Barnehagen som språklæringsarena for flerspråklige barnehageansatte i arbeidsrettet norskopplæring

Denne artikkelen dreier seg om et arbeidsrelatert norskkurs for minoritetsspråklige barnehageansatte som ble gjennomført ved OsloMet – storbyuniversitetet (tidligere Høgskolen i Oslo og Akershus) mellom 2012 og 2017. Ut ifra ulike typer data om og fra disse kursene drøfter vi hvordan barnehager kan være språklæringsarenaer for minoritetsspråklige ansatte. Det overordnete formålet med artikkelen er å diskutere hvordan man kan skape sammenheng mellom barnehagen (arbeidsrommet) og norskkurs (undervisningsrommet) for flerspråklige barnehageansatte i liknende opplæringstilbud. Metodene i prosjektet er av en aksjonsforskende karakter. Dataene fra prosjektet antyder at kurset har gitt vesentlige bidrag til deltakernes faglige og språklige kompetanse, særlig i kraft av å styrke andrespråksinnlærernes «agency» – innlærernes handlingsrom til å delta i ulike typer språklige praksiser. Etter kurset føler kursdeltakerne seg tryggere språklig og er mer interesserte i å delta og bidra i flere situasjoner på jobben enn før, de har langsomt prøvd seg på flere og mer utfordrende oppgaver i barnehagen, og gjennom dette har de synliggjort seg selv og sin kompetanse og endret sin rolle på arbeidsplassen. Ved å delta mer i alle språkpraksiser har de lært mer både språklig og faglig

A longitudinal follow-up of autoimmune polyendocrine syndrome type 1

Source:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4971337/Context: Autoimmune polyendocrine syndrome type 1 (APS1) is a childhood-onset monogenic disease defined by the presence of two of the three major components: hypoparathyroidism, primary adrenocortical insuffi- ciency, and chronic mucocutaneous candidiasis (CMC). Information on longitudinal follow-up of APS1 is sparse. Objective: To describe the phenotypes of APS1 and correlate the clinical features with autoantibody profiles and autoimmune regulator ( AIRE) mutations during extended follow-up (1996–2016). Patients: All known Norwegian patients with APS1. Results: Fifty-two patients from 34 families were identified. The majority presented with one of the major disease components during childhood. Enamel hypoplasia, hypoparathyroidism, and CMC were the most frequent compo- nents.Withage,mostpatientspresentedthreetofivediseasemanifestations,althoughsomehadmilderphenotypes diagnosed in adulthood. Fifteen of the patients died during follow-up (median age at death, 34 years) or were deceasedsiblingswithahighprobabilityofundisclosedAPS1.Allexceptthreehadinterferon- )autoantibodies,and allhadorgan-specificautoantibodies.Themostcommon AIRE mutationwasc.967_979del13,foundinhomozygosity in 15 patients. A mild phenotype was associated with the splice mutation c.879 1G A. Primary adrenocortical insufficiency and type 1 diabetes were associated with protective human leucocyte antigen genotypes. Conclusions: Multiple presumable autoimmune manifestations, in particular hypoparathyroidism, CMC, and enamel hypoplasia, should prompt further diagnostic workup using autoantibody analyses (eg, interferon- ) and AIRE sequencing to reveal APS1, even in adults. Treatment is complicated, and mortality is high. Structured follow-up should be performed in a specialized center

An investigation of the process of change in psychopathology and exercise during inpatient treatment for adults with longstanding eating disorders

Background: Excessive exercise is recognized as a predictor of poor outcome in eating disorders. However, little is known about how excessive exercise might affect the treatment process. The aim of this study was to describe process of weekly changes in eating disorder psychopathology, general psychopathology and exercise, and the possible interactive effects of excessive exercise on these changes during inpatient treatment of longstanding eating disorders. Methods: Eighty-four patients meeting the DSM-IV criteria for Anorexia Nervosa, Bulimia Nervosa, or Eating Disorders Not Otherwise Specified received inpatient cognitive-behavioural therapy including, physical activity and nutritional counselling treatment over 12 weeks. Excessive exercise was defined as having ≥6 episodes of driven exercise during week 1 of treatment. Excessive exercisers received one additional session of individual counseling with the clinical exercise physiologist. The study used repeated measurements during treatment and collected measures of eating disorders: psychopathology (EDE-Q), general psychopathology (SCL-5), and frequencies of exercise and body mass index (BMI). Statistical analysis was performed using repeated measures ANOVA. Results: Both eating disorders and general psychopathology were reduced from admission to discharge in excessive exercisers and non-exercisers. There was an overall interaction effect between time (week) and excessive exercise for the process of exercise and eating disorders psychopathology reduction. This interaction effect was also found in week 10 vs 11 regarding general psychopathology. The excessive exercisers showed steep reduction at first, followed by a smaller increase towards the end of treatment in both eating disorder and general psychopathology; this pattern was not found among the non-exercisers. Conclusion: The process of change in exercise and psychopathology during inpatient treatment of longstanding eating disorders differs across excessive and non-excessive exercisers. Although excessive exercisers were given special attention for their exercise cognition and behavior during treatment, it is apparent that this part of treatment must be further developed

An investigation of the process of change in psychopathology and exercise during inpatient treatment for adults with longstanding eating disorders

Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.Background: Excessive exercise is recognized as a predictor of poor outcome in eating disorders. However, little is known about how excessive exercise might affect the treatment process. The aim of this study was to describe process of weekly changes in eating disorder psychopathology, general psychopathology and exercise, and the possible interactive effects of excessive exercise on these changes during inpatient treatment of longstanding eating disorders. Methods: Eighty-four patients meeting the DSM-IV criteria for Anorexia Nervosa, Bulimia Nervosa, or Eating Disorders Not Otherwise Specified received inpatient cognitive-behavioural therapy including, physical activity and nutritional counselling treatment over 12 weeks. Excessive exercise was defined as having ≥6 episodes of driven exercise during week 1 of treatment. Excessive exercisers received one additional session of individual counseling with the clinical exercise physiologist. The study used repeated measurements during treatment and collected measures of eating disorders: psychopathology (EDE-Q), general psychopathology (SCL-5), and frequencies of exercise and body mass index (BMI). Statistical analysis was performed using repeated measures ANOVA. Results: Both eating disorders and general psychopathology were reduced from admission to discharge in excessive exercisers and non-exercisers. There was an overall interaction effect between time (week) and excessive exercise for the process of exercise and eating disorders psychopathology reduction. This interaction effect was also found in week 10 vs 11 regarding general psychopathology. The excessive exercisers showed steep reduction at first, followed by a smaller increase towards the end of treatment in both eating disorder and general psychopathology; this pattern was not found among the non-exercisers. Conclusion: The process of change in exercise and psychopathology during inpatient treatment of longstanding eating disorders differs across excessive and non-excessive exercisers. Although excessive exercisers were given special attention for their exercise cognition and behavior during treatment, it is apparent that this part of treatment must be further developed.An investigation of the process of change in psychopathology and exercise during inpatient treatment for adults with longstanding eating disorderspublishedVersio

Exercise obsession and compulsion in adults with longstanding eating disorders: Validation of the Norwegian version of the compulsive exercise test

Objectives: The objectives of this study were to (1) validate the Norwegian version of the Compulsive Exercise Test (CET) in adults with longstanding eating disorders, and (2) explore predictors of high CET-score. Methods: Adult inpatients (n = 166) with longstanding DSM-IV Anorexia Nervosa, Bulimia Nervosa (BN) or Eating Disorder not Otherwise Specified (EDNOS) completed the CET instrument, Eating Disorder examination questionnaire (EDE-Q), Beck Depression Inventory-II (BDI-II) and Symptom checklist-90 (SCL-90). A total CET score of 15 or above was defined as high CET-score. ANOVA, Confirmatory factor analysis, Pearson’s correlation, and logistic regression were used to analyze the data. Results: Cronbach’s alpha varied from 0.68 to 0.96 for the CET and its subscales. The confirmatory factor analysis showed adequate fit. Convergent validity of the CET demonstrated correlation between EDE-Q global and subscale scores and CET total score. The same pattern was found for correlation between CET subscales and EDE-Q subscales. EDE-Q global score and frequency of exercise episodes predicted high CET-score, yet 21% of the patients with high CET score had less than one episode of exercise per week. Conclusion: The Norwegian version of CET is valid and useful for assessing compulsive exercise in a sample with longstanding ED. The understanding of compulsive exercise must to a greater extent differ between obsessions and compulsions, as a significant number of patients with high CET score showed no or little exercise behavior

Culturally Diverse Students in Higher Education: Challenges and Possibilities within Academic Literacy Practices

With growing diversity in the population, higher education faces a new situation with increasing student diversity. In our paper, we will explore questions concerning the consequences student diversity has for higher - education institutions. Based on our experience from three different R&D projects, the differences in culture and academic literacy practices give culturally diverse students challenges that have often been ignored in acade mia. Some other studies also document that this group of students has a much higher risk of dropping out and underachieving than majority students (Andersen & Skaarer - Kreutz, 2007; Støren, 2009). In our paper, we are going to discuss the students’ challeng es and discourse of remediation that is often associated with their challenges and suggest how higher - education institutions can adjust their practices to be more oriented to intercultural communication. Intercultural communication as a dialogic approach m ay create dynamics in academic tutoring and lead to mutual change/transformation instead of a one - way adaptation of existing academic literacy norms. We argue that all teachers should be aware of cultural differences in literacy practices in the education systems and strive to adjust their teaching practices to the diversity in the classroom. This approach, we believe, can contribute to a better learning environment for all students, independently of their background

Culturally Diverse Students in Higher Education: Challenges and Possibilities within Academic Literacy Practices

With growing diversity in the population, higher education faces a new situation with increasing student diversity. In our paper, we will explore questions concerning the consequences student diversity has for higher-education institutions. Based on our experience from three different R&D projects, the differences in culture and academic literacy practices give culturally diverse students challenges that have often been ignored in academia. Some other studies also document that this group of students has a much higher risk of dropping out and underachieving than majority students (Andersen & Skaarer- Kreutz, 2007; Støren, 2009). In our paper, we are going to discuss the students’ challenges and discourse of remediation that is often associated with their challenges and suggest how higher-education institutions can adjust their practices to be more oriented to intercultural communication. Intercultural communication as a dialogic approach may create dynamics in academic tutoring and lead to mutual change/transformation instead of a one-way adaptation of existing academic literacy norms. We argue that all teachers should be aware of cultural differences in literacy practices in the education systems and strive to adjust their teaching practices to the diversity in the classroom. This approach, we believe, can contribute to a better learning environment for all students, independently of their backgrounds.

'Marginalisert eller synliggjort'? Flerspråklige barnehageansattes kompetanse og rolle

I en situasjon der det er slutt på øremerking av midler til tospråklige assistenter og i tillegg et sterkt fokus på å lære barn norsk i barnehagen, ser vi i denne artikkelen nærmere på noen flerspråklige barnehageansattes kompetanse og rolle. Vi har analysert intervjuer og spørreskjema fra to undersøkelser. Funnene viser at barnehagene i materialet i ulik grad og på ulik måte bruker flerspråklige ansattes kompetanse. Fokus på flerspråklighet fra ledelsens side ser ut til å ha betydning for hvordan assistentene oppfatter sin egen rolle i flerspråklig arbeid

Effect of yoga in the treatment of eating disorders: A single-blinded randomized controlled trial with 6-months follow-up.

This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as appropriate credit is given and the new creations are licensed under the identical terms.Aim of the Study: The aim of this study is to examine the effect of yoga treatment of eating disorders (EDs). Methods: Adult females meeting the Diagnostic and Statistical Manual-IV criteria for bulimia nervosa or ED not otherwise specified (n = 30) were randomized to 11-week yoga intervention group (2 × 90 min/week) or a control group. Outcome measures, the Eating Disorder Examination (EDE)-Interview and Eating Disorders Inventory-2 (EDI-2) scores, were administered at baseline, posttest, and at 6-month follow-up. There was a dropout rate of 30% (posttest) and 37% (6-month follow-up). Results: The intervention group showed reductions in EDE global score (P < 0.01), the EDE subscale restraint (P < 0.05), and eating concern (P < 0.01) compared to the control group. The differences between the groups increased at 6-month follow-up. There were no differences between the groups in the EDI-2 score. Conclusion: The results indicate that yoga could be effective in the treatment of ED.publishedVersio

Effect of yoga in the treatment of eating disorders: A single-blinded randomized controlled trial with 6-months follow-up.

Aim of the Study: The aim of this study is to examine the effect of yoga treatment of eating disorders (EDs). Methods: Adult females meeting the Diagnostic and Statistical Manual-IV criteria for bulimia nervosa or ED not otherwise specified (n = 30) were randomized to 11-week yoga intervention group (2 × 90 min/week) or a control group. Outcome measures, the Eating Disorder Examination (EDE)-Interview and Eating Disorders Inventory-2 (EDI-2) scores, were administered at baseline, posttest, and at 6-month follow-up. There was a dropout rate of 30% (posttest) and 37% (6-month follow-up). Results: The intervention group showed reductions in EDE global score (P < 0.01), the EDE subscale restraint (P < 0.05), and eating concern (P < 0.01) compared to the control group. The differences between the groups increased at 6-month follow-up. There were no differences between the groups in the EDI-2 score. Conclusion: The results indicate that yoga could be effective in the treatment of ED