Plasma treated cattle slurry with modest fertilizer effect on grass

Plasma-based nitrogen (N) enrichment of organic fertilizers is a process that utilizes plasma technology and electricity to infuse liquid biobased fertilizers with atmospheric N, doubling plant-available N content. The final product is labeled as Nitrogen-Enriched Organic Fertilizer (NEO). This study investigates and compares the applicability of NEO against conventional fertilizers in grass production during 2020–2023 across two regions in Norway. Regarding different fertilizers' N efficacy, in the trials featuring only grasses, applying 210 kg N ha−1 in NEO yielded dry matter (DM) and N yield comparable to those achieved with 149 and 154 kg N ha−1 in mineral fertilizer, respectively. Besides, the untreated cattle slurry and mineral fertilizer combination containing 210 kg N ha−1 resulted in a DM and N yield equivalent to 178 and 180 kg N ha−1 in mineral fertilizer. In the grass-clover mixture trials, NEO and mineral fertilizers reduced the clover proportion, significantly influencing the overall yield. Merging the results from all trials (2021–2022), it was found that given identical N-min content, standalone mineral fertilizer, and the untreated slurry and mineral fertilizer combination resulted in ∼19 % and ∼28 %, and ∼14 % and ∼13.5 % higher DM and N yields than NEO, respectively. Further, NEO provided ∼9 % and ∼25 % higher DM and N yields than untreated slurry. Notably, NEO's N-min content was nearly double that of untreated slurry (210 vs. 107 kg N ha−1). Nonetheless, a supplementary trial (2023) employing different NEO variants with reduced nitrite and elevated nitrate levels returned more promising results than those examined in prior years. Still, ∼9 % and ∼6 % less DM and N yield than mineral fertilizer with identical 210 kg N ha−1 content. Our findings suggest that although a considerable N fraction of NEO did not translate to yields compared to other fertilization treatments, and given that NEO is an evolving product, the NEO's enhanced performance in the final study year highlights the necessity for continued research and optimization to fully unlock and utilize the potential advantages of NEO in future agriculture.publishedVersio

Hvordan opplever saksbehandlerne i barnevernstjenesten utfordringer rundt ungdoms rettigheter og medvirkning når de er mellom 12 og 15 år?

Denne oppgaven belyser utfordringer i barnevernstjenesten rundt barn og unges rettigheter og mulighet til reell medvirkning. Det er en pågående debatt rundt å senke alderen for partsrettigheter fra 15 til 12 år, men som oppgaven vil vise, er det uenighet på fagfeltet rundt dette spørsmålet. Problemstillingen for oppgaven er: «Hvordan opplever saksbehandlerne i barnevernstjenesten utfordringer rundt ungdoms rettigheter og medvirkning når de er mellom 12 og 15 år?». Oppgaven tar utgangspunkt i barn og unges rettigheter gjennom lovverk, offentlige utredninger og proposisjoner. I tillegg bidrar statistikk fra Statistisk Sentralbyrå til oppgavens teoretiske grunnlag. Oppgaven er ment som et bidrag til den pågående debatten om partsrettighetene til barn i barnevernstjenesten bør senkes. Videre bygger oppgaven på fenomenologiske og hermeneutiske vitenskapsteorier, og benytter disse i et kvalitativt metodevalg. Det er gjennomført dybdeintervjuer med fem personer som jobber som saksbehandlere i en barnevernstjeneste, og som er i direkte kontakt med barn, unge og deres familier. Resultatene viser at intervjuobjektene har ulik forståelse for partsrettighetene til barn og unge, og det er forskjeller i prioriteringen av disse rettighetene. Det viser seg at intervjuobjektene ikke alltid legger til rette for reell medvirkning, ofte på grunn av etiske dilemmaer, og de prioriterer barnets beste fremfor rettigheten til medvirkning. Dette fordi barnet og familiemedlemmer i en barnevernssak kan ha livserfaringer som negativt har påvirket barnets utvikling. Ulike utredninger har kartlagt at utøvelsen av barn og unges medvirkning i egne barnevernssaker er for svak, og resultatene i oppgaven viser at det er forsøkt å styrke medvirkningen i nesten 10 år. Det å senke partsrettighetene fra 15 år til 12 år kan derfor sees på som et nødvendig tiltak får å sikre barn og unges rettigheter i barnevernstjenesten. Oppgavens konklusjon er at intervjuobjektene opplever at det å senke alderen for partsrettigheter til 12 år vil øke barnets totalbelastning. I oppgavens teori hevdes det også at det er større risiko for skjevutvikling og belastende lojalitetskonflikter dersom partsrettighetene senkes til 12 år. En alternativ vei videre kan derfor være å fokusere på å styrke praksis fremfor å endre lovverk.This thesis highlights challenges in the child protection service around children and their rights and opportunity to real participation. There exists an ongoing debate on whether to lower the age of party rights from 15 to 12 years, but as the thesis will show, there are disagreements in the field around this question. The problem statement of the thesis is: “How do the caseworkers in the child protection service experience challenges around young people's rights and participation when they are between 12 and 15 years old?” The thesis is based on children and young people's rights through legislation, public inquiries and propositions. In addition, statistics from the Statistical research at Statistics Norway (SSB) contribute to the thesis' theoretical basis. The thesis is intended as a contribution to the ongoing debate about whether the party rights of children in the child protection service should be lowered. Furthermore, the thesis is based on phenomenological and hermeneutic scientific theories, and leverages these in a qualitative choice of method. In-depth interviews were conducted with five people who work as caseworkers in a child protection service, and who are in direct contact with children, young people and their families. The results show that the interviewees have different understandings of the party rights of children and young people, and there are differences in the prioritization of these rights. It turns out that the interviewees do not always facilitate real participation, often due to ethical dilemmas, and they instead prioritize the child's best interests over the right to participation. This is because the child and family members in a child protection case may have life experiences that have affected the child's development. Various studies have concluded that the real participation of children and young people in their own child protection cases is too weak, and the results in this thesis show that attempts have been made to strengthen participation for almost 10 years. Lowering party rights from 15 years to 12 years could therefore be seen as a necessary measure to ensure the rights of children and young people in the child protection service. The conclusion of the thesis is that the interviewees experience that lowering the age for party rights to 12 years will increase the child's total burden. In the theory part of the thesis, it is also claimed that there is a greater risk of skewed development and heavy loyalty conflicts if the party rights are lowered to 12 years. One alternative way forward could therefore be to focus on strengthening the practice rather than changing legislation.

Bærekraftperspektivet i faget utdanningsvalg -utfordringer og muligheter. En Q-metodologisk studie.

Sammendrag: Studien har som mål å undersøke bærekraftperspektivet som et subjektivt fenomen blant elever og på den måten ser hva elevene legger i det å gjøre utdanning- og yrkesvalg relatert til bærekraft. Problemstillingen masteroppgaven har belyst er: Hvordan opplever elever karrierelæringsaktiviteter og karrierevalg mot en grønnere og bærekraftig fremtid, og hvordan kan dette tilrettelegges i faget utdanningsvalg? Studien med forskningsmetoden Q- metodologi, ble gjennomført på tre klasser på tre ulike skoler, med til sammen 58 elever. Innsamling av datagjennomførte jeg ved å være fysisk til stede og til datainnsamlingen brukte jeg programmet Q Method Software. Deltakerne sorterte 36 utsagn fra helt uenig til helt enig. Faktoranalyse ble gjennomført med programmet KADE, og frembrakte fire faktorer. Faktorene representerer fire ulike syn på hvordan elever opplever bærekraftperspektivet i forhold til karrierelærings-aktiviteter, resonans og karrierevalg. I drøftingsdelen av oppgaven har jeg diskutert hvordan faktorenes oppfatninger kan forstås i lys av teorigrunnlaget for oppgaven. Faktorene har ulike forståelser av karrierelæringsaktiviteter, resonans og karrierevalg knyttet til bærekraftperspektivet i faget utdanningsvalg. Utsagnene ble formulert med utgangspunkt i styringsdokumenter og kunnskapsgrunnlag for bærekraftperspektivet. Studien viser at det vil være elever som har forskjellige behov i faget knyttet til bærekraftperspektivet og det kan tilrettelegges for dette med forslag fra karriereveiledningsteori og i tilknytning til dybdelæring. I siste del av oppgaven har jeg tatt frem eksempler på utfordringer med Savickas teori om karrierekonstruksjon og hvilke karrierelæringsaktiviteter som kan tilpasses grunnskolen i forbindelse med bærekraftperspektivet. Praksisfeltet ønsker at karriereveiledningen i skolen skal være en helhetlig og sammenhengende innsats fra ulike ressurspersoner i skolen. Hva som kan bidra til en slik opplevelser av sammenheng og relevans hos elevene, spesielt med tanke på grønn veiledning, ser jeg avslutningsvis på under videre forskning.Summary: The study aims to investigate the sustainability perspective as a subjective phenomenon among students, examining how they interpret making educational and career choices related to sustainability. The study, utilizing the Q-methodology, was conducted across three classes in three different schools, involving a total of 58 students. Data collection was carried out in person, using the Q Method Software for data gathering. Participants sorted 36 statements from strongly disagree to strongly agree. Factor analysis was performed using the KADE software, resulting in four factors. These factors represent four distinct views on how students perceive sustainability. "The research question addressed in this master's thesis is: How do students perceive career learning activities and career choices towards a greener and more sustainable future, and how can this be facilitated within the subject of educational choices?" In the discussion section of the thesis, I have examined how the perceptions of the factors can be understood in light of the theoretical framework of the study. The factors exhibit different understandings of career learning activities, resonance, and career choices related to the sustainability perspective in the subject of educational choices. The statements were formulated based on governing documents and the knowledge base for the sustainability perspective. The study indicates that students have varying needs in the subject related to the sustainability perspective, which can be addressed with suggestions from career guidance theory and in connection with deep learning. In the final part of the thesis, I have highlighted examples of challenges with Savickas' theory of career construction and which career learning activities can be adapted to primary education in relation to the sustainability perspective. The field of practice desires that career guidance in schools be a holistic and coherent effort from various resource persons within the school. Finally, I discuss what can contribute to such an experience of coherence and relevance among students, especially concerning green guidance, in further research

Resiliens i videregående skole: Relasjoner og lærerstøtte gjennom fire læreres perspektiver

Denne oppgaven undersøker problemstillingen: «Hvordan bidrar lærerne til å styrke elevenes resiliens?» Resiliens kan beskrives som en psykologisk motstandskraft som gjør oss i stand til å reise oss etter motgang. Med innføringen av fagfornyelsen i 2020, ble Folkehelse og livsmestring integrert i skolen som et tverrfaglig tema, med mål om å gi ungdom strategier og verktøy til å mestre sine liv. For å besvare problemstillingen er det utviklet to forskningsspørsmål: «Hvilke metoder bruker lærerne for å styrke elevenes resiliens?» og «Hvilke utfordringer møter lærerne i dette arbeidet?» Det er gjennomført kvalitative intervjuer med fire kontaktlærere ved ulike videregående skoler på Østlandet. For innsikt i kjønnsperspektivet på resiliens, inkluderte utvalget to kvinner og to menn. Ved tematisk analyse ble det utformet tre temaer: relasjonsbygging og lærerstøtte som både beskyttelses- og risikofaktorer, samt lærernes arbeidsmessige og strukturelle utfordringer. «Hva viser studien min?» Lærerne fremhever relasjonsbygging og lærerstøtte som viktige byggesteiner for elevenes læring og utvikling. De viser til bruk av konkrete arbeidsmetoder for å se og ivareta elevenes behov. Samtidig uttrykker de utfordringer med svake relasjoner og elevenes individuelle risikofaktorer. Ikke minst forteller de om arbeidsmessige og strukturelle utfordringer som påvirker deres resiliensarbeid negativt. Resiliensteoriens beskyttelsesfaktorer kan bidra til å understøtte temaene ved at de vektlegger viktigheten av god lærer-elev relasjon og støtte. Utfordringene lærerne beskriver kan være viktige implikasjoner for praksis. Gjennom tiltak for å ivareta nåværende lærere, øke spesialiserte ressurser og forbedre strukturelle utfordringer, kan lærernes utfordringer reduseres. Selv om studien er begrenset til fire læreres erfaringer gir den verdifulle innsikter i lærernes arbeid med resiliens i skolen. Videre forskning kan undersøke lærernes egen mestringstro og gjennomføre lignende studier med større utvalg for å styrke generaliserbarheten. Med dette håper jeg at oppgaven ikke bare er et bidrag til fagfeltet, men at det også vekker interesse og refleksjon hos deg som leser.This thesis examines the problem statement: “How do teachers contribute to strengthen students' resilience?” Resilience can be described as a psychological strength that enables us to arise after adversity. With the introduction of the curriculum renewal in 2020, Health and Life Skills were integrated into schools as a prominent interdisciplinary subject, with the goal of giving adolescents strategies and tools to cope with their lives. To answer the problem statement, two research questions have been developed: “Which methods do teachers use to strengthen students' resilience?” and “Which challenges do teachers encounter in this work?” Qualitative interviews have been conducted with four class teachers in different high schools in eastern country. To gain insight into the gender perspective on resilience, the sample included two women and two men. With thematic analysis three key findings were revealed: relationship building and teacher support as both protective and risk factors, and teachers' work-related and structural challenges. “What are the findings of my study?” The teachers emphasize building relationships and teacher support as fundamental pillars for students' learning and development. They use specific work methods to acknowledge and support students' needs. Simultaneously they express challenges with weak relationships and their students' individual risk factors. Not least they report on work-related and structural challenges which negatively affect their resilience work. The protective factors in the resilience theory can contribute to support the themes by emphasizing the importance of strong teacher-student relationships and support. The challenges teachers describe may have significant implications for practice. Through measures to support current teachers, increase specialized resources and improve structural challenges, the challenges faced by teachers can be mitigated. Even though the study is limited to four teachers' experience, it still gives valuable insight into teachers' work with resilience in high school. Further research could explore teachers' self-efficacy and conduct similar research with a larger sample size to strengthen the generalizability of key findings. With this, I hope that the study is not only a contribution to the field, but that it also sparks interest and reflection within you as the reader

Bilingual children reach early language milestones at the same age as monolingual peers

In this longitudinal study, we compare the age of reaching early developmental milestones in bilingual and monolingual children and between the bilinguals’ two languages. We present data from 302 Polish bilinguals (living outside of Poland with various majority languages) and 302 Polish monolinguals, aged M = 12.78 months on study entry (range: 0–24 months), matched on sex, age at study entry, duration of parental reporting, and parental education. The milestones under investigation include crawling, walking, babbling, first, 10th, 50th word, and first multi-word utterances. The data was collected with a specially designed mobile app, in which parents reported their children’s development repeatedly. Using this relatively big sample and looking at a wide range of investigated milestones, we present evidence that typical bilingual development follows a trajectory similar to monolingual development. We also evaluate the feasibility and usefulness of online data collection using mobile apps to study early language development.publishedVersio

Engagement factors affect academic success through study approaches among university students in physical education and sport: A mediation analysis

Introduction: University students should engage with the study and ensure they adopt productive study approaches, but the nature of relationships between engagement and study approaches are under-researched. The study aimed to investigate how emotional, cognitive, and behavioral engagement affect academic success through study approaches among physical education and sports students. Methods: Online forms were submitted by 488 students in physical education and sports (age range 19–25 years, Mean = 21 ± 1.5 year). They completed surveys regarding their academic engagement, study approaches, and grade point average (GPA). Analyses of associations were conducted through linear regression analysis and mediation analysis. Results: Results from the linear regression analysis showed correlations between academic engagement factors, study approach variables, and GPA, with higher GPA correlating with higher scores on behavioral engagement, cognitive engagement, surface theory task, and deep theory task, and with lower scores on surface practical task. The analysis of total and direct effects revealed positive associations between all academic engagement factors and GPA. Emotional engagement exhibited a positive association with GPA mediated by study approaches. All engagement dimensions appear to influence academic success among these students. Conclusion: The influence of emotional engagement on academic success appears in part to be operating through its effects on study approaches. The study can enable educators in monitoring and enhancing student engagement, thereby supporting students in their pursuit of high academic performance in physical education and sport.publishedVersio

Ability to utilize digital health services: Validating the DHC measure in youth.

Background: While adolescents and young adults are increasingly expected to take more responsibility for their health and wellbeing, continuing digital transformation and increased implementation of digital health services demand skills to utilize digital solutions offered to successfully undertake self-care and self-management. However, research is lacking regarding measurement of adolescents’ and young adults’ ability to utilize digital health services (DHC). Objective: This study aims to measure young people’s ability to utilize digital health services by 1) validating the DHC scale in adolescents and young adults and 2) exploring the extent to which DHC and digital health literacy (DHL) are associated with the number of GP, emergency, or specialist visits. Methods: A cross-sectional survey was conducted among 890 Norwegian 16–25-year-old adolescents and young adults. Data were collected during April–October 2020 using computer-assisted telephone interviewing. Rasch modeling, independent samples t-test, chi-square test, and negative binomial regression models were used to analyze the data. Key Results: The DHC scale is considered valid for measuring DHC in adolescents and young adults, showing sufficient unidimensionality, good overall data-model fit, and no disordered responsepublishedVersio

Is It Time to Address Burnout in the Military? Initial Psychometric Validation of the Maslach Burnout Inventory Among Tunisian Military Personnel (A-MBI-MP)

The military’s high-pressure environment can lead to burnout syndrome, characterized by emotional fatigue, depersonalization, and decreased personal accomplishment. Validating a culturally appropriate tool for assessing burnout among military personnel is crucial for early detection and intervention. This study assessed the psychometric properties of the Arabic version of the Maslach Burnout Inventory (MBI) and its validity among Tunisian military personnel. A validation study was conducted among 520 Tunisian military personnel (mean age = 36 ± 9.3 years; male (n = 486) and female (n = 34)), including commandos, pilots, and divers. The Arabic version of the Maslach Burnout Inventory MBI-HSS was administered, including participants’ sociodemographic characteristics. The exploratory (EFA) and confirmatory (CFA) factor analyses were performed to identify the factor structure, with assessments of the internal consistency of the model. The factor analysis confirmed the three-factor model of burnout: emotional exhaustion, depersonalization, and personal accomplishment consistent with the original MBI. The A-MBI-MP demonstrated strong internal consistency, with Cronbach’s alpha values exceeding 0.8 for all subscales. The test–retest reliability was also excellent, confirming the stability of the instrument. The CFA validated the three-factor structure of the A-MBI-MP. The fit indices demonstrated an acceptable model fit: Comparative Fit Index (CFI) = 0.949, Tucker–Lewis Index (TLI) = 0.943, and Root Mean Square Error of Approximation (RMSEA) = 0.0742 (95% CI: 0.068–0.0797). These results validate the reliability of the A-MBI-MP in assessing burnout in the military context. The Arabic version of the Maslach Burnout Inventory (A-MBI-MP) is a valid and reliable tool for assessing burnout among Tunisian military personnel. The validated instrument can be used to offer early treatments and to promote the mental health of military personnel in high-stress situations.publishedVersio

Challenging the binaries: A queer perspective on Norwegian music education

Sammendrag på norsk Denne artikkelbaserte avhandlingen utforsker betydningen, potensialet og utfordringene ved å integrere kjønn- og seksualitetsperspektiver i musikkundervisningen innenfor rammen av læreplanen fra 2020 (LK20) for grunnskolen (Kunnskapsdepartementet, 2020). Med innføringen av læreplanen har flere nye kompetansemål blitt introdusert, hvorav noen eksplisitt omhandler kjønn og seksualitet. I musikkfaget forventes det at elevene skal “undersøke hvordan kjønn, kjønnsroller og seksualitet fremstilles i musikk og dans i det offentlige rom, og skape uttrykk som utfordrer stereotyper” (Utdanningsdirektoratet, 2020). Denne avhandlingen undersøker hvordan lærere arbeider med temaer knyttet til kjønn og seksualitet i musikkundervisningen, inkludert de mulighetene og utfordringene de møter i denne sammenhengen. I tillegg utforsker avhandlingen den formative/dannende rollen musikk og populærkultur kan spille i identitetskonstruksjonen til kjønnskreativ (gender-expansive) ungdom, og fremhever dermed betydningen av musikkundervisning fra et uformelt perspektiv. De overordnede forskningsspørsmålene som styrer denne avhandlingen er: What can a queer perspective offer music education? og How can gender and sexuality perspectives be integrated into Norwegian music education within the framework of the 2020 national curriculum, and what challenges and possibilities arise from this integration? Avhandlingen adresserer disse spørsmålene gjennom tre artikler. Artikkel 1 undersøker et utvalg musikklæreres tolkninger og forståelser av læreplanens mål knyttet til kjønn og seksualitet, og hvordan disse tolkningene påvirker deres undervisningspraksis i klasserommet. Dette undersøkes via en diskursanalyse av lærernes såkalte fortolkningsrepertoarer (Edley, 2001; Wetherell & Potter, 1987;) som gjenspeiler større ideologiske dilemmaer. Artikkel 2 fokuserer på en ikke-binær trettenårings erfaringer med å ha et ikke-normativt kjønnsuttrykk, og illustrerer hvordan musikk fungerer som et medium for utforsking og forhandling av hens (ikke-)kjønnede identitet. Artikkel 3 gir en filosofisk diskusjon om begrepet “utdanningens risiko” (Biesta, 2016) i kontekst av musikkundervisning, spesielt med tanke på usikkerheten og det potensielle ubehaget som ligger i å inkludere kjønns- og seksualitetsperspektiver i klasserommet. For å støtte denne undersøkelsen benytter avhandlingen et teoretisk rammeverk basert på skeiv teori og kjønnsteori (Foucault, 1981, Butler 1990/2007), ubehagets pedagogikk (Boler, 1999; Røthing, 2020) og dannelsesorienterte pedagogiske tilnærminger innen musikkundervisning (Dyndahl & Ellefsen, 2009; Nielsen, 1998). Den konseptualiserer også et “queer perspective” som en kritisk-analytisk linse for å undersøke hvordan iv musikkundervisning enten kan forsterke eller utfordre normative rammeverk gjennom subjektiveringsprosesser. Metodologisk benytter avhandlingen kvalitative forskningsmetoder, inkludert semi-strukturerte intervjuer med musikklærere og en narrativ kasusstudie av en ikke binær trettenåring. Diskursanalyse og narrativ historiefortelling fungerer som sentrale analytiske verktøy, og muliggjør en dyptgående utforskning av hvordan kjønns- og seksualitetsperspektiver manifesterer seg i pedagogiske praksiser, både i formelle og ikke formelle musikkpraksiser. Avhandlingens funn indikerer at musikkundervisningen ofte opererer innenfor heteronormative rammeverk, der lærere ofte tolker kompetansemålene gjennom tradisjonelle kjønnsnormer. Imidlertid understreker erfaringene til den ikke-binære deltakeren i Artikkel 2 det transformative potensialet musikkundervisning har som en arena for utforsking og forhandling av identitet. Avhandlingen argumenterer for at integrering av kjønns- og seksualitetsperspektiver ikke bare handler om å tilføye ny kunnskap, men også innebærer å beskue den pedagogiske praksisen gjennom et “queer perspective” – ved å omfavne identitet som en ikke-essensiell kvalitet, ved å omfavne risiko og usikkerhet som styrker, og ved å anerkjenne subjektivering som en kontinuerlig prosess. Den understreker at denne nytenkningen innebærer å ta en risiko (jf. Biesta, 2016) ved å la utdanningsrommene forbli åpne og uforutsigbare. Slik bidrar denne avhandlingen til musikkpedagogikk som fagfelt ved å fremme en tilnærming som aktivt navigerer i kompleksitetene og mulighetene for skeiv pedagogikk i kontekst av den norske læreplanen.Abstract: Sammendrag på engelsk This article-based dissertation explores the significance, potential, and challenges of integrating gender and sexuality perspectives into music education within the framework of the 2020 Norwegian national curriculum for primary and lower-secondary public schools (Ministry of Education, 2020). With the implementation of the 2020 curriculum, several new learning objectives, known as “competence aims,” have been introduced, some explicitly addressing gender and sexuality. Within the music subject, pupils are expected to “investigate how gender, gender roles, and sexuality are presented in music and dance in the public sphere, and create expressions that challenge stereotypes” (Norwegian Directorate for Education and Training, 2020b). This dissertation examines how teachers work with gender and sexuality topics in music education, including the opportunities and challenges they encounter in this context. Additionally, it investigates the formative role that music can play in the identity construction of gender-expansive1 youth, thereby highlighting the importance of music education from an informal perspective. The overarching research questions guiding this dissertation are: What can a queer perspective offer music education? and How can gender and sexuality perspectives be integrated into Norwegian music education within the framework of the 2020 national curriculum, and what challenges and possibilities arise from this integration? The dissertation addresses these questions through three articles. Article 1 examines music teachers’ interpretations of the competence aim and their experiences with integrating gender and sexuality in music education. This is investigated through an analysis of the teachers’ so called interpretative repertoires (Wetherell & Potter, 1987; Edley, 2001), which reflect larger ideological dilemmas. Article 2 focuses on the experiences of a non-binary thirteen-year-old with having a non-normative gender expression and illustrates how music serves as a medium for exploring and negotiating their (non-)gendered identity. Article 3 offers a philosophical discussion on the concept of educational “risk” (Biesta, 2016), in music education. I discuss this specifically in relation to the uncertainty and potential discomfort inherent in addressing gender and sexuality in music education. To support this inquiry, the dissertation employs a theoretical framework based on queer/gender theory (Butler, 1990/2007; Foucault, 1981) 1 I use the term “gender-expansive” throughout the dissertation to encompass the breadth of (non-)gendered identities. The term is borrowed from Garrett and Palkki (2021). ii pedagogy of discomfort (Boler, 1999; Røthing, 2020), and Bildung-oriented pedagogical approaches within music education (Dyndahl & Ellefsen, 2009; Nielsen, 1998). It also conceptualizes “a queer perspective” as a critical-analytical lens for examining how music education can either reinforce or challenge normative frameworks through processes of subjectification. Methodologically, the dissertation utilizes qualitative research methods, including semi-structured interviews with music teachers and a narrative single-case study of a non-binary youth. Discourse analysis and narrative storytelling serve as key analytical tools, enabling an in-depth exploration of how gender and sexuality perspectives manifest in pedagogical practices, both in formal and informal music practices. The dissertation’s findings indicate that music education often operates within heteronormative frameworks, with teachers frequently interpreting the curriculum aims through traditional gender norms. However, the experiences of the non-binary participant in Article 2 emphasize the transformative potential that music education holds as an arena for exploring and negotiating (gender) identity. The dissertation argues that integrating gender and sexuality perspectives is not just about adding new knowledge, but also about viewing pedagogical practice through a “queer perspective” – by embracing identity as a non-essential quality, by embracing risk and uncertainty as strengths, and by acknowledging subjectification as a continuous process. It emphasizes that this rethinking involves taking a risk (cf. Biesta, 2016) of allowing educational spaces to remain open and unpredictable. In this way, this work contributes to the field of music education by advocating for an approach that actively navigates the complexities and possibilities of queer pedagogy within the context of the Norwegian curriculum.publishedVersio

Global Roadkill Data: a dataset on terrestrial vertebrate mortality caused by collision with vehicles

Roadkill is widely recognized as one of the primary negative effects of roads on many wildlife species and also has socioeconomic impacts when they result in accidents. A comprehensive dataset of roadkill locations is essential to evaluate the factors contributing to roadkill risk and to enhance our comprehension of its impact on wildlife populations and socioeconomic dimensions. We undertook a compilation of roadkill records, encompassing both published and unpublished data gathered from road surveys or opportunistic sources. GLOBAL ROADKILL DATA includes 208,570 roadkill records of terrestrial vertebrates from 54 countries across six continents, encompassing data collected between 1971 and 2024. This dataset serves to minimise the collection of redundant data and acts as a valuable resource for local and macro scale analysis regarding rates of roadkill, road- and landscape-related features associated with risk of roadkill, vulnerability of species to road traffic, and populations at risk of local extinction. The objective of this dataset is to promote scientific progress in infrastructure ecology and terrestrial vertebrate conservation while limiting the socio-economic costs.publishedVersio