Kompetanseheving i kroppsøving slik lærere erfarer det – viktig og utfordrende på samme tid

Sammendrag Hensikten med denne studien er å belyse hva slags erfaringer lærere har ved å delta i et skolebasert kompetansehevingsprosjekt i kroppsøving. Datagrunnlaget for oppgaven har blitt skapt gjennom kvalitative semi-strukturerte gruppe- og individuelle intervjuer, totalt åtte lærere fra fire forskjellige skoler. Felles for disse lærerne er deres deltakelse i «Prosjekt K», som er et skolebasert kompetansehevingsprosjekt i en region på Østlandet i Norge. Dataene som er innhentet er analysert i tråd med en refleksiv tematisk analyse, inspirert av Braun & Clarke (2022). Dette har videre blitt diskutert i lys av det teoretiske rammeverket for oppgaven, som er situert læring, samt erfaring- og refleksjonsbegrepet til Dewey. Mine funn viser at lærerne har ulike erfaringer knyttet til deres deltakelse i et skolebasert kompetansehevingsprosjekt. Mine funn viser at det er flere utfordringer ved å delta i et skolebasert kompetansehevingsprosjekt, blant annet knyttet til tidsbruk, organisering og formidling av prosjektet. Samtidig viser mine funn at det er flere positive sider ved deltakelse i et slik prosjekt. Disse erfaringene er påvirket av tidligere erfaringer lærerne har fra andre lignende kompetansehevingstiltak. I denne studien har jeg undersøkt hvordan lærerne har erfart deres deltakelse i et skolebasert kompetansehevingsprosjekt i kroppsøving. Målet med prosjektet jeg har fulgt, har vært å skape et mer meningsfylt kroppsøvingsfag for elevene. Dette danner derfor et grunnlag for at videre forskning bør undersøke hvordan elevene har opplevd kroppsøvingsfaget i denne perioden, og om de har opplevd noen endring i faget som følge av prosjektet. Nøkkelord: skolebasert kompetansehevingsprosjekt, kroppsøving, lærernes erfaringer, praksisfellesskap.Abstract The purpose of this study is to shed light on what kind of experiences teachers have by participating in a school-based competence enhancement in physical education. The data basis for the thesis has been created and collected through qualitative semi-structured group- and individual interviews, with a total of eight teachers form four different schools who participated. What these teachers have in common is their participation in “Project K”, wich is a school-based competence enhancement project in a region of Eastern Norway. The data has been analyzed in line with a reflexive thematic analysis, inspired by Braun & Clarke (2022). This has further been discussed in the light of the theoretical framework for the assignment, which is situated learning, as well as Dewey´s concept of experience and reflection. My finding show that the teachers have different experiences related to their participation in a school-based competence enhancement project. My findings show that these are several challenges when participating in a school-based competence enhancement project, among other things it is related to the use of time, organization, and communication of the project. At the same time, y finding show that there are several positive aspects to participation in such project, and these are often influenced by previous experiences the teachers have from other competence-enhancing initiatives. In this study, I have investigated how the teachers have experienced their participation in a school-based competence enhancement project in physical education. The aim of the project I have been following has been to create a more meaningful physical education subject for the students. This therefore forms a basis for further research to investigate how the students have experienced the physical education subject during this period, and whether they have experienced any change in the subject because of the project. Keywords: school-based competence enhancement project, physical education, teachers experiences, community of practice

Pso p27, a SERPINB3/B4-derived protein, is most likely a common autoantigen in chronic inflammatory diseases

AbstractAutoimmune diseases are characterized by chronic inflammatory reactions localized to an organ or organ-system. They are caused by loss of immunologic tolerance toward self-antigens, causing formation of autoantibodies that mistakenly attack their own body. Psoriasis is a chronic inflammatory autoimmune skin disease in which the underlying molecular mechanisms remain elusive. In this review, we present evidence accumulated through more than three decades that the serpin-derived protein Pso p27 is an autoantigen in psoriasis and probably also in other chronic inflammatory diseases.Pso p27 is derived from the serpin molecules SERPINB3 and SERPINB4 through non-canonical cleavage by mast cell chymase. In psoriasis, it is exclusively found in skin lesions and not in uninvolved skin. The serpins are cleaved into three fragments that remain associated as a Pso p27 complex with novel immunogenic properties and increased tendency to form large aggregates compared to native SERPINB3/B4. The amount of Pso p27 is directly correlated to disease activity, and through formation of complement activating immune-complexes, Pso p27 contribute to the inflammation in the skin lesions. SERPINB3/B4 are expressed in skin fibroblasts and keratinocytes, but normally absent in mast cells. Overexpression of the serpins may be induced by inflammation and hypoxia, resulting in mast cell uptake via yet unknown mechanisms. Here the generation and subsequent release of Pso p27 aggregates may promote an inflammatory loop that contributes to the chronicity of psoriasis and other autoimmune diseases

An assessment of the implementation of the National Therapeutic Programme for pregnant women within the City of Cape Town district

Background. An integrated Nutritional Supplementation Programme (NSP), now termed the National Therapeutic Programme (NTP), was initiated in 1995 to address South Africa’s pressing nutritional problems. It specifically focuses on maternal health, including iron deficiency anaemia and underweight among pregnant women, but its implementation and efficacy for pregnant women has not been evaluated.Objectives. To determine (i) whether pregnant women qualified for both the food and micronutrient (folate and iron) supplementation offered by the programme; (ii) whether those who qualified received such supplementation; and (iii) whether those who qualified were aware of the rationale for the supplementations.Methods. A cross-sectional descriptive study was conducted in all primary healthcare antenatal clinics in the City of Cape Town district, involving 114 women. All were interviewed using a questionnaire, their mid-upper arm circumference was measured, and their symphysis- fundus measurements (where documented) were obtained from their medical files.Results. Only 5% of the women qualified for the food supplementation, while all qualified for the micronutrient supplementation. Only 1 of the 6 participants who qualified for food supplementation was registered and received it. Seventy (61%) of the participants received the micronutrient supplementation and used it correctly. Twenty-nine (25%) participants had heard about the food supplementations for pregnant women and 54 (47%) had heard about the micronutrient supplementations. Conclusion. The food supplementation was not successfully implemented among pregnant women. The strategy requires further attention within the antenatal clinics.

Digital Technology and design processes II: Follow-up report on FabLab@School survey among Danish youth

This report is part of the [email protected] research program, which investigates the use of digital fabrication technologies and design activities among students aged 11-15 years in Danish schools. In order to measure the effects of the [email protected] educational program from 2014 to late 2016, this follow-up survey was administered to two groups: first, schools in which FabLab and design activities had been carried out in the [email protected] project throughout a 2-year period (FabLab schools), and second, a control group of schools that were not part of the [email protected] project (control schools). The survey reported here, is a follow-up to a similar survey conducted in the fall of 2014

Quantifying energy demand and greenhouse gas emissions of road infrastructure projects: An LCA case study of the Oslo fjord crossing in Norway

The road sector consumes large amounts of materials and energy and produces large quantities of greenhouse gas emissions, which can be reduced with correct information in the early planning stages of road project. An important aspect in the early planning stages is the choice between alternative road corridors that will determine the route distance and the subsequent need for different road infrastructure elements, such as bridges and tunnels. Together, these factors may heavily influence the life cycle environmental impacts of the road project. This paper presents a case study for two prospective road corridor alternatives for the Oslo fjord crossing in Norway and utilizes in a streamlined model based on life cycle assessment principles to quantify cumulative energy demand and greenhouse gas emissions for each route. This technique can be used to determine potential environmental impacts of road projects by overcoming several challenges in the early planning stages, such as the limited availability of detailed life cycle inventory data on the consumption of material and energy inputs, large uncertainty in the design and demand for road infrastructure elements, as well as in future traffic and future vehicle technologies. The results show the importance of assessing different life cycle activities, input materials, fuels and the critical components of such a system. For the Oslo fjord case, traffic during operation contributes about 94 % and 89 % of the annual CED and about 98 % and 92 % of the annual GHG emissions, for a tunnel and a bridge fjord crossing alternative respectively

Understanding teen UX: Building a Bridge to the future

UX is a widely explored topic within HCI and has a large practitioners' community. However, the users considered in research and practice, are most often adults - since adults represent the largest technology market share. However teenagers represent a growing market of unique users, and more needs to be understood about this population, from a UX perspective. The theme of this workshop is Building a Bridge to the Future and the aim is to gather together academics and UX practitioners, interested in teen users specifically, in order to discuss experiences, understandings, insights and methods that we can use to comprehend teen UX now and explore how this may lead to the creation of better interactive products in the future. The workshop will also foster new collaborations, and define new research agendas to grow the research and literature in this area