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Bokanmeldelse. Digitale medier og materialitet
Get PDFJon Hoem\u27s book is highly topical, and a long-awaited and important contribution that opens up new understandings, perspectives and opportunities related to digital media and materiality. Hoem highlights various existing views and horizons of understanding that we can use to approach materiality. It is not only the physical environment and the materials we have around us that have a materiality that can be sensed and experienced. Hoem asks important questions such as: What happens when the basic conditions for how we sense change, and how do we sense the intangible? The interplay between materials, digital technologies and people - and the creative action possibilities that lie in this link field, is one of the most central things about the book. Hoem goes into detail both on how we can understand digital materiality as an expression and as various forms of representation.Jon Hoems bok er høyst aktuell, og et etterlengtet og viktig bidrag som åpner opp nye forståelser, perspektiver og muligheter knyttet til digitale medier og materialitet. Hoem løfter fram ulike eksisterende syn og forståelseshorisonter som vi kan bruke til å nærme oss materialitet. Det er ikke bare de fysiske omgivelsene og materialene vi har rundt oss som har en materialitet som kan sanses og erfares. Hoem stiller viktige spørsmål som: Hva skjer når grunnleggende betingelser for hvordan vi sanser endres, og hvordan sanser vi det immaterielle? Samspillet mellom materialer, digitale teknologier og mennesker – og hvilke skapende handlingsmuligheter som ligger i dette koblingsfeltet, er noe av det mest sentrale ved boka. Hoem går i bredden både på hvordan vi kan forstå digital materialitet som uttrykk og som ulike representasjonsformer
Decolonial methodology and reflexive wrestles of whiteness
No full textThis article explores some of the challenges encountered when being a white researcher engaged in research that aims at contributing to social justice for marginalized, indigenous and racialized people and perspectives. Drawing upon a combination of theoretical investigations and practical experiences made during the process of a PhD study, the author offers reflections on what implications taking on a decolonial perspective might have for how a white researcher can possibly approach questions of social and cognitive justice without reinscribing privilege or resorting to self-righteousness. Inspired by Pillow (2015), the author argues that in order to do this, reflexivity need not only be interpretive, but also genealogical, and allow for a “reflexivity of reflexivity”. Furthermore, it is argued that the decolonial stance brings self-reflexivity and ethics together through centring relations as key in accounting for positionality
Kompetansemål i et yrkesopplæringsperspektiv: Om formulering av kompetansemål i en yrkesfaglig læreplan
Get PDFThis article addresses the design of the competence aims, in the new 1st-year curriculum for the restaurant- and food preparation programme following the Subject Renewal reform (LK20) in 2020.
It is easy to consider competence aims in a curriculum as something “fixed and unchangeable”, the purpose of this article therefore is to illustrate choices and judgments behind the formulation of the competence aims in the first-year vocational curriculum for the restaurant- and food preparation programme.
Since competence aims in vocational curricula, are of great importance for both teaching content, learning activities and assessment, new knowledge about how they are formulated can contribute, not only to future curriculum development work, but also in curricula analysis and implementation of new curricula in schools.
In this article, interviews are conducted with the members of the curriculum planning group responsible for the first-year vocational programme in restaurant- and food preparation. The interviews took place between October 2018 to June 2019. The curriculum-group´s work was completed when the draft of the new educational programme was sent to the Directorate of Education (UDIR) for acceptance.
The results from the interviews suggest that the curriculum planning group positions itself within a pragmatic tradition with emphasis on an eclectic approach to vocational theory and relevant professional practice by using both knowledge and action verbs in the competence aims. The competence aims are relatively broad and open to interpretation; however each aim has a clearly defined element of learning.
Further the competence aims are also subject- and vocational- neutral which allows students, with different career plans, to specialize already in their first year.
The article summarizes four perspectives that can provide a framework for future work with competence aims in vocational curricula.Denne artikkelen handler om utformingen av nye kompetansemål i den nye vg1-læreplanen for utdanningsprogrammet restaurant- og matfag etter fagfornyelsen som ble iverksatt høsten 2020. Det er lett å tenke på kompetansemålene i en læreplan som noe «gitt», og formålet med denne artikkelen er derfor å vise hvilke valg og vurderinger som ligger bak utformingen av kompetansemål i en yrkesfaglig læreplan, nærmere bestemt vg1-læreplanen i restaurant- og matfag.
Siden kompetansemålene, slik de er utformet i læreplanen, har stor betydning for både innhold, læringsaktiviteter og vurdering i yrkesopplæringen, kan ny kunnskap om utforming av kompetansemål få betydning for ikke bare senere læreplanarbeid, men kanskje også for senere læreplananalyse og implementering av nye læreplaner på den enkelte skole.
Artikkelen bygger på intervjuer med medlemmene i læreplangruppen med ansvar for utvikling av den nye vg1-læreplanen i restaurant- og matfag fire ganger i perioden fra oktober 2018 til juni 2019. Da var læreplangruppens arbeid sluttført idet utkastet til ny læreplan ble sendt til Utdanningsdirektoratet (UDIR) for godkjenning.
Resultatet fra intervjuene antyder at læreplangruppen posisjonerer seg i en pragmatisk tradisjon med vekt på eklektisk valg av yrkesteori og relevant yrkespraksis ved bruk av både handlings- og kunnskapsverb i kompetansemålene. Kompetansemålene er relativt vide og åpne for tolkning, men likevel tydelig definerte med ett læringsmoment i hvert mål. Læreplanmålene er også fag- og yrkesnøytrale på den måten at ingen enkeltyrker favoriseres, noe som åpner for at elever med ulike yrkesønsker kan gjennomføre en tidlig spesialisering allerede i vg1. Artikkelen oppsummeres med fire momenter som kan tjene som ramme for senere arbeid med formulering av kompetansemål i yrkesfaglige læreplaner
Ultralyd-veiledet venekateterisering: En empirisk studie
No full textIntroduction: In CT examinations, contrast agents are administrated in order to increase the contrast between different tissues and improve visualization of pathology. Safe contrast injection requires access via a catheter inserted into a suitable peripheral vein that can endure contrast flow. Peripheral vein cannulation can be difficult to obtain. Veins can lie deep in the tissue, be thin, porous or otherwise challenging to cannulate. The study aimed to get an insight into radiographers’ experiences with use of ultrasound-guided peripheral venous catheterization (USGPVC), and how this has affected their perception of workflow when performing contrast-enhanced CT-examinations.
Methods: Semi-structured, individual interviews were conducted with seven radiographers from three different hospitals in Norway, all with experience with USGPVC. An interview guide was designed based on case studies before and after access to USGPVC. Thematic analysis was used to categorize and analyze the data material.
Results: The thematic analysis showed three main themes: 1) Lack of time related to the workload throughout the day, and how the radiographers experienced access to US-device affected this. 2) Practical application of the PVC admission and what opportunities USGPVC offers the radiographers. 3) Patient care, and how the radiographers experience the USGPVC affects the quality of their work.
Conclusion: The informants experienced a positive change in workflow in the CT-laboratory after they gained access to an US-device. They experienced an increased sense of control, mastery and time efficiency and this resulted in improved patient flow and increased professional pride.Introduksjon: Ved CT-undersøkelser gis kontrastinjeksjon for å forbedre gjengivelsen av blodkar, organer, svulster mm. Perifer venepunksjon kan være vanskelig, av ulike anatomiske årsaker. Sikker kontrast-injeksjon krever adgang via et kateter, lagt inn i et ‘tilstrekkelig godt blodkar’. Vener kan ligge dypt i vevet, være tynne, porøse, ligge anatomisk vanskelig til; eller på andre måter være vanskelig. Målet var en empirisk studie med kartlegging av erfaringer med ultralyd-veiledet perifert venekateter (UL-PVK), i stedet for frihånds-innlegging.
Metode: Semi-strukturerte, individuelle intervjuer ble utført med syv radiografer fra tre ulike sykehus; alle hadde erfaring med UL-PVK. En intervju-guide ble designet med grunnlag i kasuistikker fra tida før og etter tilgang til ultralyd-assistert innleggelse av veneflon. Tematisk metode ble benyttet for gruppering av egenskaper, og analysere av datamaterialet.
Resultat: Den tematiske analysen viste tre hovedtemaer; 1) Tidspress knyttet til arbeidsmengden for arbeidsdagen, og hvordan radiografene opplevde at UL påvirket dette. 2) Praktisk anvendelse ved PVK-innleggelsen og hvilke muligheter UL-PVK gir radiografene. 3) Pasient-behandling, hvordan informantene opplever at UL-PVK påvirker kvaliteten i arbeidet.
Konklusjon: Informantene opplevde positiv endring i flyt på CT-programmet, etter de fikk tilgang på UL. De opplevde økt følelse av kontroll, mestring og tids-effektivisering; ringvirkninger som ga bedret pasientflyt og økt yrkesstolthet. 
Association of meniscal tears with cruciate ligament injuries
Get PDFAim: To find the association of meniscal tears with isolated and combined cruciate ligament injuries, grades of injury, time of injury and type of injury.
Method: Magnetic resonance (MR) imaging of 240 patients with knee pain who diagnosed with anterior cruciate ligament (ACL) and Posterior Cruciate Ligament (PCL) injury by arthroscopy were studied.
Results: Road and traffic accidents (RTA) caused in 80.4% of cases. A total of 192 patients (80%) with isolated ACL involvement, seven patients (2.9%) with isolated PCL involvement, and 41 patients (17%) with combined ACL and PCL involvement. In cases with ACL involvement (n=192), 17 patients (8.8%) had grade 1 injury: sprain, 82 patients (42.7%) had grade 2/3 injury: partial tear and 93 patients (48.4%) had grade 4 injury: complete tear. Among partial ACL tear, lateral meniscus involvement was predominant in 45 patients (54.8%), whereas medial meniscus was involved in 26 patients (31.7%) and normal meniscus was observed in 19 patients (23.1%). In lateral meniscus, the anterior horn was majorly involved 36 patients (80%) as compared to posterior horn in 15 patients (33.3%).
Conclusion: The present study indicates that the anterior horn of the lateral meniscus was predominantly involved in patients with isolated ACL and combined injury of ACL and PCL. The posterior horn of the medial meniscus was more commonly involved in chronic injury of ACL, whereas the posterior horn of the lateral meniscus was involved in acute ACL injury. Early ACL reconstruction is recommended for the prevention of secondary meniscal tears
English How to set up a Journal club? Tips for first time visits and starting a journal club for radiographers.
No full textAbstract
Journal clubs are getting more and more popular and are seen in many variations. A classic journal club is a structured educational meeting for a group of people to discuss, debate, and examine published articles. Journal clubs can be used to gain the latest knowledge in new areas of interest. It is important to educate radiographers and students to use a critical approach when discussing research. This may or may not lead to a new standard of practice.
Journal club meetings can be initiated from e.g., clinical departments, educational institutions, groups with special interests e.g., statistics, modality, or by established research groups.
The workload is typically reading one or two articles as preparation for each meeting and pointing out a presenter with the task of recapitulating the study aim, method, result, and conclusion. However, it is not expected that the journal club members read the paper(s) thoroughly. The interesting part is the presenter’s perspective and interpretation of the selected paper and the discussion followed by the rest of the group members. This tutorial presents how to start a journal club and explains simple steps to consider before the first meeting
Why Is It So Difficult to Contribute to Social Inclusion Through Vocational Education and Training? An Analysis of Policies to Promote the Recognition of Prior Learning in Bangladesh, North Macedonia, Sweden and Switzerland
Get PDFThis paper compares “recognition of prior learning” (RPL) schemes in four countries, to find out the impact of VET policy reforms on social inclusion. The study finds that RPL schemes have only made limited contributions to social inclusion in these countries, for the following reasons: firstly, there are challenges in upper secondary VET, which, in all four countries, requires a substantial level of general education and transversal competencies, on which the key educational policy actors are not willing to compromise. Secondly, some countries used RPL to provide access to non-formal qualifications. Still, such schemes were only successful when those non-formal qualifications were already well-established in society and the labour market (prior to having been made accessible through RPL). The article argues that, for RPL to contribute more to social inclusion, schemes need to be less complicated and should also include complementary education and training provisions for all those who lack work experience in sectors where access to employment depends on certain qualifications
Covid-19 i Danmark: Ind i og ud af krisen
Get PDFArtiklen giver først en kort oversigt over covid-19-håndteringens forløb fra krisens udbrud i 2020 til 2022, hvor der er en forventning om covid-19’s forvandling fra en alvorlig og svært kontrollabel sygdom til en endemisk viruslidelse. Næste afsnit gennemgår krisens politiske og administrative beslutningsprocesser, dels under selve krisen i strikt forstand, dels i den lange fase hvor det har handlet om administrativt og politisk at håndtere et samfundsproblem, som ikke ville gå væk. Det sidste afsnit tager krisehåndteringens ret alvorlige kvalitative aspekter op. Det drejer sig om de demokratiske problemer, som krisehåndteringen snarere end krisen aktualiserede, det faglige beslutningsgrundlag (sundhedsfagligt, juridisk, økonomisk og adfærdsvidenskabeligt) og endelig spørgsmålet om, hvordan man kvalitetssikrer krisehåndteringen.The paper presents an overview of Danish Covid-19-crisis management as it developed from its outbreak to its status as an endemic virus. This is followed by an analysis of political and administrative decision making during the crisis and during the protracted series of events where the handling of problems that would not go away attracted all political attention. Finally, the paper discusses the important qualitative issues that were raised both by the crisis and by its political handling. These issues were democratic, legal, and professional (health professional, economic, and behavioral)
Connective Enactment and Collective Accomplishment in Professional Practices
Get PDFWorking with others is key to professionalism but little attention has been given to how specific actions contribute to collective practices to secure shared ends in work. This essay considers how professionals’ actions connect with one another in distributed (multi-participant) work practices. Recently, Hopwood, Blomberg, Dahlberg and Abrant Dahlgren identified a new way of viewing how professionals in distributed practices coordinate their actions to accomplish shared ends, in terms of phenomena they describe as “connective enactments” and “collective accomplishments”. In this essay, we explore the possibility that these phenomena have far more general application than the cases studied by Hopwood et al. We use the theory of practice architectures to outline this more general account and test its viability in by examining a case of culinary services practices. This more generalised account may offer new ways to understand features of distributed work practices and enhance professional practice and learning
