Hvordan øve hellige handlinger? : en profesjonsdidaktisk studie av øving av muntlige ferdigheter innenfor en norsk presteutdanning

How can the holy craft of liturgy be trained? A study of approaches to instruction in training oral skills within education of the Norwegian clergy The theme of this study is the competence of expression of clerics performing liturgies as part of their duties in the Norwegian Lutheran Church. The aim of the study is to find a teaching practice which can raise the competence in oral expression characteristic of the clergy profession. The teaching practice is explored and discussed within the context of the basic education of the clergy. The main thesis is formulated as a question: How can the holy craft of liturgy be trained? An underpinning of the study is that liturgical acts are holy, which gives these performances an aspect of otherness. This otherness constitutes a clear agreement between the students and the teacher, and between the professional and the employer. The pre-understanding of the researcher is that these liturgical oral acts are trainable, and that there is a need and a necessity to train in these skills. Three research questions are elaborated on in the explorative section of the study: • What is characteristic of a competence of expression connected to the profession? • How can this competence of expression connected to liturgical performance be developed? • What is the importance of this competence in the holy craft of liturgy for the development of a cohesive professional self-understanding? The study is based on a research and development project where the researcher as the teacher and students from one specific clergy education in Norway (MF) were the source of the empirical material. The empirical data came from practice with two external observers› logs on the coaching, video observations, of the teacher and the students› texts on the practice under study, which is liturgical performance. The researcher›s log and field notes also provide material for the analysis. This is a qualitative project and an arts education project carried out within an interpretative framework. The theoretical framework has three perspectives: a structural approach based on the system theory of Niklas Luhmann, an epistemological approach discussing forms of knowledge in practice or informing practice and an arts education approach. The results indicate that the competence in oral liturgical performance can be considered a trainable skill, and that this training can be understood as an arts education method of instruction based on meaningful communication, dramaturgical thinking and the development of authenticity. The main result from this study can be considered as articulating and sketching the contours of the field of knowledge where the students embody the meaning of the clergy profession ‒ and this articulation has an innovative potential as knowledge combining experience and theoretical understanding.

Jeg strikker, derfor er jeg! : læring og identitet i uformelle læringsrum

The dissertation ´I knit, therefore I am!´ Learning and identity in informal space has two main purposes. The first purpose being an investigation of how new value attributions and thinking can generate novel and usable knowledge to the field of craftsmanship, and the second purpose being a display of a different and overlooked philosophical and cultural potential in a reflexive mode of expression, which is able to reflect the normative comprehension of craftsmanship. The dissertation focuses on learning and identity in informal spaces of learning and how it is possible to relate such a learning perspective to crafts training in educational establishments. The empirical foundation of this dissertation is ‘craftivism’. In the dissertation activists from the Nordic countries have been interviewed about what they do when they put up their textile graffiti on lamp posts and house walls. Three research problems are presented: 1) What stories do people who work as crafts activists, tell about ways of relating and methods of action when they make crafts? 2) What do these stories tell about learning and identity? 3) How may the research results influence training and education in craftsmanship? These questions are being asked in order to acquire new knowledge in two aspects; first aspect being knowledge about crafts in relation to techniques, tradition and the objects in crafts, and the second aspect being knowledge about learning and identity in informal spaces of learning. The dissertations theoretical foundation is post structural and sociocultural combined with hermeneutical-inspired qualitative interviews. The author’s position and pre-understanding is subject to discussion in relation to the informant; the performing activist, as the background for both of them is craftsmanship. Starting from cultural studies, it is possible to see the activist subject’s conditions of possibilities in the culture, as the activism of the sub-cultural phenomenon’s craft lights up through a performing approach to the individual’s actions. First the research material has been analysed for events of textile graffiti and possible themes in the events, after which the results have been summarised. Next the research material has been analysed for events about learning and identity due to the author’s wish of comprehending the background of and motivational force in activism. The analysis is divided in main perspectives with different dimensions. The results of the analysis show the activist subject’s construction of an individual who actively takes part in a community by e.g. creating joy, changing the world’s perception of sustainability or by feminizing the public space. By taking crafts over the borders (and away from the class room) crafts become contextualized in a novel fashion thus obtaining an independent status. In this fashion the dissertation writes itself into a new method of comprehending and performing traditional craftsmanship techniques.

Eleven som aktør i dialog med kunst : ungdoms erfaring med kunstundervisningens innhold og metode i faget kunst og håndverk i norsk grunnskole

Avhandlingen har sitt utspring i mitt engasjement for elevers møte med kunst i grunnskolen i faget kunst og håndverk og mitt syn på ungdom som kompetente bidragsytere til forskningen om fenomener som angår deres liv. Elevene er informanter til, eller aktører i, forskning på fenomenet dialog med kunst. Dialog med kunst er her definert som en helhetlig prosess som innlemmer alt fra elevenes møte med visuelle kunstverk til deres eget skapende arbeid. At avhandlingens fagdidaktiske problemområde er elevers praktisk skapende virksomhet, knytter undersøkelsen til slöjdpedagogisk forskning. Avhandlingens overgripende hensikt er å bidra til utvikling av fagdidaktikken i kunst og håndverk med utgangspunkt i elevenes erfaringer med kunstundervisningens innhold og metode på ungdomsskoletrinnet. Studien består av kasusstudier på to ungdomsskoler. Data ble innsamlet igjennom intervjuer, deltakende observasjon, dokumenter, prosessbøker og foto av formingsprodukter. Ungdoms dialog med kunst i skolen blir analysert og fremstilt ut fra et erfart og et operasjonalisert perspektiv. Funnene speiles i ulike fagdidaktiske tendenser, det vil si ulike hovedoppfatninger i debatten om det moderne samfunn, og i et virksomhetsteoretisk perspektiv. Resultatene fra undersøkelsen utfordrer oss til en fagdidaktisk nyorientering når det gjelder ungdoms møte med kunstverk i skolen, i retning av et mer ungdomskulturelt innhold og relasjonelle kunstmøter som er narrative, tolkningsorientert, opplevelsesorientert, dialogiske og flerstemmige. Undersøkelsen viser at elevene liker det praktisk skapende arbeidet, men at undervisningen i sterkere grad bør ta i bruk digital kunnskap og handle om hvordan kunst kan brukes som utgangspunkt for skapende arbeid, og den bør legge til rette for det læringspotensialet som ligger i dialogen elevene imellom. Elevene liker en undervisning som ikke bare handler om estetiske virkemidler, materialer og teknikker, men også om kommunikasjon og ytringsfrihet. Resultatene viser at det frie skapende arbeid består av tre likeverdige aspekter: det individuelle, det kulturelle og det sosiale. Både funnene og avhandlingens virksomhetsteoretiske perspektiv kan bidra til diskursen om kreativitetsbegrepet og identitetskonstruksjon i vårt moderne samfunn. Virksomhetssystemet blir i denne avhandlingen utviklet til en teori for skapende arbeid i faget kunst og håndverk, et overgripende fagdidaktisk rammeverk for bild/bildkonst og slöjdfaget satt inn i et nordisk utdanningsperspektiv.

Elever syns på nätet : multimodala texter och autentiska mottagare

This study is based on the notion that all students are likely to have a computer of some kind as their primary tool at school within a few years. The overall aim is to contribute to the knowledge of what this development of computer-assisted multimodal text production and communication on and over the net may entail in a school context. The study has an abductive approach drawing on theory from Media and Communication studies and from Pedagogy - particularly on media peda-gogy, multimodality, storytelling, conversation research and deliberative democracy – and is based on a DBR project in three schools. The empirical data are retrieved from four school classes, school years 4 and 5, with good access to computers and digital cameras. The classes have used the class blogs to tell the blog visitors about their school work and Skype to communicate with other classes in Sweden and Tanzania. A variety of research methods was employed: content analysis of texts, observations with field notes and camera documentation, interviews with individual students, group interviews with teachers and students, and a small survey. The study is essentially qualitative, focusing on students’ different perceptions. A small quantitative study was conducted to determine if any factors and variables could be linked to each other and to enable comparisons of the surveyed group with other research results. The results suggest that more computers at school offer more opportunities for real-life assignments and the chance to secure an authentic audience to the students’ production; primarily the students’ parents and relatives, students in the same class and at other schools. A theoretical analysis model to determine the degree of reality and authenticity in various school assignments was developed. The results also indicate that having access to cameras for documenting various events in the classes and to an authentic audience can create new opportunities for storytelling that have not been practiced previously at school. The documentary photo invites a viewer into the present tense of the image and the location where the picture was taken, whoever took the picture. It is used by the students and here too, a model has been developed to describe this relationship. The study also focuses on the freedom of expression and democracy. One of the more unexpected findings is that the students in the study did not see that they can influence other people’s perceptions or change various power structures through communication on the web, neither in nor outside of school.

FAIFE : tuore ote sananvapauskysymyksiin

FAIFE = Free access to information and freedom of expression.

Toimittajan oikeus uutisoida ja toimitustyötä sääntelevät normit

Luettaessa uutisia lehdestä harvoin pohditaan sitä, onko toimituksellisessa työssä noudatettu lakia ja alan eettisiä ohjeita. Lukija luottaa siihen, että sääntöjä noudatetaan, mutta näin ei aina ole. Käytettäessä materiaalia toiselta lehdeltä jätetään alkuperäinen lähde usein mainitsematta. Tämän tutkielman tarkoituksena on selvittää keskeiset tekijänoikeuslain pykälät ja käytännössä kaikkein keskeisimmät Journalistin ohjeet sanomalehden toimittajan työssä ja miten nämä säännöt pääosin ilmenevät. Suoritetun kyselytutkimuksen perusteella tekijänoikeuslain pykälä oikeus uutisoida toisen lehden uutinen ja Journalistin ohjeista sääntö, jonka mukaan sisältöratkaisut on tehtävä journalistisin perustein, ovat keskeisimpiä sääntöjä käytännön työssä. Tutkimuksessa näitä sääntöjä käsitellään oikeusdogmaattisin menetelmin kieliopillisen tulkinnan kautta sekä toimittajan työn näkökulmasta. Tutkimuksen lainsäädännöllisen viitekehyksen muodostavat Suomen perustuslaki, laki sananvapauden käyttämisestä joukkoviestinnässä, kansallinen tekijänoikeuslaki ja Journalistin ohjeet. Tämän vuoksi tutkimuksessa on aiheellista tarkastella myös sananvapautta ja tekijänoikeuslakia toimituksellisessa työssä sekä näiden suhdetta toisiinsa ja myös median rakenteellista ja toiminnallista muutosta.

A mutant cell line partially responsive to both IFN-a and IFN-g

A recessive mutant cell line, B7, which is partially responsive to both interferon (IFN)- a and IFN-g is described. B7 was FACS sorted from a cellular pool, which was obtained from the parental cell line 2C4, after several rounds of mutagenesis. The partial responsiveness to IFN was observed both in terms of expression of cell surface markers (CD2, class I and II HLAs) and mRNA expression of IFN-stimulated genes (9-27; 6-16; 2'-5' OAS; GBP and HLA-DRa). A genetic cross with the U4 mutant (JAK1-, a member of the Janus family of nonreceptor tyrosine kinase) did not restore full IFN-responsiveness to B7, and JAK1 cDNA transfection into B7 restored the wild phenotype of the cell line, defining B7 as a member of the U4 complementation group. Nevertheless, JAK1 mRNA was not detected in this mutant. Transcriptional regulator complexes such as IRF1/2 (IFN-regulatory factor) and ISGF3-g (IFN-stimulated gene factor) were constitutively formed in the B7 mutant and co-migrated with the IFN-induced complexes expressed in the parental cell line 2C4. Thus, this cell line seems to be useful for understanding cis-acting elements governing JAK1 mRNA expression.

JAK/STAT-deficient cell lines

Mutant cell lines B3 and B10, which are unresponsive to both interferon (IFN)-alpha and IFN-gamma, and line B9, which does not respond to IFN-gamma stimulation, are described. The mutants were submitted to fluorescence-activated cell sorting (FACS) from a cellular pool, which was obtained from the parental cell line 2C4 after several rounds of mutagenesis. The unresponsiveness to IFN stimulation was observed both in terms of expression of cell surface markers (CD2, class I and II HLAs) and mRNA expression of IFN-stimulated genes (2'-5' oligoadenylate synthetase (OAS), 9-27, and guanylate binding protein (GBP)). Genetic crossing of B3, B9 and B10 with U3 (STAT1-), gamma2a (JAK2-) and U4 (JAK1-) mutants, respectively, did not restore IFN responsiveness to the hybrid cell lines. However, when these cell lines were crossed with the same mutants, but using the pairwise crosses B3 x U4, B9 x U3 and B10 x U3, the cell hybrids recovered full IFN responsiveness. The present genetic experiments permitted us to assign the mutant cell lines B3, B9 and B10 to the U3, gamma2 and U4 complementation groups, respectively. These conclusions were supported by the analysis of IFN-stimulated genes in the mutants.

A biolistic process for in vitro gene transfer into chicken embryos

Chicken embryos kept in culture medium were bombarded using a high helium gas pressure biolistic device. To optimize the factors that affect transformation efficiency, the lacZ gene under control of the human cytomegalovirus immediate early enhancer/promoter was used as a reporter gene. There was an inverse relationship between survival rate and transformation efficiency. The best conditions obtained for high embryo survival and high transformation efficiency were achieved with 800 psi helium gas pressure, 500 mmHg vacuum, gold particles, an 8 cm DNA-coated microparticle flying distance to the embryo and embryo placement 0.5 cm from the center of the particle dispersion cone. Under these conditions, transformation efficiency was 100%, survival rate 25% and the number of expression units in the embryo body cells ranged from 100 to 1,000. Expression of green fluorescent protein was also detected in embryos bombarded under optimal conditions. Based on the results obtained, the biolistic process can be considered an efficient method for the transformation of chicken embryos and therefore can be used as a model system to study transient gene expression and tissue-specific promoters.

Forming i barnehagen i lys av Reggio Emilias atelierkultur

Forming (Arts and crafts) and children’s creative action with materials and tools are less in use in the kindergarten than before. Political focus on children’s early learning has led to shifts in kindergartens toward other specific disciplines, and requirements for individual testing also of the smallest children’s competencies within these. Kindergarten teachers, educators, researchers and participants in social debate have pointed out that there are epistemological contradictions in descriptions of kindergarten quality as well as between current kindergarten policy documents and requirements for the kindergartens’ staff. Meanwhile, the content and methods in many kindergartens are inspired by practice and philosophy in the municipal kindergartens in Reggio Emilia, Italy. Correlation between kindergartens’ formingprojects and experiences from Reggio Emilia is actualized in particular through the workshop and the studio’s role in children’s learning processes. One starting point for the thesis’ problem area is a documented need for more knowledge about kindergarten’s educational content. The overarching goal of the thesis is to develop new knowledge about how learning takes place in kindergarten through examining the field of forming in kindergartens inspired by Reggio Emilia’s atelier culture. The thesis is theoretically anchored within pragmatism, and ties kindergarten’s aesthetic operations with materials and tools to socio-cultural perspective, social constructivism and post humanistic theory. The empirical material is obtained through a qualitative study with ethnography as methodological approach. The fieldwork is conducted in kindergarten, with two leading research questions: 1) How is atelierism perceived and unfolded in Norwegian Reggio Emilia-inspired kindergartens, and 2) how is forming perceived and unfolded in Norwegian Reggio Emilia-inspired kindergartens. A comprehensive and multifaceted material is analyzed, and the results are presented in the form of three themes: The physical environment, Relations and actions in interplay, and Expression forms and forms of expression. Each of these topics are supported by examples from kindergartens’ adult voices and the constructed empirical material. Insights into how learning takes place in the kindergarten subject of forming with inspiration from the Reggio Emilia atelier culture is discussed in the tension between educational philosophy, Nordic kindergarten tradition and neoliberal trends that kindergarten teachers must adhere to. Learning potentials in children’s opportunities for action in forming in light of the atelier appears in the results of the empirical study. The educational context described is characterized by experimental and playful actions where children’s sensations, curiosity and resistance are interacting with the identity of materials and tools. The results imply aesthetic, ethical, democratic and ecological reflections, which are also valid on a practical action level. The thesis contributes to description and understanding of kindergarten’ content and young children’s learning, the importance of atelier culture as inspiration for the kindergarten, and the further development of methodology and documentation of knowledge expressions.

Pipeline for macro- and microarray analyses

The pipeline for macro- and microarray analyses (PMmA) is a set of scripts with a web interface developed to analyze DNA array data generated by array image quantification software. PMmA is designed for use with single- or double-color array data and to work as a pipeline in five classes (data format, normalization, data analysis, clustering, and array maps). It can also be used as a plugin in the BioArray Software Environment, an open-source database for array analysis, or used in a local version of the web service. All scripts in PMmA were developed in the PERL programming language and statistical analysis functions were implemented in the R statistical language. Consequently, our package is a platform-independent software. Our algorithms can correctly select almost 90% of the differentially expressed genes, showing a superior performance compared to other methods of analysis. The pipeline software has been applied to 1536 expressed sequence tags macroarray public data of sugarcane exposed to cold for 3 to 48 h. PMmA identified thirty cold-responsive genes previously unidentified in this public dataset. Fourteen genes were up-regulated, two had a variable expression and the other fourteen were down-regulated in the treatments. These new findings certainly were a consequence of using a superior statistical analysis approach, since the original study did not take into account the dependence of data variability on the average signal intensity of each gene. The web interface, supplementary information, and the package source code are available, free, to non-commercial users at http://ipe.cbmeg.unicamp.br/pub/PMmA.

Antigen-presenting cells transfected with Hsp65 messenger RNA fail to treat experimental tuberculosis

In the last several years, the use of dendritic cells has been studied as a therapeutic strategy against tumors. Dendritic cells can be pulsed with peptides or full-length protein, or they can be transfected with DNA or RNA. However, comparative studies suggest that transfecting dendritic cells with messenger RNA (mRNA) is superior to other antigen-loading techniques in generating immunocompetent dendritic cells. In the present study, we evaluated a new therapeutic strategy to fight tuberculosis using dendritic cells and macrophages transfected with Hsp65 mRNA. First, we demonstrated that antigen-presenting cells transfected with Hsp65 mRNA exhibit a higher level of expression of co-stimulatory molecules, suggesting that Hsp65 mRNA has immunostimulatory properties. We also demonstrated that spleen cells obtained from animals immunized with mock and Hsp65 mRNA-transfected dendritic cells were able to generate a mixed Th1/Th2 response with production not only of IFN-γ but also of IL-5 and IL-10. In contrast, cells recovered from mice immunized with Hsp65 mRNA-transfected macrophages were able to produce only IL-5. When mice were infected with Mycobacterium tuberculosis and treated with antigen-presenting cells transfected with Hsp65 mRNA (therapeutic immunization), we did not detect any decrease in the lung bacterial load or any preservation of the lung parenchyma, indicating the inability of transfected cells to confer curative effects against tuberculosis. In spite of the lack of therapeutic efficacy, this study reports for the first time the use of antigen-presenting cells transfected with mRNA in experimental tuberculosis.

Cardioprotection against experimental myocardial ischemic injury using cornin

Phosphorylated-cyclic adenosine monophosphate response element-binding protein (Phospho-CREB) has an important role in the pathogenesis of myocardial ischemia. We isolated the iridoid glycoside cornin from the fruit of Verbena officinalis L, investigated its effects against myocardial ischemia and reperfusion (I/R) injury in vivo, and elucidated its potential mechanism in vitro. Effects of cornin on cell viability, as well as expression of phospho-CREB and phospho-Akt in hypoxic H9c2 cells in vitro, and myocardial I/R injury in vivo, were investigated. Cornin attenuated hypoxia-induced cytotoxicity significantly in H9c2 cells in a concentration-dependent manner. Treatment of H9c2 cells with cornin (10 µM) blocked the reduction of expression of phospho-CREB and phospho-Akt in a hypoxic condition. Treatment of rats with cornin (30 mg/kg, iv) protected them from myocardial I/R injury as indicated by a decrease in infarct volume, improvement in hemodynamics, and reduction of severity of myocardial damage. Cornin treatment also attenuated the reduction of expression of phospho-CREB and phospho-Akt in ischemic myocardial tissue. These data suggest that cornin exerts protective effects due to an increase in expression of phospho-CREB and phospho-Akt.

Étude des récepteurs aux estrogènes dans les ostéoblastes de patients atteints de Scoliose Idiopathique de l'Adolescent

Plusieurs éléments de la pathogenèse de la scoliose idiopathique de l’adolescent indiquent que les estrogènes pourraient intervenir dans le développement et la progression de cette maladie. Ce projet avait donc pour but d’explorer l’expression et la fonctionnalité des récepteurs aux estrogènes ERα et ERβ ainsi que leurs isoformes dans les ostéoblastes de patients scoliotiques et sains. L’induction des gènes de facteurs influençant la minéralisation et la différenciation des ostéoblastes par les estrogènes a également été étudié. Par immunofluorescence, nous avons remarqué une augmentation de la présence protéique de ERβ dans les ostéoblastes de patients SIA comparé aux sujets contrôles. Les récepteurs aux estrogènes provenant des ostéoblastes des patients sont fonctionnels tout comme ceux des contrôles et aucune différence dans l'interaction ADN-protéine n’a été observée. Il y a également une augmentation de l’expression génique de l’ostéopontine, l’ostéocalcine, le collagène de type I, la phosphatase alkaline et BMP2 dans les ostéoblastes des patients SIA. Un début de minéralisation in vitro a été observé dans les ostéoblastes de patients SIA et contrôles. ERα et ERβ sont présents et fonctionnels dans les ostéoblastes des patients SIA et sains. Leur expression est variable, mais ces variations existent chez les patients SIA et les contrôles. L’implication des estrogènes dans la SIA ne serait donc pas au niveau des récepteurs aux estrogènes mais au niveau de l’interactions des estrogènes avec d’autres facteurs étiologiques tels que la mélatonine, la formation/résorption osseuse ou autres facteurs neuro-endocriniens.

Impacts fonctionnels des polymorphismes dans les promoteurs des gènes de l’apoptose

La susceptibilité ou la résistance aux cancers peuvent impliquer plusieurs mécanismes, incluant l’apoptose, la croissance cellulaire et la différenciation, la réplication et la réparation de l’ADN. Mon projet porte plus particulièrement sur l’apoptose. Une dérégulation dans les voies d’activation de l’apoptose entraîne une accumulation de cellules déréglées, créant ainsi un environnement propice à l’instabilité génétique et au développement du cancer. Comme l’apoptose est une voie biologique hautement régulée, nous proposons l’hypothèse que des polymorphismes « fonctionnels » dans les régions de régulations des gènes (rSNPs) perturberaient cette voie à cause de taux variables de transcrits et des protéines correspondantes dû à la modification des sites de reconnaissances des facteurs de transcription. Les principaux objectifs de mon projet sont : (i) identifier les SNPs présents dans la région promotrice des gènes d’apoptose; (ii) déterminer les haplotypes de promoteurs les plus fréquents présents dans la population générale; (rHaps) (iii) vérifier leurs impacts fonctionnels sur l’expression génique par des essais in vitro (gène rapporteur et retard sur gel). Cette étude permettra d’identifier des rSNPs et rHaps ayant un impact sur le niveau d’expression des gènes d’apoptose, au moins dans un contexte in vitro. Ces différences alléliques au niveau de l’expression de ces gènes d’apoptose pourraient contribuer à la susceptibilité interindividuelle de développer un cancer.