Universitetet i Agder: UiA Journal System
Not a member yet
368 research outputs found
Sort by
Book review: Workplace Innovation: Theory, Research and Practice
No full textPeter R.A. Oeij, Diana Rus and Frank D. Pot (Editors)In the series Aligning Perspectives on Health, Safety and Well-BeingSpringer, Switzerland 2017ISBN 978-3-319-56332-9 413 p
Hedging in English texts written by lower secondary pupils attending Norwegian schools
No full textThis study analyses the use of hedges in English texts written by year nine[1] pupils attending Norwegian lower secondary schools. Hedges are quantified in a corpus of 82 pupil texts using a taxonomy consisting of five hedging categories: Adaptors, Rounders, Plausibility Shields, Explicit Markers of Author Involvement and Verbal Fillers (Prince et al., 1980; Salager-Meyer, 1994; Holmes, 1986). As the pupils are school-level second language learners of English, each device is also deemed to be either accurately or inaccurately used based on grammar, well-formedness and appropriateness (Fetzer, 2004). The analyses are compared across topic, holistic ratings and formality. Texts in the corpus are written about two topics: sports and literary analyses of the novel Holes (Sachar, 1998). Texts about sports contain significantly more hedges than texts about Holes. Comparing accurate and inaccurate categories across holistic ratings, different results were produced when considering topic. Informally written texts about sports contain higher frequencies of accurately used devices than formally written texts about sports. The results suggest that topic and formality are the most significant factors affecting hedging use in this corpus. While hedging frequency overall does not seem to correlate with holistic ratings, overuse and inaccurate use of hedges seems to affect quality. Based on the results, it is argued that pupils may benefit from exposure to a wide range of accurately used devices. [1] “Year 9” is a term usually used in the UK, synonymous with “9th grade” used in the United States, for pupils aged 13-14
The Corporate Response to the Fourth Industrial Revolution
No full textFrom a critical perspective, Industry 4.0 risks being no more than the latest in the long line of technological predictions based on exaggerated claims. It risks drawing corporate decision-makers into patterns of investment that ultimately fail, because they ignore the importance of synergy between the design and implementation of technologies on the one hand, and human and organisational factors on the other. There is a need to articulate the choices and alternative narrative surrounding Industry 4.0.The technological advances represented by Industry 4.0 potentially offer real economic and also social benefits. At the same time, realising this potential, and avoiding the mistakes of the past, means recognising the importance of a new and more inclusive paradigm of innovation. The challenge is that of reconciling the ordered, rational organisation of work offered by emergent technologies with the creative, dialogical, serendipitous and even chaotic human interactions that can stimulate innovation
Unions and industrial improvement projects: Building a common momentum
No full textThe purpose of this article is to define the potential role unions can play in a general quest for improved practice in an industrial company. Workplace innovation (WPI) is one example of such a measure. Lean is another. The article outlines important elements when implementing improvement tools like Workplace Innovation and Lean practice. The efforts are focused at company level, and experiences from a Norwegian industrial company highlight the areas of importance. The amplifying role a union can play in an improvement process is discussed, and motives and processes are clarified, in order to show the role of unions in a broader sense. The “Nordic” tradition of organising work-life frames the considerations made in this paper, but elements of experience can also be valuable in other work-life traditions. Practical improvement is the ultimate goal in an improvement project, and this article shows how unions can play an active part and amplify the results when it comes to enhancing organisational performance. Theories and experiences are supported by interviews with experienced leaders and employee representatives. Changes are often met with resistance, and the article shows that unions, under certain circumstances, can play a facilitative role when it comes to the implementation of improved practice. Joint motives provide a unique opportunity to succeed, and Workplace Innovation and other improvement measures can represent a “win – win” formula in that sense. A democratic and dialogical approach towards Work Life design contributes to both efficiency and stimulating workplaces through Workplace Innovation and Lean Management
Book review: Learning Factories: The Nordic Model of Manufacturing
No full textHalvor Holtskog, Elias G. Carayannis, Aris Kaloudis and Geir RingenPalgrave Studies in Democracy, Innovation and Entrepreneurship for GrowthPalgrave Macmillan, Switzerland 2018ISBN 978-3-319-41886-
Interdisciplinary approaches for deep learning
No full textThe Norwegian national curricula for primary and secondary education are currently undergoing reforms, which will be implemented from 2020. The underlying documents regarding the reform are studied in this article, and conclude that learners should be provided with beneficial conditions to develop values and knowledge to manage their lives well. An essential notion is ‘deep learning’ whose implication seems to be acquisition of more in-depth knowledge and understanding of subject areas. The present article argues that learning is about making connections, whether it be noticing connections between isolated subject areas, or, perhaps, between theoretical concepts and practical tasks. Further, the article argues that interdisciplinary approaches extend knowledge as they typically work across subject areas and support learners in discovering disciplinary connections. Claims are made that interdisciplinary strategies have the capacities to facilitate various learning styles, motivation and variation. Such facilitations are required in education that is democratic and which targets all learners. Hence, the article argues that interdisciplinarity and deep learning are concepts that work together, and in which critical thinking and creativity are core elements. The argumentation is based on the four official documents NOU 2014:7, NOU 2015:8, Report to the Storting 28, The Standing Committee on Education, Research and Church Affairs’ recommendation to the Storting 19 S, as well as, data findings discussed in a master study which discusses teachers’ perceptions of interdisciplinarity and learning