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I studien undersøker vi hvordan grensekryssingen mellom arbeidet og styrerutdanningen bidrar til kvalifisering, sosialisering og subjektivering i rollen som leder i barnehager. Det teoretiske rammeverket er Biestas (2014) forståelse av kvalifisering, sosialisering og subjektivering som utdanningers tre funksjonsområder. Studien bygger på kvalitative data og presenterer analyse av eksamensoppgaver fra to kull ved UiT Norges arktiske universitet (n = 38). Resultatene viser at deltakerne ble mer enn faglig kvalifisert; de ble sosialisert inn i en lederrolle i studiet som ble overført til praksis i barnehagen. Deltakerne utviklet subjektivering i form av autonomi som leder overfor de øvrige ansatte og eiernivået, og de følte seg mer rustet til å håndtere spenninger, utfordringer og oppgaver. Studien viser betydningen av at utdanninger fremmer sosialisering og subjektivering gjennom en kombinasjon av faglig påfyll, veksling mellom kontekster og diskusjoner samt arbeidsplassbasert gjennomføring av mellomarbeid. ENGLISH ABSTRACT National education for leaders in early childhood education – an arena for qualification, socialization, and subjectification The study examines in which way border crossing between work and education contributes to qualification, socialization, and subjectification for leaders in early childhood education. The theoretical framework used in this article is Biesta’s (2014) understanding of qualification, socialization, and subjectivation as education’s three main domains. The study is based on qualitative data and presents an analysis of exam papers from two cohorts at UiT The Arctic University of Norway (n = 38). The results showed that the participants became more than professionally qualified, they were socialized into a role as a leader during the program. The participants developed subjectification in the form of autonomy as leaders in relation to the other employees and they felt more equipped to handle tensions, challenges and tasks associated with their position. The study shows the importance of education promoting socialization and subjectification through the combination of lectures, the crossing between contexts, discussions among peers, as well as workplace-based implementation of intermediate work.

Bathymetry (seafloor depth), is a critical parameter providing the geospatial context for a multitude of marine scientific studies. Since 1997, the International Bathymetric Chart of the Arctic Ocean (IBCAO) has been the authoritative source of bathymetry for the Arctic Ocean. IBCAO has merged its efforts with the Nippon Foundation-GEBCO-Seabed 2030 Project, with the goal of mapping all of the oceans by 2030. Here we present the latest version (IBCAO Ver. 4.0), with more than twice the resolution (200 × 200 m versus 500 × 500 m) and with individual depth soundings constraining three times more area of the Arctic Ocean (∼19.8% versus 6.7%), than the previous IBCAO Ver. 3.0 released in 2012. Modern multibeam bathymetry comprises ∼14.3% in Ver. 4.0 compared to ∼5.4% in Ver. 3.0. Thus, the new IBCAO Ver. 4.0 has substantially more seafloor morphological information that offers new insights into a range of submarine features and processes; for example, the improved portrayal of Greenland fjords better serves predictive modelling of the fate of the Greenland Ice Sheet.

Eosinophilic esophagitis (EoE) is a chronic inflammatory condition of the esophagus. Many new studies have been reported recently that describe EoE management. An expert panel was convened by the American Gastroenterological Association Institute and the Joint Task Force on Allergy-Immunology Practice Parameters to provide a technical review to be used as the basis for an updated clinical guideline. This technical review was developed using the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) framework. Eighteen focused EoE management questions were considered, with 15 answered using the GRADE framework and 3 with a narrative summary. There is moderate certainty in the evidence that topical glucocorticosteroids effectively reduce esophageal eosinophil counts to

Research studies have documented the causes of perceived stress in teachers, while less attention has been given to identifying appropriate stress-management strategies. The aim of this article is to provide insight into the strategies for coping with stress that newly qualified primary and lower secondary school teachers with a five-year integrated master's degree from a Norwegian teacher education institution employ in their daily work after three years in the profession and the characteristics of these strategies. The data material consists of qualitative interviews with 27 teachers. The study shows that the teachers manage stress through: (a) openness with and support from colleagues and family, (b) shielding and escape, (c) learning established stress-coping strategies and d) planning, structuring, and lowering ambitions. The themes are discussed with theoretical concepts of problem-, emotion- and relationship-focused coping strategies. The study discusses the limitations of Norwegian teacher education related to the handling of work stress.

Background: Living-learning communities and global or diversity learning experiences have been identified as educational practices which often have a "high impact" on student success, as well as providing interpersonal competencies that are greatly valued by employers. Even without a specific intercultural or diversity component, living-learning communities would seem to offer rich settings for the development of the ability to work effectively across cultural difference. Yet intercultural learning outcomes are rarely assessed outside the domain of study abroad or diversity training programs. The purpose of this study was to determine whether participation in a "global science" living-learning community can increase the intercultural competence of first year international and domestic students, as measured by a well-known quantitative instrument, the Intercultural Development Inventory (IDI). Results: In the first 2 years of the study, the intercultural learning content focused primarily on 'dealing effectively with difference' and produced minimal mean gains in intercultural competence. Examination of qualitative data from these experiences (using a well-known rubric to frame the analysis) as well as a review of the literature around intercultural learning (principally in study abroad contexts) suggested that focusing on similarity and self-awareness, coupled with individualized feedback, was likely to be a more appropriate pedagogy for students' competency development. Following the curriculum revision, 2 years worth of participants exhibited much higher mean gains in IDI scores, as well as higher rates of shifting to a new stage of effectiveness by semester's end. Conclusions: This study contributes to the STEM education literature by attempting to apply several years of research findings about effective intercultural competence development, principally from study abroad programs, to STEM education in on-campus contexts. In so doing, it has implications for how STEM educators can more effectively work towards cultivating global-ready STEM graduates, and towards reaching STEM students who, for whatever reason, do not typically participate in study abroad.

We analyse and self-reflect on an action research project conducted in a financial organisation twelve years ago. The research question was: What are the challenges of initiating an action research project in a financial organisation with top-down control that uses the Balanced Scorecard? The data came from action learning seminars with line managers, observations, interviews, and meetings in a Norwegian bank (Bank) with approximately 800 employees. The data were analysed using thematic analysis. This study's findings indicate that performance management and top-down senior management control may unintentionally hinder the possibilities for proceeding with action research projects. The researchers lacked open communication with senior management about the purpose of the project, and the managers who participated in the action learning found it difficult to explain to colleagues and senior management what they learned from the processes. Action research did not fit with the Bank's strategic use of performance management. The project may have increased the stress on the line managers as we identified problems without providing the opportunity to make real changes in their organisation. As a result, we determined that action researchers should be cautious in initiating action research without concrete support, active participation and 'common ground' dialogues with senior management.

Abstract Background In March 2020, campuses at Norwegian academic institutions were closed due to the COVID-19 pandemic. All in-person teaching had to be replaced by digital alternatives. The closure also affected clinical placements in physiotherapy programs, which in some cases had to be replaced by online alternatives without patient contact. The aim of this study is to evaluate the benefits and challenges of using digital pedagogies to accomplish the learning outcomes of clinical placements. Methods Forty-four final-year physiotherapy students at Oslo Metropolitan University had their clinical placement substituted by an online alternative centered around two main educational activities conducted online in small groups: 1) clinical case seminars and 2) digital lectures followed by webinars where students discussed and solved tasks related to the lectures. Additionally, as a part of this alternative placement, students had to conduct a physiotherapy assessment of a family member/housemate and summarize the findings in an anonymized medical record. At the end of the placement, all students wrote a short essay reflecting on their learning process. Students’ written reflections were anonymized and subjected to a qualitative analysis. Results Forty-three out of 44 participating students completed their essays. Although students expressed disappointment in missing out on clinical placement, they were surprised by how much learning the online alternative provided. The most valued activities were clinical case seminars where clinical cases previously experienced by the students were discussed. The seminars appeared to facilitate students’ engagement in professional discussions and to enhance their clinical reasoning skills. Seminars also seemed to strengthen students’ belief in their own and their fellow students’ capabilities. Group discussions focusing on topics related to digital lectures were also appreciated. Interestingly, the activity that most closely mimicked a clinical setting – physiotherapy assessment of family member/housemate – was rarely mentioned in the students’ essays. As expected, students most regret not meeting real patients and missing out on the new clinical experiences such encounters would provide. Conclusions Despite lack of direct patient contact, students in physiotherapy education evaluated that an online alternative placement was highly clinically relevant. Peer-to-peer discussions of clinical cases appeared to be especially valued. The fact that students themselves had to take the main responsibility for preparing the seminars and leading the discussions was an important pedagogical aspect of the online alternative. The findings indicate that in learning of clinical skills, physiotherapy students take benefit of autonomous, student-centered interventions. Further research should investigate how digital technology-enhanced learning can be used to improve quality of ordinary clinical placement, in physiotherapy- and health education.

The alkyne zipper reaction is an internal-to-terminal alkyne isomerization reaction with many interesting applications in synthetic chemistry, as it constitutes an efficient means of achieving acetylene functionalization. A review of its applications in synthesis processes is presented in this paper, with a brief overview of the mechanistic features of the alkyne zipper reaction, as well as a brief overview of its future potential.

Abstract Establishing wetlands for nutrient capture and biodiversity support may introduce trade‐offs between environmentally beneficial functions and detrimental greenhouse gas emissions. Investigating the interaction of nutrient capture, primary production, greenhouse gas production and biodiversity support is imperative to understanding the overall function of wetlands and determining possible beneficial synergistic effects and trade‐offs. Here, we present temporally replicated data from 17 wetlands in hemi‐boreal Sweden. We explored the relationship between nutrient load, primary producing algae, production of methane and nitrous oxide, and emergence rates of chironomids to determine what factors affected each and how they related to each other. Chironomid emergence rates correlated positively with methane production and negatively with nitrous oxide production, where water temperature was the main driving factor. Increasing nutrient loads reduced methanogenesis through elevated nitrogen concentrations, while simultaneously enhancing nitrous oxide production. Nutrient loads only indirectly increased chironomid emergence rates through increased chlorophyll‐a concentration, via increased phosphorus concentrations, with certain taxa and food preference functional groups benefitting from increased chlorophyll‐a concentrations. However, water temperature seemed to be the main driving factor for chironomid emergence rates, community composition and diversity, as well as for greenhouse gas production. These findings increase our understanding of the governing relationships between biodiversity support and greenhouse gas production, and should inform future management when constructing wetlands.

Journalistiske fortellinger om framtiden preger både norske og internasjonale nyhetsmedier. Men hvilke teknikker bruker journalistene til å fortelle sannferdig om noe som ennå ikke har skjedd? Artikkelen diskuterer hvordan narratologiske kategorier kan brukes til å forstå og diskutere framtidsfortellinger i vår tids journalistikk. Et sentralt begrep er foranstilt narrasjon, altså en fortellerposisjon der den rapporterte virkeligheten foreløpig ikke finnes, men kan komme til å oppstå. Et grunnleggende premiss er at journalistiske narrativer er noe mer enn den tradisjonelle oppfattelsen av narrativ journalistikk som tilbakeskuende reportasjer skrevet i en skjønnlitterær form. Også konvensjonell nyhetsjournalistikk har narrative elementer, og fortellingen behøver ikke handle om hendelser som er avsluttet. Klimakrisen, koronapandemien og krigen i Ukraina er eksempler på temaer som har generert journalistiske fortellinger om framtiden. Artikkelen utvikler et begrepsapparat for analyse av slike framtidsfortellinger. Vi analyserer tre ulike tekster som illustrerer forskjellen mellom det vi kaller fortellinger om framtiden, fortellinger fra framtiden og frammaninger av framtiden.

Scene recognition is the task of identifying the environment shown in an image. Spectral filter array cameras allow for fast capture of multispectral images. Scene recognition in multispectral images is usually performed after demosaicing the raw image. Along with adding latency, this makes the classification algorithm limited by the artifacts produced by the demosaicing process. This work explores scene recognition performed on raw spectral filter array images using convolutional neural networks. For this purpose, a new raw image dataset is collected for scene recognition with a spectral filter array camera. The classification is performed using a model constructed based on the pretrained Places-CNN. This model utilizes all nine channels of spectral information in the images. A label mapping scheme is also applied to classify the new dataset. Experiments are conducted with different pre-processing steps applied on the raw images and the results are compared. Higher-resolution images are found to perform better even if they contain mosaic patterns.