Elev- og lærervurderinger av elevenes sosiale kompetanse i skolen

Temaet for denne masteravhandlingen er vurdering av elevers sosiale kompetanse i skolen. Utvikling av sosial kompetanse og sosiale ferdigheter er en vel så viktig del av skolehverdagen som den faglige opplæringen, og vurdering av og refleksjon over egen atferd i skolen kan være viktig for denne utviklingen. Tidligere forskning viser at det gjennomgående er lærernes vurderinger som løftes frem, mens elevenes subjektive rapporteringer om atferd i skolen er mer fraværende. Denne studien retter søkelys mot å fremme elevens stemme i vurdering av sosial kompetanse, i en kombinasjon med lærernes vurdering. Som tilnærming til tematikken anvendes en kvantitativ metode, og denne studien er basert på en tverrsnittsundersøkelse fra 2018, hvor mange norske grunnskoler deltok. Både lærere og elever fra 5. til 10. trinn deltok i undersøkelsen og besvarte spørsmål om henholdsvis atferd og sosial kompetanse. Det er gjennomført statistiske analyser for å besvare problemstillingen som foreligger i denne avhandlingen: Hvordan vurderer elever og lærere elevenes sosiale kompetanse i skolen? Funnene viser at det foreligger få forskjeller mellom hvordan elevene vurder sin sosiale kompetanse i skolen, utfra bakgrunnsfaktorene kjønn, om eleven har vedtak om spesialundervisning eller ikke, mors utdanning og språklig bakgrunn. I alle tilfeller er elevene relativt samstemte i sine rapporteringer av sosial kompetanse, og rapporterer at de sjelden utviser atferd som ikke er forenelig med skolens normer. Elevenes vurderinger blir sammenliknet med lærernes vurderinger. I lærernes vurdering av elevenes sosiale kompetanse viser funnene at noen elevgrupper blir vurdert lavere enn andre. Disse elevgruppene er gutter, elever med vedtak om spesialundervisning og minoritetsspråklige elever med vestlig og ikke-vestlig bakgrunn. Med dette anser lærerne at dette er elever som i mindre grad enn andre elever tilpasser seg skolens normer. Mange av funnene stemmer overens med tidligere forskning, og i den sammenheng stilles det spørsmål om skolen er med på å opprettholde sosiale forskjeller. Funnene i denne undersøkelsen tyder på at noen elever kan ha bedre forutsetninger for å klare seg i skolen enn andre.The theme for this thesis is assessment of pupils’ social competence in school. Development of social competence and social skills is as important as the technical skills in school, and assessment of and reflection over individual behavior in school can be important for this development. Previous research show that it is generally teacher’s assessments that are highlighted, while the pupils’ subjective reports on behavior in school are more absent. This study focuses on promoting pupil perspective in the assessment of social competence, in combination with teachers’ assessments. A quantitative method is used as an approach to the topic, and this study is based on a cross-sectional survey from 2018, in which many Norwegian primary and lower secondary schools participated. Both teachers and pupils from 5th to 10th grade participated in the survey and answered questions about behavior and social competence. Statistical analyzes have been performed to answer the problem presented in this dissertation: How do pupils and teachers assess pupils’ social competence in school? The results show that there are few differences between how the pupils assess their social competence in school, based on the background factors gender, whether the pupils have need for special education or not, the mother’s education and linguistic background. In all cases, pupils are relatively consistent in reporting social competence, and report that they rarely exhibit behavior that are inconsistent with school norms. The pupils’ assessments are compared with the teachers’ assessments. In the teachers’ assessments of the pupils’ social competence, the findings show that some groups of pupils are assessed lower than others. These groups of pupils are boys, pupils with special education and minority language pupils with Western and non-Western backgrounds. Based on this, teachers consider that these are pupils who to a lesser extent than other pupils adapt to the school’s norms. Many of the findings are consistent with previous research, and in this coherence a question whether the school is involved in maintaining social differences is asked. The findings in this study indicates that some pupils may have better prerequisite in school than others

Elev- og lærervurderinger av elevenes sosiale kompetanse i skolen

Temaet for denne masteravhandlingen er vurdering av elevers sosiale kompetanse i skolen. Utvikling av sosial kompetanse og sosiale ferdigheter er en vel så viktig del av skolehverdagen som den faglige opplæringen, og vurdering av og refleksjon over egen atferd i skolen kan være viktig for denne utviklingen. Tidligere forskning viser at det gjennomgående er lærernes vurderinger som løftes frem, mens elevenes subjektive rapporteringer om atferd i skolen er mer fraværende. Denne studien retter søkelys mot å fremme elevens stemme i vurdering av sosial kompetanse, i en kombinasjon med lærernes vurdering. Som tilnærming til tematikken anvendes en kvantitativ metode, og denne studien er basert på en tverrsnittsundersøkelse fra 2018, hvor mange norske grunnskoler deltok. Både lærere og elever fra 5. til 10. trinn deltok i undersøkelsen og besvarte spørsmål om henholdsvis atferd og sosial kompetanse. Det er gjennomført statistiske analyser for å besvare problemstillingen som foreligger i denne avhandlingen: Hvordan vurderer elever og lærere elevenes sosiale kompetanse i skolen? Funnene viser at det foreligger få forskjeller mellom hvordan elevene vurder sin sosiale kompetanse i skolen, utfra bakgrunnsfaktorene kjønn, om eleven har vedtak om spesialundervisning eller ikke, mors utdanning og språklig bakgrunn. I alle tilfeller er elevene relativt samstemte i sine rapporteringer av sosial kompetanse, og rapporterer at de sjelden utviser atferd som ikke er forenelig med skolens normer. Elevenes vurderinger blir sammenliknet med lærernes vurderinger. I lærernes vurdering av elevenes sosiale kompetanse viser funnene at noen elevgrupper blir vurdert lavere enn andre. Disse elevgruppene er gutter, elever med vedtak om spesialundervisning og minoritetsspråklige elever med vestlig og ikke-vestlig bakgrunn. Med dette anser lærerne at dette er elever som i mindre grad enn andre elever tilpasser seg skolens normer. Mange av funnene stemmer overens med tidligere forskning, og i den sammenheng stilles det spørsmål om skolen er med på å opprettholde sosiale forskjeller. Funnene i denne undersøkelsen tyder på at noen elever kan ha bedre forutsetninger for å klare seg i skolen enn andre.The theme for this thesis is assessment of pupils’ social competence in school. Development of social competence and social skills is as important as the technical skills in school, and assessment of and reflection over individual behavior in school can be important for this development. Previous research show that it is generally teacher’s assessments that are highlighted, while the pupils’ subjective reports on behavior in school are more absent. This study focuses on promoting pupil perspective in the assessment of social competence, in combination with teachers’ assessments. A quantitative method is used as an approach to the topic, and this study is based on a cross-sectional survey from 2018, in which many Norwegian primary and lower secondary schools participated. Both teachers and pupils from 5th to 10th grade participated in the survey and answered questions about behavior and social competence. Statistical analyzes have been performed to answer the problem presented in this dissertation: How do pupils and teachers assess pupils’ social competence in school? The results show that there are few differences between how the pupils assess their social competence in school, based on the background factors gender, whether the pupils have need for special education or not, the mother’s education and linguistic background. In all cases, pupils are relatively consistent in reporting social competence, and report that they rarely exhibit behavior that are inconsistent with school norms. The pupils’ assessments are compared with the teachers’ assessments. In the teachers’ assessments of the pupils’ social competence, the findings show that some groups of pupils are assessed lower than others. These groups of pupils are boys, pupils with special education and minority language pupils with Western and non-Western backgrounds. Based on this, teachers consider that these are pupils who to a lesser extent than other pupils adapt to the school’s norms. Many of the findings are consistent with previous research, and in this coherence a question whether the school is involved in maintaining social differences is asked. The findings in this study indicates that some pupils may have better prerequisite in school than others

“Falling off the wagon”: older adults’ experiences of living with frailty in rural arctic communities

Most populations around the world are ageing. The proportion of older adults in the population is larger and is growing more rapidly in rural communities than in urban areas. Longevity increases the risk of frailty. Our aim was to explore how single-living frail older adults experience living with frailty in everyday life in rural Arctic areas. Over eight months, we conducted a series of three interviews with eight older adults identified as frail by home care services in two rural municipalities in northern Norway. We conducted a thematic analysis. We generated three themes. Frailty as a dynamic phenomenon indicated that the participants’ experiences of frailty varied over time. Frailty as part of old age referred to the findings that many participants tried to adapt to the changing circumstances, while others found it more challenging to accept the experienced limitations. Frailty in a rural Arctic context concerned the findings that the rural Arctic environment affected the participants’ experiences of frailty due to its long, snowy winters; long distances between communities and municipal centres; and out-migration. Our results demonstrate that frailty is a consequence of the interplay between ageing persons and their physical and social environments.publishedVersio

Utveckla produktionsprocesserna i plantskoleföretagen

Plantskoleföretagen skulle vinna mycket på att använda strukturerade metoder för att trimma produktionen, både vad gäller smarta tekniska lösningar och administrativa rutiner. Här behövs insatser från en kunnig resursperson. Lean är ett verktyg inom företagsledning för att effektivisera processer och eliminera slöseri med resurser. Vintern 2012/13 introducerades produktionsplantskolorna till Lean med stöd av medel ur Tillväxt Trädgård. Ove Karlsson från Hushållningssällskapet i Halland ledde projektet ”Utveckla produktionsprocesserna i plantskoleföretagen” och genomförde med hjälp av LRF Trädgårds plantskolesektion en översiktlig värdeflödesanalys av en vanlig produktionsplanta. Detta för att med ett Lean-arbetssätt identifiera de områden i plantskoleföretagens produktionsprocesser, som har stor utvecklingspotential. I detta faktablad presenteras det arbete som utförts i samverkan med plantskolorna. Vidare sammanfattas resultat från den valda metoden värdeflödesanalys som en bas för företagen att arbeta vidare med

Significance of progesterone receptors (PR-A and PR-B) expression as predictors for relapse after successful therapy of endometrial hyperplasia: a retrospective cohort study

This is the peer reviewed version of the following article: Sletten, E.T., Arnes, M., Lyså, L.M., Larsen, M. & Ørbo, A. (2019). Significance of progesterone receptors (PR-A and PR-B) expression as predictors for relapse after successful therapy of endometrial hyperplasia: a retrospective cohort study. BJOG: an International Journal of Obstetrics and Gynaecology, 126(7), 936-943, which has been published in final form at https://doi.org/10.1111/1471-0528.15579. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.Objective - After successful progestin therapy for endometrial hyperplasia (EH), the risk of relapse remains. We aimed to assess if immunohistochemical (IHC) expression of progesterone receptor isoforms, PR‐A and PR‐B, in endometrial glands and stroma in pre‐treatment endometrial biopsies was related to relapse of EH. Design and setting - Biopsy material originated from women with low‐risk and medium‐risk EH recruited to a recent Norwegian multicentre randomised trial. Participants (n = 153) had been treated for 6 months with three different progestin regimens. Population - One hundred and thirty‐five of the 153 women achieved therapy response and underwent follow up for 24 months after therapy withdrawal. Fifty‐five women relapsed during follow up. Pre‐treatment endometrial biopsies from 94 of the 135 responding women were available for IHC staining. Methods - Immunohistochemical staining was performed separately for PR‐A and PR‐B and IHC expression was evaluated in endometrial glands and stroma by a histological score (H‐score) using light microscopy. Main outcome measure - Immunohistochemical expression of PR‐A and PR‐B in endometrial glands and stroma in women with or without relapse of EH. Results - Low PR‐A in endometrial glands (P = 0.013) and stroma (P 1 (19%; P < 0.001). Conclusion - Immunohistochemical expression of PR‐A and PR‐B in pre‐treatment endometrial biopsy proves valuable as a predictor of relapse in EH

How microbial food web interactions shape the arctic ocean bacterial community revealed by size fractionation experiments

In the Arctic, seasonal changes are substantial, and as a result, the marine bacterial community composition and functions differ greatly between the dark winter and light-intensive summer. While light availability is, overall, the external driver of the seasonal changes, several internal biological interactions structure the bacterial community during shorter timescales. These include specific phytoplankton–bacteria associations, viral infections and other top-down controls. Here, we uncover these microbial interactions and their effects on the bacterial community composition during a full annual cycle by manipulating the microbial food web using size fractionation. The most profound community changes were detected during the spring, with ‘mutualistic phytoplankton’—Gammaproteobacteria interactions dominating in the pre-bloom phase and ‘substrate-dependent phytoplankton’—Flavobacteria interactions during blooming conditions. Bacterivores had an overall limited effect on the bacterial community composition most of the year. However, in the late summer, grazing was the main factor shaping the community composition and transferring carbon to higher trophic levels. Identifying these small-scale interactions improves our understanding of the Arctic marine microbial food web and its dynamics

Simultaneous inhibition of B7 and LFA-1 signaling prevents rejection of discordant neural xenografts in mice lacking CD40L.

Transplantation of embryonic human neural tissue can restore dopamine neurotransmission and improve neurological function in patients with Parkinson's disease. Logistical and ethical factors limit the availability of human embryonic allogeneic tissue. Embryonic xenogeneic neural tissue from porcine donors is an alternative form of donor tissue, but effective immunomodulatory techniques are warranted for neural xenotransplantation to become clinically feasible. We transplanted embryonic porcine ventral mesencephalic tissue into the brains of adult untreated C57BL/6 mice, untreated CD40L-/-mice and CD40L-/-mice that received injections of anti-LFA-1, CTLA41g or both compounds. Double-treated CD40L-/-mice had large grafts with high numbers of dopaminergic neurons 4 wk after transplantation. The grafts were completely devoid of lymphocytes, macrophages and activated microglia. Untreated C57BL/6 mice had rejected their grafts. Untreated CD40L-/-mice and CD40L-/-mice treated with monotherapy of anti-LFA-1 or CTLA41g had smaller grafts and more microglial and lymphocytic infiltration than double-treated CD40L-/-mice. We conclude that immunomodulation with concomitant inhibition of LFA-1 and B7 signaling in the perioperative period in CD40L-/-mice prevented the rejection of discordant neural xenografts. The treatment most likely reduced antigen presenting capacity and interfered with the costimulatory signaling needed for T cell activation to occur

Synechococcus in the Atlantic Gateway to the Arctic Ocean

Increasing temperatures, with pronounced effects at high latitudes, have raised questions about potential changes in species composition, as well as possible increased importance of small-celled phytoplankton in marine systems. In this study, we mapped out one of the smallest and globally most widespread primary producers, the picocyanobacterium Synechococcus, within the Atlantic inflow to the Arctic Ocean. In contrast to the general understanding that Synechococcus is almost absent in polar oceans due to low temperatures, we encountered high abundances (up to 21,000 cells mL-1) at 79 °N, and documented their presence as far north as 82.5 °N. Covering an annual cycle in 2014, we found that during autumn and winter, Synechococcus was often more abundant than picoeukaryotes, which usually dominate the picophytoplankton communities in the Arctic. Synechococcus community composition shifted from a quite high genetic diversity during the spring bloom to a clear dominance of two specific operational taxonomic units (OTUs) in autumn and winter. We observed abundances higher than 1,000 cells mL-1 in water colder than 2 °C at seven distinct stations and size-fractionation experiments demonstrated a net growth of Synechococcus at 2 °C in the absence of nano-sized grazers at certain periods of the year. Phylogenetic analysis of petB sequences demonstrated that these high latitude Synechococcus group within the previously described cold-adapted clades I and IV, but also contributed to unveil novel genetic diversity, especially within clade I

Hvilke barrierer og utfordringer møter sykepleiere ved smertelindring til pasienter med rusmisbruk, innlagt på somatisk sengepost?

Bakgrunn Sykepleiere møter flere barrierer og utfordringer i møte med rusavhengige pasienter innlagt på somatisk sengepost og finner det utfordrende å gi adekvat smertelindring til denne pasientgruppen. Hensikt Hensikten med oppgaven er, gjennom teori og diskusjon, å belyse utfordringer og barrierer knyttet til smertelindring til pasienter med rusavhengighet på somatisk sengepost. Metode Metoden bygger på en integrativ litteraturoversikt etter Friberg (2017). Kandidatene har analysert seks utvalgte vitenskapelige forskningsartikler fra sykepleieperspektiv. De utvalgte artiklene, teori, samt relevant faglitteratur utgjør grunnlaget for besvarelsen av problemstillingen vi har formulert. Resultater I resultatene kommer det fram at sykepleierne har negative holdninger og manglende kunnskap om smertelindring til rusavhengige pasienter. Det var gjennomgående at mange sykepleiere hadde fordommer og opplevde seg utrygge i samhandling med denne pasientgruppen. Videre fremkommer det at tillit mellom pasient og sykepleiere er vanskelig å bevare da sykepleierne erfarte å bli manipulert av pasienter som krever mer smertelindring.Background Nurses face several barriers and challenges in the face of addicted patients admitted to somatic wards and find it challenging to provide adequate pain relief to this patient group. Purpose The purpose of the thesis is, through theory and discussion, to shed light on challenges and barriers related to pain relief for patients with drug addiction in somatic wards. Method The method is based on an integrative literature overview after Friberg (2017). The candidates have analysed six selected scientific research articles from a nursing perspective. The selected articles, theory, and relevant academic literature form the basis for the answer to the problem we have formulated. Findings The results show that the nurses have negative attitudes and a lack of knowledge about pain relief for addicted patients. It was generally the fact that many nurses had prejudices and felt unsafe in interaction with this patient group. Furthermore, it is evident that trust between patients and nurses is difficult to maintain as the nurses experienced being manipulated by patients who require more pain relief