bluuebunny/crossref_metadata_2025_split huggingface dataset:
When teachers talk about films: An investigation into some aspects of English teachers’ discursive practices
Authors: Bakken Anja Synnøve 
Published: August 2017

Denne artikkelen utforsker hva atten ungdomsskolelærere sier om læringsverdien av film i engelskundervisningen. De filmene lærerne nevner er hovedsakelig fiksjonsfilmer om forhold i den engelskspråklige verden eller filmatiseringer av skjønnlitterære verk. Hvordan begrunner lærene bruken av disse filmene? Hvilke ytre forhold kan bidra til lærernes meningsskaping omkring filmbruk? Jeg bruker perspektiver fra Norman Faircloughs kritiske diskursanalyse for å utforske trekk ved lærernes refleksjoner i intervju. Jeg inndeler lærernes meningsskaping i fire antakelser om filmens læringsverdi; den referensielle, den kompensatoriske, den emosjonelle og den språklige verdien. Videre skisserer jeg hvordan disse refleksjonene kan knyttes til omliggende diskurser om hva man kan lære av film; i engelskfaget, i media og i lys av mer abstrakte diskurser om deltakelse og demokrati i norsk skole. Det synes å være enighet om at film fortjener en plass i engelskundervisningen. Imidlertid virker det som om forestillinger om filmens læringsverdi representerer en blindsone som i liten grad har fått kritisk et søkelys. Jeg mener at de perspektivene som belyses i denne artikkelen kan være gjenstand for diskusjon både i engelskfaget og på tvers av fag.Nøkkelord: fiksjonsfilmer, engelskundervisning, kritisk diskursanalyse, læreres diskursive praksiserAbstractWhen teachers say: “you can learn a lot from films”, what does this imply? This article explores interviews with eighteen Norwegian English teachers about the learning value of films in the lower secondary classroom. The films that these teachers talk about are mostly fiction films about conditions in the English-speaking world or film adaptations of literary texts. This article focuses on the teachers’ reasoning about fiction films. I use perspectives from critical discourse analysis (CDA) to explore how the teachers justify their choices and what notions of films they can be seen to rely on. There appears to be some sort of general agreement in the field of English teaching that films deserve a place in the classroom. Still, notions about the value of classroom film use might represent a blind spot that has escaped scrutiny.Keywords: fiction films, EFL teaching, critical discourse analysis, teachers’ discursive practices
Differensiert undervisning for høytpresterende elever med stort læringspotensial
Authors: Brevik Lisbeth M , Gunnulfsen Ann Elisabeth 
Published: August 2017

Tilpasset opplæring er et sentralt prinsipp i norsk skole og innebærer at alle elever har krav på differensiert undervisning. Samtidig er differensiering utfordrende å ivareta både for erfarne og mindre erfarne lærere. I denne artikkelen argumenterer vi for at det er viktig at lærerutdannere gir studentene både undervisning og veiledet trening om differensiering. I studien har vi bedt lærerstudenter ta utgangspunkt i elever de har hatt i sin 12-ukers praksis i ungdomsskolen eller videregående skole, og som de har opplevd som høytpresterende med stort læringspotensial. De reflekterer over spørsmål knyttet til kjennetegn ved disse elevene, samt deres mestring og behov. Studien bruker intervjudata fra 322 lærerstudenter ved Universitetet i Oslo i perioden 2013-2015. Vi diskuterer hvordan kunnskap om lærerstudenters refleksjoner om differensiering for disse elevene kan bidra til å styrke fremtidens lærerutdanning.Nøkkelord: differensiering, lærerutdanning, lærerstudenter, tilpasset opplæring, læreres profesjonsfaglig kompetanse Abstract Adapted teaching is a key principle in Norwegian school. This indicates that all students have the right to differentiation, which creates a complexity that is challenging for experienced and novice teachers alike. In this article we argue the importance of including differentiation as a topic as well as guided training in practising differentiation at campus. In this study we asked student teachers to reflect on the students in the classes they had taught for 12 weeks at the practice schools, and to characterise high potential students. The student teachers were asked to reflect on these students’ characteristics, mastery, and needs. The study includes data from interviews among 322 student teachers at the University of Oslo in 2013-2015. We discuss how knowledge about student teachers’ reflections about differentiation for high potential students, might enhance future teacher education.Key words: differentiation, teacher education, student teachers, adapted teaching, teacher professional development
Danningsperspektiver i grunnskolens eksamensoppgaver i norsk
Authors: Norendal Audhild 
Published: August 2017

Artikkelen er en analyse av grunnskolens eksamen i norsk. I analysen sammenlignes oppgavesettene gitt under L97 og LK06. Eksamensoppgavene blir drøftet i lys av danningsbegrepet og spesielt Wolfgang Klafkis teorier. Analysen viser at eksamen etter innføringen av Kunnskapsløftet representerer både kontinuitet og brudd når det kommer til danningsperspektiver. En del bærende temaer gjelder for begge læreplanperiodene. Disse temaene er uavhengige av læreplanmålene og utgjør et standardrepertoar til eksamen. Valgfriheten har blitt mindre etter innføringen av Kunnskapsløftet, og oppgavene etterspør i økende grad norskfaglige kunnskaper. Det materiale danningsaspektet er dermed blitt styrket på bekostning av det formale. Dette er en utvikling som går i motsatt retning av danningssynet i de to læreplanene. Eksamensskrivingen har gått fra primært å bli forstått som et individuelt prosjekt i L97 til å bli definert som et kollektivt prosjekt i Kunnskapsløftet. Skriveoppdragene har gradvis blitt mer styrende og krever større grad av tilpasning. Avslutningsvis blir forholdet mellom danning og nytte diskutert. Om eksamen først og fremst blir et måleinstrument for å teste grunnleggende ferdigheter og kompetansemål, kan nytteperspektivene komme til å fortrenge danningsperspektivene.Nøkkelord: danning, norskfaget, grunnskolen, eksamen, L97, KunnskapsløftetAbstractIn this article, the examination in Norwegian language in lower secondary school is analysed. The examinations during the period of the two curriculums L97 (1997–2006) and LK06 (2006), are compared. The written tasks in the examinations are discussed with reference to the concept of Bildung and the theories of Wolfgang Klafki. The analysis shows that the examinations introduced after the introduction of Kunnskapsløftet represent both continuity and change when looking from the perspectives of Bildung. Furthermore, some of the major themes are represented in both curriculum periods. These themes are independent of the curricula and constitute a standard repertoire for the examination. However, the possibilities for individual choices are fewer after the introduction of Kunnskapsløftet, and the exam requires more knowledge of the Norwegian language. Because of this, we can see that the material aspect of Bildung has been strengthened at the expense of the formal aspect. This development is contrary to the perspectives of Bildung represented in the curriculum. The written tasks in the exam have changed from primarily being perceived as an individual project in L97, to be defined as a collective project in Kunnskapsløftet. The written tasks have gradually become dominant and have demanded stronger requirements for adaptation. Finally, the article discusses the relation between Bildung and utility. If the exam primarily is used as a measuring tool to test basic skills and competences, this focus on utility might possibly replace the perspectives of Bildung.Keywords: bildung, lower secondary school, exam, curricula
Når rektor stilles til ansvar: Krise eller gyllen mulighet? Om resultatstyring i rektorutdanningen
Authors: Aas Marit , Helstad Kristin , Vennebo Kirsten Foshaug 
Published: August 2017

Artikkelens hensikt er å bidra med kunnskap om hvordan rektorer kollektivt utforsker krav om resultatforbedring i skolen. Empirisk er artikkelen forankret i Rektorutdanningen ved Universitetet i Oslo, der case brukes som en læringsmetode. Teoretisk bygger artikkelen på perspektiver om ledelse og resultatstyring og om skolelederes profesjonsutøvelse, mens videodata fra rektorstudenters gruppesamtaler om en konstruert case utgjør datamaterialet. Analysen avdekker sentral tematikk og karakteristiske trekk ved gruppesamtalene. Funnene viser at gruppesamtalene primært kretser rundt å etablere situasjonsforståelse og komme med forslag til forbedringstiltak, der erfaringer fra egne ledelsespraksiser representerer den viktigste kunnskapsressursen. Basert på studiens funn ser vi at skoleledere trenger refleksiv kompetanse for å forstå og håndtere den kompleksitet de møter i arbeidet med resultatstyring. En implikasjon er derfor at tenkning om og praktisk arbeid med komplekse problemer bør inngå i skolelederutdanning.Nøkkelord: skolelederutdanning, case, resultatstyring, profesjonsutøvelse, ledelse, komplekse problemer, kunnskapsressurser, refleksiv kompetanseAbstract The aim of the article is to provide knowledge about how principal collectively explore demands for improvement in school. The article draws upon The National Principal Program Rector Education at the University of Oslo, where case-based work is used as a learning method. Theoretically we draw upon perspectives on leadership and accountability and school leaders' professional practice. It is based upon video data from group discussions, where future principals are talking about the situation in the case and possible solutions. The analysis the brings out the central themes and characteristics of the group discussions, and shows that the principals´ discussion focuses on establishing situational awareness and making suggestions for improvement, where experiences from their own leadership practices represent the most important knowledge resource. Based on the analysis we argue that principals need to develop their reflexive competence in order to understand and deal with complex situations. An implication of the study is that thinking about and practical work with complex problems needs to be included in leadership programs.Key words: school leadership education, case, accountability, professional practice, leadership, wicked problems, knowledge resources, reflexive competence
A NATUREZA JURÍDICA DA RECUPERAÇÃO EXTRAJUDICIAL E DA APLICABILIDADE DA TEORIA DA IMPREVISÃO
Authors: Viegas Cláudia Mara 
Published: August 2017

A recuperação extrajudicial, instituída pelos artigos 161 a 167 da Lei nº 11.101/05, sobreveio ao ordenamento jurídico brasileiro como meio de viabilizar a renegociação parcial das dívidas, se consubstanciando na tentativa de solução amigável dos débitos do empresário em situação econômico-financeira vulnerável e seus respectivos credores. Nesta perspectiva, tem assumido um papel de destaque no meio empresarial, sendo o Plano de Recuperação o instrumento necessário para formalizá-la. A natureza jurídica deste instituto e, consequentemente, de seu instrumento, é controvertida, por parte da doutrina que defende a natureza institucional e outra, na qual me filio, que o considera, em sua essência, um autêntico negócio jurídico, sobretudo porque sua amplitude assimila o conteúdo principiológico e conceitual dos contratos privados. Superada a análise acerca da natureza jurídica do plano extrajudicial, abordar-se-á a possibilidade de aplicação da Teoria da Imprevisão no instrumento jurídico constituído, como contrato mercantil, e a peculiaridade quanto ao grau de flexibilização do instituto da revisão face à presunção de igualdade negocial presente nas relações desta natureza. Pretende-se, portanto, estudar as características essenciais do instituto da recuperação extrajudicial de empresas, analisando a estrutura do plano no que tange à autonomia dos credores na sua elaboração e aprovação, destacando a homologação obrigatória, bem como, analisar a possibilidade de aplicação da Teoria da Imprevisão na tratativa negocial deste instrumento, notadamente, considerando a realidade de mercado em que está incluído.
Helicobacter pylori: infecção, diagnóstico laboratorial e tratamento
Authors: Teixeira Thamirys Freitas , De Souza Iure Kalinine Ferraz , Rocha Roberta Dias Rodrigues 
Published: August 2017

<p>A infecção pelo <em>Helicobacter pylori</em> (<em>H. pylori</em>) é uma das mais prevalentes entre os seres humanos. Estima-se que afete cerca de metade da população mundial, e no Brasil, a prevalência é de aproximadamente 60%. A <em>H. pylori</em> é uma bactéria que coloniza a mucosa estomacal causando distúrbios gástricos que podem evoluir para gastrites, úlceras, dispepsias e carcinomas. O presente estudo tem por objetivo abordar aspectos da infecção pelo <em>H. pylori</em>, seu diagnóstico laboratorial e tratamento. Para tal, trata-se de<em> </em>uma revisão da literatura com trabalhos selecionados em revistas indexadas nas bases de dados LILACS, MEDLINE/PubMed, PLoS e SciELO, sob os unitermos e suas combinações: <em>H. pylori</em>, epidemiologia, distúrbios gástricos, diagnóstico laboratorial, tratamento. A infecção pelo <em>H. pylori</em> apresenta importância epidemiológica e clínica e a transmissão se dá principalmente de pessoa a pessoa, sendo aceitas como formas de transmissão as vias oral-oral, fecal-oral e iatrogênica. Os métodos diagnósticos para detecção da bactéria podem ser baseados em testes realizados durante exame endoscópico (invasivos) e sem exame endoscópico (não invasivo). Essas metodologias, embora com certas limitações, têm permitido o diagnóstico da infecção com eficiência, rapidez e segurança. A erradicação não é simples e os esquemas terapêuticos necessitam associação de múltiplos agentes farmacológicos. </p><p><strong>Palavras-chave:</strong> <em>Helicobacter pylori</em>. Epidemiologia. Infecção. Diagnóstico laboratorial. Tratamento.</p>
AUDIÊNCIA DE CUSTÓDIA: Uma análise sob o prisma da Resolução 213 do CNJ.
Authors: Teixeira Leandro , Rios Marcos Roberto da Silva 
Published: August 2017

O presente trabalho trata da audiência de custódia, nos termos da Resolução 213 do CNJ, e sua implementação no Brasil. A metodologia utilizada foi a revisão bibliográfica que vale-se de fontes primárias e secundárias, através da análise de manuais doutrinários, artigos e legislação pertinente ao tema. O trabalho apresentado é uma dissertação acerca da audiência de custódia, seus procedimentos a serem seguidos no intuito de garantir a preservação dos direitos fundamentais da pessoa presa, os participantes que a integram e suas finalidades a serem atingidas com a implementação no território pátrio. A audiência de custódia também buscou adequar o processo penal aos tratados internacionais de direitos humanos, uma vez que, por serem normas definidoras de direitos e garantias fundamentais, referidos pactos têm aplicação imediata no território brasileiro. Finalizado o trabalho, foi possível concluir que a audiência de custódia trouxe avanços significativos no tocante à preservação dos direitos da pessoa presa, em suma, redução da prática de tortura, bem como a diminuição da população carcerária à espera de julgamento.
O PAPEL DAS CORPORAÇÕES TRANSNACIONAIS NO DIREITO HUMANO À ALIMENTAÇÃO
Authors: Lazaretti Isadora Kauana , Olsson Giovanni 
Published: August 2017

O presente artigo tem como objetivo analisar a atuação das corporações transnacionais e seus reflexos no direito humano à alimentação. As corporações transnacionais são atores internacionais não estatais que exercem significativo protagonismo na arena internacional pelo seu poder de barganha e influência. A finalidade primordial desses atores é a maximização do lucro, e sua atuação reflete diretamente no direito humano à alimentação. Atualmente, existe um sistema alimentício mundial estruturado apenas para a geração de lucros em favor das corporações transnacionais, que opera tanto na prevalência da conversão de alimentos humanos básicos em ração animal, como também na utilização de agrotóxicos e transgênicos nos alimentos comercializados. Essas situações ajudam a explicar por que o direito humano à alimentação não é absolutamente efetivado. A metodologia utilizada neste artigo consiste no método dedutivo e a pesquisa é de caráter qualitativo. A técnica de pesquisa utilizada foi a bibliográfica.
Orientação para o mercado e habilidades de marketing internacional: um estudo acerca da influência sobre o desempenho internacional
Authors: Oliveira Maria Carolina Serpa Fagundes de , Hahn Ivanete Schneider , Santos Maríndia Brachak dos , Souza Gabriela Almeida de , Campos Daiane Cardozo , Pivetta Natália Pavanelo 
Published: August 2017

In the face of ongoing social and economic changes and because of the constant search for greater competitiveness, there is currently a need for companies to turn their attention to marketing aspects, in order to seek greater excellence in the generation of value to consumers. This configuration, when allocated to a reality of international trade, can represent the growth of defining and organizational consolidation. Therefore, when observing this ordinance and need, this study aimed to analyze the influence of orientation to the international market and international marketing skills on the international performance of organizations. A collection of data was carried out in conjunction with 53 Brazilian EBTs located in innovation environments. Such data and analyzes using multivariate statistical technique and with the obtained results, it was contacted that the international performance can be influenced by the orientation to the international market.
Reviewing independent access to HIV testing, counselling and treatment for adolescents in HIV‐specific laws in sub‐Saharan Africa: implications for the HIV response
Authors: Eba Patrick M. , Lim HyeYoung 
Published: August 2017

AbstractIntroduction: AIDS is a leading cause of death among adolescents in sub‐Saharan Africa. Yet, legal, policy and social barriers continue to restrict their access to HIV services. In recent years, access to independent HIV testing and treatment for adolescents has gained increased attention. The 2013 WHO Guidance on HIV testing and counselling and care for adolescents living with HIV (WHO Guidance) calls for reviewing legal and regulatory frameworks to facilitate adolescents’ access to comprehensive HIV services. As of 31 March 2017, some 28 countries in sub‐Saharan Africa have adopted HIV‐specific legislation. But there is limited understanding of the provisions of these laws on access to HIV services for adolescents and their implication on efforts to scale up HIV prevention, testing, treatment and care among this population.Methods: A desk review of 28 HIV‐specific laws in sub‐Saharan Africa complemented with the review of HIV testing policies in four countries using human rights norms and key public health recommendations from the 2013 WHO Guidance. These recommendations call on countries to (i) lower the age of consent to HIV testing and counselling and allow mature adolescents who have not reached the age of consent to independently access HIV testing, (ii) ensure access to HIV counselling for adolescents, (iii) protect the confidentiality of adolescents living with HIV and (iv) facilitate access to HIV treatment for adolescents living with HIV.Results: Most HIV‐specific laws fail to take into account human rights principles and public health recommendations for facilitating adolescents’ access to HIV services. None of the countries with HIV‐specific laws has adopted all four recommendations for access to HIV services for adolescents. Discrepancies exist between HIV laws and national policy documents. Inadequate and conflicting provisions in HIV laws are likely to hinder access to HIV testing, counselling and treatment for adolescents.Conclusions: Efforts to end legal barriers to access to HIV services for adolescents in sub‐Saharan Africa should address HIV‐specific laws. Restrictive provisions in these laws should be reformed, and their protective norms effectively implemented including by translating them into national policies and ensuring sensitization and training of healthcare workers and communities. This study reiterates the need for action in all countries across Africa and beyond to review their laws and policies to create an enabling environment to accelerate access to HIV prevention, testing and treatment services for adolescents.
Annual and interannual variations in global 6.5DWs from 20 to 110 km during 2002–2016 observed by TIMED/SABER
Authors: Huang Y. Y. , Zhang S. D. , Li C. Y. , Li H. J. , Huang K. M. , Huang C. M. 
Published: August 2017

AbstractUsing version 2.0 of the TIMED/SABER kinetic temperature data, we have conducted a study on the annual and interannual variations of 6.5DWs at 20–110 km, from 52°S to 52°N for 2002–2016. First, we obtained global annual variations in the spectral power and amplitudes of 6.5DWs. We found that strong wave amplitudes emerged from 25°S/N to 52°S/N and peaked in the altitudes of the stratosphere, mesosphere, and the lower thermosphere. The annual variations in the 6.5DWs are similar in both hemispheres but different at various altitudes. At 40–50 km, the annual maxima emerge mostly in winters. In the MLT, annual peaks occurred twice every half year. At 80–90 km, 6.5DWs appeared mainly in equinoctial seasons and winters. At 100–110 km, 6.5DWs emerged mainly in equinoctial seasons. Second, we continued the study of the interannual variations in 6.5DW amplitudes from 2002 to 2016. Frequency spectra of the monthly mean amplitudes showed that main dynamics in the long‐term variations of 6.5DWs were AO and SAO in both hemispheres. In addition, 4 month period signals were noticed in the MLT of the NH. The amplitudes of SAO and AO were obtained using a band‐pass filter and were found to increase with altitude, as do the 6.5DW amplitudes. In both hemispheres, the relative importance of SAO and AO changes with altitude. At 40–50 and 100–110 km, AO play a dominant role, while at 80–90 km, they are weaker than SAO. Our results show that both the annual and interannual variations in 6.5DWs are mainly caused by the combined action of SAO and AO.
ENSO impact on surface radiative fluxes as observed from space
Authors: Pinker R. T. , Grodsky S. A. , Zhang B. , Busalacchi A. , Chen W. 
Published: August 2017

AbstractWe investigate the impact of El Niño‐Southern Oscillation (ENSO) on surface radiative fluxes over the tropical Pacific using satellite observations and fluxes derived from selected atmospheric reanalyses. Agreement between the two in this region is important because reanalysis information is frequently used to assess surface energy budget sensitivity to ENSO. We found that during the traditional ENSO, the maximum variance of anomalous incoming solar radiation is located just west of the dateline and coincides with the area of the largest anomalous SST gradient. It can reach up to 60 W/m2 and lags behind the Niño3 index by about a month, suggesting a response to anomalous SST gradient. The magnitude of longwave anomaly is only half that large and varies in phase with the SST anomaly. Similar anomalies were derived from outputs: from the European Centre for Medium‐Weather Forecasts Reanalysis Interim (ERA‐I), from the Modern Era Retrospective Analysis version 2 (MERRA‐2), from the NCEP/NCAR Reanalysis 1 (R1), and from the Japanese JRA55 reanalysis. Among the four reanalyses used, results from ERA‐I are the closest to observations. We have also investigated the surface wind divergence/convergence and found that the main factor limiting eastward excursions of convection is the surface wind convergence. Due to the wind divergence pattern normally present over the eastern cold tongue, anomalous convection extends into the eastern equatorial Pacific only during the strongest warm events. Our analysis also considers the El Niño Modoki events, for which the radiation flux patterns are shifted westward following the SST pattern.