No culture for career? : Conceptualisations of career as a cultural phenomenon and as experienced by tenth graders and career counsellors in Norway.

This thesis asks how does culture work as a context for conceptualisations of career, and how does this relate to the implementation of the concept of career in Norwegian schools in the experience of tenth graders and career counsellors? The thesis consists of four papers and this synopsis. The papers investigate Norwegian culture, examine how cultural values surface in discussions about career choices; and explore how tenth graders and school counsellors understand the career concept. Career guidance and learning are situated in the Norwegian education system, where there have been significant developments concerning career education over the last decades. The focus of the thesis is split between a macro and a micro level, and it addresses the philosophical and ideational underpinnings of Norwegian culture and it also addresses tenth graders about to transition into upper secondary and their counsellors. The synopsis draws the theories and findings from interviews with tenth graders and counsellors together with the theoretical investigation. It proposes a conceptual framework for understanding how culture influence the formation of the career concept. As such, the thesis follows both a theoretical and an empirical line of inquiry. The study explores the uneasy position of career in Norwegian culture. It also explores the way that theories of career and career learning have travelled the world and shows that when theories transfer between contexts, the results may be unexpected. The study argues that while the development of Norwegian career guidance has focused on structure, discussions on the content of career theories have emerged more recently and that the question of 'what is career' in Norway is of importance. The philosophical perspective of phenomenology is used together with theories on concept formation, career and culture to develop a conceptual framework. Proposing a model that connects these concepts and illustrates how culture works as a framework for the conceptualisation of career, the study argues that such a framework guides thinking about both the ideational content and the concrete events. In other words, career concepts and theories can potentially connect to the lived experience of career but seeing concepts as relevant is important to make this happen. Discussing the research questions, the thesis argues that a big and defining narrative of the Norwegian culture is the relationship between the 'I' and the 'we', or the idea that individuals are autonomous within a framework of responsibility. Further, a democratic career concept is discussed, encompassing danning as a central idea as it has agency for educators to help students develop citizenship. However, as lived experience and career concepts are in a reciprocal relationship of meaning making, an understanding of democratic career concept as informed by lived career is proposed

Career and cultural context: collective individualism, egalitarianism and work-centrality in the career thinking of Norwegian teenagers

Career guidance in Norway has seen major developments over the past two decades. Secondary schools have integrated career education and guidance into an education system which socialises young people to develop citizenship and take part in society. In this article, I explore how Norwegian teenagers’ career thinking is influenced by Norwegian cultural values which are strongly associated with the Nordic model of welfare: collective individualism, egalitarianism, and work-centrality. Teenagers’ and counsellors’ thoughts about career are explored through qualitative interviews and analysed using thematic analysis. The analysis shows that in conversations about career choices, teenagers and counsellors refer to these concepts, but in ways varying most notably along the urban-rural, academic-VET, and adult-teenager dimensions. Implications for career guidance are discussed.publishedVersio

Moving from information provision to co-careering: Integrated guidance as a new approach to e-guidance in Norway

Norway has invested heavily in its career guidance system. This has allowed it to move rapidly from a relatively weak guidance system to an innovative and emergent one. One of the advantages of the historic lack of development of career guidance in the country has been the opportunity to learn from the mistakes of others and to try out new and innovative approaches. A key opportunity that the country is keen to make the most of is the potential to use digital technologies to support guidance. Following a process of exploration of this issue the government has resolved to establish an e-guidance service located in Tromsø. However, at present the nature of this service is unclear. In this article we argue that that the concepts of (1) integrated guidance, (2) instructional design and (3) co-careering should be at the heart of the new service and indeed at the heart of the delivery of guidance across Norway.Non

Biodegradation of weathered crude oil by microbial communities in solid and melted sea ice.

Abstract Oil spilled in the Arctic may drift into ice-covered areas and become trapped until the ice melts. To determine if exposure to oil during freezing may have a priming effect on degradation of the oil, weathered dispersed oil (2-3 mg/L) was frozen into solid ice for 200 days at -10 °C, then melted and incubated for 64 days at 4 °C. No degradation was measured in oil frozen into ice prior to melting. Both total amount of oil and target compounds were biotransformed by the microbial community from the melted ice. However, oil released from melted ice was degraded at a slower rate than oil incubated in fresh seawater at the same temperature (4 °C), and by a different microbial community. These data suggest negligible biodegradation of oil frozen in sea ice, while oil-degrading bacteria surviving in the ice may contribute to biodegradation when the ice melts

An evolutionary preserved intergenic spacer in gadiform mitogenomes generates a long noncoding RNA

BACKGROUND: Vertebrate mitogenomes are economically organized and usually lack intergenic sequences other than the control region. Intergenic spacers located between the tRNA(Thr) and tRNA(Pro) genes (“T-P spacers”) have been observed in several taxa, including gadiform species, but information about their biological roles and putative functions is still lacking. RESULTS: Sequence characterization of the complete European hake Merluccius merluccius mitogenome identified a complex T-P spacer ranging in size from 223–532 bp. Further analyses of 32 gadiform species, representing 8 families and 28 genera, revealed the evolutionary preserved presence of T-P spacers across all taxa. Molecular complexity of the T-P spacers was found to be coherent with the phylogenetic relationships, supporting a common ancestral origin and gain of function during codfish evolution. Intraspecific variation of T-P spacer sequences was assessed in 225 Atlantic cod specimens and revealed 26 haplotypes. Pyrosequencing data representing the mito-transcriptome poly (A) fraction in Atlantic cod identified an abundant H-strand specific long noncoding RNA of about 375 nt. The T-P spacer corresponded to the 5’ part of this transcript, which terminated within the control region in a tail-to-tail configuration with the L-strand specific transcript (the 7S RNA). CONCLUSIONS: The T-P spacer is inferred to be evolutionary preserved in gadiform mitogenomes due to gain of function through a long noncoding RNA. We suggest that the T-P spacer adds stability to the H-strand specific long noncoding RNA by forming stable hairpin structures and additional protein binding sites

Tilgjengelig og samordnet : Rapport fra en kartleggings- og evalueringsundersøkelse av elevtjenesten i de videregående skolene i Oppland – med et spesielt blikk på Utdannings- og yrkesrådgivning

Rapporten sammenfatter og diskuterer funn fra en kartleggings- og evalueringsundersøkelse av status for elevtjenesten, og elevers opplevelse av utdannings- og yrkesrådgivningen i de videregående skolene i Oppland. Rapporten er basert på følgende tre forskningsspørsmål: (1) Hvordan opplever elever i videregående opplæring i Oppland skolenes utdannings- og yrkesrådgivning? Framstår elevtjenestens tjenestetilbud helhetlig for elevene? (2) Hva er status for organiseringen av elevtjenesten i Oppland? Kompetanse, ressursbruk, tidsressurs, organisering, samhandling, samarbeid, rutiner. (3) Hvilke fremtredende funn om rådgivningens effekt, organisering og innhold finner man i gjeldende forskningsbasert kunnskap? Undersøkelsen er basert på intervjuer hos et utvalg elever og utdannings- og yrkesrådgivere og dokumentstudier. Basert på en drøfting av innsikten fra undersøkelsen knyttet til disse tre spørsmålene, gis det anbefalinger for en videreutvikling av elevtjenesten og utdannings- og yrkesrådgivningen ved de videregående skolene i Oppland. Et sentralt funn i undersøkelsen er at det er utviklet gode systemer og organiseringsformer for elevtjenesten i Oppland. Det kan imidlertid synes som at skolene har et potensial i å gjøre de ulike veiledningsformene i elevtjenesten mer tilgjengelige og synlige for elevene. I rapporten foreslås ulike tiltak for å øke tilgjengeligheten. Anbefalingene relateres til en tydeliggjøring av hva som skal være målsetningen for tjenesten, mulige grep som kan bedre koordinering og samarbeid, og tiltak knyttet til kompetanseutvikling og kompetansedeling

Moving out of town? The status of alien plants in high‐Arctic Svalbard, and a method for monitoring of alien flora in high‐risk, polar environments

Abstract Rising human activity in the Arctic, combined with a warming climate, increases the probability of introduction and establishment of alien plant species. While settlements are known hotspots for persistent populations, little is known about colonization of particularly susceptible natural habitats. Systematic monitoring is lacking and available survey methods vary greatly. Here, we present the most comprehensive survey of alien vascular plant species in the high‐Arctic archipelago of Svalbard to date, aimed at (i) providing a status within settlements; (ii) surveying high‐risk habitats such as those with high visitor numbers and nutrient enrichment from sea bird colonies; (iii) presenting a systematic monitoring method that can be implemented in future work on alien plant species in Arctic environments; and (iv) discuss possibilities for mapping alien plant habitats using unmanned aerial vehicles. The systematic grid survey, covering 1.7 km2 over three settlements and six bird cliffs, detected 36 alien plant species. Alien plant species were exclusively found in areas of human activity, particularly areas associated with current or historic animal husbandry. The survey identified the successful eradication of Anthriscus sylvestris in Barentsburg, as well as the rapid expansion of Taraxacum sect. Ruderalia over the last few decades. As there is currently no consistent method for monitoring alien plant species tailored to polar environments, we propose a systematic methodology that could be implemented within a structured monitoring regime as part of an adaptive monitoring strategy towards alien species in the Arctic

Rab7b modulates autophagic flux by interacting with Atg4B

Autophagy (macroautophagy) is a highly conserved eukaryotic degradation pathway in which cytosolic components and organelles are sequestered by specialized autophagic membranes and degraded through the lysosomal system. The autophagic pathway maintains basal cellular homeostasis and helps cells adapt during stress; thus, defects in autophagy can cause detrimental effects. It is therefore crucial that autophagy is properly regulated. In this study, we show that the cysteine protease Atg4B, a key enzyme in autophagy that cleaves LC3, is an interactor of the small GTPase Rab7b. Indeed, Atg4B interacts and co‐localizes with Rab7b on vesicles. Depletion of Rab7b increases autophagic flux as indicated by the increased size of autophagic structures as well as the magnitude of macroautophagic sequestration and degradation. Importantly, we demonstrate that Rab7b regulates LC3 processing by modulating Atg4B activity. Taken together, our findings reveal Rab7b as a novel negative regulator of autophagy through its interaction with Atg4B

Evaluering av kompetanseaktiviteter i NAV Innlandets prosjekt «Arbeid først - understøttet av pålitelig forvaltning »

Oppdragsgiver: NAV Innlandet. © Forfatteren/Høgskolen i Innlandet, 2023.Prosjektet «Arbeid først - understøttet av pålitelig forvaltning» hadde til hensikt å styrke NAV - veilederes kompetanse i pålitelig forvaltning i oppfølging og veiledning av søkere og mottakere av arbeidsavklaringspenger (AAP) ved å gjennomføre kompetanseaktiviteter. Hensikten med evalueringen var å redegjøre for effekten av kompetanseaktiviteter på NAV-veiledernes opplevelse av sin kompetanse og myndighet i forvaltning av AAP. Målet var å bidra med kunnskap som kan veilede utforming av kompetanseaktiviteter som understøtter pålitelig forvaltning av ordningen med AAP. Evalueringen ble gjennomført i to faser. I Fase 1 var målet å få kunnskap om sammenhenger mellom temaer som ble tatt opp i kompetanseaktivitetene og hvordan brukere, NAV veiledere og ledere erfarte kvaliteten på forvaltningen av ordningen med AAP. Veiledere ved 10 NAV kontorer i Innlandet deltok. Refleksiv tematisk analyse ble brukt for utforskning av observasjoner av kompetanseaktiviteter og oppfølgingssamtaler med brukere. Deltakere i disse ble intervjuet om sine erfaringer. Analysen resulterte i en utdypning av temaene 1) språk, omtale og holdninger, 2) saksutredninger, vurderinger og beslutninger, 3) arbeidretting i oppfølging og veiledning, 4) aktivitetsplanen, 5) kommunikasjon og samhandling og 6) kompetanseaktivitetene som læringsarena. I Fase 2 var målet å utforske om det var systematiske forskjeller mellom NAV veilederes subjektive erfaring av relevansen av kompetanseaktivitetene for pålitelig forvaltning i oppfølging og veiledning av søkere og mottakere av AAP. Q-metode ble brukt. 25 NAV veiledere bidro i undersøkelsen. Datagrunnlaget for denne undersøkelsen var utsagn hentet fra temaene i Fase 1 med relevans for erfaringer med forvaltning av ordningen med AAP. Forskerne konstruerte 36 utsagn som var representative for NAV- veilederes måte å fortelle om sine erfaringer. Hver deltaker sorterte utsagnene relativt til hverandre i en matrise ut fra den betydningen utsagnet hadde for dem. Faktoranalyse ble gjennomført på grunnlag av den relative betydningen av hvert utsagn for hver sortering og mellom alle sorteringene. Beregningene resulterte i fire faktorer. Disse viser et mønster i variasjoner av NAV- veilederes subjektive opplevelse av egen kompetanse og myndighet. Faktor 1 er kalt «Personlig ansvar for bruker». Et framtredende trekk er at veileders følelse av et personlig ansvar for bruker er en ramme for veiledningen. Faktor 2 er kalt «Brukerkontakt og arbeidsvilkår». Veilederne føler et personlig ansvar for bruker, samtidig som de har brukere som trenger en oppsøkende oppfølging. Brukere har en psykisk helse som gjør at de i liten grad følger opp en plan for aktiv behandling og/eller arbeidsrettet tiltak. Veilederne opplever at de har arbeidsvilkår som vanskeliggjør denne oppfølgingen. Faktor 3 er kalt «Antall brukere begrenser tid til oppfølging». Denne faktoren framhever at antall brukere som hver veileder følger opp kan påvirke den oppfølgingen som brukerne får og dermed forvaltingen av ordningen med AAP. Faktor 4 er kalt «Alternative framtidsutsikter for å kunne stå i arbeid». Her kommer en tenke- og framgangsmåte for arbeidsrettet veiledning i forgrunnen. Analysen av subjektiv opplevelse av egen kompetanse og myndighet varierer mellom fire mønstre som veksler om å være i forgrunn og bakgrunn, påvirket av veileders oppfatninger av seg selv, den andre og sine arbeidsvilkår. Slik at effekter av kompetanseaktivteter på pålitelighet i veileders forvaltning av ordningen med AAP, er betinget av aktivitetens relevans for veileders opplevelse av sin arbeidssituasjon. Rapporten utdyper relevans av kompetanseaktiviteter for psykososialt arbeidsmiljø (personlig ansvar for bruker), arbeidsorganisering (brukerkontakt og arbeidsvilkår), arbeidsmetodikk (følge opp mange brukere) og tenke- og arbeidsmåter i veiledning (alternative framtidsutsikter).Abstract: The project "Work first - supported by reliable management" had the intention of strengthening NAV supervisors' competence in reliable management in the follow-up and guidance of applicants and recipients of work assessment allowance (WAA) by carrying out several competence activities. The purpose of the evaluation was to explain the effect of competence activities on the NAV supervisors' experience of their competence and empowerment in managing WAA. The aim was to contribute with knowledge that can guide the design of competence activities that can support reliable management of the scheme with work clarification money. The evaluation was carried out in two phases. In Phase 1, the aim was to gain knowledge about the connections between topics that were taken up in the competence activities and how users, NAV supervisors, and managers experienced the quality of administration of the scheme with WAA. Supervisors at 10 NAV offices in Inland County participated. Reflexive thematic analysis was used for exploration of observations of competence activities and follow-up interviews with users. Participants in these were interviewed about their experiences. The analysis resulted in a deepening of the themes 1) language, use and attitudes, 2) case investigations, assessments, and decisions, 3) work orientation and guidance, 4) the activity plan, 5) communication and interaction, and 6) competence activities as the learning arena. In Phase 2, the aim was to explore whether there were systematic differences between NAV supervisors' subjective experience of the relevance of the competence activities for reliable management in the follow-up and guidance of applicants and recipients of AAP. Q-method was used to find patterns in variations between NAV supervisors' subjective experience of their own competence and authority in follow-up and guidance of applicants and recipients of WAA. 25 NAV supervisors contributed to the Q methodological survey. The data basis for this survey was statements from the thematic analysis in Phase 1 that were relevant to experiences with managing the WAA scheme. The researchers constructed 36 statements that were representative of NAV supervisors' way of talking about their experiences. Each participant sorted the statements compared to each other in a matrix based on the meaning the statement had for them. Factor analysis was carried out on the relative importance of each statement for each sorting and between all sortings. The calculations resulted in four factors. These show a pattern in variation of NAV supervisors' subjective experience of their own competence and authority. Factor 1 is called "Personal responsibility for the user". A prominent feature is that the supervisor's sense of personal responsibility for the user is a framework for the guidance. Factor 2 is called "User contact and working conditions". The supervisors feel a personal responsibility for the user, while at the same time they have users who need outreach follow-up. Users have a mental health condition that means they rarely follow up with an activity plan for active treatment and/or work-oriented measures. The supervisors feel that they have working conditions that make this follow-up difficult. Factor 3 is called "Number of users limits time for follow-up". This factor highlights that the number of users that each supervisor follows up can affect the follow-up that the users receive and thus the management of the scheme with AAP. Factor 4 is called "Alternative future prospects for being able to work". Here, a way of thinking and a procedure for work-oriented guidance come to the fore. The analysis of subjective experience of own competence and empowerment varies between four patterns that alternate in the foreground and background, influenced by the supervisor's conceptions of themselves, the other person, and their working conditions. Therefore, the effects of competence activities on the reliability of the supervisor's management of the scheme with WAA are conditioned by the activity's relevance to the supervisor's experience of their work situation. The report elaborates on the relevance of competence activities for the psychosocial work environment (personal responsibility for the user), work organization (user contact and working conditions), efficient work methods (following up many users) and ways of thinking and working in supervision (alternative prospects).publishedVersio