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Work-life ambiguities, guilt and belonging among Nepalese in Norway
Get PDFThe purpose of this study is to examine how Nepalese immigrants adapt to life in the Norwegian labor sector. In other words, the aim of this study was to explore how Nepali immigrants in Norway experience the process of integration, especially in the field of employment. The impressions of Nepali immigrants in Norway, based on their own experiences and opinions, were explored using qualitative research methods as they integrated into the country. A total of 11 semi-structured interviews were conducted for this study over the course of five months in the fall of 2020 with my informants to learn about their narratives and perspectives.
Using the phenomenological approach and applied integration theory analysis, I explored how these people described their personal experiences. The labor market in Norway and the process of integration into society were described in detail by the informants who had come to Norway without a job offer or any other prospect of stable employment.
Employment is crucial for the informants' integration, as shown by the results, which are consistent with the previously found 'effectors' for integration, such as language skills and social contacts, as well as structural and disguised prejudice. Self-confidence, social status, language skills, and financial situation are directly and indirectly related. The study also explores how immigrants' perceptions and identities develop as a result of their immigration experience
"Barn si stemme og barn si deltaking i spesialpedagogisk forskning" : ei empirisk studie av doktoravhandlingar (PhD) ved Institutt for spesialpedagogikk (ISP) i perioden 2010-2020
Get PDFThe main theme of this thesis is research on previous research in the field of special education. It is a qualitative document analysis of doctoral dissertations published by the Department of Special Needs Education (ISP) in the period 2010-2020. The purpose of this project is to find answers to what extent and in what way children can participate in research relating to themselves and their everyday life. In addition, I have focused on looking for trends in research, so that one can compare the research Reidun Tangen (2011) did on doctoral dissertations, PhD, at ISD between 1990-2009. My main focus have been to bring forward the epistemic contributions that lie in the research where children have been active in the research process. As previous research and theory in this field states; the methodological challenges and the relational factors between children as informants and researchers is essential. The study addresses the main research question:
"What kind of epistemic contribution do doctoral dissertations submitted at ISP in the period 2010-2020 give when it comes to including children's voices in special education research?"
In order to obtain the various tendencies in the material, I have made an approximate replication of Tangen's survey from 2011. I have used a quantitative analysis of the data material in order to obtain tables as a criteria for selection. Furthermore, a simplified qualitative document analysis of the main sample is made, consisting of five doctoral dissertations where the researchers use interviews as a research method. Based on the empirical findings in my study, I refer to various areas that can contribute to research in order to involve children and to let their voices be heard. My findings show that conscious use of methods and the combination of different methods both are crucial, when facilitating and doing research in the field of special education, where the children as research objects can participate on their own terms. The researcher's relationship with the informant is also a decisive factor in creating security and a good basis for being able to bring out the children's thoughts, views and knowledge about their own everyday life. The use of different learning landscapes in research is an area that can contribute to creating new spaces and may be necessary to be able to create opportunities for good dialogues with the students in their everyday context
Motion analysis of match play in u14 male soccer players and the influence of position, competitive level and contextual variables
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Peculiar new genus of Bibionomorpha (Diptera) with Brachycera-like modification of antennae from mid-Cretaceous amber of Myanmar
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MEDIA AND MIGRANT INTEGRATION IN NORWAY. Perspectives from News Consumers and News Producers
Get PDFThis research aims to discover the association between news media and migrant integration in Norway. By examining its essential association, the study identifies challenges of news consumers with migrant backgrounds and the approaches to migrants as news producers. As part of the investigation, considerations are given, particularly on how the increase in the number of people with migrant backgrounds in Norway is not reciprocal to the representation of migrant experiences in the news. Instead, evidence suggests that when people with migrant backgrounds are in the media, attention is given to the negative aspects of their moral conduct, which inevitably impacts their integration. The findings of this study are informed by data collected through a survey conducted among people with migrant backgrounds in Norway, as well as semi-structured in-depth interviews with journalists and experts conducted for the production of a documentary film made as part of this research. Further data from news articles and reports are also utilised in aligning the findings in this inquiry. Finally, this research identifies a constructive approach to rectify the disparity found in migrant representation. It is asserted that this disparity can be resolved by accommodating the choir of voices that demand higher representation in the news and thus by improving the image of migrants as public service broadcasters through reflecting the multicultural society that Norway seeks to achieve.
Keywords — news, migrant, integration, news consumer, news producer, representation, Norwa
Pedagogiske muligheter og utfordringer ved fleksible skolebygg
Get PDFNorsk sammendrag:
Denne masteroppgaven tar for seg temaet muligheter og utfordringer ved fleksible arealer. Studien tar for seg følgende problemstilling: «Pedagogiske muligheter og utfordringer ved fleksible skolebygg». Ettersom debatten (ref. Vinje, 2011a, 2011b, 2013, 2015, Jansen & Hilland 2021, 2021) rundt positive ledere og negative lærere har vært svært aktuell, synes jeg det var viktig å belyse både læreres og lederes synspunkt. Oppgaven har derfor følgende to underspørsmål:
1. Hvilke pedagogiske muligheter og utfordringer bærer fleksible arealer med seg, ifølge lærere?
2. Hvilke pedagogiske muligheter og utfordringer bærer fleksible arealer med seg, ifølge skoleledere?
Oppgaven er en del av studiet «Master i pedagogikk med vekt på pedagogisk ledelse» ved NLA Høgskolen. Formålet med studien er å få et innblikk i hva lærere og ledere ved skoler med fleksible arealer, mener er skolenes pedagogiske muligheter og utfordringer. Det blir i oppgaven i tillegg trukket frem muligheter og utfordringer som ikke kun går på det pedagogiske, men også det økonomiske, byggmessige og ressurstilgjengelighet. Studiens metode er kvalitativ, og bygger på semistrukturerte intervjuer med to lærere og tre ledere som er ansatt på hver sine skoler med fleksible arealer.
Av studiens funn fremgår det at både lærerne og lederne er noenlunde enig i de utfordringene og mulighetene fleksible arealer fører med seg. Informantene sier seg enig i noen av utfordringene som blir presentert i teoridelen, men er på det jevne positive til skolene sine, og trekker frem flere muligheter enn utfordringer.
Kort fortalt er informantene samstemte i at rammefaktorene, altså selve undervisningslokalet, gir pedagogiske muligheter som gjerne ikke er mulig på en tradisjonell klasseromsskole. Flere av informantene mener det kunne vært bedre fleksibilitet, mens noen mener at fleksibilitet avhenger av god planlegging. Muligheten til å fordele elevene i større eller mindre grupper, trekkes frem av alle informantene som et positivt aspekt. Alle informantene trekker også frem teamsamarbeid og støtte fra kollegaer i deres arbeid som noe utelukkende positivt. Tross dette, skulle flere av informantene gjerne hatt flere ressurser tilgjengelig. Noen av informantene uttalte at fleksible arealer kan være vanskelig for noen elever. På teorien om at fleksible arealer ble bygget grunnet økonomiske hensyn, er lederne stort sett uenig. Når det gjelder spørsmål om det er mer støy og uro i fleksible arealer, er informantene delt. Noen mener at det kan forekomme mer støy, særlig ved forflytning, mens noen mener at støy skyldes dårlig organisering. Informantene skiller på negativ og positiv støy, og ønsker ikke en «stille» skole. Studien viser at intervjukandidatene er mer eller mindre utelukket positiv til skolene sine, og ønsker seg ikke tilbake til tradisjonelle klasseromsskoler.
English summary:
The topic of this master’s thesis is flexible areas. The study deals with the following issue:“Educational possibilities and challenges related to flexible areas”.
I found it important to illuminate both leaders’ and teachers’ points of view as the topic has been heavily debated. Prevailing attitudes being teachers against and leaders for. The study therefore has two sub-questions:
1. Which opportunities and challenges do flexible areas carry according to teachers?
2. Which opportunities and challenges do flexible areas carry according to leaders?
The thesis is a part of the didactics called “Education and educational leadership, master’s degree” at NLA Academy. The purpose is to get insight into the different aspects of flexible area schools, not limited to the pedagogical part. The study is of qualitative nature, built on semi-structured interviews with two teachers and three leaders employed at such a school. The study findings indicate that leaders and teachers mostly agree about the opportunities and challenges related to these schools. The interviewee is in general positive towards their schools, but admit to some negative aspects.
In short, the interviewee agreed that the framework, i.e. the building structure itself gives pedagogical possibilities not present on a traditional classroom school. Some would prefer more flexibility while others think flexibility requires good planning. All of the asked persons liked the opportunity to divide pupils into different sized groups, as well as teamwork and support from colleagues. Some of the interviewee miss more available resources. One concern was that flexible areas may be difficult to some pupils. The leaders disagreed in general to the theory that flexible area schools were built to save money. When asked about noise and disorder, the opinions were split. Some mean there is more noise, especially during relocating, others believe noise is caused by poor organizing. The interviewee differentiates between positive and negative noise and none of them want a “quiet” school. All the persons asked are predominantly positive towards their school and do not want to go back to the traditional classroom school
"ADHD is at heart an educational issue (Hughes & Cooper, 2007) : en litteraturstudie av utvalgte faglige kontroverser rundt fenomenet ADHD"
Get PDFNorsk sammendrag:
Utgangspunktet for denne studien er faglige kontroverser knyttet til fenomenet ADHD. Ved å relatere disse kontroversene til ulike forståelser og modeller av funksjonshemming, er hensikten å søke etter en forståelse av ADHD som kan åpne opp for en spesialpedagogisk tilnærming, som også ivaretar pedagogikkens hensikter, gjennom forskningsspørsmålet «Hvilken forståelse av funksjonshemming og ADHD trenger vi som basis for spesialpedagogisk virksomhet, hvis elever skal bli frie til å være seg selv i dagens skole?»
Kjernen i ADHD- kontroversene kan hevdes sentrerer rundt diagnosens (biomedisinske) validitet. Klassifikasjonen settes på bakgrunn av subjektive kliniske vurderinger av adferd relatert til «klasseromsforstyrrelser», og lærerens forståelse av «ADHD- symptomer» tillegges stor vekt i den diagnostiske prosessen. Siden 90 tallet har en markant og global økning i diagnostiserings- og medisineringsrater medført bekymring, og det er fremmet behov for en rekonseptualisering av ADHD, basert på innspill fra fagområder som psykologi, sosiologi, pedagogikk og filosofi.
Materialet i undersøkelsen er 21 fagartikler, hvor det via en tematisk innholdsanalyse fremkommer at det pedagogiske systemet har en stor og sentral rolle i forhold til diagnostisering og medisinering av ADHD. Funnene indikerer at sammenhengen mellom pedagogisk praksis og økningen innen ADHD- klassifisering kan relateres til politiske og økonomiske idealer, hvor evidensbasering og tidlig innsats sentrert rundt hva som virker, overskygger pedagogikkens grunnleggende hensikter. Utvalget peker på at verdier knyttet til frigjøring og subjektivering; frihet til å være seg selv, må vike for kontrollbehov og fokus på forbedrede testresultater. Det fremkommer videre at flere forhold kan medvirke til «ADHD- adferd»; umodenhet/barndom er det vanligste, men det vises også til en sterk assosiasjon mellom traumer, PTSD, mishandling og (visse) oppvekstsvilkår – og ADHD. Analysen fremmer behov for å forstå ADHD som et kontekstuelt og relasjonelt fenomen, noe som kan sees i lys av en sosial relasjonell modell av funksjonshemming, og kan knyttes til begrepet subjektivering. Slik kan det påstås at ADHD er et `pedagogisk anliggende´, og analysen retter fokus mot viktigheten av å søke etter pedagogiske løsninger på adferds- og læringsproblemer.
English summary:
The basis of this study is academic controversies related to the phenomenon of ADHD. By linking these controversies to different understandings and models of disability, the intention is to seek for an understanding of ADHD that can open up for a special education approach, which also serves the purposes of pedagogy, through the research question “What understanding of disability and ADHD do we need as a basis for special education practice, if students should be free to be themselves in today´s school?”
The core of the ADHD controversies can be argued centers around the (biomedical) validity of the diagnosis. The classification is set on the basis of subjective clinical assessment of behaviour related to «classroom disorders», and the teacher´s understanding of «ADHD symptoms» is given great weight in the diagnostic process. Since the 1990s, a considerable and global increase in diagnostic and medication rates has been a cause for concern, and there is a need for a reconceptualisation of ADHD, based on input from disciplines such as psychology, sociology, pedagogy and philosophy.
The material in the study is 21 professional articles, where it emerges via a thematic content analysis that the pedagogical system has a large and central role in relation to diagnosing and medication of ADHD. The findings indicate that the connection between pedagogical practice and the increase in ADHD classifications can be related to political and economic ideals, where evidence basing and early intervention centered around what works overshadows the fundamental purposes of pedagogy. The articles point out that values related to liberation and subjectification; freedom to be oneself, must give way to a need for control and focus on improved test results. It further emerges that several factors may contribute to «ADHD behaviour»; immaturity / childhood is the most common, but there is also a strong association between trauma, PTSD, abuse and (certain) upbringing conditions – and ADHD. The analysis promotes the need to understand ADHD as a contextual and relational phenomenon, which can be linked to the concept of subjectification. Thus, it can be argued that ADHD is a `pedagogical issue´, and the analysis focuses on the importance of searching for pedagogical solutions to behavioural and learning problems
Impacts of slope aspects on altitudinal species richness and species composition of Narapani-Masina landscape, Arghakhanchi, West Nepal.
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Media engagement beyond the Coronavirus
No full textTransformational impact is increased through a holistic perspective for engaging with the media. Many more Christian influencers have engaged intentionally with media during the global coronavirus pandemic. Yet while Christians desire to influence through the media, they are also influenced by media messages. As Christians develop deeper media awareness, they interact more carefully with media messages and technologies of media. They can influence with integrity through their media presence in mainstream media. Christians can sensitively communicate contextualised biblical perspectives through media ministries. By using media to take people on explorative journeys of change, media engagement can play a holistic transformational role.publishedVersio
