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Using Simulations to Help Public Health Students Overcome Language Barriers for Better Health Outcomes
Get PDFGrowing migration into Norway has increasingly strained the country’s health services. Good communication is essential to ensure quality care. Often, healthcare workers and immigrant clients do not share a common language, and it is known that the conditions and expectations of immigrant clients can be different from the majority population. This study aimed to explore the viability of utilizing simulations as a pedagogical tool for educating public health students in effectively navigating a multicultural environment to promote better health outcomes. This study is a component of an extra-curricular training project that utilized a convergent mixed-methods design. The present study focuses on reporting the qualitative component of the findings. The data collection process encompassed the implementation of a stepwise simulation exercise with case-based clinical scenarios focusing on three lifestyle diseases specifically designed for this study. Method triangulation was achieved by using different methodological approaches in the analysis. Our results show the importance of simulation training for healthcare students when working with clients who do not share the same language. Interactions with clients of different backgrounds must be practiced, and simulations can be used to improve healthcare students’ communication skills. The study highlights the need for healthcare education programs to integrate cultural competence simulation training and broaden the scope of medical training to address culturally challenging encounters.publishedVersio
Kjennetegn ved elever med stort læringspotensial i matematikk. En kvalitativ casestudie av hvilke kjennetegn som kommer til syne hos elever med stort læringspotensial i arbeid med LIST-oppgaver i matematikk. l
Get PDFDenne studien retter oppmerksomhet mot elever med stort læringspotensial i matematikk. Vår problemstilling er: «Hvilke kjennetegn kommer til syne hos elever med stort læringspotensial i deres arbeid med LIST-oppgaver i matematikk?»
I 2016 ble det publisert en NOU som omhandlet denne elevgruppen. Noe av det viktigste som kom frem her var blant annet at skolene generelt trenger mer kunnskap om elevgruppen for å kunne tilpasse undervisning til elever med stort læringspotensial. Det er foreløpig gjort lite forskning på elever med stort læringspotensial i Norge. Vårt teoretiske grunnlag har basert seg mye på tre forskere som har publisert en del om elever med stort læringspotensial i Norge, Skogen, Smedsrud og Idsøe.
Vårt forskningsprosjekt har vært en kvalitativ casestudie. Vi har gjennomført seks ulike undervisningsøkter med ulike LIST-oppgaver i matematikk. Observasjon, lydopptak og innsamling av elevnotater fra disse øktene utgjorde vårt datamateriale. Vi har anvendt deduktiv metode for analyse av data. I vår analyseprosess tok vi utgangspunkt i kjennetegn vi hadde blitt kjent med gjennom arbeid med relevant forskningslitteratur. Samtidig var vi åpen for å finne kjennetegn som ikke var direkte beskrevet i teorien.
I alt fant vi indikatorer på åtte kjennetegn ved elever med stort læringspotensial i vår analyse. De var: «Evner over gjennomsnittet innen verbal og numerisk begrunnelse», «ser lett matematiske mønstre og relasjoner», «evner å abstrahere og generalisere», «er metakognitive», «bruker en rekke ulike strategier», «kan ofte synes at undervisninger ikke er relevant», «er engasjert i matematikk og tar initiativ» og «isolerer seg fra andre elever».
I drøftingsdelen kommer det frem at seks av kjennetegnene vi hadde funnet, direkte kunne knyttes til forskningslitteratur vi hadde arbeidet med. Videre hadde vi indikasjoner på to kjennetegn som ikke var beskrevet direkte i litteraturen vi hadde studert: «Er engasjert i matematikk og tar initiativ» og «isolerer seg fra andre elever». I videre forskning ville det vært svært interessant å undersøke disse nærmere.
Vi håper at denne studien kan være med på å rette fokus mot elever med stort læringspotensial, og at det vil komme mer forskning på elevgruppen i fremtiden.
Abstract:
This study draws attention towards pupils with great learning potential in mathematics. Our main research question is: «What characteristic appears in pupils with great learning potential in their work with LIST-tasks in mathematics?”
In 2016, a NOU was published regarding this group of pupils. One of the most important findings was that schools generally need more knowledge about this group of pupils to adapt teaching to pupils with great learning potential. So far, there has been relatively limited research on pupils with high potential for learning in Norway. Our theoretical framework has been largely based on the work of three researchers who have published about pupils with great potential for learning in Norway, Skogen, Smedsrud and Idsøe.
Our research project has been a qualitative case study. We conducted six different teaching sessions with different LIST-tasks in mathematics. Our data material consists of observation, audio recordings and a collection of pupils notes from these sessions. We have used a deductive method for analyzing the data. In the prosess of analyzing the data, we analyzed based on the characteristics we had become familiar with through relevant research literature. At the same time, we were open to finding characteristics that were not directly described in the research literature we had studied.
In total, we found indicators of eight characteristics in pupils with great learning potential in our analysis. They were: "above-average ability in verbal and numerical reasoning", "sees mathematical patterns and relationships easily", "are able to abstract and generalize", " are metacognitive”, "uses a variety of strategies", "may often find teaching irrelevant", "are engaged in mathematics and takes initiative" and "isolates themselves from other pupils".
In the discussion session, it emerges that six of the characteristics we had found could be directly linked to the research literature we had studied. Additionally, we had indications of two characteristics that were not directly described in the literature we had studied: "Are engaged in mathematics and takes initiative" and "isolates themselves from other pupils". It would be very interesting to investigate these further in future research.
Our hope is that this study contributes to increased focus on pupils with great learning potential, and that more research on this group of pupils will be conducted in the future
Welcome to the party: Immigrant's experiences in political parties in Norway
Get PDFIn Norway, like in the rest of Europe and the Western liberal democracies, immigration is a contentious issue of social, political, cultural, and economic discussions. Social and economic integration has been the main focus of the government. Political participation of immigrants on the other hand took years to be a center of focus for government policy, practitioners, and researchers alike. Whereas the role of political parties in the poor participation of immigrants has been understudied.
This study investigates the experiences of immigrants with refugee backgrounds in political parties through an intercultural perspective. The qualitative study is primarily based on 13 interviews of both native and immigrant members of two political parties in Norway (Sosialistisk Venstreparti -SV and Arbeiderpartiet-AP). The thesis presents the pathways of the few immigrants that are in political parties, role of networks in enabling them to find their way into political parties. Likewise, the study identified that those immigrant party members mostly use their sense of agency to be active in political parties. The political parties are weak in recruiting immigrant members which is partly due to a lack of overlapping networks between natives and immigrants. Interestingly, the few who made it into the parties were welcomed very well and were able to stay for many years as active members.
This study reported that Norwegian language is a main barrier for immigrants’ political participation. Those who came as children have a better chance to succeed in party politics than those who came to Norway already as grown-ups. Similarly, this study shows that without having cultural capital, [such as good written and oral political language] immigrants are excluded from party politics. Similarly, the intersection of identities that immigrants embody makes a very complex way of understanding their representation. This places them in a difficult situation balancing between representing immigrants, their supposed constituency ethnic minorities and representing the party. Lastly, this study noted that there was no blatant discrimination inside the parties but immigrant party members experience discrimination from the broader society, especially through digital hate. Inside the parties, not being taken seriously is one important finding, which is a form of subtle discrimination
Negotiating freedom of speech in hierarchical societies: The case of Ethiopian journalists
Get PDFThis research examines the role of socio-cultural assumptions in shaping journalistic work and the practice of freedom of speech in Ethiopia through the view and experience of Ethiopian journalists. Using qualitative methods for data collection and analysis, the study aims at drawing attention to a little discussed aspect of freedom of speech and the media in Ethiopia from a socio-cultural point of view.
Within a bit more than 100 years, Ethiopia has seen major changes of regimes, from a feudal monarchy via a socialist military regime to a federal model. All these have to a degree started initiatives where the space has been opened for a free press, before the space have been more or less closed down again. Why is that? What makes these different political systems act in the same way of dominating and controlling the media system? Reviewed literatures informed this research that hierarchy is regarded as viable social order, guiding all aspects in society from the political structure down to the family level and socialization of children. The data collected through in-depth interviews with ten Ethiopian journalists also reveal that hierarchy and domination is dominant feature of social relations both at home and the work place. Silencing starts at home where by submission of children to adults is regarded as giving respect and a base for strong sense of keeping ones’ dignity.
Using concepts on socialization drawn from the works of Berger and Luckmann (1966) and Elder-Vass (2012) in analyzing respondents’ views and experience, this thesis tries to explain how socio-cultural assumptions influences the practice of freedom of speech in Ethiopia
Digitale hjelpemidler i arbeidet med leseforståelse for minoritetsspråklige elever
Get PDFTemaet for denne masteravhandlingen er digitale hjelpemidler i arbeider med leseforståelse for minoritetsspråklige elever. Fokuset i denne oppgaven blir primært på lærere som underviser i 4.-7.trinn, i ordinære klasser. Oppgavens problemstilling er som følger:
Hvilke erfaringer har lærere med bruk av digitale hjelpemidler i arbeidet med leseforståelse for minoritetsspråklige elever?
I tillegg har oppgaven tre forskningsspørsmål:
1. Hvordan erfarer lærere at digitale hjelpemidler kan brukes til å tilpasse opplæring for minoritetsspråklige elever, i arbeidet med leseforståelse?
2. Hvilke digitale hjelpemidler bruker lærerne i arbeidet med tilpasset opplæring, knyttet til leseforståelse for minoritetsspråklige elever?
3. Hvilke erfaringer har lærere med å bruke digitale hjelpemidler til å fremme den minoritetsspråklige elevens morsmål i leseopplæringen?
Problemstillingen og forskningsspørsmålene skal jeg svare på gjennom en kvalitativ studie. Metoden jeg har brukt til å innhente data er semistrukturert intervju av fem lærere. Studien har en fenomenologisk tilnærming.
Studien viser at digitale hjelpemidler i arbeidet med leseforståelse har egenskaper som kan bidra til å tilpasse opplæring for minoritetsspråklig elever, og som er til stor hjelp i dette arbeidet. De digitale hjelpemidlene er godt egnet til opplesningsverktøy og differensiering av vanskelighetsgrad. Ulike digitale hjelpemidler tilbyr også varierte uttrykksformer, som gjør at minoritetselevene får vist sine sterke sider ved hjelp av andre virkemidler. Informantene trekker også frem at de bruker digitale hjelpemidler til å la elevene lese inn leseleksa, noe som bidrar til bedre dokumentasjon og tilbakemeldinger. Bruken av digitale hjelpemidler fører også til bedre motivasjon blant minoritetsspråklige elever, da de har elementer som det analoge ikke har. Digitale hjelpemidler blir i liten grad brukt til å fremme elevens morsmål i undervisningen. I den grad det blir tatt i bruk, brukes digitale læreverk, oversettelsesprogrammer og lydbøker på ulike språk. Informantene varierer mellom å bruke digitale og analoge læremidler, og mener den fysiske boka også er viktig for leseopplæringen.
Abstract:
The objective of this master's thesis is digital aids in working with reading comprehension for minority-language students. The focus of this assignment will primarily be on teachers who teach in grades 4-7, in ordinary classes. The assignment's main question is as follows:
What experiences do teachers have with the use of digital aids in working with reading comprehension for minority-language pupils?
In addition, the thesis has three research questions:
1. How do teachers experience that digital aids can be used to adapt training for minority-language pupils, in the work with reading comprehension?
2. What digital aids do the teachers use in their work with differentiated education, related to reading comprehension for minority-language pupils?
3. What experiences do teachers have of using digital aids in the use of the minority language pupil's mother tongue in reading training?
I will answer the main topic question and the research questions in my thesis through a qualitative study. The method I have used to collect data is a semi-structured interview with five teachers. The study has a phenomenological approach.
The study shows that digital aids in the work with reading comprehension has qualities that can contribute to differentiated education for minority-language pupils, which are of great help in this work. The digital aids are well suited as reading tools and differentiating levels of difficulty. Various digital aids also offer varied forms of expression, which means that minority students can show their strengths with the help of other tools. The informants also point out that they use digital aids to let the pupils record the reading assignments, which contributes to better documentation and feedback. The use of digital aids also leads to better motivation among minority-language students, as they have elements that the analogue aids does not have. Digital aids are used to a small extent in the use of the pupil's mother tongue. To the extent that it is adopted, digital textbooks, translation programs and audio books in various languages are used. The informants vary between using digital and analogue teaching aids, and believe that the physical book is also important for the reading instruction
Media and democratic participation: An assessment of the influence of radio broadcasting on citizens' democratic participation in post-war Sierra Leone
Get PDFSince the second wave of democratization that swept across the African content in the 1990s, democratic good governance become the preferred choice of governance in many countries including Sierra Leone a post-conflict nation. This system of governance enjoys national and international legitimacy as citizens' democratic participation is crucial to their functionality. The media are among the forces that coalesced with civil society to shape and continue to define this unprecedented transformation and establishment of democracy in Africa. Thus, this thesis intends to assess the influence of radio broadcasting in enhancing citizens' democratic participation in the democratization process of post-war Sierra Leone.
Using a qualitative approach and methods, this study analyzed how four major leading radio broadcast news and current affairs flagship programs create an independent arena for democratic discourse in the country. It also provides a critical analysis of how media policies and regulations influence the function of radio broadcasting for democratic deepening in the post-conflict nation. The major findings show that radio broadcasting has enhanced citizens' democratic participation and that radio is a public sphere that facilitates and creates an atmosphere for people to participate fearlessly in debates and discussions on issues of common concern at the local and national levels of society.
The thesis concludes that radio broadcasting creates an arena for citizens of all categories to participate in democratic discussions on socioeconomic, political, and governance issues and that the reformation of media laws, policies, and regulations after the war created the enabling environment for the media to thrive. It facilitates the public sphere for citizens’ political participation and democratic deepening. The legal and regulatory environment guarantees and protects freedom of expression and press freedom in Sierra Leone.
Key words. Democratic Participation, radio broadcasting, public sphere, democrac
"Hva er førsteklasselærerens praksis i arbeid med fonologisk bevissthet og vokabular, og i hvilken grad begrunner de dette arbeidet opp mot forebygging av lesevansker?"
Get PDFFormålet med denne studien har vært å undersøke tre førsteklasselæreres praksis i arbeidet med fonologisk bevissthet og vokabular, og i hvilken grad de begrunner denne praksisen opp mot forebygging av lesevansker. Datamaterialet til denne undersøkelsen har blitt samlet inn gjennom tre kvalitative semi-strukturert intervju. Informantutvalget besto av norsklærere som for tiden jobber eller har jobbet på førstetrinn.
Funnene viser at lærerne benytter ulike aktiviteter for å fremme fonologisk bevissthet. Alle tre lærere legger vekt på fonembevissthet, mens to av dem også fremhever betydningen av stavelsesbevissthet og rimebevissthet. Når det gjelder vokabulararbeid, implementerer lærerne ulike tiltak for å styrke elevenes vokabular, blant annet gjennom aktiv bruk av språket, spill og samtaler, samt arbeid med ordlæringsstrategier og daglig fokus på ord og begreper.
Funnene viser også at det kan tyde på at lærerne er mindre bevisst på arbeidet systematiske med vokabulararbeidet sammenlignet med fonologisk bevissthet. Lærerne erkjenner viktigheten av vokabulararbeid, men implementeringen av en systematisk tilnærming blir utfordrende på grunn av andre prioriteringer, samt begrensede ressurser og tid. De uttrykker også vanskeligheter med å gi individuell oppfølging til elever innenfor området fonologisk bevissthet og vokabular, og det tydeliggjøres behovet for mer ressurser og tid.
Begrunnelsen for arbeidet med fonologisk bevissthet knyttes i stor grad opp mot forebygging av lesevansker, der lærerne er bevisste på viktigheten av å styrke de svakeste elevene. Imidlertid blir ikke vokabulararbeidet i samme grad begrunnet med tanke på lesevansker, trolig på grunn av fokuset på bokstavlyder og begrensninger knyttet til tid og ressurser.
Abstract:
The purpose of this study has been to investigate the practices of three first-grade teachers in promoting phonological awareness and vocabulary, and the extent to which they justify these practices in relation to preventing reading difficulties. The data for this study was collected through three qualitative semi-structured interviews. The sample consisted of Norwegian language teachers currently working or having worked in first grade.
The findings show that the teachers employ various activities to promote phonological awareness. All three teachers emphasize phoneme awareness, while two of them also highlight the importance of syllable awareness and rhyme awareness. Regarding vocabulary work, the teachers implement different measures to enhance students vocabulary, including active language use, games and conversations, as well as word learning strategies and daily focus on words and concepts.
The findings also suggest that the teachers may be less conscious of systematic vocabulary work compared to phonological awareness. The teachers recognize the importance of vocabulary work, but implementing a systematic approach becomes challenging due to other priorities, as well as limited resources and time. They also express difficulties in providing individual support to students in the areas of phonological awareness and vocabulary, indicating the need for more resources and time.
The justification for phonological awareness work is largely linked to preventing reading difficulties, where the teachers are aware of the importance of strengthening the weakest students. However, vocabulary work is not justified to the same extent in relation to reading difficulties, likely due to the focus on letter sounds and constraints related to time and resources
Lived religion i KRLE-faget. En kvalitativ studie av et utvalg læreres forståelse av begrepet lived religion og på hvilke måter det blir synliggjort i KRLE-undervisningen.
Get PDFDenne masteroppgaven har hatt som formål å studere og få et overblikk over forståelsen og utbredelsen av begrepet lived religion blant et utvalg lærere. Oppgavens problemstilling er: Hvilken forståelse har et utvalg KRLE-lærere av lived religion som begrep og på hvilke måter blir lived religion-perspektiver synliggjort i KRLE-undervisningen? Studien ser på et utvalg læreres forståelse og tanker rundt lived religion. Jeg gjennomførte kvalitative intervju for å undersøke dette temaet. Det var totalt fire lærere som ble intervjuet i denne studien, som alle hadde undervisnings-kompetanse i KRLE.
Ett av mine funn var at lærerne hadde lite til ingen kjennskap til hva lived religion var. Et annet funn i studien var at lærerne hadde lived religion-perspektiver i undervisningen sin. Lærerne var bevisste på at mangfold var noe som var viktig å få fram. Samtlige mente også at å vise hvordan religion var i hverdagen var relevant. Det viste seg at disse perspektivene gjerne kom i andre rekke, etter at det som blir sett på som «grunnleggende» i religionen var første prioritet. Det som lærerne fremhevet som grunnleggende inkluderte blant annet gudssyn, frelsessyn, høytider og hellige skrifter, da som en grundig repetisjon fra barneskolen. Etter at lærerne fikk høre om lived religion var det noen av dem som så koblinger av begrepet til læreplanen, kunnskapsløftet 2020 (LK20), i KRLE.
Det at forskningsdeltakerne i liten grad har kjennskap til lived religion kan bero at begrepet fortsatt er relativt nytt i den norske KRLE-undervisningen som gjør at lærerne ikke har så mye kjennskap til det. Samtidig blir perspektiver av lived religion synliggjort på ulike måter i undervisningen. En metode lærerne bruker for å synliggjøre lived religion på er å bruke elevers personlige erfaringer i undervisningen. Ekskursjoner er også noe som lærerne bruker, som kan være et verktøy for å synliggjøre lived religion i faget. Dette er med på å vise at noen elementer av lived religion blir inkludert i undervisningen, men uten at det perspektivet blir nevnt eksplisitt. Kanskje en bevisstgjøring av at lived religion er et perspektiv som åpner opp for en bredere religionsforståelse kan være med å gjøre religionsundervisningen mer engasjerende for elevene, da det er en mer personlig tilnærming.
Abstract:
This master's thesis aimed to study and gain an overview of the understanding and prevalence of the concept of lived religion among a selection of teachers. The research question is: What understanding do a selection of Religious Education (RE) teachers have of lived religion as a concept and in what ways are lived religion perspectives made visible in KRLE teaching? The study looks at a selection of teachers' understanding and thoughts about lived religion. I conducted qualitative interviews to investigate this topic. A total of four teachers were interviewed in this study, all with teaching competence in RE.
One of my findings was that the teachers had little to no knowledge about lived religion. Another finding in the study was that the teachers had lived religion perspectives in their teaching. The teachers were aware that diversity was something important to highlight. All also believed that showing how religion was present in everyday life was relevant. It turned out that these perspectives often came secondarily after what is seen as "fundamental" aspects within the religions were prioritized first. What the teachers emphasized as fundamental included
views on God, salvation, holidays, and sacred scriptures, serving as thorough repetition from primary school education. After hearing about lived religion, some of the teachers saw connections between this concept and the national curriculum for 2020 (LK20) for RE.
The fact that research participants have little knowledge about lived religion may be due to its relative novelty within Norwegian KRLE education, which means that teachers do not have much familiarity with it yet. At the same time, perspectives on lived religion are made visible in various ways during teaching sessions. One method used by teachers is incorporating students' personal experiences into their lessons to showcase aspects of lived religion. Field trips are another tool utilized by educators to help make students more aware of how different faiths impact individuals' daily lives. These field trips can provide further insight into religious practices outside traditional classroom settings. This shows that elements of lived religion are included in teaching, but without explicitly mentioning that perspective. Perhaps raising awareness about the concept of lived religion and its capacity to broaden students' understanding of religious beliefs and practices could help make religious education more engaging for students, as it offers a more personal approach
Unpacking the tensions in the Legal Regulation of Online Hate-Speech within the Norwegian Context
No full textRecent research shows that online hate-speech is on the rise in western societies, including in Norway. This submission builds on a broader 4-year research initiative on: “Violence-inducing Behavior Prevention in Social-Cyber Space of Local Communities” funded by the Norwegian Research Council aimed develop radical technological solutions to support authorities in the fight against online-hate speech as well as generate new and deeper understandings of the complexities surrounding the vice on online hate. Our research contributes in two ways to the conference theme on how data and artificial intelligence are setting the stage for digital revolution and contributing to solving societal challenges. Firstly, our presentation contributes to strengthening our understanding of the positives strides, the grey areas, and the challenges in the police field. Here, we explore how the police identify, interpret, and apply the legislation on online hate speech, through data and artificial intelligence. The focus is on the police as one of several other significant actors and stakeholders we are engaging who are proactive in the fight against online hate-speech. Secondly, this qualitative contribution feeds into the overall projects goal to develop a real time AI tool, to help authorities such as the police in their efforts to combat online hate speech. Using human rights, freedom of expression and digitization as conceptual frames, the paper posits a social-economic, technological, and ethical analysis of the legislative initiative on hate-speech (paragraph 185) including both positives as well as the tensions and consequences from a legislation context.Unpacking the tensions in the Legal Regulation of Online Hate-Speech within the Norwegian ContextacceptedVersio