Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
Not a member yet
2462 research outputs found
Sort by
Shadow talk
No full textAs the old man looks into his shadow, he must reflect on his past choices, are we on the right path to improving society or are we simply following, a new energy crisis created for profiting from a new global climate agenda? Each generation has faced this dilemma and may have to face a new series of problems as the transition of energy moves forward. The artwork is created as a stencil, can be found in Stord, western Norway.
Cover image: Naeem Searle, aka NIMI. Detail from street artwork Shadow tal
Nyanlända elever i slöjdklassrummets lärmiljö
No full textThis article explores the learning environment that newly arrived students encounter in sloyd classrooms in Sweden. The empirical material was collected through a handheld camera, at two schools with newly arrived students, in school Years 8–9, in the educational subject sloyd. The findings show that newly arrived students’ encounters with the rich learning environment of the sloyd classroom contribute to rich social interaction and communication during lessons. Further, the results show how interior and furnishing in sloyd classrooms enable newly arrived students to cooperate and support each other. The article also highlights that the sloyd classroom offers resources that can be used as teaching materials in sloyd teaching.Artikeln belyser och beskriver den lärmiljö som nyanlända elever möter i slöjdklassrum i svensk grundskolekontext. Det empiriska materialet har samlats in genom videodokumentation på två skolor med nyanlända elever, i år 8–9 i slöjdundervisning. Resultatet visar att nyanlända elever möter en rik lärmiljö i slöjdklassrum som bidrar till social interaktion, delaktighet och multimodal kommunikation och interaktion i undervisning. Vidare visas hur interiör och möblering i slöjdklassrum möjliggör samarbete mellan elever och att slöjdklassrummets lärmiljö erbjuder resurser som kan användas som läromedel i undervisningen
School absenteeism among students in Germany, Japan, Sweden, and the United Kingdom:: A comparative study using PISA data
No full textSchool absenteeism is a challenge in many countries. Still, there are few comparisons between countries, which is partly due to a lack of shared definitions of concepts. This article makes use of PISA data to compare self-reported student absenteeism in Germany, Japan, Sweden, and the United Kingdom (UK). Three data sets are used, from 2012, 2015, and 2018. The self-reported absenteeism, which is referred to as truancy in the PISA studies, was measured as having skipped a whole school day at least once in the two full weeks before students completed the PISA student questionnaire.
The results show great variation between the studied countries, from 24.4% in the UK in 2015 to 1.5% in Japan in 2012. The percentage of students who reported having skipped school is much higher in the UK than in the other three countries. The differences between the countries concerning the percentage of students reporting having been absent from school are significant for all years, except between Sweden and Germany in 2015. Germany and the UK have a similar pattern in development, with the highest percentages in 2015, while Sweden and Japan have small (albeit not significant) increases from 2012 to 2018. The UK is the only country where the changes between 2012 and 2015 as well as between 2015 and 2018 were significant.
It is not possible to see any obvious patterns between the countries that might be linked to differences related to their welfare regimes, education systems, or values. To find such patterns, it may be necessary either to include more countries in a study or to conduct more in-depth studies on each country
The Philosophical Dimensions of Teachers’ Research Literacy
No full textIn this paper, I investigate the place of philosophical literacy in teachers’ research literacy. Drawing on Pring, Bridges and Winch, I ask what the relationship is between being “research literate” in the field of education and understanding key philosophical debates in the field. I hold that properly implementing research findings in educational practice depends on a philosophical understanding of (a) normative, (b) conceptual and (c) methodological matters and that, therefore, “research literacy” in education must also include “philosophical literacy”. I question whether it is too much to expect that, in order to become research literate, teachers must also become philosophically literate. However, I demonstrate that questions of the utilisation of research cannot be separated from questions of the production of research. In the end, I hold that “research literacy” is simply a different way of looking at deep methodological questions that have always been part of the discipline of Education
Aesthetic democracy as the roots of sustainable cities and communities
No full textThis article is a reflection on the crucial role that aesthetic democracy plays in generating and maintaining the 17 Sustainable Development Goals (SDGs) of the United Nations (UN), as summarised in goal 11, pertaining to the development of sustainable cities and communities. The article follows the structure of a three-step imaginary mechanism rooted in a radical perspective (Juguero, 2021). The first step relates to imaginary projection and addresses the concept of achieving the 17 SDGs. The second step relates to the roots of the situation and analyses the current global context and grounded concepts. The third step relates to an action plan, reflects on how to achieve the SDGs, and advocates for aesthetic democracy. The conclusion asserts that emotional evolution through aesthetic revolution is essential to the process.
This article results from a postdoctoral research project developed at the University of Stavanger.
Cover image: Drawing by Edér Rosa
Denne refleksjonen tar for seg rollen til det estetiske demokratiet i å bygge og opprettholde bærekraftige byer og samfunn, som er et av FNs sytten bærekraftsmål som skal nås innen 2030. Studiens format er inspirert av en dramaturgisk komposisjon og kobler sammen den imaginære prosessen. med vitenskapelige refleksjoner. Artikkelen fremhever relevansen av den imaginære mekanismen for menneskelige kreasjoner og presenterer en imaginær bærekraftig by og et samfunn sitt fiktive liv i 2130, et århundre etter den tiltenkte implementeringen av 2030-agendaen. Deretter tar den for seg den ontologiske rollen estetiske egenskaper spiller i forankring av verdier, atferd og tilhørighetsbånd som opprettholder eller transformerer sosiale strukturer. Konklusjonen antyder at bærekraftige byer bør være basert på bærekraftige samfunn forankret i en ny kultur fremmet av estetisk demokrati
What is the problem of inequality, and can we solve it? Participatory theatre and SDG10
No full textThe purpose of this essay is to consider how, if at all, participatory theatre serves the Sustainable Development Goal number 10: Reducing Inequality (SDG10). The paper draws on policy analysis methodology What’s the Problem Represented to be? (Bacchi 2009) to critically consider how inequity as a solvable social and/or economic problem is represented by SDG10. I then draw on two previous research projects, one conducted by myself and colleagues (2018) and one conducted by Masso-Guijarro and colleagues (2021) that explicitly explore how scholarship in participatory theatre orient to social change agenda to understand how participatory theatre represents the problem of inequality and how, if at all, this relates to SDG10. Finally, I recruit key participatory theatre projects from Denmark, Canada, Chile and New Zealand to consider practical ways of understanding how participatory theatre may contribute to combating inequality through its attention to the lived experiences of inequality, the potential for making changes to individual lives, and its orientation to hope. In doing this, I hope to contribute new perspectives on drama and equity that present a nuanced and critical consideration the relationship between public discourses, policy and practice
Universell utforming av spesialrom: En kartlegging av verksteder for Kunst og håndverk
No full textRequirements for Universal Design of schools are regulated by various laws in Norway. This ensures that no students should be excluded from compulsory education based on disability. However, reasonable accommodations can be made based on individual needs, and the solutions should not impose an undue burden on the institutions. Requirements for Universal Design or adaptation cover the main solutions in the physical conditions. Through a survey, we have examined Art and Crafts studios. The schools in the survey are affiliated with the Department of Aesthetic Subjects at OsloMet - Oslo Metropolitan University. Our research shows several common challenges and potential areas for improvement to meet requirements for Universal Design of Art and Crafts studios, specifically in terms of orientation, access, and accommodations. We also raise the question of whether the exceptions outlined in the legislation are significant factors in ensuring that students receive the Art and Crafts education they are entitled to.Krav til universell utforming av skoler er regulert av ulike lovverk. Ingen elever skal utestenges fra obligatorisk undervisning på bakgrunn av nedsatt funksjonsevne. Det kan likevel tas forbehold om rimelighet ut fra den enkeltes behov, og løsningene skal ikke være byrdefulle for virksomheten. Krav om universell utforming eller tilrettelegging gjelder hovedløsningen i de fysiske forholdene. Gjennom en kartleggingsstudie har vi undersøkt om verksteder for Kunst og håndverk er universelt utformet. Utvalget er praksisskoler tilknyttet Institutt for estetiske fag ved OsloMet – storbyuniversitetet. Studien viser flere felles utfordringer og et forbedringspotensial innen områdene orientering, tilgang og opphold knyttet til universell utforming av kunst- og håndverksrom. I artikkelen stilles det spørsmål om forbehold i lovverket er av betydning for at elever får den opplæringen de har krav på i Kunst og håndverk
Evaluation of pulmonary computed tomography angiography protocols: A multicenter audit in Togo
No full textIntroduction : Pulmonary CT angiography is among the most challenging protocols to execute, with significant inter-center variability in image acquisition protocols and iodinated contrast media injection. This study aimed to ascertain whether the use of iodinated contrast media (ICM) and acquisition protocols are optimized during pulmonary CT angiography procedures.
Materials and methods : This multicentric cross-sectional study, descriptive and analytical with a prospective data collection was conducted in three radiology departments in Togo. It encompassed all pulmonary CT angiography examinations carried out from March 1st to June 30th, 2023.
Results : In total, 89 patients, of which 52 were females (58.43%), were registered. The average age was 59.97±14.34 years. The average volume of injected ICM was 67.08±14.21 ml. The mean iodine dose was 0.31±0.07 gI/Kg. Catheters of 20 G (44.94%) and 18 G (43.82%) were most frequently used. The mean injection rate was 4.22±0.64 ml/s. The bolus test technique was the most employed (75.28%). The average acquisition delay was 17.77±12.26 seconds, while the average acquisition duration was 10.56±2.56 seconds. The average dose-length product (DLP) was 390.09±236.69 mGy.cm, and the average volumetric computed tomography dose index (CTDI_vol) was 12.31±11.69 mGy. Vascular enhancement was insufficient in 7.87% of cases. No statistically significant difference was found on the rate of insufficient enhancement and optimization factors. Similarly, there was no enhancement difference between bolus test and bolus tracking techniques.
Conclusion : The vast majority of examinations allowed for optimal opacification of the pulmonary arteries. However, the optimization measures for the use of iodinated contrast media are not consistently applied
The Peer Review Process - a Tutorial
No full textPeer reviewers plays a crucial for scientific journals today. The review process is a critical view on the submitted work and should be evaluated by peers within the same scientific area. The experts perform this task outside normal working hours and will typically receive no compensation. The task is to improve the articles’ quality prior to publication.
The objective of this tutorial is to describe the peer reviewer process and provide a practical framework for current and future peer reviewers