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Students’ Public success and private breakdown? Exploring the Relationships between Social Support, Anxiety, and Academic Performance
Get PDFDesign literacy becomes more essential to creating a collaborative and inclusive society. Nonetheless, students were more anxious and exhibited lower performance when design studio tutors employed the conventional master-apprentice pedagogy. The cross-pollinative team learning (CTL) design studio pedagogy was operationalised in a year-long randomised controlled trial with first-year Generation-Z beginning design students to resolve the limitations in the existing pedagogy. The CTL students were significantly less anxious compared to master-apprentice students at the year end, although the impact of both pedagogies on anxiety was relatively modest. The hidden CTL curriculum and social support were also demonstrated to enable CTL students to outperform one-on-one master-apprentice learners academically. This study suggested that the power structures of design studios should be recalibrated to acquire CTL advantages, thereby leading to more effective learning outcomes
Evaluation of intracranial physiological calcifications in Computed Tomography
Get PDFIntroduction: 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
School absenteeism among students in Germany, Japan, Sweden, and the United Kingdom:: A comparative study using PISA data
Get PDFSchool absenteeism is a challenge in many countries. Still, there are few comparisons between countries, which is partly due to a lack of shared definitions of concepts. This article makes use of PISA data to compare self-reported student absenteeism in Germany, Japan, Sweden, and the United Kingdom (UK). Three data sets are used, from 2012, 2015, and 2018. The self-reported absenteeism, which is referred to as truancy in the PISA studies, was measured as having skipped a whole school day at least once in the two full weeks before students completed the PISA student questionnaire.
The results show great variation between the studied countries, from 24.4% in the UK in 2015 to 1.5% in Japan in 2012. The percentage of students who reported having skipped school is much higher in the UK than in the other three countries. The differences between the countries concerning the percentage of students reporting having been absent from school are significant for all years, except between Sweden and Germany in 2015. Germany and the UK have a similar pattern in development, with the highest percentages in 2015, while Sweden and Japan have small (albeit not significant) increases from 2012 to 2018. The UK is the only country where the changes between 2012 and 2015 as well as between 2015 and 2018 were significant.
It is not possible to see any obvious patterns between the countries that might be linked to differences related to their welfare regimes, education systems, or values. To find such patterns, it may be necessary either to include more countries in a study or to conduct more in-depth studies on each country
Co-Creation of Navigational Spaces When Facilitating Children’s Play
Get PDFFacilitating children’s play is an important but potentially frustrating task for teachers in the field of Early Childhood Education and Care. Play is often understood as essential for children, and frequently being excluded from play is often experienced as problematic; Still, teachers are often uncertain about how to do play and there is a growing concern about the disappearance of play.
This study aims to explore and identify navigational spaces for teachers to exercise agency when facilitating children’s play, and this article presents the co-creation of four such spaces. The co-creation has been done through a series of workshops and play initiations over six months, explored by ECEC teachers in conjunction with the author. The workshops are anchored in critical theory, and the idea is that the participants enrich the project through their various forms of expertise.
Abductive analysis through workshops and a thematic analysis of sound and video recordings of these events shows the co-creation of the navigational spaces of framing, conditioning, timing, and knowledging to be central. To be able to co-create these navigational spaces, the repeated collective questioning and knowledge contributions of teachers and the researcher seem to be a central factor. By critically considering and exploring co-creational possibilities both the researcher and the teachers extended their play-facilitating repertoire and made the play-facilitating efforts increasingly explicit. This suggests that it is possible to simultaneously develop practice and scientific knowledge if interactions between the education sector and academia are facilitated. These insights will be beneficial for further investigations and innovations
Partnerskap på like premisser? : Styringsforventninger og institusjonelle praksiser sett fra lærerutdanningens perspektiv
Get PDF‘Partnership’ is used as a collective term for cooperation on competence development between teacher education institutions and schools and is intended to lead to mutual learning. This article deals with experiences with partnerships from the teacher education`s point of view. The data material consists of interviews with teacher educators and leaders in teacher education institutions. The findings show that the staff members have many positive experiences, but they problematize certain organizational and steering challenges. They point out that it is demanding to share knowledge internally, and that research is somewhat connected to the work. They experience that the partnership primarily takes place on the school\u27s premises, which may be related to the fact that steering expectations are directed at the teacher training programs and not at the schools. The study reveals differences in institutional practices, such as how the work is organized at a larger and a smaller teacher training institution, and whether the work is experienced as an individual or a collective project. The study shows that partnership is a complex phenomenon that shapes political and organizational conditions
Å forme et kreativt blikk: Fotografi i samspill mellom teknisk ferdighet og bildeforståelse
Get PDFThe article deals with what it implies to learn to do photography well and uses this as a vantage point to discuss the relationship between sensemaking and the acquisition of knowledge and skills. The article builds from the relationship between photography as a technique and as critical understanding; the relationship between images and society, and how these relationships have changed in recent times. Considering the teacher\u27s role, we discuss the relationship between art and teaching, as well as between the teacher\u27s pedagogic and subject-specific knowledge and skills alike. Further, we present the steps in a teaching practice that is intended to create interplay between understanding of images and photographic technique, and we use this for a discussion of the linkages between sensemaking and the acquisition of knowledge and skills in the classroom, as well as which prerequisites must be present in the teaching.Artikkelen omhandler hva det vil si å lære seg å ta gode bilder, og bruker dette som utgangspunkt for å diskutere forholdet mellom meningsskaping og kunnskaps- og ferdighetstilegning. Vi tar utgangspunkt i forholdet mellom fotografi som teknikk og som bildeforståelse, forholdet mellom bilder og samfunn, og hvordan disse relasjonene har endret seg i nyere tid. Med tanke på lærerens rolle diskuterer vi forholdet mellom kunst og undervisning, samt mellom lærerens didaktiske og fagspesifikke kunnskaper og ferdigheter. I artikkelen presenterer vi stegene i en undervisningspraksis som er ment å skape samspill mellom bildeforståelse og teknikk, og vi bruker dette som utgangspunkt for å diskutere samspillet mellom meningsskaping og kunnskaps- og ferdighetstilegning, samt hvilke forutsetninger som må være til stede i undervisningen
Changes in Craft Education: A Case Study on General Education in Latvia
No full textIn Latvia, the aim, content, and name of the subject of craft education have changed several times. The most recent transformation to “craft education” has been made following the general education reform, which has been gradually implemented since 2020. This study aims to investigate how the purpose and content of craft learning in Latvian comprehensive schools have changed as a result of this reform in comparison to the previous period. A qualitative study was carried out by analysing normative documents and interviewing design and technology teachers (N = 9) with at least 10 years of experience. The document analysis shows that the goal of teaching craft education has shifted from using craft as an opportunity to improve the quality of the living environment through creative involvement in techniques to producing valuable objects for oneself and society through the design process. The most significant change in the content is that craft is taught through the design process. Moreover, every pupil learns all the techniques; previously, students chose textile or woodwork and metalwork techniques from grade 5. According to the interviews, the skills acquired in each technique are at a lower level compared to the previous period, as the number of hours allocated to each technique does not allow pupils to pay in-depth attention to the tasks. The products made by the students have also become more straightforward. Finally, more time is spent on idea generation, planning, and evaluation
Crafts and the Origins of Geometry
Get PDFIn this paper, we explore the possible roles of craftwork at the origins of geometry. Since shapes are the characters of geometry, our focus is on crafting shapes. We review two approaches to the nature of making: hylomorphism and hylonoesis. Related to these, we distinguish between ‘shape’ and ‘shaping’. From studies on prehistoric pottery, we explore a conception of ‘shaping’ as thoroughly implicated by the manifold social, biological, and material life of a community. Then we explore the significance of ’shaping’, which animate shapes, immerse them in the vagaries of materiality, and fill them with secrets longing for their open realization; a realization that is at once — inseparably — material and imaginary. We make shapes as they shape our bodies, and then we become capable of imagining and gesturing them
Boatbuilding and urban genesis: Knowledge creation and transfer in traditional boatbuilding craft
Get PDFTraditional boatbuilding today is a fading craft, raising questions of not only how to preserve this craft and reconstruct and transmit the knowledge and skills related to it to future generations but also, considering new technologies and available materials, why its preservation and perpetuation are important. Answering these questions requires a valorisation framework for the traditional boatbuilding craft and its methods of construction, considering the fact that traditional boatbuilding is the essence of modern shipbuilding and inextricably linked to the development and transmission of knowledge in city making too. To help create this framework, this paper addresses two distinct ways of thinking involved in making boats: one tied to boats made from already existing models or designs and the other to boats created ex nihilo with the help of sesto and garbo tools. Through a historical and theoretical examination and by building on the empirical case study of traditional boatbuilding in wood in the Mediterranean, this paper explores the concept of constructing boats ex nihilo in the technical, socio-economic, and spatial sense, shedding the light on the creativity inherent in shipbuilding and its implications. This paper will contribute to understanding how knowledge transmission in traditional boatbuilding has progressed and the role this knowledge model can play in shipbuilding development, offering a valuable resource also for those interested in development and transmission of alternative models of knowledge production
Samordning och komplexa policyproblem - erfarenheter från avsektoriserade kommuner i Sverige
Get PDFThe article highlights the growing contradiction in public policies managing complex policy problems in political systems characterized as sectorized. Utilizing a case study, this article analyzes how Swedish municipalities have attempted to introduce alternative organizational models, replacing a sector-based model to improve coordination values. The local self-government in Sweden has traditionally been organized as a sector-based model, i.e., a political organization that consists of standing committees organized functionally with sector-based responsibilities. In the last two decades, several municipalities have introduced de-sectorized models motivated by arguments concerning coordination and producing seamless municipal services. The article aims to describe and analyze the introduction of de-sectorized models in Swedish municipalities. The most significant results of the analysis show: Firstly, 66 out of a total of 290 municipalities in Sweden have created de-sectorized municipal organizations since the end of the 1990s. Secondly, the de-sectorized organizations introduced imply that the number of elected representatives decreases significantly. The interviewed actors regard this as a negative democratic side-effect. Thirdly, the results of conducted interviews also indicate that the de-sectorized model enhances coordination values at an overall level and has the potential to create cost efficiency in administrative expenses. Finally, more research needs to bring forward analyses on how to introduce alternative political organizing to manage complex policy problems vis-a-vis an institutionalized system of local self-government.Artikeln belyser utmaningar att genom offentlig politik hantera komplexa samhällsfrågor i en sektoriserad politisk organisation. Genom en fallstudie analyseras hur svenska kommuner har försökt införa alternativa organisationsmodeller för att ersätta en sektoriserad modell med syftet att stärka samordningsvärden. Den kommunala självstyrelsen i Sverige har traditionellt organiserats som en sektoriserad modell, det vill säga en politisk organisation som består av facknämnder organiserade funktionellt med sektoriserade ansvarsområden. Under de senaste två decennierna har flera kommuner infört ”avsektoriserade” organisationsmodeller med ambitionen att förbättra samordningen av kommunala tjänster. Avsektorisering sker när facknämnder avvecklas och ansvar överförs till kommunstyrelsen. Artikeln syftar till att beskriva och analysera införandet av avsektoriserade modeller i svenska kommuner. Resultaten av analysen visar: För det första att 66 av totalt 290 kommuner i Sverige skapat en avsektoriserad politisk organisation sedan slutet av 1990-talet. För det andra innebär den avsektoriserade modellen att antalet förtroendeuppdrag och förtroendevalda minskar avsevärt. De intervjuade aktörerna betraktar detta som en negativ demokratisk bieffekt. För det tredje indikerar resultaten att den avsektoriserade modellen förbättrar samordningsvärden på en övergripande nivå men intervjupersonerna har svårigheter att ange samordningsvinster i mer konkreta och praktiska avseenden. För det fjärde anser intervjupersonerna att de avsektoriserade modellerna bidrar till kostnadseffektivitet och administrativa besparingar. Slutligen behövs mer forskning rörande möjligheterna i kommunpolitik att hantera komplexa policyproblem i relation till ett starkt institutionaliserat system av lokal självstyrelse