Researching “learning lives” – a new agenda for learning, media and technology

In this article, we revisit the history of our interest in the term, ‘learning lives’ in order to explicate the meaning(s) of the phrase and to set up a series of challenges for research into young people’s learning. We suggest that a learning lives perspective depends on three areas for investigation. First of all is the challenge of how to capture, theorise and describe the travel and trajectories if researchers are truly to ‘follow’ learners through, around and in their learning across everyday life. Secondly, it means refusing what seems to be the most apparent levers of change, namely media and technology. And thirdly, learning lives approaches need to address the pedagogicization of everyday life and the schooled society. Learning lives approaches help us see the changing place of the meaning of education and institutional pedagogies across all the nooks and crannies of everyday life

Mutational Analysis of Merkel Cell Carcinoma

Merkel cell carcinoma (MCC) is an aggressive cutaneous neuroendocrine malignancy that is associated with a poor prognosis. The pathogenesis of MCC is not well understood, and despite a recent plethora of mutational analyses, we have yet to find a set of signature mutations implicated in the majority of cases. Mutations, including TP53, Retinoblastoma and PIK3CA, have been documented in subsets of patients. Other mechanisms are also likely at play, including infection with the Merkel cell polyomavirus in a subset of patients, dysregulated immune surveillance, epigenetic alterations, aberrant protein expression, posttranslational modifications and microRNAs. In this review, we summarize what is known about MCC genetic mutations and chromosomal abnormalities, and their clinical significance. We also examine aberrant protein function and microRNA expression, and discuss the therapeutic and prognostic implications of these findings. Multiple clinical trials designed to selectively target overexpressed oncogenes in MCC are currently underway, though most are still in early phases. As we accumulate more molecular data on MCC, we will be better able to understand its pathogenic mechanisms, develop libraries of targeted therapies, and define molecular prognostic signatures to enhance our clinicopathologic knowledge

Learning lives connected : digital youth across school and community spaces

Aunque la mayoría de los estudios sobre el aprendizaje hablan de las experiencias intra-institucionales, nuestro interés se centra en el seguimiento de las trayectorias de aprendizaje individuales a través de distintos dominios. Las investigaciones sobre el uso de los diferentes medios por los jóvenes en el entorno extraescolar muestran cómo las prácticas aplicadas en el uso de medios digitales difieren de las prácticas en el entorno escolar, tanto en forma como en contenido. El reto principal actualmente consiste en encontrar formas de entender las interconexiones y la creación de redes entre estos dos mundos de la vida, tal y como las experimentan los jóvenes. Aquí los elementos importantes son los conceptos adaptados como contexto, trayectorias e identidad, relacionados con las redes de actividades. Presentamos datos del «proyecto sobre vidas de aprendizaje» actualmente en curso en una comunidad multicultural de Oslo. Nos centraremos especialmente en los alumnos de educación secundaria post obligatoria que cursan estudios de Medios y Comunicación. Con un enfoque etnográfico, nos centraremos en la forma en que se construyen y se negocian las identidades del alumno en distintos tipos de relaciones de aprendizaje. Los datos incluyen datos generados por los investigadores (entrevistas, observaciones a través de vídeos, anotaciones de campo) y datos generados por los participantes (fotografías, diarios, mapas).Whereas most studies of learning explore intra-institutional experiences, our interest is to track individual learning trajectories across domains. Research on young people’s use of different media outside schools shows how practices of using digital media are different from practices in schools in both form and content. The major challenge today, however, is to find ways of understanding the interconnections and networking between these two lifeworlds as experienced by young people. Important elements here are adapted concepts like context, trajectories and identity related to activity networks. We will present data from the ongoing «learning lives project» in a multicultural community in Oslo. We will especially focus on students of Media and Communication studies at upper secondary school level. Using an ethnographic approach we will focus on how learners’ identities are constructed and negotiated across different kinds of learning relationships. The data will consist of both researcher-generated data (interviews, video-observations, field notes) and informant-generated data (photos, diaries, maps)

Operational training for enhanced maritime cyber resilience: Bridging safety and security through maritime education and training

Modern maritime navigation and operations heavily rely on technology. While this has brought many benefits, it has also introduced new risks, especially in cyber security. This thesis investigates how the maritime industry and maritime education and training institutions can be better prepared against cyber threats. By taking a human-centred design approach, the thesis investigates how qualitative research can be utilized to enhance maritime cyber resilience. This thesis explores how the traditional maritime ship safety transition into an industry which not just need to consider normal accidents, like fire onboard or ship collision avoidance, but also needs to address cyber security aspects. Central to this research is the exploration of the International Maritime Organization's (IMO) Resolution for Maritime Cyber Risk Management in Safety Management Systems (MSC.428(98)), which positioned cyber risk on the global maritime safety agenda. By underscoring the need for heightened awareness and urging the maritime sector to evolve and learn continuously, this Resolution has become a cornerstone in discussions about maritime cyber resilience. As a strategic focus for the IMO, MET's potential to fortify human capacity on ships stands out as a pivotal element in the quest to make humans the strongest link in maritime cyber security. Through a rigorous examination of current research trends, industry initiatives, and the pivotal intersection of automation and human interaction, this thesis underscores the importance of integrating maritime cyber security into MET curricula. To provide a comprehensive perspective, the research methodology encompasses a review of existing literature, an evaluation of the development of maritime cyber security, and a deep dive into how the maritime industry responds to regulations and frameworks. The thesis also assesses the relevance and applicability of concepts like maritime cyber resilience in the context of MET. The research approach includes a look at existing studies, an examination of how maritime cyber security has evolved, and a review of how the maritime sector deals with rules and guidelines. The thesis looks at how resilience applies to cyber issues in the maritime context. Key findings come from four major papers and a workshop. These insights stress the importance of teaching maritime cyber resilience widely. The first two papers address how a navigator’s workday now is affected by cyber risks and how the navigator experience those risks. The final papers present humancentred design approach to developing and conducting maritime cyber resilience training, as well as a novel procedural framework. The final discussions in the thesis link these findings with existing knowledge to suggest how MET can really make a difference in improving cyber security at sea. In conclusion, this thesis offers insights both for researchers and for maritime professionals. As technology keeps advancing, the findings here offer a roadmap for future research and training efforts

Forslag til endring av retningslinje ved konservativ behandling av NSTEMI

Sammendrag Bakgrunn Studier gjort internasjonalt har vist at fondaparinuks gir lavere morbiditet og mortalitet på lang sikt, sammenlignet med det lavmolekylære heparinet enoksaparin, ved konservativ antitrombotisk behandling av NSTEMI. Med bakgrunn i dette har vi sett på nåværende praksis for slik behandling av denne pasientgruppen på hjerteavdelingen på Ullevål Universitetssykehus (UUS). Da det ikke er samsvar mellom praksis på UUS og internasjonale guidelines, ønsket vi å utarbeide en strategi for implementering av en ny retningslinje for antitrombotisk behandling ved NSTEMI, med bytte fra enoksaparin til fondaparinuks. Metode Kunnskapsgrunnlaget ble bekreftet ved søk i medline/pubmed, og det ble gjort en spørreskjemaundersøkelse for å avdekke gjeldende praksis. Videre ble det gjort litteratursøk i Medline/Ovid for å finne dokumenterte implementeringstiltak. Resultater Ved UUS brukes det i hovedsak dalteparin ved konservativ behandling av NSTEMI, hvilket samsvarer med de nasjonale retningslinjer. Flere tiltak for endring av den lokale retningslinjen ble vurdert, og følgende tiltak foreslås: 1. Avdelingsledelsen nedsetter en ansvarlig prosjektgruppe med en prosjektkoordinator. 2. Felles undervisningsmøter med utdeling av spørreskjemaer for tilbakemelding. 3. Muntlig orientering samt informasjonsskriv om det nye tiltaket til personalet. 4. Regelmessige møter i prosjektgruppen med evaluering av resultater samt tilbakemeldinger fra personalet. 5. Kontinuerlig oppdatering om resultatene av prosjektet til personalet både muntlig og via e-post, samt oppfordring til å gi respons på hvordan det fungerer. 6. Evaluering av prosjektet etter ett år. Her benyttes indikatoren ”andelen pasienter med NSTEMI som blir behandlet konservativt i akuttfasen med fondaparinuks ved hjerteavdelingen på UUS.” Konklusjon Kunnskapsgrunnlaget viser at et bytte til fondaparinuks er fordelaktig med tanke på redusert morbiditet og mortalitet på lang sikt, lettere administrasjon og reduserte kostnader. De tiltakene vi har kommet frem til kan være praktisk gjennomførbare i den aktuelle avdelingen, og kan være hensiktsmessige i innføringen av en ny retningslinje

Learning lives across educational boundaries. Continuity and discontinuity in learning trajectories

In this article, I discuss educational boundaries as experienced by the learner across different contexts, activities and interests. Learning is understood as a trajectory beyond situated contexts. The analytical focus is how learning trajectories are experienced as continuity or discontinuity by students across in-school and out-of-school settings. The analysis draws on findings from a longitudinal project in one multicultural community of Oslo, using mainly observational and interview methodologies. The findings show that educational boundaries are often blurred and represent different learning trajectories beyond simple dichotomies of continuation or discontinuation in learning. (DIPF/Orig.

Quality in the travel experience of German charter visitors: The case of Las Vegas

The purpose of this study was to research the characteristics and behavior of a group of overseas visitors to Las Vegas, measure the travel experience perceptions regarding quality of the group, identify areas where importance perceptions were greater than quality perceptions, and relate quality in the travel experience to intended future behavior; The group studied consisted of visitors from Germany traveling by charter airline directly to Las Vegas. Germany was the country of origin of the largest number of overseas visitors to Las Vegas in 1993; Five hypotheses were tested covering three areas: gambling behavior, quality related to intended future behavior, and differences between first-time and repeat visitors; The study provides information for tourism organizations and hospitality businesses in contact with overseas visitor for marketing purposes and for the preparation of brochures informing visitors about Las Vegas. The study also identifies areas which offer the greatest opportunity for quality advancements

Using documentary films in the EFL classroom to promote the development of intercultural competence

Hovudmålet med denne oppgåva er å undersøke korleis dokumentarfilm kan bli brukt i klasserommet for å fremje utviklinga av interkulturell kompetansei det obligatoriske faget engelsk på Vg1. Interkulturell kompetanse er viktig i ei globalisert verd. I den overordna delen av læreplanen er det lagt vekt på at det er viktig å ha kunnskap om ulike kulturar fordi opplæringa blant anna skal gi innsikt i kulturelt mangfald og fremje demokrati. I læreplanen for engelsk vg1 er film trekt fram som eit eige mål, etter endringane i 2013, noko som viser relevansen av film som pedagogisk verktøy. Denne oppgåva ser på korleis elevane opplever bruk av dokumentarfilm i undervisninga. Oppgåva tek utgangspunkt i undervisningsopplegg om ulike tema der fire ulike dokumentarfilmar blir brukt. Elevane sitt arbeid, dokumentarfilmane, ei spørjeundersøking og intervju ligg til grunn for analysen som er både kvantitativ og kvalitativ. Funna blir diskutert i lys av teoriar om interkulturell kompetanse, dokumentarfilmsjangeren og eleven som tilskodar. Hovudfunna i oppgåva viser at elevane blir engasjerte når dei blir presentert for forteljingar gjennom dokumentarfilm, særskild fordi dei ser at menneska og historiane deira er ekte og sanne. Ein del rapporterer at dei blir kjenslemessig engasjert, noko som indikerer at dokumentarfilmar skaper eit potensiale for utvikling av interkulturell kompetanse. I tillegg viser analysen at fokus på interkulturell kompetanse i engelskundervisninga er viktig, for å fremja kritisk refleksjon i dette arbeidet