Disputaserurn:uuid:27460711-6919-391b-9212-ae29431288f22024-01-19T07:08:37Z2024-01-19T07:08:37ZDoctoral Examination 15 April 2024: Jordan Sand, Department of Music, The Faculty of HumanitiesLiv Mildrid Melkild Avset/person/lmavsetliv.avset@ntnu.nourn:uuid:d7fdf498-22a1-3735-81b4-5774cc375d042024-03-27T09:52:58Z2024-03-27T09:52:58Z<P id="yui_patched_v3_11_0_1_1711530623316_778">Jordan Sand (MA) will defend for the degree of philosophiae doctor (PhD) in artistic research at the Norwegian University of Science and Technology, Faculty of Humanities. The title of the doctoral work is:</P><P style="text-align: center;"><STRONG><EM>Polyphonic Processes for Bass and Voice</EM></STRONG></P><P><BR></P><P id="yui_patched_v3_11_0_1_1711530623316_875"><STRONG>Evaluation Committee: </STRONG></P><UL id="yui_patched_v3_11_0_1_1711530623316_962"><LI>Professor Jan Schacher, Sibelius Academy</LI><LI>Professor Palle Dahlstedt, Chalmers University of Technology</LI><LI id="yui_patched_v3_11_0_1_1711530623316_961">Associate Professor Heather Frasch, Department of Music, NTNU</LI></UL><P><BR></P><P>Heather Frasch has administered the committee’s work. </P><P id="yui_patched_v3_11_0_1_1711530623316_964">Professor Jan Schacher and Professor Palle Dahlstedt are appointed opponents for the public defence.</P><P><BR></P><P id="yui_patched_v3_11_0_1_1711530623316_968"><STRONG id="yui_patched_v3_11_0_1_1711530623316_1644">Presentation on assigned topic</STRONG></P><P id="yui_patched_v3_11_0_1_1711530623316_973">The presentation on an assigned topic will be held Monday 15 April 2024 at 10:15 in <A href="https://link.mazemap.com/LYrWPyoo" rel="noopener noreferrer" target="_blank">lecture room K203</A>, in Krambugata 12/14, on the following topic:</P><P style="margin-left: 20px;"><STRONG>“Types of embodied and situated knowledge in artistic practices”</STRONG></P><P><BR></P><P id="yui_patched_v3_11_0_1_1711530623316_979"><STRONG>Public defence</STRONG></P><P id="yui_patched_v3_11_0_1_1711530623316_1049">The public defence will be held in <A href="https://link.mazemap.com/OzjRS6qh" rel="noopener noreferrer" target="_blank">Kammersalen</A>, Olavskvartalet, Monday 15 April 2024 at 12:30.<BR> </P><P id="yui_patched_v3_11_0_1_1711530623316_1094"><STRONG>Supervisors</STRONG></P><P id="yui_patched_v3_11_0_1_1711530623316_1500">The candidate’s main supervisor has been Professor Øyvind Brandtsegg, Department of Music, NTNU. The candidate’s co-supervisor has been Professor Rolf Hughes, KU Leuven, and Christian Wallumrød has been supporting supervisor.</P><P id="yui_patched_v3_11_0_1_1711530623316_1528"><BR></P><P id="yui_patched_v3_11_0_1_1711530623316_1527">For more information about the doctoral work, contact the Research Support Office at the Faculty of Humanities by e-mail: <A href="mailto:phd@hf.ntnu.no">phd@hf.ntnu.no</A>. </P><P><BR></P><P><STRONG>Abstract</STRONG></P><P>'Polyphonic Processes for Bass and Voice' carries dual meaning, referring first to a musical and instrumental methodology at the project's core, while accommodating an unexpected diversification of artistic discipline as the research unfolded. The current exposition traces the project's progression through the lens of five sub-projects at the intersection of music performance, sound design, and text-based arts. An idiosyncratic approach to double bass playing expanded into a sense of one's "instrument" as encompassing one's entire body and environment, which sparked more intentional design of audience perceptual flow and a revoicing of solo performance presence. In many cases, 'Polyphonic Processes' has answered initial research inquiries not through resolution but evolution, augmentation and a willingness to reorient the question itself.</P>Liv Mildrid Melkild Avset2024-03-27T09:52:58ZDefence of thesis 15th April 2024 - Bilal Ahmad - Faculty of Information Technology and Electrical EngineeringMaka Alsandia/person/makaamaka.alsandia@ntnu.nourn:uuid:1be576e7-daf3-3f8d-b743-0501bda262212024-03-27T09:12:40Z2024-03-27T08:58:53Z<P id="yui_patched_v3_11_0_1_1711529049467_1073">PhD candidate Bilal Ahmad submitted a thesis titled: <STRONG>3D Shape Reconstruction from Capsule Endoscopy Video </STRONG>for the defence of the Doctoral Degree in Computer Science.</P><P id="yui_patched_v3_11_0_1_1711529049467_1080"><BR></P><P id="yui_patched_v3_11_0_1_1711529049467_1079"><STRONG>Assessment Committee</STRONG></P><P>1. opponent: Professor Dimitris Iakovidis, University of Thessaly, Greece </P><P>2. opponent: Professor Maria Vanrell, University of Barcelona, Spain </P><P>Administrator and internal member: Associate Professor Rafael Palomar, NTNU</P><P><BR></P><P id="yui_patched_v3_11_0_1_1711529049467_1087"><STRONG>Trial lecture</STRONG></P><P>Time: 09:15</P><P id="yui_patched_v3_11_0_1_1711529049467_1281">Place: K109, Gjovik </P><P id="yui_patched_v3_11_0_1_1711529049467_1278"><A href="https://ntnu.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=c1474da9-15bb-41b4-bfdd-b13700ded00f" id="yui_patched_v3_11_0_1_1711529049467_1395">For online streaming, please follow here </A></P><P id="yui_patched_v3_11_0_1_1711529049467_1366">Assigned topic: Classical vs Deep Learning-based Techniques for 3D Reconstruction in Medical Imaging: Challenges and Opportunities </P><P id="yui_patched_v3_11_0_1_1711529049467_1413"><BR></P><P id="yui_patched_v3_11_0_1_1711529049467_1093"><STRONG>Public Defense</STRONG></P><P id="yui_patched_v3_11_0_1_1711529049467_1432">Time: 12:15 </P><P id="yui_patched_v3_11_0_1_1711529049467_1385">Place: K109, Gjovik</P><P id="yui_patched_v3_11_0_1_1711529049467_1278"><A href="https://ntnu.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=c1474da9-15bb-41b4-bfdd-b13700ded00f" id="yui_patched_v3_11_0_1_1711529049467_1395">For online streaming, please follow here </A></P><P><BR></P><P id="yui_patched_v3_11_0_1_1711529049467_1439">The doctoral work has been carried out at the Department of Computer Science, NTNU </P><P>Main supervisor: Dr. Pål Anders Floor</P><P>Co-supervisors: Professor Ivar Farup </P><P><BR></P><P id="yui_patched_v3_11_0_1_1711529049467_1104"><STRONG>Abstract </STRONG></P><P><BR></P><P>3D Shape Reconstruction from Capsule Endoscopy Video</P><P>Abstract</P><P id="yui_patched_v3_11_0_1_1711529049467_1106">Wireless Capsule Endoscopy (WCE) has revolutionized the field of gastroenterology by providing an alternative to traditional endoscopy, as it is less invasive and requires no sedation. It is a patient-friendly procedure to visualize the entire gastrointestinal (GI) tract, from the esophagus to the large intestine, using a small, swallowable capsule equipped with a miniature camera. Despite its many advantages, WCE images also entail several challenges which include issues related to uneven and low illumination, low resolution, and noise. Moreover, the lack of control over the capsule's movement within the GI tract restricts the thorough examination of areas of particular interest.</P><P>This thesis endeavors to address some of the challenges in WCE domain by generating 3D models of GI tract, enhancement of WCE images and emphasizing the practical utility of these models and enhanced images in clinical evaluation. Through a systematic exploration of 3D reconstruction methodologies, image enhancement strategies, and clinical applications, this thesis achieves its three primary objectives. Notably, the evaluation of the Shape from Shading (SFS) method provides insights into its applicability to current WCE technologies. The study encompasses the implementation of 3D reconstruction technique on a spectrum of scenarios, ranging from controlled environments to synthetic colon imaging, and culminating in the application to endoscopic and WCE images, achieving the foundational objectives. Anticipating future advancements in WCE technology, the research proposes innovative methodologies, particularly highlighting the effectiveness of the Shape from Focus (SFF) in GI shape recovery. Addressing issues of uneven illumination, a lighting conversion strategy enhances image quality for diagnostic purposes, with successful application to real endoscopic images. The research concludes by emphasizing the foundational role of these findings in shaping the future of clinical decision support systems in WCE, validating the potential of 3D models and enhanced images as valuable diagnostic tools in gastroenterology.</P><P>The methodologies introduced in this thesis have the potential to influence not only the field of WCE, but also extend to other domains. These proposed techniques aim to tackle key challenges in 3D reconstruction and image enhancement. The outcomes could significantly benefit gastroenterologists by offering improved visualizations, thereby enhancing diagnostic accuracy and patient care.</P>Maka Alsandia2024-03-27T08:58:53ZDefence of thesis 15. April: Mariia Zakharenko - Faculty of EngineeringElin Kristidatter Steen/person/elinstelin.steen@ntnu.nourn:uuid:9eb7b5bd-5204-3117-bb3c-badaff4baa8e2024-03-27T08:24:45Z2024-03-27T08:24:45Z<P>Mariia Zakharenko has submitted the following academic thesis as a part of the doctoral work at the Norwegian University of Science and Technology (NTNU), Department of Structural Engineering:</P><P>«Load model for enhanced fatigue life estimation of Norwegian railway bridges: calibration, application, and uncertainties»</P><P id="yui_patched_v3_11_0_1_1711526453335_1609"><EM>For electronic version of the thesis, please contact: </EM><A href="mailto:andreas.b.steiro@ntnu.no"><EM>andreas.b.steiro@ntnu.no</EM></A></P><P id="yui_patched_v3_11_0_1_1711526453335_1617"><BR></P><P>The Faculty has appointed the following Assessment Committee to assess the thesis: </P><UL id="yui_patched_v3_11_0_1_1711526453335_1624"><LI id="yui_patched_v3_11_0_1_1711526453335_1623">Professor Johan Maljaars, TU Eindhoven, The Netherlands (1. Opponent)</LI><LI>Associate Professor Boulent Imam, University of Surrey, UK (2. Opponent)</LI><LI>Associate Professor Haris Stamatopoulos, NTNU</LI></UL><P> </P><P>Associate Professor Haris Stamatopoulos, Department of Structural Engineering, NTNU, has been appointed Administrator of the Committee.</P><P>The Committee recommends that the thesis is worthy of being publicly defended for the PhD degree. </P><P>The doctoral work has been carried out at the Department of Structural Engineering. </P><P><BR></P><P><STRONG>The trial lecture will take place on 15th April at 10:15</STRONG></P><P><STRONG>in Materialteknisk room 1-132, Gløshaugen</STRONG> on the following prescribed subject:</P><P>“Population based structural health monitoring of railway bridges, challenges and opportunities”</P><P><BR></P><P><STRONG>The public defence of the thesis takes place on 15th April at 13:15</STRONG></P><P><STRONG>in Materialteknisk, room 1-132, Gløshaugen</STRONG>.</P><P><BR></P><P>Associate Professor Gunnstein Thomas Frøseth, Department of Structural Engineering, has been the candidate’s main supervisor. Professor Anders Rønnquist, Department of Structural Engineering, has been the candidate’s co-supervisor.</P><P><BR></P><P><STRONG>Abstract:</STRONG></P><P>The railway transportation is a crucial component of transportation infrastructure, known for its high capacity, environmental friendliness, and reliability. Despite requiring substantial initial investments, railway transportation becomes highly cost-effective once essential components are in place.</P><P>Bridges play a vital role in this infrastructure but are also susceptible to deterioration. Infrastructure owners actively monitor bridge conditions, predict potential failures, and conduct maintenance to prevent catastrophic events. Steel railway bridges, the most prevalent type in Norway requiring assessment, are particularly prone to material fatigue.</P><P>The conventional method for estimating the remaining fatigue life of a bridge involves creating a load model and calibrating it to the traffic conditions at the location of the bridge under investigation. The fatigue load model developed for Norwegian railway bridges was initially tested on several bridges, predicting failure in 7 out of 21 structures, despite inspections revealing no signs of cracks. This thesis aims to enhance the Norwegian load model for estimating the remaining fatigue life of railway bridges and contribute to the broader understanding of reliability assessment methods for such structures.</P><P>The current research begins by measuring actual railway traffic conditions in Norway using a weigh-in-motion system. Traffic loads are carefully collected, analysed, and classified using dedicated algorithms, defining measurement errors and various correlations. Subsequently, the fatigue load model for estimating the remaining fatigue life of Norwegian railway bridges is calibrated based on actual traffic conditions.</P><P>In the final phase, the study delves into the uncertainties inherent in the reliability analysis of railway bridges applying the calibrated Load model. The framework of Imprecise Structural Reliability is developed and demonstrated. By utilizing this framework, a comparison is drawn between Classic Structural Reliability and Imprecise Structural Reliability for an aging railway bridge. The research includes a sensitivity analysis of variables involved in reliability assessments and a comprehensive discussion on the implications of employing both classic and imprecise approaches.</P>Elin Kristidatter Steen2024-03-27T08:24:45ZDefence of thesis 15. April: Andreas Sæter Bøe - Faculty of EngineeringElin Kristidatter Steen/person/elinstelin.steen@ntnu.nourn:uuid:670af742-f145-3493-a170-2065703421f62024-03-27T08:20:29Z2024-03-27T08:20:29Z<P>Andreas Sæter Bøe has submitted the following academic thesis as a part of the doctoral work at the Norwegian University of Science and Technology (NTNU), Department of Civil and Environmental Engineering:</P><P>«Experimental investigations on fire performance of the engineered wood products cross-laminated timber and I-joists»</P><P id="yui_patched_v3_11_0_1_1711526453335_1072"><EM>For electronic version of the thesis, please contact: </EM><A href="mailto:phd@ibm.ntnu.no"><EM>phd@ibm.ntnu.no</EM></A></P><P id="yui_patched_v3_11_0_1_1711526453335_1089"><BR></P><P>The Faculty has appointed the following Assessment Committee to assess the thesis: </P><UL id="yui_patched_v3_11_0_1_1711526453335_1096"><LI>Professor José Torero Cullen, University College London, UK (1. Opponent)</LI><LI id="yui_patched_v3_11_0_1_1711526453335_1095">Professor Margaret McNamee, Lund University, Sweden (2. Opponent)</LI><LI>Associate Professor Bozena D. Hrynyszyn, NTNU</LI></UL><P> </P><P>Associate Professor Bozena D. Hrynyszyn, Department of Civil and Environmental Engineering, NTNU, has been appointed Administrator of the Committee.</P><P>The Committee recommends that the thesis is worthy of being publicly defended for the PhD degree. </P><P> The doctoral work has been carried out at the Department of Civil and Environmental Engineering. </P><P><BR></P><P><STRONG>The trial lecture will take place on 15th April at 10:00</STRONG></P><P><STRONG>in Disputasrommet, Gløshaugen</STRONG> on the following prescribed subject:</P><P>“The importance of the cooling phase when testing the fire resistance of structural building elements, particularly when such load bearing elements are made of wood”</P><P id="yui_patched_v3_11_0_1_1711526453335_1115"><BR></P><P><STRONG>The public defence of the thesis takes place on 15th April at 13:00</STRONG></P><P><STRONG>in Disputasrommet, Gløshaugen</STRONG>.</P><P><BR></P><P>Zoom link to both trial lecture and defence:</P><P id="yui_patched_v3_11_0_1_1711526453335_1121"><A href="https://NTNU.zoom.us/j/96830734134?pwd=U0M3ZTdaeExrVWpOYXRlTnJmWDJlQT09">https://NTNU.zoom.us/j/96830734134?pwd=U0M3ZTdaeExrVWpOYXRlTnJmWDJlQT09</A></P><P>Meeting ID: 968 3073 4134</P><P>Passcode: 794063</P><P><BR></P><P>Professor Anne Elise Steen-Hansen, Department of Civil and Environmental Engineering, has been the candidate’s main supervisor. Professor Ivar Ståle Ertesvåg, Department of Energy and Process Engineering, and Researcher Kathinka L. Friquin, Sintef, have been the candidate’s co-supervisors.</P><P><BR></P><P><STRONG>Abstract</STRONG></P><P>The building industry has, in recent years, more frequently used different engineered wood products, like cross-laminated timber (CLT), glue-laminated timber and I-joists. The increased popularity is due to the many advantages of building with wood, like the possibility of prefabrication, the low carbon dioxide footprint, the easy handling and mounting of wood, and the aesthetic look. </P><P>Conversely, when building with wood, additional combustible mass is introduced into the buildings. Given that these wooden products are exposed (i.e., visually present), they would produce pyrolysis gases when subjected to a fire and thus have an impact on the fire dynamics. </P><P>For over a decade, different research groups have conducted compartment fire experiments with exposed CLT. Most of those experiments have been conducted in relatively small compartments with small ventilation openings. Thus, the role of the exposed CLT is better understood in small compartments than in large. Small compartments with exposed CLT could be relevant for certain buildings. However, CLT is used in a variety of different rooms, including open-plan offices, lobbies, canteens, dwellings, kindergartens, schools, etc. In other words, the great variation in the use of CLT, including room size, geometry, and orientation, challenges the current understanding of how exposed CLT affects a fire.</P><P>The main focus of this thesis has been to increase the knowledge of the fire behaviour in large compartments with exposed CLT. The methodology consisted of conducting two large-scale (95 m2) compartment fire experiments. In the first experiment, named #FRIC-01, the ceiling was exposed, while in the second experiment, #FRIC-02, both the wall and the ceiling were exposed. The compartment had four open window openings along one wall, which caused a well-ventilated compartment. The fuel load density was representative of an office building and was represented by a continuous wood crib on the floor. These experiments aimed to better understand how two different configurations of CLT affect the fire dynamics, including fire spread inside the compartment, external flames, charring rate of CLT, decay phase, self-extinguishment of flames and delamination. </P><P>In both experiments, the ignition of the CLT ceiling triggered a clear change in the fire dynamics, in which flames spread under the ceiling and caused a strong radiative heat flux to the wall and the wood crib. The increased radiative heat flux effectively preheated the wood crib (and the wall in #FRIC-02) and led to a significantly faster spread across the wood crib than before the CLT was ignited. </P><P>In #FRIC-01, a new behaviour was observed, in which the flames in both the ceiling and of the wood crib travelled back and forth three times. As such cycles have not been reported earlier, we have named them flashing waves. Three such waves were observed before the fire was fully developed in the fourth wave. Despite retraction of the flames, the wood crib fire grew larger after each wave, contributing to a significantly faster fire spread rate than before the CLT ceiling ignited. In total, it took 13 minutes from ignition of the ceiling until the fire was fully developed. After a few minutes of intense burning, the flames in the ceiling started to extinguish, and over a period of 11 minutes, all flames in the ceiling were extinguished. This occurred while the wood crib was still burning. No reignition was observed within a total duration of four hours. </P><P>In #FRIC-02, the contribution of having CLT exposed in both a wall and the ceiling was clearly seen. From ignition of the CLT ceiling, it took only 91 seconds before the entire compartment was burning. The fire spread was dominated by the rapid flame spread under the ceiling and upper part of the wall first. This caused a strong radiative heat flux to the wood crib and the other parts of the wall. The fire spread rate after ignition of the ceiling was 15 m/min across the ceiling and 11.7 m/min across the wood crib, corresponding to a fire growth rate faster than the ultrafast fire growth rate defined by Eurocode 1 (EN 1991-1-2).</P><P>During the most intense burning phase, large external flames emerged mainly out of one window. For some period, the flames covered almost the entire window opening, reached above the facade wall (5.2 m), and extended about 3 m horizontally from the window. The flames effectively reduced the inflow of air through that window, resulting in more air being supplied through the other windows. This imbalance in air supply contributed to large temperature variations throughout the compartment. These non-symmetrical external flames are believed to be mainly due to the wind coming diagonally from behind the corner of the compartment, but also due to the very rapid fire spread. The characteristic behaviour of the external flames was successfully reproduced in a CFD simulation when similar wind conditions as in the experiment were considered. This strengthens the hypothesis that the non-symmetrical external flames were influenced by the wind conditions. </P><P>After 10 minutes of intense burning, the gas temperatures started decaying, and also with this CLT configuration (wall and ceiling exposed), the flames of the CLT self-extinguished. About 50 minutes after the start of the decay phase, multiple small flames appeared at the surface of both the CLT wall and ceiling. Within 10 minutes, all combustible surfaces were burning again, corresponding to a second flashover. The temperatures were, for a short period, almost as high as after the first flashover. After that, the fire intensity varied strongly over the next 100 minutes but continued to burn until it was manually extinguished after almost 3 hours. This ongoing fire can be explained by the build-up of the CLT with thick (40 mm) outer layers and thin (20 mm) intermediate layers and the use of a regular PUR adhesive known to cause delamination. </P><P>A side topic of this thesis has been to study the charring of I-joists in light timber framed assemblies with combustible insulation. In recent years, there has been increased interest in combining I-joists with new combustible insulation products, like wood fibre and cellulose insulation. However, as there is no available design model for calculating the load-bearing capacity of this combination when exposed to a fire, the outspread of this combination has been limited.</P><P>This part of the research was aimed at producing experimental data to better understand the charring of I-joists and the recession rate of combustible insulation when these products are combined. This data could later be used to develop or validate design parameters for combustible insulation. </P><P>Through five experiments, a combination of I-joists with different flange sizes and different combustible insulation types (wood fibre, cellulose and phenolic foam) were exposed to the standard fire curve (ISO 834) in a medium-scale furnace. Thermocouples were embedded into and outside of the flanges and used to determine the charring rate of the I-joist and the recession rate for the insulation. After exposure, the final char depth and the remaining cross-section were measured. </P><P>The charring rates were compared against calculated values based on the design model for rectangular cross-sections in the current Eurocode 5 (EN 1995-1-2) and the new model for I-joists in the draft of the new Eurocode 5 (prEN 1995-1-2).</P><P>Compared to those models, the charring rates were mainly on the conservative side. The charring rates decreased with increasing flange size and were comparable for the flanges of solid wood and laminated veneer lumber (LVL). </P><P>Overall, the combustible insulation protected the I-joists well, and the recession rates were lower than values reported for glass wool insulation. The lowest values were obtained by cellulose- and wood fibre insulation. Due to few repetitions, the results must be considered as indicative. Still, the results strongly indicate that biobased, and thus more sustainable, insulation types deserve a great market share in the future.</P><P>Altogether, the experimental work in this thesis has contributed to improved knowledge of both CLT and I-joists and could be considered a small but important step towards a more sustainable and fire-safe building sector. </P>Elin Kristidatter Steen2024-03-27T08:20:29ZKjersti Sandnes - Doktorgradsprøve 12. april 2024 ved Fakultet for medisin og helsevitenskapMarianne Herman/person/marhermmarianne.herman@ntnu.nourn:uuid:db348e1b-3dba-30f0-88d9-72b04d37b0bb2024-03-26T19:20:50Z2024-03-26T09:50:27Z<P id="yui_patched_v3_11_0_1_1711446286762_798"><STRONG>Kjersti Sandnes</STRONG> har fått antatt følgende doktoravhandling til forsvar for graden ph.d. i medisin og helsevitenskap ved Fakultet for medisin og helsevitenskap, NTNU:</P><P><STRONG>“Mothers' internal representations of their infants: An effect study in primary care”</STRONG></P><P>Arbeidet er utført ved Institutt for psykisk helse. Kandidatens veiledere har vært professor II Turid Suzanne Berg-Nielsen, førsteamanuensis Silja Berg Kårstad og professor Stian Lydersen, alle ved NTNU.</P><P><BR></P><P>Følgende bedømmelseskomité har vurdert det innleverte arbeidet:</P><UL id="yui_patched_v3_11_0_1_1711446286762_834"><LI id="yui_patched_v3_11_0_1_1711446286762_836"><STRONG id="yui_patched_v3_11_0_1_1711446286762_835">Universitetslektor/Docent Elia Psouni, Lund Universitet</STRONG></LI><LI id="yui_patched_v3_11_0_1_1711446286762_833"><STRONG id="yui_patched_v3_11_0_1_1711446286762_832">Docent Björn Salomonsson, Karolinska institutet</STRONG></LI><LI><STRONG>Førsteamanuensis Torunn Hatlen Nøst, NTNU</STRONG></LI></UL><P id="yui_patched_v3_11_0_1_1711446286762_837"><BR></P><P id="yui_patched_v3_11_0_1_1711446286762_838"><STRONG>Prøveforelesning</STRONG> finner sted <STRONG id="yui_patched_v3_11_0_1_1711446286762_1121">12. april 2024 kl. 10.15</STRONG> i auditorium MTA i Fred Kavli-bygget.</P><P id="yui_patched_v3_11_0_1_1711446286762_842">Oppgitt tema er:<BR><STRONG>“How parents conceive of their child and of themselves as caregivers: Perceptions, representations and internal working models”</STRONG></P><P><BR></P><P id="yui_patched_v3_11_0_1_1711446286762_852"><STRONG>Disputas</STRONG> finner sted <STRONG>12. april 2024 kl. 12.15 </STRONG>i auditorium MTA i Fred Kavli-bygget.</P><P>Elia Psouni er oppnevnt som førsteopponent og Björn Salomonsson er oppnevnt som andreopponent.</P><P><STRONG>Postdoktor Ingunn Mundal </STRONG>vil lede prøveforelesning og disputas.</P><P id="yui_patched_v3_11_0_1_1711446286762_856"><BR></P><P>Åpent for alle.</P>Marianne Herman2024-03-26T09:50:27ZAnne Skoglund - Doktorgradsprøve 12. april ved Fakultet for medisin og helsevitenskapSigrid Wold/person/sigridwosigrid.wold@ntnu.nourn:uuid:9af225e5-2c2a-326c-bca0-12c9ea14f8532024-03-26T09:04:45Z2024-03-26T09:04:45Z<P><STRONG>Anne Skoglund,</STRONG> Institutt for helsevitenskap i Gjøvik, har fått antatt avhandlingen</P><P id="yui_patched_v3_11_0_1_1711439589616_2628"><STRONG id="yui_patched_v3_11_0_1_1711439589616_2627">”Students’ perspectives on mental health promotion in student life –</STRONG><BR><STRONG>Finding me and a place to belong”</STRONG></P><P id="yui_patched_v3_11_0_1_1711439589616_2574">til forsvar for graden ph.d. i Medisin og helsevitenskap ved Fakultet for medisin og helsevitenskap, NTNU.<BR><BR>Kandidatens veiledere har vært førsteamanuensis Øyfrid Larsen Moen, docent Kari Bjerke Batt-Rawden og professor Ingrid Agneta Schröder, alle NTNU.<BR> <BR> <BR>Følgende komité har bedømt det innleverte arbeidet:</P><UL id="yui_patched_v3_11_0_1_1711439589616_2579"><LI id="yui_patched_v3_11_0_1_1711439589616_2578">Professor Sidsel Tveiten, OsloMet, Storbyuniversitetet</LI><LI>Professor Bjarne Bruun Jensen, Steno Diabetes Center Copenhagen </LI><LI>Førsteamanuensis Siv Fladsrud Magnussen, NTNU<BR> </LI></UL><P id="yui_patched_v3_11_0_1_1711439589616_2582"><STRONG>Prøveforelesningen (oppgitt emne) finner sted fredag 12. april kl. 10:15 i auditorium 1/3 Eureka, NTNU – Gjøvik.</STRONG></P><P id="yui_patched_v3_11_0_1_1711439589616_2586"><STRONG>”Hvordan kan et sosialkonstruktivistisk perspektiv bidra til å kvalifisere og utfordre avhandlingens forskningsfelt?”</STRONG><BR> <BR> <BR><STRONG>Disputas finner sted fredag 12. april kl. 12:15 i auditorium 1/3 Eureka, NTNU – Gjøvik.</STRONG></P><P id="yui_patched_v3_11_0_1_1711439589616_2963">Professor Sidsel Tveiten er oppnevnt som førsteopponent og professor Bjarne Bruun Jensen er oppnevnt som andreopponent.<BR><BR>Professor Aud Uhlen Obstfelder vil lede disputasen.<BR><BR></P>Sigrid Wold2024-03-26T09:04:45ZDisputas 12 april 2024 – Anne-Cathrine Flyen – Fakultet for Arkitektur og DesignSissel Hagen-Formo/person/sissehagsissel.hagen-formo@ntnu.nourn:uuid:cf39bb97-46c5-3214-a116-4ae1f60134892024-03-26T08:08:24Z2024-03-26T08:08:24Z<P>Anne-Cathrine Flyen har levert følgende avhandling som en del av doktorgradsarbeidet ved NTNU Institutt for arkitektur og teknologi:</P><P id="yui_patched_v3_11_0_1_1711439166376_875"><STRONG><EM>"Polare kulturmiljøer under press. En studie av påvirkning fra menneskelig slitasje og naturlig nedbrytning i et klima under endring"</EM></STRONG></P><P><BR></P><P id="yui_patched_v3_11_0_1_1711439166376_882"><STRONG>Bedømmelseskomité</STRONG><BR>Fakultetet har oppnevnt følgende komité for å bedømme avhandlingen, prøveforelesningen og det offentlige forsvaret:</P><OL id="yui_patched_v3_11_0_1_1711439166376_904"><LI>opponent: Professor Tor Broström, Uppsala Universitet, Sverige</LI><LI>opponent: Ph.d. etnologi/tidl. fagdirektør (polar) Susan Barr, Riksantikvaren</LI><LI id="yui_patched_v3_11_0_1_1711439166376_903">opponent/administrator: Professor Inger Andresen, NTNU Institutt for arkitektur og teknologi</LI></OL><P id="yui_patched_v3_11_0_1_1711439166376_1148"><BR></P><P id="yui_patched_v3_11_0_1_1711439166376_906"><STRONG>Prøveforelesning</STRONG><BR>Sted: <A href="https://link.mazemap.com/IPPzzH9H" rel="noopener noreferrer" target="_blank">ZEB-lab rom 4.05</A> <BR>Tid: 10.15<BR>Oppgitt emne: <EM>"Kulturminneforvaltningen sett i lys av klimaendringer: Om man forlater Svalbard og tar et bredere perspektiv – kreves det radikale endringer i policy?"</EM></P><P id="yui_patched_v3_11_0_1_1711439166376_1127"><BR></P><P id="yui_patched_v3_11_0_1_1711439166376_917"><STRONG>Offentlig forsvar</STRONG><BR>Sted: <A href="https://link.mazemap.com/IPPzzH9H" rel="noopener noreferrer" target="_blank">ZEB-lab rom 4.05</A> <BR>Tid: 13.15</P><P id="yui_patched_v3_11_0_1_1711439166376_1003">Du kan også overvære via zoom:<BR><A href="https://NTNU.zoom.us/j/96952149207?pwd=SUsxc1dtWUJmSmZWb202aXRCemcwUT09" rel="noopener noreferrer" target="_blank">https://NTNU.zoom.us/j/96952149207?pwd=SUsxc1dtWUJmSmZWb202aXRCemcwUT09</A></P><P id="yui_patched_v3_11_0_1_1711439166376_924">Meeting ID: 969 5214 9207<BR>Passcode: 714471</P><P><BR></P><P id="yui_patched_v3_11_0_1_1711439166376_928"><STRONG>Veiledere</STRONG><BR>Hovedveileder: Professor emerita Eir Ragna Grytli, Institutt for arkitektur og teknologi<BR>Biveileder: Forsker/arkeolog Vibeke Vandrup Martens, Norsk institutt for kulturminneforskning</P><P><BR></P><P id="yui_patched_v3_11_0_1_1711439166376_961"><STRONG>Sammendrag</STRONG></P><P>(English below)</P><P><BR></P><P>Kulturmiljøer og kulturminner i polarområdene står overfor økende trusler, der effektene av klimaendringer og økende turisme bidrar betydelig til nedbrytningen. Klimaendringenes effekter øker jo lenger nord man beveger seg, og gjør Arktis spesielt sårbart. Økningen i turisme har vært særlig tydelig på Svalbard de siste 10-15 årene, med unntak av de pandemipåvirkede somrene i 2020 og 2021. Dette er reflektert i begrepet "last chance-tourism," der enkeltpersoner søker å oppleve naturens underverk, dyreliv og kulturer før de blir borte grunnet effektene av klimaendringene. Denne situasjonen danner bakgrunnen for avhandlingen, der hovedmålet er å presentere forskningsbasert kunnskap om nedbrytningen av kulturarven på Svalbard. Avhandlingen utforsker samspillet mellom naturlig nedbrytning, representert ved nedbrytningsprosesser forårsaket av råtesopper, og menneskeskapte påvirkninger, representert ved slitasje fra turisme. Den undersøker også forvaltningen og evaluerer hvordan overordnede miljømål på Svalbard påvirker bevaringen av kulturmiljøene. De tre hovedtemaene, råte, turisme og forvaltning, blir undersøkt gjennom seks artikler, med to artikler viet hvert tema. Formålet med denne tematiske tre-delingen å gi en oversikt over hvert tema og deretter se dem i sammenheng.</P><P>Datainnsamlingen er foretatt i 11 caselokaliteter på vestkysten av Svalbard, ved hjelp av tilstands- og sårbarhetsstudier, observasjon og intervjuer av turister og dokumentanalyser.</P><P>Studien viser at svært mye av kulturarven på Svalbard påvirkes av biologisk nedbrytning, og av turister som bidrar ubevisst til nedbrytning og ødeleggelse. Slitasje fra turismen og biologisk nedbrytning forsterker hverandre, samtidig som de ambisiøse overordnede målene for Svalbardforvaltningen i liten grad ser ut til å ha bidra til bærekraftig bevaring. Studien peker videre på omfanget og alvorlighetsgraden av den råtedrevne nedbrytningen, identifiserer skadetyper, og typologiserer og utvikler indikatorer som beskriver kulturmiljøenes sårbarhet overfor de besøkende turistene. En sentral erkjennelse er den begrensede effekten de ambisiøse forvaltningsmålene har på den konkrete bevaringen av disse miljøene. En annen erkjennelse understreker betydningen av Svalbards geopolitiske hensyn og hvordan disse påvirker forvaltningen av kulturarven.</P><P>Resultatene indikerer betydelige konsekvenser for bevaringen av Svalbards kulturmiljøer i nær fremtid, og utfordrer oppfatningen om at nedbrytningen av kulturarven går langsomt i det kalde og tørre klimaet. Funnene stiller også spørsmål ved antagelsen om at kulturarven skal kunne overleveres til kommende generasjoner uten nødvendige tiltak.</P><P>Praktiske implikasjoner og potensielle konsekvenser av disse funnene skisseres, og avhandlingen understreker det presserende behovet for rask gjennomføring av tiltak for å bedre forvaltningen av kulturminneverdiene i et klima under endring. Med mindre det blir handlet raskt, vil verdier og kunnskap som er innebygd i kulturmiljøene, gå tapt innen få år. Studien foreslår en rekke tiltak som bidrar til mer effektiv forvaltning og bevaring av Svalbards kulturarv, fra overordnede politiske betraktninger til oppfordringer om økt forskningsaktivitet og konkrete implementerbare strategier.</P><P>Spesifikke behov inkluderer en dypere forståelse av nedbrytningsprosesser, ytterligere kunnskap om tilstanden til kulturarven og hastigheten på nedbrytningen, utvikling av teoretiske rammeverk tilpasset de ulike typene kulturarv på Svalbard, samt forbedring av metodene for verdisetting. Det er også et påfallende behov for å heve statusen til kulturarven, øke bevisstheten om kulturarvens verdi og betydning for samfunnet, og erkjenne det forestående tapet av disse verdiene på Svalbard.</P><P><BR></P><P><STRONG>Abstract</STRONG></P><P id="yui_patched_v3_11_0_1_1711439166376_965">Cultural environments and heritage sites in polar regions are facing escalating threats, with climate change effects and increasing tourism contributing significantly to their deterioration. The impact of climate change intensifies as one moves farther north, rendering the Arctic particularly vulnerable. The surge in tourism, reflecting the concept of "last chance tourism," where individuals seek to experience natural wonders, wildlife, and cultures before their potential disappearance due to climate change, has been particularly pronounced on Svalbard over the last 10-15 years, except for the pandemic-impacted summers of 2020 and 2021.</P><P>The main objective of this thesis is to present advanced, research-based knowledge on the degradation of cultural heritage on Svalbard. The thesis consists of six articles, each dedicated to one of three primary areas: two articles address fungal decay issues, two articles investigate the impact of tourism on cultural environments, and two articles delve into the management of these environments. Recognizing the limitations imposed by scientific journals on article length and thematic scope, these articles alone do not provide a comprehensive understanding of the interconnected issues addressed by this thesis: How are vulnerable cultural heritage sites on Svalbard influenced by climate and visitors, and how should these influences be managed? Additionally, it scrutinizes the management and evaluation of how overarching environmental goals on Svalbard may affect the preservation of cultural environments. The "capstone" thesis thus integrates and binds together the various articles to form a cohesive narrative. </P><P>The data collection has been conducted at 11 case locations on the west coast of Svalbard, using condition and vulnerability studies, observations, interviews with tourists, and document analysis.</P><P>In summary, the study finds that the majority of cultural heritage on Svalbard is affected by fungal decay, and tourists, often unaware of the existence and impact of cultural heritage, unwittingly contribute to degradation and destruction. Tourism and biological decay reinforce each other, and the overarching goals of Svalbard's administration appear to have limited impact on preservation.</P><P>Concrete research findings include the clarification of the extent and severity of biological decay, the identification of damage types, and the typification of four indicators that describe cultural environments' vulnerability to visiting tourists. A central realization is the limited impact of ambitious management goals on the concrete conservation and preservation of these environments. Another realization underscores the significance of Svalbard's geopolitical considerations and how they influence heritage management.</P><P id="yui_patched_v3_11_0_1_1711439166376_972">The results indicate significant consequences for the preservation of Svalbard's cultural environments in the near future, challenging current perceptions about the slow decay of heritage due to the cold and dry climate. The findings also question the assumption that cultural heritage can be passed down to future generations without implementing necessary measures.</P><P id="yui_patched_v3_11_0_1_1711439166376_862">The practical implications and potential consequences of these findings extend to conservation and management, theory and methodology development, and policy/political practice. The dissertation emphasizes the urgent need for swift implementation of measures to better manage cultural heritage values. Unless action is taken promptly, many heritage values and knowledge embedded in cultural heritage environments may be lost within a few years. The study proposes a range of measures contributing to more effective management and preservation of Svalbard's cultural heritage, spanning from overarching political reflections to calls for increased research activities and concrete implementable strategies.</P><P>Identified significant knowledge and research gaps focus on the three main themes: biological decay, tourism-related wear, and the management of cultural environments. Specific needs include a deeper understanding of decay processes, acquiring additional knowledge about the state of cultural heritage and the rate of decay, developing theoretical frameworks tailored to the various types of cultural heritage on Svalbard, and enhancing value assessments. There is also a notable need to elevate the status of heritage in the eyes of authorities and raise awareness about the value and significance of cultural heritage in society, recognizing the imminent loss of these values on Svalbard.</P><P><BR></P>Sissel Hagen-Formo2024-03-26T08:08:24ZDefence of thesis 12 April 2024: Shipra Sachdeva - Faculty of Social and Educational SciencesEli Rones Reitan/person/elironeseli.rones.reitan@ntnu.nourn:uuid:91de98c3-3fe6-3095-aa59-85268cb1bcfa2024-03-26T06:39:48Z2024-03-25T07:32:49Z<P id="yui_patched_v3_11_0_1_1711351672386_900">Shipra Sachdeva will defend her PhD degree at the Norwegian University of Science and Technology, Department of Teacher Education.<BR> <BR>The title of the thesis is:</P><P><STRONG>"If we could have got a realistic situation..."- Learners' voices indicating their potential to influence their mathematics learning processes</STRONG></P><P id="yui_patched_v3_11_0_1_1711351672386_906">The Faculty of Social and Educational Sciences has appointed the following committee to evaluate the dissertation:</P><UL style="margin-bottom:0cm;margin-top:0cm;"><LI style="margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;font-size:15px;font-family:"Calibri",sans-serif;">Professor Lisa Björklund Boistrup, Malmö University, Sweden</LI><LI style="margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;font-size:15px;font-family:"Calibri",sans-serif;">Professor Emeritus Troels Lange, Western Norway University of Applied Sciences</LI><LI style="margin-top:0cm;margin-right:0cm;margin-bottom:0cm;margin-left:0cm;font-size:15px;font-family:"Calibri",sans-serif;">Associate Professor Svein Arne Sikko, NTNU</LI></UL><P>Associate Professor Svein Arne Sikko has also administered the committee’s work. </P><P><STRONG>The trial lecture</STRONG> will be held in Auditorium D6, Dragvoll campus on Friday 12 April 2024 at 10:15, on the following topic: </P><P><STRONG>“Research on students’ beliefs in mathematics education from the 1990s to the present: Findings, challenges and opportunities.”</STRONG></P><P><STRONG>The defence </STRONG>will be held in Auditorium D6, Dragvoll campus on Friday 12 April 2024 at 12:15.</P><P>Both the trial lecture and the defence are open to the public on campus. Anyone interested is invited to attend remotely by following the link that will be provided here shortly.</P><P id="yui_patched_v3_11_0_1_1711351672386_927">The candidate’s main supervisor has been Associate Professor Per-Odd Eggen, NTNU. The candidate’s co-supervisor has been Professor Anne Birgitte Fyhn, UiT The Arctic University.</P><P id="yui_patched_v3_11_0_1_1711351672386_929">For an electronic version of the thesis, please contact <A href="mailto:eli.rones.reitan@ntnu.no">the faculty administration.</A> </P><P id="yui_patched_v3_11_0_1_1711435062735_717"><BR></P><H2>Summary</H2><P>The Norwegian Education Act establishes learners’ right of learning to think critically, and to influence their learning processes, and the general part of Norwegian school curriculum underlines the same. The importance of raising young learners as mathematically literate critical citizens has also gained attention in mathematics education research field along with the education policies of many countries. However, in Norwegian mathematics curriculum, the words ‘critical thinking’ and ‘democratic participation’ are often used only to indicate learners’ abilities to analyse conclusions of mathematical models or statistical data. Thus, leaners’ potential to influence their mathematics teaching and learning processes remain unexplored, and their voices about their own mathematics learning experiences are seldom heard.</P><P>This doctoral thesis contains three sub studies, which explore young learner’s ability to think critically towards their mathematics learning experiences and if their voices can contribute to improve their mathematics teaching and learning practices. The first sub-study highlights learners’ expressed potential to think critically about their mathematics learning process. The second one investigates why learners believe learning mathematics will be relevant and important for their personal lives. The third sub-study focuses on learners’ expressed experiences of involvement in decisions concerning their mathematics learning activities and having learner autonomy in their mathematics classrooms. Learners’ critical perspectives about their mathematics teaching-learning processes act as a common thread tying these sub-studies and the thesis together. </P><P>The data was gathered in two secondary schools in Central Norway by using pre-intervention questionnaires, classroom interventions and post-intervention semi-structured individual interviews with 8th and 9th grade learners (13-14 years old). 74 learners answered the questionnaires and participated in classroom interventions, and 20 were interviewed. The analyses of learners’ responses suggest that all of them strongly believe in the relevance and importance of learning advanced level mathematics for their lives. Their responses also give the impression that they may not be habitual of or trained in thinking critically about their mathematics learning process. Moreover, they seem to have limited experience with involvement in decisions concerning their mathematics learning activities in their classrooms. However, when specifically asked to reflect critically about their mathematics learning process, some learners demonstrated their potential to critically evaluate what they learn, why they learn, and how they learn the subject content in mathematics. Their capability of suggesting changes in the content and/or the style of their mathematics teaching-learning practices was also identified.</P><P>This study bears implications for the formulations used in Norwegian mathematics curriculum and for improving learners’ mathematics teaching and learning practices. Learners’ responses indicate that cultivating their critical outlook towards and democratic participation in decisions about their learning activities may not be prioritised as a part of their mathematics classroom routine. Learners’ voices and their suggestions should be incorporated in their mathematics teaching-learning activities to realize learners’ right of being critical about, cooperating in and influencing the decisions concerning their own mathematics learning processes. Learners’ voices and suggestions not only have the potential to improve their mathematics learning activities, but an acknowledgement of their voices can also assist achieving the aims of learners’ empowerment and transforming them into mathematically literate critical citizens.</P><P><BR></P><H2>Sammendrag</H2><P>Både Opplæringsloven og den overordnede del av læreplanen slår fast elevers rett til å lære å tenke kritisk og medvirke i egen opplæringsprosess. Betydningen av å oppdra unge elever som kritiske medborgere med matematisk kunnskap er også vektlagt i matematikkdidaktisk forskning og i utdanningspolitikk i mange land. Men i det norske matematikklæreplan brukes ordene «kritisk tenkning» og «demokratisk deltakelse» i hovedsak knyttet til å utvikle elevers evne til å analysere matematiske modeller eller statistiske data. Dermed forblir elevenes evner til å medvirke i egen matematikkundervisning og -læringsprosessene uutforsket, og meningene deres om egne matematikklæringserfaringer blir sjelden hørt.</P><P>Denne doktorgradsavhandlingen inneholder tre delstudier som utforsker unge elevers evne til å tenke kritisk om sine egne matematikklæringserfaringer, og om elevenes meninger kan bidra til å forbedre deres erfaringer med matematikkundervisning og -læring. Det første delstudiet omhandler elevenes evne til å tenke kritisk om deres matematikkopplæringsprosess. Den andre undersøker hvorfor elever tror at det å lære matematikk vil være relevant og viktig for deres personlige liv. Det tredje delstudiet setter søkelys på elevers opplevelser av involvering i beslutninger som angår deres matematikklæringsaktiviteter og det å ha autonomi i matematikklasserommene. Elevers kritiske tenkning om matematikkundervisnings-læringsprosessene deres fungerer som en rød tråd som binder disse delstudiene og oppgaven sammen.</P><P>Dataene ble samlet inn fra elever i 8. og 9. klasse (13-14 år) på to ungdomsskoler i Midt-Norge ved bruk av spørreskjemaer før en intervensjon, deretter klasseromsintervensjoner og til slutt semistrukturerte individuelle intervjuer. 74 elever svarte på spørreskjemaene og deltok i klasseromsintervensjoner, og 20 ble intervjuet. Analysene av elevenes svar tyder på at alle har stor tro på relevansen og viktigheten av å lære matematikk på avansert nivå for livene deres. Svarene gir også inntrykk av at de ikke er vant med eller trent i å tenke kritisk om sin egen matematikklæringsprosessen. Dessuten ser de ut til å ha begrenset erfaring med å bli involverte i beslutninger som gjelder deres matematikklæringsaktiviteter. Men når de ble spesifikt spurt om å reflektere kritisk over egen matematikklæringsprosess, viste noen elever evne til å kritisk evaluere hva de lærer, hvorfor de lærer og hvordan de lærer faginnholdet i matematikk. Elevenes evne til å komme med forslag til endringer for å forbedre egen matematikkundervisnings- og læringsprosess ble også identifisert.</P><P>Denne studien har implikasjoner for formuleringene brukt i norsk matematikklæreplan og elevers matematikkundervisnings- og læringspraksis. Elevenes svar tyder på at det å oppøve deres kritiske syn på og demokratisk deltakelse i beslutninger om egne læringsaktiviteter ikke blir rutinemessig prioritert i deres matematikklasserom. Elevenes meninger og deres forslag bør få påvirke undervisnings- og læringsaktiviteter slik at elevenes rett til å være kritiske til, ta medansvar og medvirke i avgjørelsene om deres egne matematikklæringsprosesser blir fulgt opp. Elevenes meninger og forslag har ikke bare potensialet til å forbedre deres matematikkopplæring, men en anerkjennelse av egne meninger kan også bidra til å nå målene om å myndiggjøre elevene og utvikle dem til kritiske medborgere gjennom matematikkopplæringen.</P>Eli Rones Reitan2024-03-25T07:32:49ZDisputas fredag 12. april 2024: Maja Reinåmo Olsson - Fakultet for samfunns- og utdanningsvitenskapEli Rones Reitan/person/elironeseli.rones.reitan@ntnu.nourn:uuid:e5ad9115-f06a-357e-878a-1646d021a0952024-03-25T07:27:33Z2024-03-25T07:27:33Z<P>Maja Reinåmo Olsson har til forsvar for graden ph.d. ved Norges teknisk-naturvitenskapelige universitet, Institutt for lærerutdanning, innlevert avhandling med tittel:</P><P><STRONG>«Lekende barnefellesskap. Barneperspektiver på lek i overgangen fra barnehage til skole»</STRONG></P><P>Følgende komité har bedømt det innleverte arbeidet: </P><UL id="yui_patched_v3_11_0_1_1711350633730_1289"><LI>Professor Anne Greve, OsloMet - storbyuniversitetet</LI><LI id="yui_patched_v3_11_0_1_1711350633730_1288">Docent Viktor Johansson, Södertörn Högskola, Sverige</LI><LI>Førsteamanuensis Mette Nygård </LI></UL><P id="yui_patched_v3_11_0_1_1711350633730_1296">Førsteamanuensis Mette Nygård har administrert komiteens arbeid.</P><P id="yui_patched_v3_11_0_1_1711350633730_1299"><STRONG>Prøveforelesningen </STRONG>vil bli holdt i Auditorium D2, Dragvoll campus, fredag 12. april 2024 kl. 10.15 over oppgitt tema: </P><P><STRONG>«Lek i samfunn og utdanning: Hvordan påvirker samfunnsdebattens rådende syn på lek i utdanning lekens muligheter i barnehage og skole, og hvilken betydning kan sentrale funn i avhandlingen ha for samfunnsdebatten?».</STRONG></P><P id="yui_patched_v3_11_0_1_1711350633730_1303"><STRONG>Disputasen </STRONG>vil bli holdt i Auditorium D2, Dragvoll campus, fredag 12. april 2024 kl. 12.15. </P><P>Prøveforelesning og disputas er åpne for alle interesserte på campus. Alle interesserte er velkomne til å følge arrangementet digitalt via lenke som vil bli gjort tilgjengelig før disputasen. </P><P>Hovedveileder har vært professor Maria Øksnes, NTNU. Medveileder har vært førsteamanuensis Tuva Schanke, NTNU.</P><P id="yui_patched_v3_11_0_1_1711350633730_1309">For en elektronisk versjon av avhandlingen, ta kontakt med <A href="mailto:eli.rones.reitan@ntnu.no">fakultetsadministrasjonen</A>.</P><P><BR></P><H2>Sammendrag</H2><P>Lek i skolen har fått oppmerksomhet i forskning og media de siste årene. Det ser ut til å være stor grad av enighet både allment og politisk om at leken skal ha plass i de yngste barnas skolehverdag. Forskning om lek og overgang til skolen peker blant annet på at lek kan bidra til å skape sammenheng og trygghet for barn når de beveger seg fra barnehage til skole. Men hva slags lek er det som skal skape sammenheng? Hva er det som blir oppfattet som lek, og av hvem?</P><P>Denne doktoravhandlingen utforsker hvordan barns og pedagogers perspektiver på lek kan forstås i lys av overgangen fra barnehage til skole og skolefritidsordning (SFO). Gjennom tre delstudier synliggjøres komplekse og flertydige perspektiver på lek i skolen og i overgangen fra barnehagen. Sentrale spørsmål som utforskes i delstudiene er hvordan barn i første klasse oppfatter lek, hva barn forteller om voksnes deltakelse i lek og hvilke synspunkter pedagoger i barnehage, skole og SFO har om lekens betydning i overgangen. Barneperspektiver på lek utgjør en rød tråd i studien. Analysene peker mot at lek spiller en viktig rolle for barn i overgangen fra barnehage til skole, og at å få muligheter til å leke har stor betydning for å ha det bra og trives på skolen. Samtidig uttrykker både barn og pedagoger at det er færre muligheter for lek i skolen enn i barnehagen.</P><P>Studien løfter fram barns stemmer om lek, barnefellesskap og jevnaldringskultur. Den betydningen fellesskapet mellom barn har for lek i overgangsprosessen og i skolen beskrives som lekende kulturskaping i nye barnefellesskap i skolen. I avhandlingen vektlegges også betydningen av å inkludere ulike måter å uttrykke seg på i forskning, spesielt når barn deler sine oppfatninger om lek.</P><P>Datamaterialet er hentet fra et feltarbeid på første trinn i en norsk barneskole, og består av deltakende observasjon og gruppeintervjuer med barn og pedagoger. Studien er forankret i nordisk og internasjonal forskning om lek, og teoretiske perspektiver som brukes tar spesielt for seg verdien av barns lekende fellesskap og barns oppfatninger av lek.</P><P>Avhandlingen argumenterer for at forskere, pedagoger og beslutningstakere bør prioritere å lytte til og utforske barneperspektiver på lek i arbeidet med å gi plass til leken i skolen og i overgangsprosessen fra barnehage til skole.</P><P><BR></P><H2>Summary</H2><P>Play in schools has received attention in research and media in recent years. There seems to be a high degree of consensus both publicly and politically that play should have a place in the daily school life of young children. Research on play and the transition to school indicates that play can contribute to creating coherence and security for children as they move from kindergarten to school. However, what kind of play is supposed to create coherence? What is perceived as play, and by whom?</P><P>This doctoral thesis explores how children's and educators' perspectives on play can be understood in the context of the transition from kindergarten to school and after-school care (SFO). Through three sub-studies, complex and ambiguous perspectives on play in school and in the transition from kindergarten are highlighted. Key questions explored in the sub-studies include how first-grade children perceive play, what stories children tell about adults' participation in play, and the views of educators in kindergarten, school, and SFO on the importance of play in the transition. Children's perspectives on play form a common thread in the study. The analyses suggest that play has an important role for children in the transition from kindergarten to school, and that opportunities for play is crucial for children’s well-being and thriving in school. At the same time, both children and educators express that there are fewer opportunities for play in school than in kindergarten.</P><P>The study highlights children's voices on play, community, and peer culture. The importance of peer relationships for play in the transition process and in school is described as playful cultural creation in new child communities in school. The thesis also emphasizes the importance of including various ways of expression in research, especially when children share their perceptions of play.</P><P>The data is derived from fieldwork in the first grade of a Norwegian elementary school, consisting of participant observation and group interviews with children and educators. The study is anchored in Nordic and international research on play, and the theoretical perspectives used specifically address the value of children's playful communities and children's perceptions of play.</P><P>The thesis argues that researchers, educators, and decision-makers should prioritize listening to and exploring children's perspectives on play in the effort to accommodate play in schools and in the transition process from kindergarten to school.</P>Eli Rones Reitan2024-03-25T07:27:33ZFredag 12. april 2024: Trine Hove Langdal - Fakultet for samfunns- og utdanningsvitenskapSiw Katrin Berg/person/siwbsiw.berg@ntnu.nourn:uuid:95384512-6d5d-3a06-8e0f-d44817634d942024-03-25T07:15:51Z2024-03-25T07:14:35Z<P>Trine Hove Langdal har til forsvar for graden ph.d. ved Norges teknisk-naturvitenskapelige universitet, Institutt for pedagogikk og livslang læring, innlevert avhandling med tittel:</P><P><BR></P><P style="margin-left: 40px;"><STRONG>«Learning to teach an entrepreneurship education program – a workplace learning perspective on schoolteachers` professional learning»</STRONG></P><P><BR></P><P id="yui_patched_v3_11_0_1_1711350019979_1019">Digital versjon av ph.d.-avhandlingen kan fås ved henvendelse til Hege Fauskanger Lie (hege.f.lie@ntnu.no).</P><P id="yui_patched_v3_11_0_1_1711350019979_874"><BR></P><P>Følgende komité har bedømt det innleverte arbeidet: </P><UL><LI>Professor Jaana Seikkula-Leino, Mittuniversitetet</LI><LI>Førsteamanuensis Elisabeth Suzen, Høgskolen i Innlandet</LI><LI>Professor Oscar Amundsen, NTNU</LI></UL><P>Professor Oscar Amundsen har administrert komiteens arbeid.<BR> <BR> </P><P id="yui_patched_v3_11_0_1_1711350019979_906"><STRONG>Prøveforelesningen</STRONG> vil bli holdt i Auditorium S4, Gløshaugen campus, fredag 12. april 2024 kl. 10.15 over oppgitt tema:<BR> </P><P id="yui_patched_v3_11_0_1_1711350019979_953"><STRONG>«Discuss current perspectives of leading organizational development in schools.”</STRONG></P><P><BR></P><P><STRONG>Disputasen </STRONG>vil bli holdt i Auditorium S4, Gløshaugen campus, fredag 12. april 2024 kl. 12.15. </P><P><BR></P><P id="yui_patched_v3_11_0_1_1711350019979_894">Prøveforelesning og disputas er åpne for alle interesserte på Gløshaugen campus. </P><P><BR></P><P id="yui_patched_v3_11_0_1_1711350019979_956">Hovedveileder har vært professor Vegard Johansen, NTNU. Medveileder har vært professor Astrid Margrethe Sølvberg, NTNU.</P><P><BR></P><P id="yui_patched_v3_11_0_1_1711350019979_970"><STRONG>Sammendrag [English below]</STRONG></P><P id="yui_patched_v3_11_0_1_1711350019979_1007">Entreprenørskap har blitt et populært tema og tilskudd i utdanning. Entreprenørskapsutdanning har fått internasjonal oppmerksomhet på grunn av sitt potensiale til å inspirere og utvikle viktig kompetanse i unge mennesker som ruster de for det voksne (arbeids)livet. Lærere er sentrale for at entreprenørskapsutdanning skal være vellykket, det er de som i praksis skal utøve slike politiske initiativer i klasserommet. Sammenlignet med tradisjonelle fag i skolen kan entreprenørskapsutdanning oppleves som noe annerledes, ettersom det gjerne anvendes en praktisk og elev-drevet tilnærming til undervisningsopplegget. Et overordnet mål for denne avhandlingen var å lære mer om hvordan nettopp lærere opplever egen arbeidsplasslæring i møte med entreprenørskapsutdanning i skolen. For å gjøre dette ble det gjennomført semistrukturerte intervjuer med lærere fra barne- og ungdomsskoler. </P><P><BR></P><P id="yui_patched_v3_11_0_1_1711350019979_1011">Junior Achievement er en global tilbyder av utdanningsprogram til skoler som fokuserer på ulike temaer og kompetanser innenfor entreprenørskap. Dette med sikte på å forberede unge mennesker på det voksne livet i det 21 århundret. Lærerne i denne avhandlingen underviste i to program fra Junior Achievement, kalt BizTown og Finance Park. Disse programmene vektla flere ulike entreprenørielle ferdigheter, som kreativitet, problemløsning, og drive en business. I tillegg var økonomisk forståelse og kompetanse sentralt ved at elevene fikk trene på å håndtere budsjetter, lån og investeringer. </P><P><BR></P><P id="yui_patched_v3_11_0_1_1711350019979_971"> Funnene viste at lærerne lærte å undervise i entreprenørskapsprogrammene ved å engasjere seg i ulike læringsaktiviteter. For det meste var lærernes læring uformell, ved at de lærte på og gjennom jobb. De lærte ved å få egen praktisk erfaring gjennom å undervise i programmet i klassene. Samtidig verdsatte de samarbeid med andre lærere, ved at mye av læringen foregikk gjennom kunnskapsdeling. Junior Achievement tilbydde en form for formell opplæring i programmene i forkant av undervisningsoppstart, men mange av lærerne hadde ikke mulighet til å delta på grunn av tidsmangel. Ved å relatere funnene til læringsmiljøet på arbeidsplassen var det mulig å illustrere at ulike vilkår kunne oppleves som ekspansive eller restriktive. Med andre ord kunne arbeidsplassen både oppmuntre til og forhindre lærernes læring i forbindelse med entreprenørskapsutdanning. </P><P><BR></P><P><STRONG>Summary</STRONG></P><P id="yui_patched_v3_11_0_1_1711350019979_1001">Entrepreneurship has become a popular topic in education, that has gained attention internationally for its potential to inspire and nurture important life and work skills in young people. Teachers are arguably important if entrepreneurship education is to be successful, as they are responsible for carrying out such political initiatives in the classroom. The aim of this thesis was to learn more about the teachers’ experiences with entrepreneurship education. Entrepreneurship can be taught quite differently to traditional subjects in school due to its often practical and student-driven approach. Therefore, the thesis was focused how teachers experience to learn to teach entrepreneurship education, adhering to a workplace learning perspective. To do this, semi-structured interviews were carried out with teachers from primary and lower secondary schools. </P><P><BR></P><P>A global provider of entrepreneurship education is Junior Achievement, an organisation that offers ready-to-teach education programs to schools. Their program lessons focus on various topics and skills within entrepreneurship, for example financial literacy, to create work readiness in young people facing adulthood in the 21st century. The teachers in this study were teaching two such Junior Achievement programs, BizTown and Finance Park. These programs paid attention to a wide range of entrepreneurial skills, such as creativity, problem solving, and running a business. They also included financial literacy in terms of managing budgets, understanding loans and investments. </P><P><BR></P><P>The findings showed that the teachers engaged in various learning activities when learning to teach the JA programs. Most of the learning that the schoolteachers engaged in were informal, occurring at and through work. The teachers learned through getting hands-on teaching experience from teaching the program in their classes. They also valued collaborating with other teachers, and many of them engaged in knowledge sharing activities. Junior Achievement offered teacher training prior to teaching the program lessons in class, a more formal learning opportunity, but many teachers were unable to attend due to lack of time. Relating the findings to the learning environment of the workplace helped illustrate that the teachers experienced expansive and restrictive conditions that both encouraged and hindered their workplace learning. </P><P><BR></P>Siw Katrin Berg2024-03-25T07:14:35Z