A Learning Organization in Practice: Service Development in Care Work

The title is partly borrowed from David (P. G.) Herbst’s 1993a: A Learning Organization in Practice. Herbst’s text has an empirical basis in a matrix, ship organization, while this article stems from a project in a public care, 24–7 continuous work similar to the ship organization. An interactive research process, combining focus groups, interviews, participation in meetings and seminars supported this process. The purpose here is not to report the research process itself, but to combine concepts, some from the Industrial Democracy tradition, and use them as an analytical tool to clarify how, under certain circumstances, the introduction of a new service was implemented in a jointly developed, interdisciplinary process of employees

A Century of Identity-Based Resistance: The Evolution of Islamism as a Political Movement

This research analyzes the evolution of Islamism, or political Islam, from its roots as a backlash to Western imperialism in the Middle East to its manifestation as Arab Nationalism up to 1967 to its current form. The purpose of this academic paper is to provide a deeper understanding of the Islamist crisis by examining the conditions that led to its emergence as the preeminent political force in the Middle East. My research draws upon a plethora of other scholarly research from academic journals and literary publications by individuals and groups well-versed in Middle Eastern history and politics to arrive at its conclusion. My analysis shows that Islamism is largely politically-motivated movement beneath its surface, despite its religious appeals and overtones. It shows furthermore that it is the latest in a string of Middle Eastern political movements aimed at resisting Western presence in the region rather than an isolated phenomenon unrelated to previous efforts. This conclusion implies that Western efforts to combat Islamist extremism through intervention have been counterintuitive, owing to the movement’s core virtue of resistance to Western intrusion into their national, cultural, and religious institutions, and that a change in foreign policy approach to the problem is needed

Early induced maturation in cod (Gadus morhua) using low energy light : effect on muscle quality

Mastergradsoppgave i havbruk - Høgskolen i Bodø, 2007In this project, light emitting diodes (LED) where added to sea pens containing farmed cod in order to investigate whether additional light influenced the timing of fish maturation, and/or the chemical, biological, cellular and textural properties of the fish musculature. This project, which took place in northern Norway, commenced November 1, 2005 and ended at the end of June 2006. After analysis, the results showed that additional LED lights effected the timing of maturation in both male and female cod. The cod subjected to additional lighting (L-group), matured approximately a month earlier than the fish in the control (ambient) sea pen (C-group). Light manipulation resulted in a peak in GSI values in the L-group female fish (35±11) in April, one month earlier than the peak in the C-group females in May (45±12). The alteration in spawning time for fish in the L-group fish resulted in lower protein values and a harder texture earlier in the season in this fish, in comparison to fish in the C-group. The earlier spawning in the L-group led to an earlier increase towards pre-spawning quality, in comparison to fish in the C-group. This is shown by higher protein values in the female L-group (15.4±1.5) compared to 14,0±1.3 in the Cgroup in May. Undergoing maturation is a very energy consuming process, and cod stops growing for several months during this period. In addition the fish degrade existing muscle mass and liver tissue. There were marked differences between the sexes in relation to the spawning cycle in both the Land C- groups. In both groups the female cod lost significantly more muscle protein than the male fish, and had a harder texture (shear resistance). However, although the female fish lost more protein than male fish, the results suggest that the female fish in the L-group had less muscle protein loss than female cod in the C-group, thereby possible indicating that lights used to speed up maturation can reduce energy loss in females during spawning

Analytical and experimental assessment of the connection in a CLT-Steel dissipating system

To achieve the long-term climate and energy goals set by the EU, the housing stock in Europe is in need of renovation. This thesis is part of a four-year long European project called e-SAFE: energy and Seismic AFfordable rEnovation solutions. The project aims to renovate existing buildings by considering different aspects, in particular the seismic retrofitting system called e-CLT. A CLT panel is attached to the exterior buildings and connected with an innovative friction connection, in order to provide energy dissipation and limit the damage to the building. Throughout this thesis, the focus will be on the friction connection. Five different designs of the friction connection were provided to be tested and analyzed. Each design has two versions with different bolt size. The goal of the design was to provide a stable and repeatable behavior with a predetermined slip friction force. The connections were analyzed using FEManalysis software as well as tested experimentally in a press.For å oppnå de langsiktige klima- og energimålene satt av EU, må bygningsmassen i Europa renoveres. Denne masteroppgaven er del av et fireårig europeisk prosjekt kalt e-SAFE: energy and Seismic AFfordable rEnovation solutions. Prosjektets mål er å rehabilitere eksisterende bygninger med fokus på forskjellige aspekter. Et viktig aspekt er rehabilitering av bygningers evne til å tåle jordskjelv med et system kalt e-CLT. Systemet består av en massivtreplate som monteres på utsiden av eksisterende bygninger med en innovativ friskjonsforbindelse. Dette systemet vil kunne dempe kreftene og begrense skadeomfanget på bygninger i et jordskjelv. Gjennom denne oppgaven er fokuset på friksjonsforbindelsen. Fem forskjellige design av friskjonsforbindelsen ble testet og analysert. Hvert design hadde to forskjellige versjoner med forskjellig boltestørrelse. Målet med forbindelsen var å oppnå en stabil og repetitiv oppførsel med en forhåndsbestemt glidekraft. Forbindelsen ble analysert med bruk av FEM-analyse og testet eksperimentelt i en presse.M-B

Identity and English Language Learning: The Case of Pakistani Elementary Students in Saskatoon

The purpose of this thesis was to examine identity construction and language learning/use among newly immigrated Pakistani English as Additional Language (EAL) students attending an elementary school in Saskatoon. In recent years, increasing numbers of new immigrants to Canada have come from non-English speaking countries (Citizenship and Immigration Canada, 2011). For most of these new immigrants, English proficiency is seen as a crucial factor in their professional development and societal integration in an English-speaking host country like Canada. Some new immigrants who come from non-English speaking countries such as Pakistan encounter challenges in the host country, in spite of successful English training in the countries of origin. In the case of families from Pakistan who come to Canada under skilled immigrant categories, for instance, they assume that when they arrive in Canada, they can succeed in both their professional and social life in a foreign culture, given that they were educated in English in their home country. To their surprise, they most often face discrepancies between their expectations and reality after they immigrate to Canada. This thesis examined the identity construction and language learning/ use of four Pakistani immigrant students at a Saskatoon elementary school. An ethnographic research approach was used to conduct this study. The study aimed to identify some of the challenges faced by Pakistani EAL students attempting to integrate into the Canadian schools, despite having good second language (L2) proficiency. Findings from this study show that social categories such as race, religion, gender, and social class tend to influence processes of socialization in students, which in turn have effects on their identity construction and language learning/use. Just as English learning is never only about language, so is being judged as a competent and valued social being is never only about L2 competence (Norton, 2013). The study also shows how gaining “legitimacy” (Bourdiue, 1991) as a competent and valued social being is never just a matter of L2 competence even for EAL students with relatively high English proficiency (Bourdieu, 1987; Shin, 2012). EAL learning for these Pakistani immigrant students involves a complex process in which racial, religious, gender, and class identities are negotiated within a wide variety of social relationships. The thesis concludes with implications of this research for transformative EAL education in Canada

It’s easy to fall on a narrow road. A study of the drop-out rate in Namibian schools.

Internasjonal bacheloroppgave, grunnskolelærerutdanning, 2015.Norsk: Formålet med oppgaven var å finne ut om det eksisterte frafall og eventuelle årsaker til frafall på praksisskolen jeg var på i Namibia. For å kunne svare på dette så jeg på faktorer i hjemmemiljø, skolemiljø og på elevforutsetninger. Gjennom kvalitativ forskningsmetode har jeg funnet ut at det er mange årsaker til frafall i skolen. Årsakene kan deles inn i tre hovedfaktorer: hjemmemiljø, skolemiljø og elevforutsetninger. Faktorer i hjemmemiljøet som ble trukket fram var for eksempel økonomisk situasjon, foreldreinvolvering og stabilitet i hjemmet. Enkelte faktorer i skolemiljøet var dårlig kvalitet på utdanningen og negative relasjoner mellom lærer og elev. Elevens forutsetninger som ble trukket fram var lærevansker, atferdsvansker, manglende motivasjon til skole og skolearbeid, disiplinproblemer, repetisjon av klasser og alder.English: The purpose of this study was to examine whether drop-out excisted and possible reasons for drop-outs at my school of practise in Namibia. To answer my research questions I examined factos that had to do with environment – both at home and in school, as well as the abilites and aptitudes of pupils. Through qualitative methods I have come to the conclusion that there are several factors that contribute to drop-outs in school. The factors can be divided in to three: home environment, school environment and abilites/aptitudes of pupils. Reasons contributing in the enviroment at home would be the family’s financial status, stability and parental involvement in their kids education. Having to do with the second factor – school environment – I found that relations between the teacher and pupils as well as the quality of education, was important. Teaching difficulties, behavioural difficulties, lack of motivation, disciplin problems and repetition of classes are some of the aspects that affects the third and last factor

Dialogue and home–school collaboration

Mastergradsoppgave i tilpasset opplæring, avdeling for lærerutdanning og naturvitenskap, Høgskolen i Hedmark, 2015.Norsk: Dialog og medvirkning i hjem-skolesamarbeid er en masteroppgave i tilpasset opplæring ved Høgskolen i Hedmark 2015. Oppgavens hensikt er å belyse hvordan jeg kan legge til rette for at utviklingssamtalen blir en dialog der foreldrene medvirker i eget barns opplæring. Jeg har delt samtalen i to deler og skriver om den siste delen som foregår mellom de voksne. Oppgaven er basert på mitt arbeid som lærer i gjennomføringen av utviklingssamtaler våren 2015. Intensjonen er å gi et innblikk i hva som karakteriser dialogen, og jeg presenterer hva jeg har erfart og reflektert over i pendlingen mellom lærerrollen og den forskende læreren. Mitt empiriske materiale bygger på gjennomføringen av over tjue utviklingssamtaler, der 12 av samtalene er tatt lydopptak av og transkribert. I tillegg har jeg samtale- og refleksjonslogg fra alle samtalene. Materialet er analysert og tolket i lys av filosofene Axel Honneths syn på anerkjennelse i ulike sfærer og Hans-Georg Gadamers dialogforståelse og syn på forforståelsen som en forutsetning for å forstå. Videre bygger jeg på Pierre Bourdieus forståelse av makt og symbolsk vold og Ole-Petter Askheims forståelse av empowerment. Tilnærmingen i analysearbeidet har vært preget av den hermeneutiske sirkelens veksling fra helhet til del, til helhet for å forstå og Alvesson og Sköldbergs syn på refleksivitet. En konstant refleksjon har åpnet for nye forståelser og innsikter når jeg har forsøkt å se bak den spontane forståelsen ved å gi slipp på mine fordommer. I prosjektet har jeg vært opptatt av utviklingen av samtalene, og har derfor innført aksjoner for å endre på min gjennomføring i tråd med innsikter som har oppstått underveis. Undersøkelsen ga flere innsikter, og viste gjennomgående mange kjennetegn på anerkjennelse, dialog, empowerment og kommunikativ makt. Allikevel, noen samtaler bar delvis preg av det motsatte, og det skyldtes lærers mer vilkårlige tilnærming til at samtalepartnerne var ulike. Kommunikasjonsmønstre i samtalene viste at dialogen økte i tilfeller med mer tause samtalepartnerne, når lærer bekreftet foreldrenes første respons i stedet for å overta for eksempel forklaringen.English: Dialogue and home- school collaboration is a Master’s degree thesis in Adapted Education at Hedmark University College 2015. The intension of the thesis is to illustrate how I can facilitate a parents- teacher meeting where the dialogue enables the parents to contribute to the education of their child. I have divided the conversation into two parts and write about the second part, which takes place between the adults. The thesis is based on my work as a teacher carrying out parent- teacher meetings during the spring of 2015. The intension is to illustrate that which characterizes dialogue, and I present what I have experienced and reflected on based on my role as a teacher and my role as a research teacher. My empirical material is built upon carrying out more than twenty parent- teacher meetings, where twelve of these meetings have been recorded and transcribed. In addition I have a log reflecting on each conversation. The material is analysed in light of the philosophers Axel Honneth’s view on recognition in different areas and Hans-Georg Gadamer’s understanding of dialogue and view on understanding as a presupposition to understand. Further I build on Pierre Bourdieu’s understanding of power and symbolic force and Ole-Petter Askheim’s understanding of empowerment. The approach to the analytical work is characterized by the Hermeneutist circle moving from the whole to the part, to whole in order to understand, and Alvesson and Skölderg’s view of reflection. Continual reflection, trying to see beyond my immediate understanding and letting go of my prejudices has revealed new understanding and insight. During the project I have been occupied with developing the conversations, and therefore have applied methods to change my approach according to these new understandings. Research gave many insights, and showed generally many characteristics of recognition, dialogue, communication power and empowerment. However, some conversations partly indicated the opposite, because of the teacher’s arbitrary approach to the differences of the participants. The pattern of communication in the conversations showed that dialogue increased with the more reticent participants when the teacher confirmed the parent’s first response rather than intervening with an explanation

Effects of Export Promotion Policies on Rural Income, Output, and Employment: the Case of India (1955-1970)

Economic