Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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BAD: Body – Art – Digital technology
No full textDuring the first lockdown in March 2020, I started running two to three times a week to a nearby beach. Since then, I have stopped each time about halfway, and have been filming the sea view from the same spot for 30 seconds with my mobile phone. The now over 550 films (October 2024) are stored on the digital platform Padlet that makes it possible to share with others. The project My stunning stream - Made with a little mischief (Skregelid, 2020-) makes use of a/r/tography which is a practice-based methodological approach that unites art, education, and research. A/r/tography explores art, research and education as forms of performative, explorative and lived inquiry, and thereby stretches the boundaries between these domains. This article draws attention to how the body and digital technology are entangled and interwoven in this project, and how this affective connectedness offers potentials for enabling ecological awareness in educational settings. It makes use of theories that consider bodies and technologies as united intra-actions and that are concerned with how to live your life in the world.
Photo: Libeth Skregeli
The stitch project: Traces of diapraxis and al masha within participatory textile projects
No full textIn this article, I shall discuss participation – the artist\u27s role and responsibility in participation, and the potentials of participatory textile projects in the public space. In doing so, I will focus on The stitch project (2012–). This project involves public interaction through acts of tactile textile making such as stitching on a tablecloth. I have based this study within a context of understanding matter and the embodiment of participation from feminist (Ahmed, 2006; Butler, 1988) and new materialist (Barad, 2003; Coole & Frost, 2010; Garber, 2019) perspectives. I am interested in the interactive aspects of The stitch project and how these aspects relate to the concepts of diapraxis (Nunes, 2019) and al masha (Hilal & Petti, 2018). In regard to these terms, I aim to examine the potentials and challenges of participatory textile art projects, like The stitch project, by examining their social and material aspects as well as the complexities of inclusion and participation
When Platforms Challenge Professions: A Clash Between Models of Professionalism Among Swiss Hoteliers?
No full textThe sociology of professions has begun to study how digital platforms impact the status and skills of professionals. Our article expands on this line of research by exploring how platforms challenge professions and how professionals react by advocating different types of professionalism. Based on a case study of hoteliers in Switzerland, we look at how the rise of online travel agencies (OTAs) has affected this professional group. Drawing on an analysis of data gathered through interviews with hoteliers (owners, managers, representatives of associations), our findings identify divergent responses to how platforms have undermined the jurisdiction built up by hoteliers. They highlight impacts on the capacity for self-regulation and customer service skills. The article contributes to the literature by showing that platforms foster divisions within occupational groups. Some members use platform tools because they fit their model of management-oriented professionalism. Others distance themselves from them, adopting a defensive professionalism
Sammenhengen mellom øving og dybdelæring i kunst og håndverkundervisning
No full textIn this ongoing project, we aim to explore the role of practising (‘øving’) in the Norwegian school subject Arts and Crafts. Through qualitative interviews we seek to gain insight into how teachers in Arts and Crafts experience practising. Traditionally, practising is linked to the repetition of technical skills, but we base ourselves within the concept of deep learning; as connected to embodied, relational, creative and affective forms of learning (Aggerholm & Standal, 2021; Dahl, 2021; Dahl & Østern, 2019; Engelsrud, 2021; Winje & Løndal, 2020; Østern & Bjerke, 2021; Østern et al., 2019). More specifically, we are interested in exploring what practising is in Arts and Crafts and how the teachers arrange for students to practise over time and in depth. For this purpose, we frame our analysis in terms of practising (Bollnow, 1969, 1978; Brinkman, 2012). Practising as an educational phenomenon is characterized agency, content, goal-directedness, verticality, effort, uncertainty and repetition. The perspective thus emphasizes the pupils as being actively involved in creative and performative activities where they improve their practical knowledge(Aggerholm et al., 2018). The project has a phenomenological approach as we seek insight into primary school teachers’ personal teaching experiences (Gill, 2020; Kvale & Brinkmann, 2021). In the autumn of 2021, interviews were conducted with a total of 9 teachers who teach Arts and Crafts at various primary and secondary schools in Norway. Data is analyzed and discussed in the theoretical perspective shown above. Through our analysis we explore how practising, embodied learning and practical knowledge are enacted in the teachers’ pedagogical practice. For example, the teachers are concerned with the meaning of practise, time constraints as a limiting factor, and exemplify how pupils develop practical knowledge such as craft skills and the ability to work in practical contexts within Arts and Crafts. The project contributes to the further development of practical didacticsI dette prosjektet undersøker vi fra lærerens perspektiv hva som er sammenhengen mellom øving og dybdelæring i kunst og håndverkundervisning. Tradisjonelt er øving knyttet til repetisjon av tekniske ferdigheter. Men vi plasserer oss teoretisk innenfor øving som en grunnleggende form for læring som involverer hele eleven og kan settes i sammenheng med dybdelæring. Det vil si at øving og dybdelæring involverer ikke bare tenkning, men også kropp, sanser og følelser. Vi ser på øving og dybdelæring som forandringsprosesser som skjer i eleven selv (Aggerholm & Standal, 2021; Bollnow, 1969, 1976; Dahl et al., 2019; Friesen & Koerrenz, 2017; Merleau-Ponty, 1994; Ruud, 1983; Østern et al., 2021). Prosjektet har en fenomenologisk tilnærming da vi gjennom kvalitative intervjuer søker innsikt i grunnskolelæreres personlige undervisningserfaringer (Gill, 2020; Kvale & Brinkmann, 2021). Høsten 2021 ble det gjennomført intervjuer med 9 lærere som underviser i kunst og håndverk ved ulike barne- og ungdomsskoler i Norge. Gjennom det teoretiske perspektivet analyserer vi funnene og diskuterer først øving og dybdelæring som forandringsprosesser. Videre diskuterer vi mer spesifikt forandringsprosesser for å utvikle håndlag og utvikling av prosessferdigheter. Vi har også avdekket utfordringer med sammenhengen mellom øving og dybdelæring. Hovedsakelig er utfordringene knyttet til uklarheter rundt progresjon, tidspress og elevenes manglende utholdenhet.. Undersøkelsen bidrar til å se øving og dybdelæring fra andre perspektiver enn det rent kognitive.
Nøkkelord: øving, dybdelæring, kroppslig læring, kunst og håndverk, undervisnin
Comparison of Size specific dose estimates (SSDE) and CTDIvol values in patients undergoing CT examinations of abdomen and pelvis
No full textIntroduction: Computed Tomography Dose Index volume (CTDIvol) is a measure of radiation output of the CT scanner and does not represent patient dose. It often underestimates the radiation dose being given to small children and smaller adults and overestimates the dose to larger patients. The use of Size Specific Dose Index (SSDE) helps convert CTDIvol into more patient size specific radiation dose and is a better measure of estimated patient dose than CTDIvol.
Methods: This cross-sectional study was conducted in the Department of Radiology and Imaging of Tribhuvan University Teaching Hospital (TUTH), Maharajgunj, Nepal. CT scans were performed on the Siemens Somaton Definition AS+ 128 slice scanner. During 96 CT examinations of the abdomen and pelvis collected over a period of 4 months, effective diameters were calculated from the AP and Lateral diameters at the mid-liver region. These were used to determine the conversion factors which were then used to convert the CTDIvol values to SSDE. Obtained SSDE values were compared with the displayed CTDIvol values.
Results: The average CTDIvol was found to be 9.42 ± 3.26 mGy and the average SSDE was found to be 13.48 ± 3.53 mGy. Moderate positive correlation (r=+0.52, p<0.001) was found between CTDIvol and patient weight and low positive correlation (r=+0.17, p=0.08) was found between SSDE and patient weight. Similarly, moderate positive correlation (r=+0.5, p<0.001) was found between CTDIvol and patient BMI and low positive correlation (r=+0.14, p=0.15) was found between SSDE and patient BMI.
Conclusion: In comparison with SSDE, CTDIvol seemed to underestimate the patient dose estimate by 30.11%. CTDIvol values showed dependency with patient weight and BMI, this dependency was significantly reduced when those values were converted into SSDE (i.e. r=+0.52, p<0.001 (CTDIvol and Patient weight) vs. r=+0.17, p=0.08 (SSDE and Patient weight) and r=+0.5, p<0.001 (CTDIvol and BMI) vs. r=+0.14, p=0.15 (SSDE and BMI). Thus, providing more concrete evidence to the fact that SSDE values are a more reliable patient dose estimate since it addresses the patient’s size.
Optimalisering av sanntids fjernveiledning under kursing i avansert ultralyd ved universitet: En aksjonsforskningsstudie : En aksjonsforskningsstudie
No full textIntroduction: Ultrasound-based diagnosis requires great expertise for reliability and accuracy, thus practical training is vital. Digital training can offer students the possibility of practical training in their local setups. However, there are critical issues that remote educators must address, particularly in advanced ultrasound training. The present study was therefore aiming at developing a suitable technical setup for supervision and education in tele-ultrasound that can be applied to a variety of advanced diagnostic and therapeutic areas.
Methods: Using an action research approach including four cycles of action, we tested four technical setups with different software and hardware components across four ultrasound courses. Based on evaluation forms, written reflections, and two focus group interviews from the four cycles of action, respectively, we modified the setups to improve the technical solution for the next cycle.
Results: The initial set-up was using commercial video call apps via mobile phones. Although no additional equipment or expertise was required, it was precluded by the poor image quality and motion blur resulting from capturing the ultrasound image on the smartphone. Nevertheless, this solution is viable when quick clarifications are needed. Additional stabilization support in the second set-up did not provide satisfactory image quality. The best technical solution was found in the third set-up, using a frame grabber and Reacts, which allows simultaneous live streaming of the ultrasound screen image and two web cameras. However, the cumbersome software interface, the need for an expensive user license, and problems with the internet connection reduced the acceptability of this setup. The optimal setup in cycle four, was a reasonable frame grabber, and Zoom, which is free, has a simple user interface and can stream live audio-visual ultrasound data from the probe and user simultaneously. Its annotation function is also beneficial in supervision.
Conclusion: Through an action research approach including four cycles of action and thorough, subsequent evaluations, we found that a videoconferencing platform, such as Zoom, a computer, and a frame grabber connected to the ultrasound scanner was the optimal solution as this set-up is simple and affordable and is facilitating a good video-transmitted learning situation for students and supervisors. This technical set-up could therefore be suitable for a wide range of remote ultrasound courses
Interdisciplinary Teaching Scenarios on Sustainable Development in Croatia
No full textThis paper reflects on the project for the creation of teaching scenarios for the curricular Interdisciplinary Topic of Sustainable Development, which addressed a wide variety of subjects in Croatian primary and secondary schools. The paper intends to provide insight into potentially replicable approaches for the creation of teaching resources in similar contexts. The paper aims to identify (1) the project’s approaches that stimulated interdisciplinary collaboration during the creation of the teaching scenarios, and (2) the project’s approaches that could facilitate the adoption of the teaching scenarios by a wide variety of subject teachers. The approaches are explored through observation and reflection by the author, who was the key expert and development leader for the teaching scenarios. The interdisciplinary creation is found to be stimulated by creating conditions for authors to explore sustainable development with an awareness of their subject’s important role in it while paying attention to team relationships, processes, and results, including in online collaboration spaces. The teaching scenarios are found to be more likely to support a multidisciplinary type of implementation than an interdisciplinary one due to teaching activities mostly being not integrated enough to enable team teaching. This, however, allows more enthusiastic individual teachers to use the activities autonomously. The scenario adoption may be supported by the efficient simultaneous addressing of subject outcomes and sustainable development outcomes, by the adaptability of teaching activities, and by the connection between scenario topics and real life, including the life of the school community and wider communities
Redefining TVET Leadership in Kenya: A Case for Transition from VNR to VLR and the Integration of Indigenous Philosophies
No full textThe alignment of technical and vocational education and training (TVET) with industry needs is pivotal for achieving sustainable development goals (SDGs) in Kenya. Yet, reliance on global commitment mechanisms, primarily voluntary national reviews (VNRs), has proven insufficient. This forum piece argues for a strategic transition towards voluntary local reviews (VLRs) and incorporating indigenous philosophies, such as Harambee, to better align TVET with SDG objectives. This transition is essential for fostering inclusive, equitable learning environments, enhancing workforce preparedness, and facilitating a community-centric educational model that effectively addresses local needs while contributing to global sustainability goals. Additionally, this forum piece underscores the need for institutional social change to resolve contradictions in current policies that hinder educational systems from reaching their goals. Drawing from a comparative study of TVET governance models in Nairobi, Kenya, and Pittsburgh, USA, this forum piece illustrates how different approaches can align TVET systems with localized educational demands and SDG frameworks, highlighting policy innovation, leadership development, and community engagement as key strategies for redefining TVET leadership
Miljöorganisationerna försvarar de mänskliga rättigheterna: granskning av klimaträttegångar i Finland, Sverige och Norge
No full textClimate lawsuits launched by environmental organisations have dealt with the human rights challenges posed by climate change in Finland, Sweden and Norway. The article examines the countries\u27 climate lawsuits in the light of legal dogmatics and legal comparison. In Nordic case law, the rights of children and future generations, the right to the environment and, sporadically, other human rights have been highlighted. Climate trials are a strongly anthropocentric issue and, due to their political-legal nature, they also pose challenges from the point of view of the three-part doctrine of the separation of powers, yet they have become an important part of the climate impact of environmental organizations in the Nordic countries. The results of the article provide a diverse perspective on the Nordic case law on climate lawsuits and on what environmental organisations can do for human rights.I klimaträttegångar som miljöorganisationerna inlett har man i Finland, Sverige och Norge behandlat de utmaningar för de mänskliga rättigheterna som klimatförändringen medför. I artikeln granskas ländernas klimaträttegångar i ljuset av rättsdogmatiken och rättsjämförelsen. I den nordiska rättspraxisen har barns och kommande generationers rättigheter, rätt till miljö och sporadiskt även andra mänskliga rättigheter lyfts fram. Klimaträttegångarna är en starkt antropocentrisk fråga och dessutom medför de på grund av sin politisktjuridiska karaktär utmaningar också med tanke på den tredelade maktfördelningsläran, men ändå har de blivit en viktig del av miljöorganisationernas klimatpåverkan i de nordiska länderna. Resultatet av artikeln ger ett mångsidigt perspektiv på den nordiska rättspraxisen om klimaträttegångar och på vad miljöorganisationerna kan göra för de mänskliga rättigheterna.I klimaträttegångar som miljöorganisationerna inlett har man i Finland, Sverige och Norge behandlat de utmaningar för de mänskliga rättigheterna som klimatförändringen medför. I artikeln granskas ländernas klimaträttegångar i ljuset av rättsdogmatiken och rättsjämförelsen. I den nordiska rättspraxisen har barns och kommande generationers rättigheter, rätt till miljö och sporadiskt även andra mänskliga rättigheter lyfts fram. Klimaträttegångarna är en starkt antropocentrisk fråga och dessutom medför de på grund av sin politisktjuridiska karaktär utmaningar också med tanke på den tredelade maktfördelningsläran, men ändå har de blivit en viktig del av miljöorganisationernas klimatpåverkan i de nordiska länderna. Resultatet av artikeln ger ett mångsidigt perspektiv på den nordiska rättspraxisen om klimaträttegångar och på vad miljöorganisationerna kan göra för de mänskliga rättigheterna