"Har I Robotter til at male for jer?": Et fagdidaktisk perspektiv på teknologiforståelses fagfornyende potentiale i billedkunst

The article discusses an integration between technology comprehension and visual arts education as a potential transformation of visual arts education. The discussion was based on current image and visual cultural pedagogical research, while the analytical perspective of the discussion drew on socio-material theory, which pushes dichotomies between man as the sole actor and technology as the object of actions. Six prototypes developed in the national Tekforsøg [Tech experiment] (2019-2021) formed the empirical basis. The prototype analysis focused on programming which was singled out as a crucial learning goal in the Tech experiment. The analysis of the prototypes pointed to new aesthetic qualities of expression that can be potentially innovative. The question, however, is to what extent can the prototypes contribute more than an instrumental innovation in the form of methods and techniques? The article argues that a potential subject integration can only take place to the extent that programming is linked to computational thinking and digital empowerment. The two areas can contribute to a development rooted in the subject's artistic cognition and sociocultural contextualization. Thereby, the intentions behind both disciplines to contribute to the school's democratic purpose can be met.Artiklen undersøger teknologiforståelses fagfornyende potentiale i billedkunstfaget, og hvordan en egentlig fagintegration er mulig. Undersøgelsen rammesættes af aktuel billed- og visuel kulturpæda-gogisk forskning, mens undersøgelsens analytiske perspektiv trækker på sociomateriel teori, som bidrager til at skubbe til traditionelle di-kotomier om mennesket som den handlende og teknologien som objekt for handlinger. Undersøgelsens empiriske materiale er seks didaktiske prototyper, som blev udviklet i det nationale Tekforsøg (2019-2021) rammesat af teknologiforståelsesfagets viden- og færdig-hedsmål om programmering i billedkunst for indskolingen. Analysen af prototyperne peger på nye æstetiske udtrykskvaliteter, som kan være potentielt fagfornyende. Artiklen argumenterer for, at en poten-tiel fagintegration alene vil kunne ske i det omfang, at programmering knyttes til computationel tænkning og digital myndiggørelse. Derved kan formålene bag både billedkunstfaglighed og teknologiforståelses-faglighed bidrage til skolens demokratiske formål imødekommes

”Har I robotter til at male for jer?”:Et fagdidaktisk perspektiv på teknologiforståelses fagfornyende potentiale i billedkunst

The article discusses an integration between technology comprehension and visual arts education as a potential transformation of visual arts education. The discussion was based on current image and visual cultural pedagogical research, while the analytical perspective of the discussion drew on socio-material theory, which pushes dichotomies between man as the sole actor and technology as the object of actions. Six prototypes developed in the national Tekforsøg [Tech experiment] (2019-2021) formed the empirical basis. The prototype analysis focused on programming which was singled out as a crucial learning goal in the Tech experiment. The analysis of the prototypes pointed to new aesthetic qualities of expression that can be potentially innovative. The question, however, is to what extent can the prototypes contribute more than an instrumental innovation in the form of methods and techniques? The article argues that a potential subject integration can only take place to the extent that programming is linked to computational thinking and digital empowerment. The two areas can contribute to a development rooted in the subject's artistic cognition and sociocultural contextualization. Thereby, the intentions behind both disciplines to contribute to the school's democratic purpose can be met.Artiklen undersøger teknologiforståelses fagfornyende potentiale i billedkunstfaget, og hvordan en egentlig fagintegration er mulig. Undersøgelsen rammesættes af aktuel billed- og visuel kulturpæda-gogisk forskning, mens undersøgelsens analytiske perspektiv trækker på sociomateriel teori, som bidrager til at skubbe til traditionelle di-kotomier om mennesket som den handlende og teknologien som objekt for handlinger. Undersøgelsens empiriske materiale er seks didaktiske prototyper, som blev udviklet i det nationale Tekforsøg (2019-2021) rammesat af teknologiforståelsesfagets viden- og færdig-hedsmål om programmering i billedkunst for indskolingen. Analysen af prototyperne peger på nye æstetiske udtrykskvaliteter, som kan være potentielt fagfornyende. Artiklen argumenterer for, at en poten-tiel fagintegration alene vil kunne ske i det omfang, at programmering knyttes til computationel tænkning og digital myndiggørelse. Derved kan formålene bag både billedkunstfaglighed og teknologiforståelses-faglighed bidrage til skolens demokratiske formål imødekommes

Factors associated with Chlamydia trachomatis testing in a high school based screening and previously in clinical practice: a cross-sectional study in Norway

BACKGROUND: High school based chlamydia screening has been shown to increase uptake and detect hidden infections among sexually active adolescents. Our study aimed to: i) examine the proportions of 15–20 year-olds tested in a high school based screening and previously in clinical practice, ii) determine chlamydia prevalence according to testing pattern, and iii) examine factors associated with testing in the two settings. METHODS: A population based cross-sectional study was conducted in 5 high schools in Norway in 2009, using web-questionnaires and Chlamydia trachomatis PCR in first-void urine (800 girls/818 boys, mean age 17.2 years). Only sexually active participants at risk for chlamydia infections were included in the analyses. Crude and multivariable logistic regression models were applied with ‘clinic based testing’ and ‘school based screening’ as outcome variables. RESULTS: 56% of girls and 21% of boys reported previous clinic based testing. In the school based screening, 93% were tested with no gender difference. 42% of girls and 74% of boys were tested for the first time at school (‘school-only test’). Both girls with clinic based testing and girls with school-only test had high chlamydia prevalence (7.3% vs 7.2%). Boys with clinic based testing had twice the prevalence of those with school-only test (6.2% vs 3.0%, p = 0.01). Half of infections were detected in participants with school-only test. One-fifth were repeat infections. In multivariable analysis of girls and boys combined, female gender, older age, early sexual debut, no condom use at first and last intercourse, steady relationship, and higher number of lifetime partners increased the odds of clinic based testing. The odds of school based screening increased with male gender, academic affiliation, later sexual debut, condom use at first intercourse, and current urogenital symptoms in multivariable analysis. CONCLUSIONS: More than half the girls had been tested prior to the school based screening and had high prevalence independent of previous clinic based testing. School screening was mostly associated with factors unknown to increase chlamydia infection risk, while clinic based testing was associated with traditional risk factors. The unusually high and equal participation between genders and the detection of a large chlamydia reservoir confirms the value of school based screening suggesting this approach to be further explored in Norway

Multilocus Sequence Typing of Genital Chlamydia trachomatis in Norway Reveals Multiple New Sequence Types and a Large Genetic Diversity

Background: The Chlamydia trachomatis incidence rate in Finnmark, the most northern and sparsely populated county in Norway, has been twice the national average. This population based cross-sectional study among Finnmark high school students had the following aims: i) to examine distribution of multilocus sequence types (STs) of C. trachomatis in a previously unmapped area, ii) to compare chlamydia genetic diversity in Finnmark with that of two urban regions, and iii) to compare discriminatory capacity of multilocus sequence typing (MLST) with conventional ompA sequencing in a large number of chlamydia specimens. Methodology: ompA sequencing and a high-resolution MLST system based on PCR amplification and DNA sequencing of five highly variable genetic regions were used. Eighty chlamydia specimens from adolescents aged 15-20 years in Finnmark were collected in five high schools (n = 60) and from routine clinical samples in the laboratory (n = 20). These were compared to routine clinical samples from adolescents in Tromso (n = 80) and Trondheim (n = 88), capitals of North and Central Norway, respectively. Principal Findings: ompA sequencing detected 11 genotypes in 248 specimens from all three areas. MLST displayed 50 STs providing a five-fold higher resolution. Two-thirds of all STs were novel. The common ompA E/Bour genotype comprised 46% and resolved into 24 different STs. MLST identified the Swedish new variant of C. trachomatis not discriminated by ompA sequencing. Simpson's discriminatory index (D) was 0.93 for MLST, while a corrected D-c was 0.97. There were no statistically significant differences in ST genetic diversity between geographic areas. Finnmark had an atypical genovar distribution with G being predominant. This was mainly due to expansion of specific STs of which the novel ST161 was unique for Finnmark. Conclusions/Significance: MLST revealed multiple new STs and a larger genetic diversity in comparison to ompA sequencing and proved to be a useful tool in molecular epidemiology of chlamydia infections.Manuscript title: High-resolution Multilocus Sequence Typing of Chlamydia trachomatis reveals multiple new genotypes in North and Central Norwa

A Critical Examination of the Clinical Diagnosis of Functional Tic‐like Behaviors

Background: Since the COVID‐19 pandemic, movement disorder clinics have seen an increase in patients with an unusual type of tic‐like symptoms: young adults with abrupt onset complex behaviors. It was quickly suspected that these patients suffered from functional neurological symptoms, later named Functional Tic‐Like Behaviors (FTLB). Subsequent research on the differential diagnosis between FTLB and tics has been substantial and led to the development of diagnostic checklists. Objectives: We conducted a theoretical reappraisal of the FTLB literature to clarify the validity of the concept and its diagnostic implications. Methods: This paper addresses several key aspects of the current FTLB literature: circular reasoning, the complications of the FTLB phenomenology and demographics, the impact of FTLB on tic literature at large, and issues with alignment of the FTLB concept with the diagnostic criteria for functional disorders. Results: The clinical approach to FTLB might involve circular reasoning due to a lack of clinical benchmarks. The FTLB phenomenology and demographics may need more work to ensure a lack of bias and a proper description of this patient group including a clear distinction from tics. The impact of the FTLB discussion on the wider literature needs consideration. The validation of positive signs may help with both these endeavors and pave way to the inclusion of FTLB within psychiatric classification systems. Furthermore, the coexistence of FTLB and tics within the same patient needs to be addressed. Conclusion: More research may be needed to fully establish the diagnosis of FTLB and differentiate it from tics

A Critical Examination of the Clinical Diagnosis of Functional Tic‐like Behaviors

Background: Since the COVID‐19 pandemic, movement disorder clinics have seen an increase in patients with an unusual type of tic‐like symptoms: young adults with abrupt onset complex behaviors. It was quickly suspected that these patients suffered from functional neurological symptoms, later named Functional Tic‐Like Behaviors (FTLB). Subsequent research on the differential diagnosis between FTLB and tics has been substantial and led to the development of diagnostic checklists. Objectives: We conducted a theoretical reappraisal of the FTLB literature to clarify the validity of the concept and its diagnostic implications. Methods: This paper addresses several key aspects of the current FTLB literature: circular reasoning, the complications of the FTLB phenomenology and demographics, the impact of FTLB on tic literature at large, and issues with alignment of the FTLB concept with the diagnostic criteria for functional disorders. Results: The clinical approach to FTLB might involve circular reasoning due to a lack of clinical benchmarks. The FTLB phenomenology and demographics may need more work to ensure a lack of bias and a proper description of this patient group including a clear distinction from tics. The impact of the FTLB discussion on the wider literature needs consideration. The validation of positive signs may help with both these endeavors and pave way to the inclusion of FTLB within psychiatric classification systems. Furthermore, the coexistence of FTLB and tics within the same patient needs to be addressed. Conclusion: More research may be needed to fully establish the diagnosis of FTLB and differentiate it from tics