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Legalised resistance to autocratisation in common law Africa
Get PDFSince the 1990s, African incumbents have engaged in forms of rule-bending that weaken democratic institutions. The democratic backsliding witnessed weaponises law through processes of autocratic lawfare. However, civil society and the opposition may challenge the incumbent’s attempts at autocratisation through the use of law and, in so doing, resist processes of democratic backsliding. We refer to processes where civil society actors and opposition politicians seek to defend pluralism through legal mobilisation as democratic lawfare. We explore the responses to autocratic lawfare by pro-democracy actors in five African common law countries: Kenya, Malawi, Uganda, Zambia and Zimbabwe. Our analysis shows that across the common law system countries, court decisions have secured space for political debate and protest, particularly in relation to elections. In the countries with the strongest pluralist traditions (Kenya, Malawi and Zambia), court actions have often succeeded in preventing incumbents from tilting the electoral playing field and reigning in parliament. Even in the most autocratic settings, as the cases of Uganda and Zimbabwe, courts have provided some protection to opposition candidates. To understand resistance to autocratisation, it is necessary to analyse the opportunities inherent in the institutional context and the resources – organisational, strategic and normative – that different actors bring to these contests.publishedVersio
Potential flow based aerodynamic analysis of floating wind turbines in probabilistic wind and wave environments
Get PDFThis thesis investigates the aerodynamic performance of floating offshore wind turbines (FOWTs) under realistic wind and wave conditions using a potential flow approach. The main objective is to understand how realistic environmental input, including both wind and wave effects, influences the power output and aerodynamic behavior of individual turbines and small wind farm configurations. An aerodynamic model based on the unsteady vortex lattice method (UVLM) is used, employing the in-house solver \texttt{VLMSim} to simulate aerodynamic behavior and an accompanying mesh generator \texttt{UVLMeshGen} developed at the University of Bergen to build aerodynamic surface grids.
As part of this thesis, the \texttt{UVLMeshGen} tool is extended with the implementation of a semi-submersible substructure. This enhancement enables the meshing of complex floating platforms, along with the kinematic input required to simulate six imposed structure motions. In addition, multiple wind profile models are incorporated into the framework, including logarithmic, power law, low level jet stream, and spatially interpolated profiles derived from the NORA3 reanalysis dataset. These additions allow for the simulation of more realistic offshore inflow conditions.
The aerodynamic framework is verified using well established benchmark turbines, including the NREL 5 MW, DTU 10 MW, and Sandia 13.2 MW reference models. Simulation scenarios are then conducted to assess how various wind profiles and imposed platform motions affect aerodynamic loading and power production. The results demonstrate that the combined effects of wave induced motion and non uniform wind inflow significantly alter the rotor’s operating conditions and cause substantial variations in output power. Among the different motions studied, surge and pitch motions, and heave motions of the platform are identified as having the most pronounced impact on turbine performance.
The thesis also examines wake development and power losses in small scale FOWT arrays under directional wind and wave misalignment. Simulations of two and three turbine layouts show clear evidence of wake interaction effects, highlighting the importance of accounting for array layout and environmental variability in wind farm design.
This research advances aerodynamic modeling capabilities for floating wind turbines by integrating realistic inflow conditions and dynamic platform behavior. It offers a valuable foundation for future studies aimed at optimizing turbine performance and offshore wind farm efficiency.Masteroppgave i energiENERGI399I5MAMN-ENE
Classifier handshape choice in Russian Sign Language and Sign Language of the Netherlands
Get PDFClassifier predicates, also known as depictive verbs, are complex signs used to describe motion or localization events in sign languages. Every component of the classifier predicate bears its own meaning: the handshape refers to the semantic class of the referent (e.g., human, car, a round object, etc.), while the trajectory of the motion, its manner and the localization of the sign iconically represent the described event. In this exploratory study, we compare the factors influencing the choice between classifier 1- and 2-handshapes for anthropomorphic referents in two sign languages – Russian Sign Language and Sign Language of the Netherlands (NGT), by comparing data from two parallel subcorpora of cartoon retellings. The findings of this research reveal that both languages use both classifiers for human(-like) referents but the proportion of the use of 1-handshape and 2-handshape is different. Additionally, we identified various morphological, syntactic, and semantic factors that might influence the choice between the two handshapes. Some of these factors have a similar effect in both sign languages, and others influence the choice between the handshapes in the two sign languages in different, often contrasting ways. This observation highlights the linguistic status of whole-entity classifier handshapes for anthropomorphic referents despite the high level of iconicity of classifier constructions.publishedVersio
Kontaktlærere på mellomtrinnet sitt arbeid med utviklingen av sosial kompetanse
Get PDFI takt med samfunnsendringer og en bredere forståelse av hva utdanning skal bidra til, har skolens mandat utviklet seg til å favne mer enn faglig kunnskapsformidling. Skolen har i økende grad blitt en arena for danning, relasjonsbygging og utvikling av sosiale ferdigheter. Utviklingen av sosial kompetanse fremheves som en sentral del av elevenes helhetlige læring og danning, og forstås som avgjørende for både læringsmiljøet og deres fremtidige livsmestring. Dette understrekes både i læreplanverket LK20 og i andre utdanningspolitiske styringsdokumenter. Samtidig gis det få konkrete føringer for hvordan dette arbeidet skal foregå i praksis, noe som gir stort handlingsrom, men også rom for usikkerhet blant lærere.
Denne studien undersøker hvordan kontaktlærere på mellomtrinnet arbeider med å utvikle elevenes sosiale kompetanse, og hvordan de forstår sitt ansvar i møte med læreplanens føringer. Studien baserer seg på kvalitative, semistrukturerte intervjuer med fem kontaktlærere, og belyser deres forståelser av sosial kompetanse, samt deres arbeids- og vurderingsmetoder knyttet til elevenes sosiale utvikling.
Funnene viser at lærerne anerkjenner sosial kompetanse som en sentral del av skolens mandat, men at de opplever varierende grad av støtte, struktur og klare retningslinjer i arbeidet. Mangelen på konkrete føringer bidrar til stor variasjon i praksis, og arbeidet preges i stor grad av individuelle vurderinger og profesjonelt skjønn. Flere av kontaktlærerne forteller også om et økt oppdragelsesansvar i skolen, og utrykker bekymring for at det økte ansvaret for elevens sosiale utvikling gjør at skolen ikke egentlig kan drive skole.
Oppgaven belyser et behov for tydeligere nasjonale støtteressurser og kompetanseutvikling, og peker samtidig på viktigheten av videre forskning på både elevers perspektiv og etisk forsvarlig vurderingspraksis knyttet til sosial kompetanse.As society changes and our understanding of education expands, the mandate of schools has expanded to include more than just academic learning. Schools are increasingly becoming arenas for personal development, relationship-building, and the cultivation of social skills. The development of social competence is emphasized as a central component of students’ holistic learning and is regarded as essential both for the learning environment and for students’ future life mastery. This is highlighted in the national curriculum LK20 as well as in other educational policy documents. However, there are few concrete guidelines on how this work should be carried out in practice, which provides significant autonomy but also uncertainty for teachers.
This study explores how homeroom teachers at the upper primary level work to develop students’ social competence and how they interpret their responsibilities in light of the curriculum's intentions. The study is based on qualitative, semi-structured interviews with five homeroom teachers and examines their understandings of social competence, as well as their working and assessment methods related to students’ social development.
The findings show that teachers recognize social competence as a key part of the school’s mandate, but experience varying levels of support, structure, and clear guidelines in their work. The lack of specific directions contributes to variation in practice, and much of the work is characterized by individual judgment and professional discretion. Several of the homeroom teachers also describe an increased upbringing responsibility in schools and express concern that this growing responsibility for students’ social development challenges the school’s ability to fulfill its core educational mission.
The thesis highlights the need for clearer national support resources and professional development and points to the importance of further research on both students’ perspectives and ethically responsible assessment practices related to social competence.Masteroppgave i pedagogikkPED395MAPS-PE
Ansettelser med midlertidig lønnstilskudd i statlige virksomheter
Get PDFInkluderende rekruttering i statenMasteroppgaveJUS399MAJURMAJUR-
Norske Samers Riksforbund sin dominerende rolle i samepolitikken – i endring og under press
Get PDFThe Norwegian Sami Association (NSR) has dominated Sámi politics since the establishment of the Sámi Parliament in 1989. NSR has often been the leading party, shaping the political agenda and forming most of the Executive Councils of the Sámi Parliament (‘governments’). This dominance, characterized as the dominant party in a two-party system, has been challenged recently by the emergence of the People of the North Party (Nordkalottfolket – NKF). The new political competition introduces significant changes, potentially ending NSR’s long-standing influence. NSR’s ability to adapt to demographic shifts and maintain its role as a cultural and political institution will be critical. Despite these chal- lenges, NSR remains the central political party in the institutionalization and inter- nationalization of Sámi rights, particularly regarding land and self-determination. The evolving political landscape suggests an increasing fragmentation, yet NSR’s historical and organizational strengths may help sustain its dominant position.publishedVersio
Exploring EMI students’ attitudes towards translanguaging and English language proficiency threshold across different disciplines
Get PDFThe current study explores the discipline-based differences in terms of the relationship between English language proficiency and attitudes towards translanguaging in partial English Medium Instruction (EMI) programmes at a Turkish university. Quantitative data were collected from undergraduates in the Faculty of Engineering (n = 173) and the Faculty of Economics and Administrative Sciences (n = 172). Analyses revealed that English proficiency did not predict students’ general attitudes towards translanguaging and their attitudes towards the use of translanguaging in class in engineering programmes. However, proficiency was a significant predictor of both factors for the social science students. MANOVA results showed that the multivariate effect of proficiency was significant in social science programmes but not in engineering programmes. An apparent proficiency threshold was observed with social science students but not with engineering students, where attitudes towards the use of translanguaging decreased at the B2 proficiency level. The paper discusses the pedagogical implications of the relationship between language proficiency and attitudes towards translanguaging in different disciplines.publishedVersio
Passiv medvirkning: En analyse av straffansvaret ved mishandling i nære relasjoner
Get PDFMasteroppgaveJUS399MAJURMAJUR-
Teacher Students’ Opinions and Preferences on Didactical Approaches in English Teacher Education in the U.S and Norway
Get PDFMålet med denne masteroppgaven er å undersøke meningene og opplevelsene til engelsk lærerstudenter i USA og Norge angående de didaktiske undervisningsmetodene i deres respektive engelsk (som andrespråk) lærerprogram. Stor vekt blir lagt på aktivitet, samarbeid, og formative vurderingsmetoder i undervisningen både i Norge og i USA. Studien ser derfor på disse studentene sine opplevelser og meninger relatert til vurderingsmetoder og hvordan studentene opplever effektiviteten til sine respektive engelsk lærerprogrammer til å forberede dem til å bli lærere. Derfor er det interessant å se hvorvidt disse Engelske lærerstudentene opplever at de respektive programmene tar hensyn til slike faktorer. Gjennom en kvalitativ tilnærming som baserer seg på seks dybdeintervjuer, deler engelsk lærerstudenter fra Norge og USA sine meninger og opplevelser. Som teoretisk rammeverk fokuserer denne studien på Vygotskys sosiokulturelle teori, Dewey sin pragmatiske teori, samt teori rundt summative og formative vurderingsmetoder. Tidligere forskning rundt temaet blir presentert og funnene i denne studien blir analysert i lys av det teoretiske rammeverket og tidligere forskning. Funnene fra denne studien viser blant annet lite didaktiske metoder som omfavner aktivitet og samarbeid med medstudenter, ifølge de norske engelsk lærerstudentene. De amerikanske engelsk lærerstudentene er mer fornøyd med mengden aktivitet og samarbeid. Samtidig viser disse funnene at dette engelsklærerprogrammet i Norge anvender lite formative vurderingsformer sammenlignet med opplevelsene fra de amerikanske lærerstudentene. I tillegg kommer det frem et teoretisk gap mellom det de norske lærerstudentene i denne studien lærer i programmet og det de skal lære vekk til sine egne elever. Dette er en faktor som er mindre synlig gjennom opplevelsene til de amerikanske studentene.Engelsk mastergradsoppgaveENG350MAHF-ENGMAHF-LÆF