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Terrestrial and freshwater invertebrate science in Svalbard in a changing world: from regional to pan-Arctic scales (STAFIEN - Svalbard Terrestrial and Freshwater Invertebrate Ecology Network)
No full textThis is chapter 7 of the State of Environmental Science in Svalbard (SESS) report 2024 (https://sios-svalbard.org/SESS_Issue7).
Invertebrates are ubiquitous. Diverse in form and function, they play crucial roles in ecosystems: for example as food for other organisms, as pollinators, and as decomposers. Invertebrate species vastly outnumber vascular plants, birds and mammals combined, but we know little about them and their roles due to challenges in identification, sampling, access, and funding.
One of the world’s fastest changing environments, Svalbard is also a hotspot for multidisciplinary environmental research, ideal for studying responses to change. Nonetheless, comprehensive biodiversity surveys across Svalbard are still needed, to better inform governance actions aimed at protecting this unique environment.
Research on Svalbard’s terrestrial and freshwater invertebrate community is key to understanding resilience and vulnerability to environmental change. Upscaling results from Svalbard will help us assess threats and consequences across the whole Arctic.publishedVersio
Navigating educational change: A case study of music practicum at the master’s level in Norwegian general teacher education
No full textA new Norwegian general teacher education (GTE) reform was implemented in 2017. This doctoral research project focuses on how the master’s level practicum component – a new part of the Norwegian GTE program – is carried out. The main research question of the doctoral project is:
How do central stakeholders in general teacher education navigate the changing conditions for practicum at the master’s level?
This study is intended to increase our knowledge about how central stakeholders, including preservice teachers, school-based and university-based mentors, adapt to and cope with the new conditions for GTE practicum connected to the music subject. The chosen research design is an embedded case study with the GTE practicum component at the master’s level representing the case, involving four preservice teachers, two school-based mentors, and two university-based mentors as embedded subunits within the case. By gathering data through multiple data sources, I have obtained rich descriptions and deep insights into the educational practices and processes the stakeholders are situated in during practicum. The primary data sources are non-participatory observation and focus group interviews.
This doctoral project has resulted in three articles that, as a whole, investigate how certain stakeholders navigate changing conditions for practicum. The main findings show that the preservice teachers had limited opportunities to make changes during practicum, in terms of rehearsing and enacting agentic actions, due to school-based mentors intervening in teaching settings or that they positioned themselves as observers in the classroom. A second finding points to how practicum conversations occasionally resulted in negotiations about the selection of music activities and repertoires between preservice teachers and mentors. Although the stakeholders shared an interest in performative-oriented activities, the preservice teachers faced obstacles in implementing changes aligned with the new music curriculum, which differed from school-based mentors’ emphasis on personal preferences and everyday practices. A third finding shows that new discourses and research-based requirements following the GTE policy shift, in terms of integrating preservice teachers’ master’s theses and engaging as teacher-researchers, posed challenges for the stakeholders during practicum. Findings indicate that the university-based mentors adapted to institutional and educational policy changes. Yet, challenges arose when such changes were integrated into practicum settings, requiring preservice teachers and school-based mentors to align with the academic-oriented expectations communicated by the university-based mentors.
The theoretical frameworks of the three articles – a temporal-relational concept of agency, the theory of practice architectures, and ecologies of practices theory – in dialogue with complexity theory in this thesis raise new questions about how stakeholders navigate changing conditions, with potential implications for future practicum implementation. To prepare preservice teachers for the complex realities of the teaching profession, I suggest creating more space for disrupting the status quo during practicum and for stakeholders to facilitate chaos and order in music classrooms. I also suggest rethinking mentoring in practicum with flexibility and openness to a diversity of perspectives, allowing for new knowledge and relationships to emerge. Finding ways to navigate changing conditions in practicum is demanding and requires increased collaboration with clarified responsibilities within and beyond the practicum component. My study can pave the way for future stakeholders to step out of one’s comfort zones in familiar and unfamiliar landscapes to expand, develop, and change educational practices.acceptedVersio
Participant-Given Names to Stimuli and Stimulus Equivalence
No full textThe aim of the current study was to test if names given by participants to stimuli during a delayed matching-to-sample (DMTS) procedure, when asked to talk aloud, becomes part of the established stimulus classes after training baseline relations and testing for responding in accordance with stimulus equivalence. The participants were exposed to a Many-to-one training structure with potentially three 3-member classes of abstract shapes with arbitrary experimenter defined relations. After the test for stimulus equivalence responding the names given by the participants were scored and included as textual stimuli in sorting tests. The main results are that the names given to the stimuli by the participants became a part of the stimulus classes if they responded in accordance with stimulus equivalence. Hence, it can be argued that if participants give names to the stimuli when exposed to DMTS procedures the classes are potentially larger than the experimenter defined classes. For example, the results show that five of the six participants gave individual names to each stimulus, which means that the three 3-member classes potentially are 6-member classes. Also, since the participants vocally named the stimuli, and those were transformed by the experimenter to text before the sorting task, one might even argue that 9-member classes were established after DMTS-procedure.publishedVersio
Sexual consent in adolescence: A scoping review of how young people understand and practice consent
No full textMaster i klinisk sykepleie. Høgskulen på VestlandetBakgrunn: Seksuelt samtykke er eit sentralt element i arbeidet med å fremme seksuell helse og førebygge seksuelle overgrep. Ungdom står i ein livsfase prega av identitetsutvikling og etablering av grenser i nære relasjonar. For å støtte ungdom i denne fasen har helsesjukepleiar ei viktig rolle, men for å utvikle relevante tiltak trengs det kunnskap om ungdom sin kompetanse i seksuelt samtykke.
Hensikt: Kartlegge og oppsummere eksisterande forsking på ungdom sin kompetanse i seksuelt samtykke, sett frå eit helsefremmande og førebyggande perspektiv.
Metode: Det blei gjennomført ei kartleggingsoversikt i tråd med det metodiske rammeverket frå Joanna Briggs Institute og PRISMA-ScR. Systematiske søk blei utført i utvalgte databasar januar 2025. To uavhengige personar screena alle artiklar etter førehandsdefinerte inklusjons- og eksklusjonskriterium. Data blei ekstrahert i samsvar med forskingsspørsmålet, og analysert gjennom deskriptiv innhaldsanalyse. Resultata er presentert i tekst, tabellar og figurar.
Resultat: Totalt 23 studiar er inkludert, ingen frå Skandinavia. Funn viser at ungdom har varierande forståing og praksis knytt til seksuelt samtykke. Kommunikasjon skjer ofte non-verbalt, og mange har avgrensa ferdigheiter i å uttrykke eigne grenser eller be om samtykke. Kjønnsnormer og sosiale forventningar har betydning for korleis samtykke blir forstått og praktisert, og funna viser eit behov for meir nyansert undervisning som er tilpassa ungdomskulturen. Få studiar har evaluert intervensjonar med mål om å styrke samtykkekompetanse.
Konklusjon:
Oversikta viser at kompetanse i seksuelt samtykke blant ungdom blir påverka av faktorar som kommunikasjon, kjønnsnormer og maktforhold. Det er behov for tiltak som kombinerer kunnskap, refleksjon og ferdigheitstrening, og tar utgangspunkt i ungdom sine eigne erfaringar. Oversikta identifiserer fleire kunnskapshol, særleg knytt til evaluering av undervisningstiltak og forsking i skandinavisk kontekstMKS59
Equity Requirement for Home: Purchase An Empirical Study of Selected Price Drivers in the Housing Market
No full textBachelor i økonomi og administrasjon. Høgskulen på Vestlandet, campus BergenØMF19
Playing football like a girl: the phenomenology of being oneself
No full textThe manner of moving and relation to space are central aspects of one’s bodily and gendered existence. Particularly, since childhood girls often experience their bodily capacities being constrained and molded by cultural norms of femininity. Considering it, this study explores how girls present and shape gender embodiments in a football project in Brazil and the ontological implications of these embodiment processes. This football project aims to promote football for girls between the ages of 9 and 14, and had a total of 50 girls participating in two shifts during 2024, when our research was carried out. The material produced consisted of observations from football training sessions and a reflexive intervention conducted with the girls. Our analytical framework has been grounded in gender theory with influences from existential phenomenology, drawing primarily from Young’s concepts of body comportment, motility, and spatiality. The intervention was analyzed in order to understand the girls’ bodily experiences and perspectives regarding gender embodiments. In the analysis of the material from the observations of football training we revolved around the girls’ bodily experiences in the following situations: controlling the ball, without the ball, and when the ball was approaching them. This theme broadly covered the nature of actions in the football game and presented a set of potentially analytical elements, which we synthesized from both a transversal and a longitudinal perspective. The findings revealed that by moving and interacting through football, the girls were able to continuously reshape gender embodiments that initially limited their bodily experience. In this sense, we propose that by playing football like oneself, which, in our perspective, refers to fully embracing one’s human experience, girls have a starting point for exploring their potential for broad bodily development and meaningful bodily experiences.publishedVersio
Is flexibility the motivator of the future? A study of how remote work arrangements affect employees’ motivation and desire to stay in the organization
No full textBachelor i økonomi og administrasjon. Høgskulen på Vestlandet, campus BergenØMF19
The Environmental Therapist’s Perspective – Exploring the Role of Preunderstanding in Conversations with Young Asylum Seekers and refugees
No full textMaster i familieterapi og relasjonelt arbeid. Høgskulen på VestlandetDenne masteroppgaven undersøker hvordan miljøterapeuters forforståelse kan påvirke samtaler med enslige mindreårige asylsøkere og flyktninger. Studien tar utgangspunkt i et hermeneutisk og sosialkonstruksjonistisk rammeverk og baserer seg på kvalitative vignettintervjuer med fire miljøterapeuter. Med utgangspunkt i problemstillingen «På hvilken måte kan miljøterapeuters forforståelse påvirke samtaler i møte med barn og ungdom som er enslige mindreårige asylsøkere eller flyktninger?», lander studien på tre hovedfunn: kulturelle forskjeller og kompetanse i samspill, forforståelsens påvirkning på samspill, og miljøterapeuters bevissthet om egne forforståelser og refleksjoner.
Funnene viser at miljøterapeuters forforståelse spiller en sentral rolle i hvordan de tolker og møter ungdommenes uttrykk og behov. Samtidig fremheves betydningen av kulturell
kompetanse og refleksiv praksis for å unngå feiltolkninger og fremme gode relasjoner. Studien bidrar til økt forståelse for hvordan selvrefleksjon, kulturbevissthet og relasjonell tilnærming kan styrke kvaliteten i samtaler med denne sårbare gruppen. Oppgaven understreker behovet for et bevisst forhold til egne antakelser og forforståelser i møte med unge mennesker med fluktbakgrunnMARA59
The Nurse´s Position in Antibiotic Stewardship as a Social Practice in the Medical Field
No full textMaster i sykepleie, kliniske spesialiteter. Høgskulen på Vestlandet.Antibiotikaresistens er sett på som en global trussel mot folkehelsen og siden sykepleiere jobber tett på pasienter er sykepleiere blitt posisjonert som sentrale bidragsytere for å redusere utviklingen. Denne masteroppgaven undersøker sykepleierens posisjon innen antibiotikastyring som sosial praktikk i det medisinske felt. Studien viser at det er uavklarte forventninger og rollefordeling i hvordan sykepleiere skal bidra.
Vi har brukt den franske sosiologen Pierre Bourdieus (1930-2002) praxeologiske metodologi som metode, med feltteoriens sentrale begreper som kapital, habitus og symbolsk makt i undersøkelsene. Ved bruk av en registrantanalyse har vi undersøkt hvordan sykepleierens rolle i antibiotikastyring har blitt beskrevet i pensumbøker for bachelorutdanning i sykepleie og i smittevernplaner fra Helse Vest fra 1990 til 2023. Vi har i denne tidsperioden identifisert brudd i praktikken på bakgrunn av kamper i feltet. Vi har som supplement til Bourdieu brukt Davina Allan sin teori om oppgaveglidning.
Vi fant at sykepleiere posisjonerer seg tydelig i egen rolle i akademia, men i praksis er det flere agenter med høyere sosial og kulturell kapital som posisjonerer seg med høyere definisjonsmakt. Dermed ser vi at kampen tilspisser seg og ansvaret forskyves over på sykepleiere som ikke er klare for å ta imot oppgavene og tydelig rollefordeling i praksis uteblir. Staten legger føringer for implementering av tiltak til helseforetakene, men det fremkommer ikke hvem som reelt sett har ansvar for antibiotikastyring i praksis.
Studien argumenterer for at det er en diskrepans mellom hva sykepleiere har som pensum under utdanning og hva det er forventet at de skal ha av kunnskap når man kommer ut i arbeidslivet. Mer forskning og studier trengs for å kartlegge nettopp dette. Da kan sykepleieres rolle i antibiotikastyring bli en godt etablert praktikk som de tar eierskap til, og unngår uklare roller.MSS59
#hunkoder – Web development using machine learning to inspire a new generation of female developers
No full textBacheloroppgave i ingeniørfag, Informasjonsteknologi.
Fakultet for teknologi, miljø- og samfunnsvitskap/ Institutt for datateknologi, elektroteknologi og realfag/ Høgskulen på Vestlandet.DAT19