promote the students’ learning, both collectively and individually. Through group discussions, learning opportunities emerge in the interaction between theoretical knowledge addressed in the lecture and practical, experience-based knowledge based on the students’ ideas from their organisational contexts. In this interaction, learning experiences are produced that provide the students with increased understanding and new perspectives about how they can drive development in their practice contexts and how they, as school leaders, can act in new ways.
Conclusion:
The findings offer insight into how students’ experiences of group discussions, based on lectures, contribute to their learning. However, they also reveal that organisational and structural conditions related to poor quality task design and some elements of the discussions themselves can inhibit learning potential.publishedVersio
Digital, trygg og aktiv: Om skjermdeling i bibliotekveiledning
Get PDFDigital bibliotekveiledning ble tatt i bruk av de fleste universitets- og høgskolebibliotek under den første nedstengningen som følge av koronapandemien mars 2020. Dette åpnet for at studentene på enkelt vis kunne dele innhold på sin skjerm. Målet med studien er å utforske hvordan skjermdelingen fungerer som et alternativ til den tradisjonelle ansikt-til-ansikt-veiledningen, hva som er særegent for toveisdeling, og det pedagogiske potensialet. Vi har anvendt et fenomenologisk perspektiv på bibliotekarer og studenters opplevelse av digital veiledning. Vi brukte kvalitative metoder, inkludert spørreskjemaer og intervjuer med både bibliotekarer og studenter, og dataene ble analysert gjennom temaanalyse. Ved å sammenligne digital veiledning med ansikt-til-ansikt-veiledning har vi sett at noe av det som er særegent med digital veiledning, er betydningen toveisdelingen kan ha for læring. Bibliotekaren får lettere innsikt i studentens ståsted og kunnskap, og det gjør at veiledningen enklere kan tilpasses og vurderes. Studentene føler trygghet og nærhet til bibliotekaren til tross for fysisk avstand. Aktiviteten som følger med toveisdelingen, åpner opp for gylne læringsøyeblikk. Digital bibliotekveiledning har preg både av en mester–lærling-modell ved hjelp av instruksjon – det at studenten gjentar handlingen – og av en handlings- og refleksjonsmodell ved at toveisdeling gir rom for å reflektere over aktivitet og kommunikasjon.publishedVersio
What (Is It) About Dialogue? We Make the SoTL Road by Walking
Get PDFThe authors of this articleengaged in a serendipitous “dialogue about dialogue” in summer and fall 2023.Through correspondence and live discussions, we pondered about the nature and affordances of the act of dialogue among colleagues in SoTL. We represent diverse disciplinary and national identities yet found in our conversation kindred thinkers and unexpected points of theoretical commonality. We offer here a glimpse into the dialogue we engaged in, illuminating the complex nature of transdisciplinary and intersubjective conversation through the lenses of hermeneutics, immediacy, and vulnerability. While we do not aspire to reach a definite framework for the role of dialogue in SoTL, we explore the transformative potential of engaging deeply in exchanges that allow new possibilities to emerge. This piece has been co-created to invite others into the conversation—we offer it as an opening rather than a conclusionpublishedVersio
Sensory processing sensitivity is negatively associated with sensation seeking
Get PDFBACKGROUND
This study investigated the relationship between sensory processing sensitivity and sensation seeking.
PARTICIPANTS AND PROCEDURE
The sample consisted of 625 subjects (n women = 225, n men = 400). Sensory processing sensitivity was assessed using the Highly Sensitive Person Scale (HSPS), and sensation seeking with the Arnett Inventory of Sensation Seeking (AISS).
RESULTS
AISS accounted for 11.1% of the variance in HSPS. Regression analyses revealed a negative association between AISS Intensity and HSPS. There was no significant association between AISS Novelty and HSPS. Men exhibited lower scores on HSPS but displayed higher scores on AISS Novelty and AISS Intensity compared to women.
CONCLUSIONS
We found gender differences and a negative association between sensory processing sensitivity and the intensity dimension of sensation seeking. The results confirm that HSPS captures the intensity of complex sensory stimulation. Sensory processing sensitivity and sensation seeking could be seen as theoretically connected and overlapping phenomena.publishedVersio
Intercultural Dialogue in Diverse Classrooms: Debating the Socratic Dialogue Method from a Postcolonial Perspective
Get PDFThis article provides a critical examination of the Socratic Dialogue method, exploring its potential benefits and pitfalls in fostering intercultural and interreligious understanding in the classroom. Drawing on postcolonial theoretical perspectives, the analysis delves into the method’s capacity to amplify marginalized student voices while acknowledging the risk of unintentional silencing. Emphasizing the importance of teachers’ attentiveness to diverse experiences, this article underscores the need for a nuanced approach that avoids othering opinions and rationales that are different from the mainstream. The study calls for an academic challenge to the idealization of dialogue, urging deeper reflection to identify blind spots and ensure an inclusive intercultural dialogue.publishedVersio