UiS Brage
Not a member yet
19747 research outputs found
Sort by
Et historisk blikk på representasjonen av San-folket
Full text linkEt historisk blikk på representasjonen av San-folket undersøker De forente Nederlandenes settlerkolonialisme av Sør Afrika, hvordan folkemordet på San-folket utviklet seg og hvilke konsekvenser dette har ført til for San-folket i dag. Avhandlingen forsøker videre å undersøke hvordan de har blitt representert i tidligere forskning, politikk, utdanning og populærkultur, forankret i historievitenskapelig forskning.A Historical Perspective on the Representation of the San-people examines how the Dutch Republic's settler colonialism in South Africa, how the genocide on the San-people developed and which consequences this have led to for the San-people today. The thesis further attempts to examine how they have been represented in previous research, politics, education and popular culture, rooted in historic scholarship
How is grammar taught and represented? A Study of a Textbook and Teachers in Norwegian EFL Classrooms.
Full text linkThis thesis investigates how grammar is represented and approached in 9th-grade English as a Foreign Language (EFL) classrooms in Norway. The study addresses both how grammar appears in a commonly used textbook and how teachers perceive and implement grammar instruction in practice. Guided by three research questions, the study explores the role of textbooks in grammar teaching, the extent of grammar representation in materials, and the methods that teachers report using.
A qualitative design was employed, combining textbook content analysis with semi-structured interviews with four English teachers. The textbook analysis used a coding framework inspired by Summer (2011) and Ellis (2002), while interview data were analyzed thematically following Braun and Clarke’s (2006) approach. The study is framed by theories of communicative language teaching (CLT), pedagogical grammar, and curriculum interpretation.
Findings reveal that although grammar is present in the textbook, it is often implicitly embedded, with limited scaffolding and few references to grammatical rules. There is often an expectation that the students use already obtained knowledge to solve tasks. Teachers expressed that grammar is important, but spend little time on explicit grammar instruction. Instead, grammar is often addressed reactively or integrated into writing activities. The variation in approaches and resources highlights a potential equity issue, where students’ exposure to grammar may depend largely on individual teachers’ priorities. The study also discusses emerging challenges and opportunities related to the use of AI and grammar correction tools in the classroom.
This thesis contributes to the understanding of grammar instruction in contemporary EFL education and underscores the need for clearer pedagogical and curricular support to ensure consistent and meaningful grammar learning for all students.This thesis investigates how grammar is represented and approached in 9th-grade English as a Foreign Language (EFL) classrooms in Norway. The study addresses both how grammar appears in a commonly used textbook and how teachers perceive and implement grammar instruction in practice. Guided by three research questions, the study explores the role of textbooks in grammar teaching, the extent of grammar representation in materials, and the methods that teachers report using.
A qualitative design was employed, combining textbook content analysis with semi-structured interviews with four English teachers. The textbook analysis used a coding framework inspired by Summer (2011) and Ellis (2002), while interview data were analyzed thematically following Braun and Clarke’s (2006) approach. The study is framed by theories of communicative language teaching (CLT), pedagogical grammar, and curriculum interpretation.
Findings reveal that although grammar is present in the textbook, it is often implicitly embedded, with limited scaffolding and few references to grammatical rules. There is often an expectation that the students use already obtained knowledge to solve tasks. Teachers expressed that grammar is important, but spend little time on explicit grammar instruction. Instead, grammar is often addressed reactively or integrated into writing activities. The variation in approaches and resources highlights a potential equity issue, where students’ exposure to grammar may depend largely on individual teachers’ priorities. The study also discusses emerging challenges and opportunities related to the use of AI and grammar correction tools in the classroom.
This thesis contributes to the understanding of grammar instruction in contemporary EFL education and underscores the need for clearer pedagogical and curricular support to ensure consistent and meaningful grammar learning for all students
Operasjonssykepleierens erfaring med ivaretakelse av MEDEVAC-pasienter på operasjonsstuen - En kvalitativ studie.
Full text linkSammendrag
Bakgrunn: Behandling av MEDEVAC-pasienter har blitt en økende del av praksisen ved norske sykehus, som følge av internasjonale kriser og medisinsk evakuering fra konfliktområder. På operasjonsstuen møter operasjonssykepleiere pasienter med komplekse og uforutsigbare skader. Det finnes lite forskning på hvordan operasjonssykepleiere opplever og håndterer møtet med denne pasientgruppen.
Hensikt: Formålet med studien var å utforske operasjonssykepleieres erfaringer med å ivareta MEDEVAC-pasienter på operasjonsstuen. Ved å ta utgangspunkt i deres opplevelser, ønsket vi å bidra med ny kunnskap som kunne styrke både faglig og klinisk utvikling innen feltet.
Metode: Studien hadde en kvalitativ tilnærming. Data ble samlet inn gjennom åtte individuelle semistrukturerte intervjuer med operasjonssykepleiere som hadde erfaring med MEDEVAC-pasienter. Datamaterialet ble analysert ved hjelp av Graneheim og Lundmans metode for kvalitativ innholdsanalyse.
Resultater: MEDEVAC-pasienter ble oppfattet som en kompleks og uvant pasientgruppe, med omfattende skader og behov som var utfordrende å ivareta. Språkbarrierer skapte usikkerheter, og kjente utfordringer i operasjonssykepleierens rolle ble forsterket i møte med disse pasientene. I tillegg ble organisatoriske forhold som lav bemanning, manglende opplæring og begrenset tilgang på tolk trukket frem som faktorer som hemmet både pasientsikkerhet og arbeidsflyt.
Konklusjon: Studien viste et tydelig behov for bedre tilrettelegging i arbeidet med MEDEVAC-pasienter. Dagens praksis er ikke alltid tilpasset den kompleksiteten slike inngrep innebærer. Videre forskning bør inkludere flere yrkesgrupper i det kirurgiske teamet for å få et mer nyansert bilde, og identifisere forbedringsområder i møte med MEDEVAC-pasienter.
Nøkkelord: Operasjonssykepleiere, MEDEVAC-pasienter, krigsskader, psykososiale behov, retraumatisering, kommunikasjonsbarriere, pasientsikkerhet, ikke-tekniske ferdigheter, teamarbei
A Qualitative Study of Norwegian Lower Secondary Learners’ Beliefs About and Experiences with Producing Podcasts and Oral Presentations in the English Subject
Full text linkThe emphasis on communication skills in the LK20 curriculum highlights a need for variation
in approaches for practising oral skills in the English subject. Further, oral presentations have
long been considered a default approach for evaluating English oral skills, however, the
approach allows for little variation and reflection of real-life communication, which LK20
puts emphasis on. Variation is thus a requirement, which further highlights the need for
innovative approaches such as podcast production.
This study has aimed to investigate Norwegian lower secondary pupils’ beliefs about the
impact of producing podcasts vs oral presentations as an approach to the promotion of oral
skills and motivation. Specifically, the thesis has aimed to answer the following main research
question and three sub-questions:
What are the Norwegian lower secondary pupils’ beliefs about the impact of producing
podcasts vs oral presentations on the promotion of oral skills and motivation? 1) Do the pupils
experience more motivation with oral presentations or podcast production? 2) What are the
pupils’ beliefs about the promotion of their English oral skills with both approaches? 3) Do
the pupils experience the same sense of achievement with both approaches?
The study has relied on a qualitative research design involving three focus group interviews
and six classroom observations. The study found that the participants experienced varying
levels of motivation with both approaches. Factors that fostered motivation for oral
presentations included the visual aspect of the presentation, the ability to use body language,
and speaking freely by only relying on bullet-points. Factors that weakened motivation for
oral presentations included anxiety and nervousness. Furthermore, the participants felt
hindered in properly demonstrating their English oral skills during podcast production due to
the restrictive nature of their manuscripts. For the same reason, some participants reported
being able to speak freely during oral presentations, which allowed them to demonstrate their
English oral skills to a greater extent, thus supporting the promotion of their English oral
skills. Others felt hindered by anxiety when delivering oral presentations. Further, the
nervousness connected to oral presentations contributed to the participants experiencing a
sense of relief and achievement after delivering their presentations, which was not present
when submitting their podcasts. This study contributes to the field of educational research by
providing insight into the pupils’ perspectives on two approaches to practising English oral
skills in the English subject in Norwegian lower secondary schools.The emphasis on communication skills in the LK20 curriculum highlights a need for variation
in approaches for practising oral skills in the English subject. Further, oral presentations have
long been considered a default approach for evaluating English oral skills, however, the
approach allows for little variation and reflection of real-life communication, which LK20
puts emphasis on. Variation is thus a requirement, which further highlights the need for
innovative approaches such as podcast production.
This study has aimed to investigate Norwegian lower secondary pupils’ beliefs about the
impact of producing podcasts vs oral presentations as an approach to the promotion of oral
skills and motivation. Specifically, the thesis has aimed to answer the following main research
question and three sub-questions:
What are the Norwegian lower secondary pupils’ beliefs about the impact of producing
podcasts vs oral presentations on the promotion of oral skills and motivation? 1) Do the pupils
experience more motivation with oral presentations or podcast production? 2) What are the
pupils’ beliefs about the promotion of their English oral skills with both approaches? 3) Do
the pupils experience the same sense of achievement with both approaches?
The study has relied on a qualitative research design involving three focus group interviews
and six classroom observations. The study found that the participants experienced varying
levels of motivation with both approaches. Factors that fostered motivation for oral
presentations included the visual aspect of the presentation, the ability to use body language,
and speaking freely by only relying on bullet-points. Factors that weakened motivation for
oral presentations included anxiety and nervousness. Furthermore, the participants felt
hindered in properly demonstrating their English oral skills during podcast production due to
the restrictive nature of their manuscripts. For the same reason, some participants reported
being able to speak freely during oral presentations, which allowed them to demonstrate their
English oral skills to a greater extent, thus supporting the promotion of their English oral
skills. Others felt hindered by anxiety when delivering oral presentations. Further, the
nervousness connected to oral presentations contributed to the participants experiencing a
sense of relief and achievement after delivering their presentations, which was not present
when submitting their podcasts. This study contributes to the field of educational research by
providing insight into the pupils’ perspectives on two approaches to practising English oral
skills in the English subject in Norwegian lower secondary schools
ja
No full textSammendrag
Denne studien undersøker forholdet mellom innvandring og BNP-vekst i Norge fra 1990 til 2023, ved hjelp av avanserte økonometriske teknikker for å analysere kausalitet og korrelasjon. Ved hjelp av Granger-kausalitetstester og lineære regresjonsmodeller undersøker forskningen om BNP-vekst driver innvandringstrender og evaluerer styrken på regionale korrelasjoner mellom innvandring og økonomisk ytelse. Funnene viser at BNP-vekst i betydelig grad forårsaker innvandring, spesielt fra Europa, Asia, Sør-Amerika og Oseania, i samsvar med nyklassisistisk migrasjonsteori, som antar at økonomiske forskjeller og arbeidsetterspørsel påvirker migrasjonsstrømmene. Imidlertid ble det ikke funnet noen signifikant årsakssammenheng for innvandring fra Afrika, Nord-Amerika eller statsløse individer, noe som tyder på at ikke-økonomiske faktorer – som konflikt eller familiegjenforening – spiller en mer dominerende rolle i disse tilfellene.
Regresjonsanalyse støtter videre en positiv korrelasjon mellom BNP og total innvandring, med en økning i BNP på én enhet assosiert med en økning i innvandring på 0,03075 enheter. Regionalt sett viser Europa den sterkeste korrelasjonen (koeffisient = 0,02094), noe som gjenspeiler arbeidskraftmobilitet innenfor EØS, mens svakere korrelasjoner for Nord-Amerika og Oseania antyder alternative migrasjonsmotivasjoner, som utdanning eller livsstilspreferanser. Disse resultatene understreker den doble rollen innvandring har i Norges økonomi: som et svar på økonomisk vekst og som et bidrag til arbeidskrafttilbudet, spesielt i sektorer som står overfor mangel.
Studien fremhever politiske implikasjoner og understreker behovet for målrettede integrasjonsstrategier – som språkopplæring og ferdighetsgjenkjenning – for å maksimere innvandreres økonomiske bidrag. Begrensninger inkluderer avhengighet av aggregerte data og Norgesspesifikk kontekst, noe som tyder på at fremtidig forskning kan innlemme kvalitativ innsikt eller sammenligninger på tvers av land. Til syvende og sist bidrar denne forskningen til debatter om innvandrings makroøkonomiske konsekvenser, og tilbyr evidensbasert innsikt for beslutningstakere i velferdsstater med høy inntekt.Abstract
This study examines the relationship between immigration and GDP growth in Norway from 1990 to 2023, employing advanced econometric techniques to analyze causality and correlation. Using Granger causality tests and linear regression models, the research investigates whether GDP growth drives immigration trends and evaluates the strength of regional correlations between immigration and economic performance. The findings reveal that GDP growth significantly Granger causes immigration, particularly from Europe, Asia, South America, and Oceania, aligning with neoclassical migration theory, which posits that economic disparities and labor demand influence migration flows. However, no significant causal relationship was found for immigration from Africa, North America, or stateless individuals, suggesting non-economic factors—such as conflict or family reunification—play a more dominant role in these cases.
Regression analysis further supports a positive correlation between GDP and total immigration, with a one-unit GDP increase associated with a 0.03075-unit rise in immigration. Regionally, Europe exhibits the strongest correlation (coefficient = 0.02094), reflecting labor mobility within the European Economic Area, while weaker correlations for North America and Oceania imply alternative migration motivations, such as education or lifestyle preferences. These results underscore the dual role of immigration in Norway’s economy: as a response to economic growth and a contributor to labor supply, particularly in sectors facing shortages.
The study highlights policy implications, emphasizing the need for targeted integration strategies—such as language training and skill recognition—to maximize immigrants’ economic contributions. Limitations include reliance on aggregated data and Norway-specific context, suggesting future research could incorporate qualitative insights or cross-country comparisons. Ultimately, this research contributes to debates on immigration’s macroeconomic impacts, offering evidence-based insights for policymakers in high-income welfare states
Fredsbevaring i skuddlinjen: MINUSMAs rolle i Malis sikkerhetskrise
Full text linkDenne oppgaven undersøker FNs fredsbevarende operasjon i Mali, United Nations Multidimensional Integrated Stabilization Mission in Mali (MINUSMA), med utgangspunkt i forskningsspørsmålet: Hvordan har MINUSMA påvirket sikkerhetssituasjonen i Mali siden etableringen i 2013? MINUSMA ble etablert i kjølvannet av statskollaps, opprør og jihadistisk vold, og er et av FNs mest krevende og farlige oppdrag. Studien anvender en kvalitativ casestudie og trekker på teori fra realisme, institusjonalisme og konstruktivisme for å analysere hva MINUSMA har gjort, hvordan det har blitt implementert, og hvorfor resultatene har blitt som de er.
Oppgaven finner at MINUSMA har hatt visse innledende suksesser, som støtte til valg og fredsavtaler, men har slitt med å beskytte sivile og skape varig trygghet. Mandatets kompleksitet, logistiske begrensninger, og misjonens kobling til statlige og franske kontraterrorstyrker har undergravd legitimitet og effektivitet. Studien argumenterer for at operasjonen har hatt størst innvirkning på å stabilisere elitenivået, men begrenset effekt på lokal sikkerhet. Resultatene peker på et behov for mer lokalt forankrede, strategisk koordinerte og realistisk utformede fredsoperasjoner i fremtiden
Norges forhold til Russland og Sovjetunionen gjennom fortellinger
No full textDette er en oppgave som tar for seg Norges forhold til Russland og Sovjetunionen gjennom fortellinger i tre NOU-er. Her blir histoirebruken og narrativene som kommer frem sett på og analysert. Fortellingene som kommer frem før Sovjetunionens fall og etter blir sett på.This is a thesis that addresses Norway's relationship with Russia and the Soviet Union through stories in three NOUs. Here, the use of histoire and the narratives that emerge are examined and analyzed. The stories that emerge before and after the fall of the Soviet Union are examined
Kvinner i rusbehandling
Full text linkDenne bacheloroppgaven undersøker behovet for kjønnsdelt rusbehandling for kvinner med traumeerfaringer, og hvilke konsekvenser det kan ha når slike tilbud nedprioriteres eller legges ned. Oppgaven tar utgangspunkt i en dokumentanalyse av ti kilder – medieartikler, politiske dokumenter og faglige rapporter – og drøfter funnene i lys av traumeteori, systemteori, kjønnsperspektiv og empowerment.
Funnene viser at mange kvinner i rusbehandling har opplevd vold, overgrep og relasjonelle traumer, og at kjønnsblandede tilbud ofte ikke imøtekommer deres behov for trygghet, skjerming og tilpasset behandling. Dokumentene peker også på manglende brukermedvirkning og svak politisk satsing på kvinneperspektivet i rusfeltet.
Oppgaven konkluderer med at kjønnsdelt behandling for denne gruppen ikke bare handler om organisering, men om verdighet, menneskerettigheter og likeverdige tjenester. Kunnskapen fra oppgaven er særlig relevant for sosialt arbeid i møte med sårbare kvinner i rusbehandling.This bachelor thesis explores the need for gender-specific substance abuse treatment for women with trauma histories, and the consequences of reducing or removing such services. The study is based on a document analysis of ten sources – including media articles, political documents and professional reports – and discusses the findings through the lenses of trauma theory, systems theory, gender perspectives, and empowerment.
The findings show that many women in treatment have experienced violence, abuse, and relational trauma. Mixed-gender services often fail to meet their needs for safety, protection, and care. The documents also highlight a lack of user involvement and weak political commitment to gender-specific approaches in addiction services.
The thesis concludes that gender-specific treatment is not merely a matter of structure, but of dignity, human rights, and equitable access to care. The insights are especially relevant for social workers supporting vulnerable women in addiction treatment
Inkludering av elever med autismespekterforstyrrelser i ordinære klasserom: Suksessfaktorer og utfordringer
Full text linkDenne masteroppgaven handler om hvordan lærere og spesialpedagoger erfarer arbeidet med å inkludere elever med autismespekterforstyrrelser (ASF) i ordinære klasserom. Inkludering er et viktig prinsipp i norsk skole, men kan være utfordrende i møte med elever som har store sammensatte behov. Målet med studien har vært å få innsikt i hvilke faktorer som bidrar til å lykkes med inkludering og hvilke utfordringer som gjør arbeidet utfordrende.
Gjennom kvalitative intervjuer med to lærere og to spesialpedagoger, løftes det frem erfaringer i praksisfeltet. Funnene viser at et trygt og forutsigbart læringsmiljø, tett samarbeid med foresatte, støtte fra kollegaer og god kjennskap til elevens interesser og behov er sentrale suksessfaktorer. Samtidig opplever mange at manglende tid, kompetanse og ressurser gjør det utfordrende å følge opp hver enkelt elev på best mulig måte.
Studien peker på at det ofte er et gap mellom idealene om inkludering og det som faktisk skjer i praksis på skolen. Studien viser hvordan gode relasjoner, tilpasninger i skolehverdagen og støtte fra både ledelse og fagpersoner kan gjøre en stor forskjell. Funnene kan være nyttige for både lærere, skoleledere og lærerutdanninger. Studien kan bidra til økt forståelse av hva som skal til for at elever med ASF skal få oppleve tilhørighet og mestring i det ordinære klasserommet.This master´s thesis explores how teachers and special educators experience the inclusion of students with autism spectrum disorder (ASD) in mainstream classrooms. Inclusion is a key principle in Norwegian school, but it can be challenging when working with students who have complex and diverse needs. The aim of the study is to gain insight into the factors that contribute to successful inclusion, as well as the challenges that can make this work difficult.
Through qualitative interviews with two teachers and two special educators, the study highlights practical experiences from the field. The findings show that a safe and predictable learning environment, close collaboration with parents, support from colleagues, and a good understanding of the student´s interests and need are central success factors. At the same time, many experience that a lack of time, competence and resources makes it difficult to follow up each student in the best possible way.
The study points to a gap between the ideals of inclusion and what happens in school practice. It shows how strong relationships, daily adjustments, and support from both school leadership and professional teams can make a significant difference. The findings may be useful for teachers, school leaders and teacher educations programs. It can also contribute to a better understanding of what I needs for students with ASD to experience belonging and mastery in mainstream classrooms
