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As pedagogical approaches to teaching and learning continue to evolve to meet the needs of students in a rapidly changing, globalized world that is heavily influenced and reliant on digital technologies, it is anticipated that the learning environments in Higher Education will also be transformed. Consequently, this transformation of learning environments is often synonymous with the adoption of and continued focus on the potential benefits of online learning in the Higher Education sector. It is within this context that this paper reports on a small-scale case study in a large Nordic university where the learning management system, Blackboard was piloted and implemented using a top-down approach consisting of the comprehensive training of academic staff, students and support staff. The explorative approach used in this study identifies three common themes in the data as it follows a group of academic beta testers (N=23) who are involved in the initial phases of implementation. The study explores the educators' primary use of Blackboard, whilst attempting to understand how academics perceive and interpret the role of online technologies to support effective pedagogical practices. Drawing on data from participant interviews, the study highlights the need for increased academic support for online learning design and a renewed focus on staff development of effective pedagogical practices.

The elimination of tar impurities from biomass gasification by catalytic steam reforming can provide clean syngas for downstream biofuel synthesis (Fischer–Tropsch). The effects of key operating parameters in CH4/tar steam reforming were investigated. Ni-Co/Mg(Al)O catalyst performance was tested at model conditions (10/35/25/25/5 wt% CH4/H2/CO/CO2/N2), changing the temperature (650–800 °C), steam-to-carbon ratio (2–5), tar loading (10–30 g/Nm3), and tar composition (toluene, 1-methylenaphthalene, and phenol). Complete tar elimination was achieved under all conditions, at the expense of catalyst deactivation by coke formation. Post-operation coke characterization was obtained with TPO-MS, Raman spectroscopy, and STEM analysis, providing vital insight into coke morphology and location. Critical low-temperature and high-tar loading limits were identified, where rapid deactivation was accompanied by increasing amounts of hard coke species. A coke classification scheme is proposed, including strongly adsorbed surface carbon species (soft coke A), initial scattered carbon filaments (hard coke B1.1), filament clusters and fused filaments (B2), and strongly deactivating bulk encapsulating coke (B3), formed through progressive filament cluster graphitization. High-molecular-weight tar was found to enhance the formation of strongly deactivating metal-particle-encapsulating coke (B1.2). The results contribute to the understanding of coke formation in the presence of biomass gasification tar impurities.

We report the magnetic anisotropy of kagome bilayer ferromagnet Fe3Sn probed by the bulk magnetometry and magnetic force microscopy (MFM) on high-quality single crystals. The dependence of magnetization on the orientation of the external magnetic field reveals strong easy-plane magnetocrystalline anisotropy and anisotropy of the saturation magnetization. The leading magnetocrystalline anisotropy constant shows a monotonous increase from K1≈−1.0×106 J/m3 at 300 K to −1.3×106 J/m3 at 2 K. Our ab initio electronic structure calculations yield the value of total magnetic moment of 7.1 μB/f.u. and a magnetocrystalline anisotropy energy density of −0.57 meV/f.u. (−1.62×106J/m3) both being in reasonable agreement with the experimental values. The MFM imaging reveals micrometer-scale magnetic vortices with weakly pinned cores that vanish at the saturation field of ∼3 T applied perpendicular to the kagome plane. The observed vortex-domain structure is well reproduced by the micromagnetic simulations, using the experimentally determined value of the anisotropy and exchange stiffness.

Niacin is the precursor to pyridine nucleotides NAD (nicotinamide adenine dinucleotide) and NADP (nicotinamide adenine dinucleotide phosphate). Niacin (vitamin B3) is the common term for nicotinic acid, nicotinamide and derivatives that exhibit the biological activity of nicotinamide. Furthermore, the indispensable amino acid tryptophan is the substrate for de novo synthesis of NAD. Thus, the requirements and intake of niacin are expressed as niacin equivalents (NE).The focus of interest for niacin over the last decade has primarily been on pharmacological doses of nicotinic acid as a lipid-lowering agent and other NAD precursors as potential enhancers of cellular NAD+ concentrations. None of these studies, however, makes a useful contribution to understanding dietary requirements in healthy populations.The requirement for niacin is estimated based on the relationship between intake and biochemical indices of niacin status, primarily urinary excretion of nicotinamide metabolites.

Only a few studies have explored relationships between riboflavin intake and function and a few studies have examined the effects of supplements on various clinical or biochemical outcomes. None of these studies, however, make a useful contribution to understanding requirements in healthy populations. Thus, there is no strong evidence to change the recommendations.The requirement for riboflavin is estimated based on the relationship between intake and biochemical indices of riboflavin status, including urinary excretion and enzyme activities.

This review article focuses on the teaching of computer programming in primary school mathematics, as reported by 37 empirical studies. Our findings show that a variety of research methods are used, which often combine qualitative and quantitative approaches. Furthermore, we found the focus of attention to vary from emphasis on the teacher and the teacher's knowledge regarding computer programming, to how use of tools and devices can influence learning outcomes, and the actual teaching and learning in the classroom. We found the implications for teaching congregate in three categories: the relation between mathematics and computer programming, tools and devices, and didactical approaches. Based on the discussion of our findings, we suggest two new possibilities for research on the teaching of computer programming in primary school mathematics: focus on computer programming and specific mathematical topics, and focus on students' in-depth learning in a way that makes it possible to explore connections between computer programming and mathematics and use of computational thinking to solve mathematical problems.

This paper presents a discussion of Radcliffe’s pedagogy-space-technology (PST) framework for the development, implementation, and evaluation of learning spaces in light of Merleau-Ponty’s Phenomenology of Perception. The following research questions have guided the theoretical discussion: In which ways can Merleau-Ponty’s body-subject phenomenology enlighten Radcliffe’s framework? How can Merleau-Ponty’s body-subject paradigm be integrated into the development and implementation of hybrid learning environments? The reference to an exploratory case study within the frame of a larger research project will support the theoretical argumentation. In the study, the genesis of an innovative learning environment linked to a cross-institution master’s program located at two Norwegian universities will serve as an example.

Vitamin B12 (cobalamin) is essential for normal metabolic function, and even moderate deficiency of this vitamin has negative health effects. Vitamin B12 is found in animal foods, and as vegetarian diets are increasingly popular in Western countries, one might expect a higher prevalence of vitamin B12 deficiency in the Nordic population. Setting recommendations for vitamin B12 intake has proven to be difficult, as uptake of vitamin B12 varies substantially, the clinical deficiency symptoms are often diffuse, and there is no clear agreement on the decision limits for vitamin B12 deficiency. Vitamin B12 deficiency is reported to be particularly common among pregnant women and infants, despite the fact that less than 1% of Norwegian pregnant women have a cobalamin intake below the Nordic Nutrition Recommendations 2012-recommended level of 2.0 µg/day. In addition, the assumption that breast milk contains sufficient vitamin B12 for optimal health and neurodevelopment during the first 6 months of life does not comply with the high prevalence of insufficient vitamin B12 status in this age group. Recommended intakes of vitamin B12 vary among age groups and must be based on markers of cobalamin status, indicating an optimal intracellular biochemical status, and not merely absence of clinical signs of vitamin B12 deficiency.

With this paper, Lysne argues for a new kind of literacy she terms literary multimodal literacy, a competence she deems is prerequisite for an engagement with texts like Almond’s hybrid multimodal books for young readers.

ABSTRACTThis review article focuses on the teaching of computer programming in primary school mathematics, as reported by 37 empirical studies. Our findings show that a variety of research methods are used, which often combine qualitative and quantitative approaches. Furthermore, we found the focus of attention to vary from emphasis on the teacher and the teacher’s knowledge regarding computer programming, to how use of tools and devices can influence learning outcomes, and the actual teaching and learning in the classroom. We found the implications for teaching congregate in three categories: the relation between mathematics and computer programming, tools and devices, and didactical approaches. Based on the discussion of our findings, we suggest two new possibilities for research on the teaching of computer programming in primary school mathematics: focus on computer programming and specific mathematical topics, and focus on students’ in-depth learning in a way that makes it possible to explore connections between computer programming and mathematics and use of computational thinking to solve mathematical problems.

The direct current (dc) conductivity and emergent functionalities at ferroelectric domain walls are closely linked to the local polarization charges. Depending on the charge state, the walls can exhibit unusual dc conduction ranging from insulating to metallic-like, which is leveraged in domain-wall-based memory, multilevel data storage, and synaptic devices. In contrast to the functional dc behaviors at charged walls, their response to alternating currents (ac) remains to be resolved. Here, we reveal ac characteristics at positively and negatively charged walls in ErMnO3, distinctly different from the response of the surrounding domains. By combining voltage-dependent spectroscopic measurements on macroscopic and local scales, we demonstrate a pronounced nonlinear response at the electrode-wall junction, which correlates with the domain-wall charge state. The dependence on the ac drive voltage enables reversible switching between uni- and bipolar output signals, providing conceptually new opportunities for the application of charged walls as functional nanoelements in ac circuitry.

This review article focuses on use of an escape room as a didactic tool in teaching and learning, as identified in empirical studies that have examined the use of escape rooms in educational contexts. The review studied the methods used to study escape rooms, what the focus of attention was, what the reported use was, and implications this has for the use of escape rooms for teaching and learning. Our analysis showed that most studies are concerned with the implementation and use of an escape room in relation to four fields of attention; scenario, curriculum, 21st-century skills, and motivation. Overall, the reviewed articles indicate that more studies are needed on the use of escape rooms for educational purposes. It seems that research on this topic has reached a new phase, and there is a need for structured research and transparency in the research design and methods for data collection and analysis. We see opportunities for the use of escape rooms as a didactic tool in primary and secondary education, and in teacher education.

These past few years have shown the importance of successfully designing cross-campus and multi-campus hybrid and fully digital learning environments to sustain and guarantee continuity in learners’ higher education - an aspect that has become pivotal to ensure the survival of Higher Educational Institutions in an increasingly digitalized world. Such learning environments, and related pedagogical practices, seem to contribute to promoting the development of the learners’ critical skills to meet future work-life challenges and possible new crises. It is therefore increasingly important to include students’ experiences and feedback to help develop and define standards and frameworks that can guide educators and other stakeholders in their work. This article presents the results from an exploratory case study within the frame of a larger research project closely linked to a cross-campus and cross-institution master’s degree program at the Norwegian University of Science and Technology (NTNU). The master’s program is a collaboration between NTNU and the University of Oslo (UiO) and is co-located at both campuses through one shared hybrid, physical and virtual, learning space called the Portal. The genesis of the Portal is informed by Radcliffe’s Pedagogy-Space-Technology framework for the design and evaluation of learning spaces. The scope of our research focuses on the “user experiences”, particularly on how students experience their learning space as an arena for student active learning and collaborations in a cross-campus (and cross-institution) organization. With this article, we hope to contribute to the research field in higher education by bringing in newer insight and, hopefully, a fresh point of view.

Abstract Background Excess adipose tissue is associated with increased cardiovascular and metabolic risk, but the volume of visceral and subcutaneous adipose tissue poses different metabolic risks. MRI with fat suppression can be used to accurately quantify adipose depots. We have developed a new semi-automatic method, RAdipoSeg, for MRI adipose tissue segmentation and quantification in the free and open source statistical software R. Methods MRI images were obtained from wild-type mice on high- or low-fat diet, and from 20 human subjects without clinical signs of metabolic dysfunction. For each mouse and human subject, respectively, 10 images were segmented with RAdipoSeg and with the commercially available software SliceOmatic. Jaccard difference, relative volume difference and Spearman’s rank correlation coefficients were calculated for each group. Agreement between the two methods were analysed with Bland–Altman plots. Results RAdipoSeg performed similarly to the commercial software. The mean Jaccard differences were 10–29% and the relative volume differences were below ( ±) 20%. Spearman’s rank correlation coefficient gave p-values below 0.05 for both mouse and human images. The Bland–Altman plots indicated some systematic and proporitional bias, which can be countered by the flexible nature of the method. Conclusion RAdipoSeg is a reliable and low cost method for fat segmentation in studies of mice and humans.

This study focuses on student motivation and ownership of learning in a team-based learning environment that is situated in a cross-campus and online context. Data were collected through semi-structured interviews from 12 students who participated in a joint international Master’s degree in Music, Communication and Technology programme between two large Nordic universities. The aim of the study was to identify factors that were most likely to impact student motivation and ownership in this cross-campus and online setting. Three main themes emerged from the analysis of data relating to student motivation and ownership. These three themes were autonomy, peer learning, and communication and social bonding. The study has the potential to contribute to the continued development of future learning environments, which will be physical as well as virtual, or a mix of those. The findings indicated that there is a need to focus on student tasks that should be flexible and open for student choice, and where peer learning is one of the main learning strategies used to engage students. Additionally, the findings also highlight the importance of having a focus on communication and social bonding in the planning and organisation of cross-campus and online courses in order for universities to succeed and to transform to meet the needs of a very diverse group of current and future students.

Cystatin C, a cysteine protease inhibitor, is used as a biomarker of renal function. It offers several advantages compared to creatinine, and formulas for the estimation of the glomerular filtration rate based on cystatin C have been developed. Recently, several proteoforms of cystatin C have been discovered, including an intact protein with a hydroxylated proline at the N-terminus, and N-terminal truncated forms. There is little knowledge about the biological significance of these proteoforms.MethodsCross-sectional study of patients with different stages of chronic renal disease (pre-dialysis n = 53; hemodialysis n = 51, renal transplant n = 53). Measurement of cystatin C proteoforms by MALDI-TOF MS, assessment of medicine prescription using the first two levels of the Anatomical Therapeutic chemical system from patients' records.ResultsPatients receiving hemodialysis had the highest cystatin C concentrations, followed by pre-dialysis patients and patients with a renal transplant. In all groups, the most common proteoforms were native cystatin C and CysC 3Pro-OH while the truncated forms made up 28%. The distribution of the different proteoforms was largely independent of renal function and total cystatin C. However, the use of corticosteroids (ATC-L02) and immunosuppressants (ATC-H04) considerably impacted the distribution of proteoforms.ConclusionThe different proteoforms of cystatin C increased proportionally with total cystatin C in patients with chronic kidney disease. Prescription of corticosteroids and immunosuppressants had a significant effect on the distribution of proteoforms. The biological significance of these proteoforms remains to be determined.

Using strain, i.e. subtle changes in lattice constant in a thin film induced by the underlying substrate, opens up intriguing new ways to control material properties. We present a study of the effects of strain on structural and ferromagnetic properties of (1 1 1)pc-oriented La0.7Sr0.3MnO3 epitaxial thin films grown on NdGaO3, SrTiO3, and DyScO3 substrates. (The subscript pc denotes the pseudo-cubic symmetry.) The results show that La0.7Sr0.3MnO3 assumes a monoclinic unit cell on NdGaO3 and DyScO3 and a rhombohedral unit cell on SrTiO3. For La0.7Sr0.3MnO3 on NdGaO3 and DyScO3 a uniaxial magnetic anisotropy is found, while La0.7Sr0.3MnO3 on SrTiO3 is magnetically isotropic. The Néel model is used to explain the anisotropy of the thin films on NdGaO3 and SrTiO3, however, for La0.7Sr0.3MnO3 on DyScO3 the effect of octahedral rotations needs to be included through the single ion model. Through examination of the Curie temperature of the strained films we suggest that (1 1 1)-strain has a different effect on the Jahn-Teller splitting of e g and t 2g electron levels than what is seen in (0 0 1)pc-oriented La0.7Sr0.3MnO3 thin films.

The effectiveness of digital contact tracing for COVID-19 control remains uncertain. Here, the authors use data from the Smittestopp app, used in Norway in spring 2020, and estimate that 80% of nearby devices were detected by the app, and at least 11% of close contacts were not visible to manual contact tracing.

Abstract Background Chronic low back pain (cLBP) is the leading cause of disability among older adults and one of the top reasons for seeking healthcare, resulting in significant decrements in physical functioning. Because older adults are among the fastest growing cohorts in the USA, both the incidence and burden of cLBP are expected to increase considerably, rendering geriatric pain management a top health priority. Resilience is defined as a process allowing individuals to adapt and recover from adverse and stressful conditions, and it has been highlighted as a crucial factor in positive health-related functioning. While a growing body of literature supports the use of resilience-based interventions in chronic pain, research examining their effectiveness in older adults with cLBP remains limited. The primary aims of the study are to assess the feasibility and acceptability of a psychologically oriented resilience intervention among aging adults with cLBP. Methods In this article, we describe the rationale and design of the Adaptability and Resilience in Aging Adults (ARIAA) study, a single-arm intervention in which 60 participants (ages ≥ 60 years) with cLBP will be recruited to participate in a 7-week group-based program aimed at enhancing psychological resilience. Intervention sessions will target positive psychology concepts (e.g., positive affect, pain acceptance, hopeful thinking, pain self-efficacy) and cognitive behavioral techniques that have established benefits in pain management. Primary study outcomes include intervention feasibility and acceptability as measured by treatment engagement, intervention credibility and satisfaction, ability to meet recruitment and retention metrics, and the feasibility of questionnaire and home activity completion. Outcomes will be assessed at baseline, immediately at posttreatment, and at the 3-month follow-up period. Discussion This study will establish the feasibility and acceptability of a novel intervention aimed at enhancing positive, psychological functioning, and resilience in older adults with cLBP. Achievement of these aims will provide a rich platform for future intervention research targeting improvements in pain and disability among geriatric populations and will serve as a foundation for a fully powered trial to examine treatment efficacy of the proposed intervention. Trial registration Clinicaltrials.gov, identifier NCT04068922 . Registered 28 August 2019.

Introduction In 2012, the estimated global prevalence of pre-diabetes was 280 million, and the prevalence is expected to rise to 400 million by 2030. Oat-based foods are a good source of beta-glucans, which have been shown to lower postprandial blood glucose. Studies to evaluate the effectiveness of the long-term intake of beta-glucan-enriched bread as part of a habitual diet among individuals with pre-diabetes are needed. Therefore, we designed a multicentre intervention study in adults with pre-diabetes to investigate the effects of consumption of an oat-derived beta-glucan-enriched bread as part of a normal diet on glycated haemoglobin (HbA1c) in comparison to consumption of whole-grain wheat bread.Methods and analysis The CarbHealth trial is a multicentre double-blind randomised controlled 16-week dietary intervention trial in participants 40–70 years of age with a body mass index of ≥27 kg/m2 and HbA1c of 35–50 mmol/mol. The study is conducted at four universities located in Norway, Sweden and Germany and uses intervention breads specifically designed for the trial by Nofima AS. The aim is to recruit 250 participants. The primary outcome is the difference in HbA1c between the intervention and the control groups. The main analysis will include intervention group, study centre and baseline HbA1c as independent variables in an analysis of covariance model.Ethics and dissemination The study protocol was approved by respective ethical authorities in participating countries. The results of the study will be communicated through publication in international scientific journals and presentations at (inter)national conferences.Trial registration number NCT04994327.

Ni-Co/Mg(Al)O catalysts with different Ni-Co ratios (40-0, 30-10, 20-20, 10-30 and 0-40 wt%) have been tested for steam reforming of hydrocarbon impurities in a model biomass gasification syngas at relevant operating conditions. Effects of tar model (toluene) presence on catalyst deactivation and coke formation were studied. The fresh samples were characterized by ICP-MS, XRD, TPR, N2-physisorption and H2-chemisorption. The coke formation was studied by TGA-TPO, Raman spectroscopy and SEM/EDS. Efficient formation of Ni-Co alloy particles was confirmed by XRD and SEM/EDS. The Ni-Co/Mg(Al)O system shows high steam reforming activity with complete model tar removal. Simultaneous high-temperature H2/CO ratio adjustment by effective equilibration of the WGS reaction was demonstrated. Initial Co addition was proposed to reduce the formation of strongly deactivating encapsulating coke species by efficient removal of coke precursors at the expense of enhanced carbon filament formation. Lower Ni-Co ratios were shown to effectively reduce deactivation and coke formation at the expense of the higher initial activity of the high Ni-Co ratio system. Restructuring of extensive carbon filament clusters was proposed as an additional route to encapsulating coke species with potential long-term deactivation effects. The Ni-Co ratio was shown to affect the carbon filament formation rates and filament diameter distributions. The effects on coke formation were proposed to depend on complex interactions of metal particle size and Ni-Co alloy ratio. The results contribute to the understanding of the highly attractive resistance towards deactivation by coke formation of Ni-Co catalyst systems.

This review article focuses on use of an escape room as a didactic tool in teaching and learning, as identified in empirical studies that have examined the use of escape rooms in educational contexts. The review studied the methods used to study escape rooms, what the focus of attention was, what the reported use was, and implications this has for the use of escape rooms for teaching and learning. Our analysis showed that most studies are concerned with the implementation and use of an escape room in relation to four fields of attention; scenario, curriculum, 21st-century skills, and motivation. Overall, the reviewed articles indicate that more studies are needed on the use of escape rooms for educational purposes. It seems that research on this topic has reached a new phase, and there is a need for structured research and transparency in the research design and methods for data collection and analysis. We see opportunities for the use of escape rooms as a didactic tool in primary and secondary education, and in teacher education.

The use of digital technologies and online tools to support both students and educators has become synonymous with transforming learning within Higher Education, particularly within post graduate courses. It can be argued that the recent push for transforming Higher Education aligns itself with the notion that postgraduate students need more flexible learning opportunities while still retaining access to high quality, engaging and collaborative pedagogical approaches. This paper reports on an exploratory case study that focuses on cross campus/university collaboration and flexible learning opportunities for students studying a masters level degree in the area of Music, Communication and Technology (MCT) within a Nordic context. The research question guiding the study is “What factors do educators in a hybrid cross-campus learning environment identify as essential for providing a supportive learning experience for students?” A pedagogy, space and technology (PST) framework underpins the development of this program and forms the basis for its development. The findings from our research identify three themes that need to be considered when attempting to design and implement high quality learning opportunities for students studying a largely synchronous hybrid music, communications and technology program. These themes were flexibility, trust and the human element, and ownership. The findings also highlight the need for a renewed focus on pedagogical approaches that can be adapted and continually revised to meet the changing needs of students in a synchronous hybrid learning space.

Inquiry-based methods have been seen as important for developing science in the school. There are good reasons why the work of designing various technological devices in technology should also be part of inquiry-based methods. If so, it requires teachers having an exploratory approach in communicating with students. In this paper, we analyze the communication between teachers and students in six technology student projects. The main pattern is that teachers act instructively to students or try to convince them to use a solution they have planned in advance. Exploratory and moderating communication were less frequent. This is contrary to the intention of inquiry-based methods. However, active students, who themselves try to come up with solutions to the challenges, seem to contribute to a more exploratory approach from the teachers. The same goes for tasks that are so open that teachers will not be able to plan the solutions in advance.

Dramatically increased population flows since at least the 1980s, primarily through economic migration and refugee resettlement, have brought considerable ethnic and linguistic diversity to classrooms around the world. This diversity has been amplified by the rising recognition of in-country indigenous and minority languages. In such plurilingual learning environments, teachers require sophisticated language education skills. They need to be able to teach the dominant language/s across the curriculum, support plurilingual learners, and often teach foreign or additional languages. One conceptual lens through which to analyse the presence of these competencies in current teacher education policy is that of language awareness. While this term originally referred to the raising of student awareness of features and functions of language, it now incorporates knowledge about flexible languaging practices. Through a comparative analysis of the two key teacher education policy documents in Norway and New Zealand, we have investigated how the concept of teacher language awareness is incorporated in high-level policy documents pertaining to ITE in these two countries and how these converge and diverge in their treatment of language awareness. Our in-depth comparison of these important educational policies urges both jurisdictions, as well as others, to be aware of local particularities and broader patterns in meeting the needs of teachers to be plurilingually aware and equipped for 21st-century classrooms.