Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Evaluation of intracranial physiological calcifications in Computed Tomography
No full textIntroduction: Intracranial physiological calcifications are not related to any pathological conditions, rather they are due to the normal deposition of calcium or iron in the different parts of the brain. Computed Tomography (CT) scan is superior to all other modalities in terms of sensitivity in the detection of intracranial physiological calcifications. The objective of the study was to evaluate the frequency and location of intracranial physiological calcifications and also study them according to age and gender.
Methods: A retrospective cross-sectional study with a purposive sampling technique was conducted from November 2020 to February 2021 at the Department of Radiology and Imaging. CT scan images of every age group were reviewed from the base of the skull to the vertex excluding images with intracranial pathologies, injuries, artifacts, contrast enhancement and the patients with follow-up scans. Data were analyzed using SPSS version 25. Descriptive analysis was primarily preferred accompanied by inferential statistics.
Results: Out of 412 patients, 60.7% were male and the mean age was 41.16 ±19.915 years. The total number of calcifications was 795. 92.8% of patients showed calcifications. Males had a higher number of calcifications. The highest number of calcifications was seen in the age group 20-30. The highest calcification was seen in the pineal gland (76%) followed by the choroid plexus (70.4%) and the lowest in the caudate nucleus (0.38%). The earliest age of calcification was 8 years. There was a significant relationship between the increase in age and the increase in calcification (p<0.05). There was also a significant difference between male and female calcifications (p<0.05).
Conclusion: This study can be useful for clinicians to differentiate normal physiological intracranial calcifications from pathological calcification which will reduce misinterpretation of the calcifications
Multitasking og acting: helsefagarbeiderlærlingers strategier for å imøtekomme krav og forventninger
No full textThere is a growing need to recruit and retain health professionals. Much of the care has been transferred to the municipalities, hospital stays have decreased and patients are sicker when they return home. In this complex and emotional working context, the apprentices must develop as professionals. The health worker education and the community of practice must facilitate competence that makes students and apprentices able to meet the demands and expectations they encounter in the profession. The research question the article answers is: How do apprentices in the health profession experience demands and expectations during the apprenticeship in home nursing care?
Individual interviews and observations were considered an acceptable method. 12 apprentices and newly qualified health care professionals were interviewed individually. Two of the apprentices were followed and observed by the first author over 5 days in practice. The study shows how healthcare apprentices maneuver in a field consisting of different demands and expectations. In homecare nursing, the time of the individual patient is limited. They acquire organizational skills such as multitasking, acting, prioritizing, adapting and setting boundaries. This means that they perform several tasks at the same time, have double attention in situations, they hide internal stress, and they adapt to the patients at the same time as they prioritize and set limits. Skills that seem necessary both in the work of looking after a decision-based work list consisting of a varied and complex group of patients living at home, as well as necessary to be equipped as a future healthcare worker.Det er et økende behov for å rekruttere og beholde helsefagarbeidere. Mye av ansvaret for pleien er overført til kommunene, liggetiden på sykehus er gått ned og pasientene er sykere når de kommer hjem. I en slik kompleks og emosjonell arbeidskontekst skal helsefagarbeiderlærlingene utvikle seg til kompetente yrkesutøvere samfunnet trenger. Helsefagarbeiderutdanningen og praksisfellesskapet i hjemmesykepleien må tilrettelegge for kompetanse som gjør lærlingene i stand til å møte arbeidslivets krav og forventninger. Forskningsspørsmålet denne artikkelen belyser er: Hvordan erfarer og håndterer lærlinger i helsearbeiderfaget krav og forventninger i læretiden i hjemmesykepleien?
Individuelle intervjuer og observasjoner ble vurdert som en akseptabel fremgangsmåte. 12 lærlinger i helsearbeiderfaget ble intervjuet individuelt, og to av lærlingene ble observert av førsteforfatter gjennom 5 dager i praksis. Studien formidler hvordan helsefagarbeiderlærlinger manøvrerer i feltet som består av krav og forventninger, og hvor tiden til den enkelte pasient er tilmålt. Analysen viser at lærlingene håndterer krav og forventninger gjennom multitasking, acting, prioritering, tilpasning og grensesetting. De bygger bro mellom formelle og uformelle krav og forventninger ved at de utfører flere oppgaver samtidig, har dobbel oppmerksomhet i situasjoner, de skjuler innvendig stress, og de tilpasser seg pasientene samtidig som de prioriterer og setter grenser. Disse ferdighetene synes nødvendig å utvikle for å kunne ivareta formelle krav via en vedtaksbasert arbeidsliste, og uformelle krav som oppstår i møte med en kompleks gruppe av hjemmeboende pasienter
Governing Professionals Through Discourses of Resilience and Value: A New Legitimation for Ontario Pharmacists
No full textIn a neoliberal turn, the government of Ontario cut more than $750 million in funds that were traditionally received by pharmacies through dispensing medication. These funds were replaced with a state-funded program that would reimburse pharmacists for professional services related to patient care. The problem facing professional elites from Ontario pharmacy’s advocacy body was how to govern members of a self-regulating profession to switch subjectivities (identities) from the traditional dispenser of medication to providing patient care for profit. We address a gap in the literature and pose the question, how are the rank and file of allied healthcare professions governed by professional elites to become responsibilized subjects who will adopt state/profession agendas? Using a Foucauldian governmentality framework, our findings reveal that the rank and file are governed by elites through two technologies: resilience and value making possible a new “legitimate” pharmacist subjectivity related to the market and health care sustainability
Företagspolitiker – en systematisk granskning av forskning om styrelsearbete
No full textThe trend of using boards as a form of governance within and between public organizations presents new challenges for elected politicians who often hold positions as board members. They are now entering boardrooms and leading publicly owned companies that operate according to market-based logic. In this literature review, we examine research on corporate governance to identify potential new roles that politicians may undertake. Three board roles are discussed: supervisors, mentors, and connectors to external resources. We also examine the methods used by researchers to study corporate governance and find a significant dominance of quantitative methods, which may have influenced the creation of theoretical models and highlight potential gaps that future research could fill. The analysis shows that roles stemming from corporate governance do not necessarily conflict with classic political roles - they could complement them. The study is based on 129 articles published in four top journals from 2010 to 2019.Trenden att använda styrelser som styrform inom och mellan offentliga organisationer utgör nya utmaningar för de folkvalda politiker som ofta innehar uppdragen som styrelseledamöter. De träder nu in i styrelserum och leder offentligt ägda bolag som verkar enligt en marknadsbaserad logik. I den här litteraturstudien granskar vi forskning om bolagsstyrning för att utröna vilka nya roller detta kan medföra. Tre styrelseroller diskuteras: övervakare, mentorer och länkare till externa resurser. Vi granskar även vilka metoder forskare använt för att studera bolagsstyrning och finner en påtaglig dominans av kvantitativa metoder. Vilket dels kan ha påverkat vilka teoretiska modeller som har skapats, dels pekar det på möjliga luckor som forskningen framåt kan fylla. Analysen visar även att roller som härrör från bolagsstyrning inte behöver stå i strid med klassiska politikerroller – de skulle kunna komplettera dem. Studien bygger på 129 artiklar publicerade i 4 topptidskrifter under 2010–2019
Leder. FormAkademisk 15 år : – i full aktivitet
No full textFormAkademisk - research journal for design and design education – has now published articles for 15 years! The editorial team started its work in January 2008 and published the first issue in October the same year. FormAkademisk publishes articles from research in a broad field, both design, such as industrial design, visual communication, interaction design, service design, architecture, landscape architecture and urbanism, and design education at all levels from kindergarten to doctorate. For such a broad field of design research, FormAkademisk is in need of a large editorial team.FormAkademisk – forskningstidsskrift for design og designdidaktikk – har nå publisert artikler i 15 år! Redaksjonen startet opp arbeidet i januar 2008 og publiserte det første nummeret i oktober samme år. Fordi FormAkademisk publiserer artikler fra forskning innen et bredt felt, både design, slik som industridesign, visuell kommunikasjon, interaksjonsdesign, tjenestedesign, arkitektur, landskapsarkitektur og urbanisme, og designdidaktikk på alle utdanningsnivå fra barnehage til doktorgrad, har vi behov for en stor redaksjo
The Power of Professors and Professionals: How Professions Shape Organizational Systems in Elite University Admissions
No full textElite university admissions are administered by a range of organizational actors depending on national and institutional contexts. While the outcomes of high-stakes elite university admissions have been studied extensively, the opaque admissions selection process remains undertheorized and understood. Using theories of professions and systems theory to examine unique qualitative interview data from admissions selectors in both the U.S. and England, this paper sheds light on the opaque decision-making of elite university admissions shaped by professional contexts and organizational dynamics. We find that the self-regulated profession of professors and the less autonomous professional staff selectors influence the decision-making processes of elite university admissions. Understanding elite university admissions based on the macro/meso-context of professions and their organizational system structure offers a theoretically original approach for future research and the potential to create more equitable admissions processes through new change strategies
Förord
No full textIn the spring of 2022, NordFo and University College Copenhagen organised the conference Make It Together. The conference was aimed at Nordic researchers and educators within craft, design/sloyd and related subjects and was divided into three main categories: Research, development and workshop with the following perspectives that participants were encouraged to follow, material, learning, didactics or sustainability. The overall thematisation focused on collaboration. Through the exchange of knowledge and experiences, the participants explored together how collaboration can develop new paths towards learning and experiences in pedagogy/didactics and education.
Ingrid Holmboe Høibo\u27s article Learning perspective in the maker movement literature (Læringssyn i skaparrörslelitteraturen) describes the rapid growth of the maker movement and points out how the creative processes together with the creative person are key players in the digital development. The aim of the study is to investigate how researchers internationally and nationally have described and analysed learning in the literature of the maker movement with a special focus on arts and crafts. The Maker Movement insists on creating a fundamentally human playful activity and that the Maker Space provides a framework for the most important value attribution in learning in 1. the encounter between people and 2. the encounter with materials and tools. Maker Spaces are also integrated into the formal and informal learning environment in Norway.
Lena Kramer Pedersen\u27s article From professional wondering to problem statement in a BA project (Fra faglig undren til problemstilling i et BA projekt presents) an example of how a teacher\u27s textile wondering created inspiration for a development project with knitted furniture fabric as the product frame. Through an account of and reflection on her own research, the article argues how it is possible to implement research-based teaching in a processual way. The article is intended for teachers and students as an example of how a research project can form the basis for the development of new knowledge within a subject area. Theories of learning processes, with a particular focus on embodied learning, underpin the article\u27s knowledge sharing. In the final part of the article, based on theory and case studies, an argument is made for how practical skills performed with the body can be acquired and thereby lead to learning.
Anne-Mette Liene and Monica Klungland\u27s article Visual images in movement-to create space and time in kindergarten children\u27s play and movement with nests, (Visuelle bilder i bevegelse-å skape ruimte og tid i barnehagbarns lek og bevegelse med nøster) is based on the research project Å nøste, partly to develop interdisciplinary teaching methods in art subjects and partly to promote developmental quality in the kindergarten teacher training programme. How can a performative approach to the subject of shaping in the preschool teacher training programme open up interdisciplinary potential? The performative approach focuses on the student\u27s activity and the role of the material when playing with the material. The authors explore the possibilities for interdisciplinarity to emerge if attention is shifted from object to action. The research method is practice-driven (Haseman, 2006) and involves researchers working with preschool children and preschool staff to explore play and movement with yarn balls. The project is theoretically anchored in the concept of space-time-materialisation (Barad, 2007) and Rudolf Laban\u27s theory of space \u27choreutics\u27 (Laban & Ullman, 2011). The study\u27s findings open up an interdisciplinary potential in the meeting between the subjects of design and drama in the preschool teacher training programme, through the understanding that a form is created with both the material and the body\u27s movements.
Sissel Isachsen and Janne B. Reitan\u27s article Students\u27 background for choosing fashion design as an education and their future career (Studenters bakgrunn for valg av motedesign som utdanning og deres fremtidige karriereplaner) plans is based on a concern about the lack of prior knowledge of future students when they start their fashion design education. Will the students not be able to meet the demands of the industry after graduation? The question is: What impact does prior knowledge have on the choice of fashion design education as a future career path? The research method is focus group interviews with five students about their background for choosing a fashion design programme where design and production are central. The empirical data is discussed in relation to the theory of communities of practice (Wenger) and the theory of design development in a career context (Papanek). The discussion touches on how fashion and design students can be better prepared to face the reality of the fashion industry after graduation. Work is linked to ethical and socially relevant themes.
Peter Haakonsen and Laila Belinda Fauske\u27s article Textile activity in 1960 in the light of responsible creativity - Between creative forces and realistic assignments, (Tekstilaktivitet anno 1960 i lys av ansvarlig kreativitet - Mellom skapende krefter og virkelighetsnære oppdrag) first examines the background to the creation of the subject of moulding in Norway. Forming was created in 1960 as a merger of the subjects of needlework, woodwork and drawing and was called an experimental programme. The main aim was to cultivate creative powers and aesthetic sensitivity. The article is based on the idea of responsible creativity, where students\u27 work is linked to ethical and socially relevant. The research question: To what extent does textile activity in moulding from 1960 correspond to the concept of responsible creativity and how is this expressed, if at all? Methodologically, assamblage is used to analyse the 1960 experimental plan with a focus on textile activity. The experimental plan does not use the concept of creativity; instead, creative forces and realistic tasks are used. This means that while the subject of shaping was then focused on one\u27s own life and future scenarios, today it is global perspectives and scenarios that are actualised through responsible creativity. The article highlights the historical material as a lever for arts and crafts in the encounter with sustainability issues themes.I foråret 2022 afholdt NordFo og University College Copenhagen (KP) konferencen Make It Together. Konferencen henvendte sig til nordiske forskere og undervisere indenfor craft, design/sloyd og beslægtede fag og var inddelt i tre overordnede kategorier: Forskning, udvikling og workshop med følgende perspektiver, som deltagerne opfordredes til at følge materialet, læring, didaktik eller bæredygtighed. Den overordnede tematisering rettede fokus på samarbejde. Gennem udveksling af viden og erfaringer, undersøgte deltagerne sammen til at undersøge, hvorledes samarbejde kan udvikle nye veje frem mod læring og oplevelser indenfor pædagogik/didaktik og uddannelse.
Ingrid Holmboe Høibo´s artikel Læringssyn i skaparrørslelitteraturen (Learning perspective in the maker movement literature) beskriver makerbevægelsens hurtige vækst og påpeger, hvordan de kreative processer sammen med det skabende menneske er nøglespillere i den digitale udvikling. Målet med studiet er at undersøge hvorledes forskere internationalt og nationalt har beskrevet og analyseret læring i makerbevægelsens litteratur med særligt blik på kunst og håndværksfagene. Makerbevægelsen insisterer på at skabe en grundlæggende menneskelig legende aktivitet og at Maker Space danner rammer for den vigtigste værditilskrivning indenfor læring i 1. mødet imellem mennesker og 2. mødet med materiale og værktøj. Maker Spaces er desuden integreret i det formelle og uformelle læringsmiljø i Norge.
Lena Kramer Pedersen´s artikel Fra faglig undren til problemstilling i et BA projekt (From professional wondering to problem statement in a BA project) fremskriver et eksempel på, hvordan en undervisers tekstilfaglig undren skabte inspiration til et udviklingsprojekt med strikket møbelstof som produktramme. Gennem en redegørelse af og refleksion over egen forskning argumenteres der for, hvorledes det processuelt er muligt at implementere forskningsbaseret undervisning. Artiklen er tiltænkt undervisere og studerende, som et eksempel på, hvordan et forskningsprojekt kan danne grundlag for udvikling af ny viden indenfor et fagområde. Teorier om lærerprocesser, med særligt fokus på kropslig betinget læring, understøtter artiklens vidensdeling. Der argumenteres, i artiklens sidste del med afsæt i teori og case, for hvordan praktiske færdigheder udført med kroppen kan tilegnes og derigennem føre til læring.
Anne-Mette Liene og Monica Klunglands artikel Visuelle bilder i bevegelse-å skape rom og tid i barnehagbarns lek og bevegelse med nøster (Visual images in movement-to create space and time in kindergarten children\u27s play and movement with nests) tager udgangspunkt i forskningsprojektet Å nøste, dels for at udvikle tværfaglige undervisningsmetoder i kunstfag dels for at fremme udviklingskvaliteten i børnehavelæreruddannelsen. Hvordan kan en performativ tilgang til formningsfaget i uddannelsen til børnehavelærer åbne for et tværfagligt potentiale? Den performative tilgang sætter fokus på elevens aktivitet og materialets rolle når der leges med materialet. Forfatterne undersøger muligheder for om tværfaglighed kan opstå, hvis opmærksomheden flyttes fra objekt til handling. Forskningsmetoden er praksis-drevet (Haseman, 2006) og går ud på, at forskerne i samarbejde med børnehavebørn og børnehavens personale udforsker leg og bevægelser med garnnøgler. Projektet forankres teoretisk med begrebet rum-tid-materialisering (Barad, 2007) og Rudolf Labans lære om rummet “choreutics” (Laban & Ullman, 2011). Undersøgelsens fund åbner for et tværfagligt potentiale i mødet mellem fagene formning og drama i børnehavelæreruddannelsen, igennem forståelsen af, at en form skabes med både materialet og kroppens bevægelser.
Sissel Isachsen og Janne B. Reitans artikel Studenters bakgrunn for valg av motedesign som utdanning og deres fremtidige karriereplaner, (Students\u27 background for choosing fashion design as an education and their future career) er begrundet i en bekymring for kommende studerendes manglende forkundskaber når de påbegynder uddannelsen indenfor mode. Vil de studerende efter endt uddannelse ikke kunne tilfredsstille branchens krav? Der spørges: Hvilken betydning har forkundskaber for valg af modedesign uddannelsen som fremtidig karrievej? Forskningsmetoden er fokusgruppeinterviews med fem studerende om deres baggrund for at vælge modedesignuddannelse, hvor design og produktion er centralt. Empirien diskuteres i forhold til teori om praksisfælleskaber (Wenger) og teori om designudvikling i en karriere sammenhæng (Papanek). Diskussionen berører hvilken måde mode- og designstuderende kan være bedre forberedt på efter endt uddannelse at møde modebranchens virkelighed.
Peter Haakonsen og Laila Belinda Fauskes artikel Tekstilaktivitet anno 1960 i lys av ansvarlig kreativitet - Mellom skapende krefter og virkelighetsnære oppdrag, (Textile activity in 1960 in the light of responsible creativity - Between creative forces and realistic assignments) undersøger først baggrunden for tilblivelsen af faget formning i Norge. Formning blev til i 1960 som en sammenlægning af fagene håndarbejde, sløjd og tegning og kaldtes en forsøgsplan. Hovedformålet var at kultivere skabende kræfter og æstetisk følsomhed. Artiklen bygger på ideen om ansvarlig kreativitet, hvor elevens arbejde knyttes an til etiske og samfundsrelevante tematikker. Forskningsspørgsmålet: I hvilken grad svarer tekstilaktivitet i formning fra 1960 til konceptet ansvarlig kreativitet, og hvordan kommer dette eventuelt til udtryk? Metodisk anvendes assamblage til at analysere forsøgsplanen fra 1960 med fokus på tekstilaktivitet. Forsøgsplanen anvender ikke begrebet kreativitet, derimod bruges skabende kræfter og virkelighedsnære opgaver. Det vil sige at hvor faget formning dengang var rettet mod eget liv og egne fremtidsscenarier, er det i dag globale perspektiver og scenarier, der aktualiseres gennem ansvarlig kreativitet. Artiklen løfter det historiske materiale frem som en løftestang for kunst og håndværk i mødet med bæredygtigheds problematikken
Digital imaging to unveil traditional craft methods: A case study of a Renaissance Flemish panel
No full textTo understand the creation and the function of a Flemish oil on panel, non-invasive technical investigations including UV, IRR, X-ray and µ-XRF have been used as a method to unveil its specific material features. The undated and unsigned panel has been attributed to The Master of the Female Half-Lengths possibly active during the early 16th Century, due to its stereotype motif, materials and dimensions. The analysis reveals that the panel has several damages due to natural and forced interventions. The painting process shows various inconsistencies, interpreted with the aid of literary sources as a product of a workshop adapted to producing art as a response to the great demand of Flemish panels from the blooming Early Dutch art market
Using a 360° Camera to Record Natural Dyeing Craft Practice
No full textIn recent years, 360° video cameras have become increasingly accessible and are now being used as valuable research tools across a range of disciplines. Their wide and flexible field of vision can provide immersive and/or alternative perspectives compared to standard video. This paper will present emerging findings from using a 360° video camera to capture natural dye craft practice from an auto-ethnographic perspective and as an observer of other dyers’ practice during fieldwork visits. The 360° video data forms part of my doctoral study, in which I explore the embodied interactions between people, plants and materials that connect practitioners to their surroundings, linking them to other species and ecologies. The varied nature of the actions and processes that form the craft practice (e.g. foraging, tending, harvesting, mordanting, dyeing), and the different places and spaces in which these actions occur, presented a practical and observational challenge when trying to record the practice in a video format. Using a 360° camera proved to be a flexible, data-rich and engaging method for recording the craft. The ability to ‘move’ around and explore different perspectives from within the video after it was recorded was especially valuable, allowing a shift in the focus of the recording and presenting the opportunity to actively centre or decentre plants, people and materials. In this paper, I will reflect on my experiences recording and working with 360° video data and discuss some of the limitations and possible benefits of using this equipment in a craft research setting
From an Embodied Understanding to Ethical Considerations during Creative Practice
No full textThis paper discusses material-based creative processes in the context of higher education. The focus is on the ethical aspects related to material considerations during the iterative phases of personal projects. We explore how personal feelings and an embodied understanding of the material world influence decisions on how and why we engage with different materials during creative processes. Recent trends in material-based research aim to explore the relationships between humans and materials, examining them as equal members in research and thus challenging the top-down perception of materials as mere resources for human needs. However, this kind of approach to research and material-based creative practices requires ethical considerations that reach not only the human but also the non-human world. In this paper, we open this discussion by examining design students’ creative processes, which unfold an understanding of ethics in relation to non-humans. We build on data consisting of documentation, reflections and outcomes derived from the creative processes of four MA-level students and discuss a number of complementing ethical guidelines for art, culture and earth systems. The paper uses ‘ethically disturbing moments’ as an analytical tool for looking into students’ material choices in their creative processes. The four selected processes open up a personal connection to materials that results in ethical considerations during the creative practice and thus reveal the need for discussing material-focused ethics in the context of craft, design and art education. Personal aspects related to materials are discussed as embodied understanding and are seen to affect the ethics of engaging with materials