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This paper explores the relationship between additional language (L2) literacy development and drama plays based on the experiences of adult refugees from Ukraine in Iceland. This inquiry is guided by the following questions: What are the learners' experiences and perceptions of drama classes in relation to their literacy development in Icelandic as an L2? What role might engaging in drama classes have when it comes to learners' sense of well-being? We employ a multiliteracies perspective, which has pluralised the traditional view of literacy and offered new insight into literacy teaching and learning by integrating multimodal, multi-sensorial, and critical practices into literacy education. The findings originate from a qualitative, interview-based study with five Ukrainian learners of a refugee background in Iceland. Findings suggest that learning Icelandic through drama afforded the learners an opportunity to learn Icelandic in creative, engaging, and meaningful ways. Furthermore, learning Icelandic through drama supported the enactment and development of essential capacities for personal and professional growth, such as open-mindedness, tolerance, respect, and collaboration. Many of the learners felt positively challenged to try out something new. This paper concludes with a discussion on the importance of critical, experiential L2 education that acknowledges learners' diverse lived experiences.

Geospatial technologies have revolutionised the field of hazard research as well as geography field-courses, providing powerful tools to analyse and visualise geospatial data for decision-making purposes. This paper presents a case study of Paper2GIS, an application for field data collection tested during an international field course in Seyðisfjörður, East Iceland. The field course was designed to expose students to the practical application of interdisciplinary geospatial technologies in hazard research. Students experienced geological/physical geography field mapping as well as data collection using Paper2GIS. The results demonstrate the effectiveness of Paper2GIS in facilitating hazard research with a participatory component, as well as the simplification of data collection during geography field courses. Paper2GIS proved to be an effective tool for enhancing collaboration, data visualisation, and decision-making. The findings provide valuable insights for researchers, practitioners, and educators looking to incorporate low-tech geospatial technologies into their work.

This paper explores teacher educators' endeavours to enhance their students' cultural competence in the context of Danish teacher education. It analyses how these endeavours resonate with the theoretical principles of critical multiculturalism and multicultural education. The study employed dyadic interviews as its primary method for data collection. The findings revealed that the educators felt constrained by the lack of awareness among politicians and policymakers of the significance of multicultural education, which made it difficult for them to develop in-depth knowledge and critical views on culture among students. The educators emphasized a need for a holistic approach that encompasses systemic changes and a shift in mindset toward critical multiculturalism in teacher education. This study calls for more institutional accountability to invest in preparing future teachers to work in multicultural classrooms.

Although the concepts of multicultural education and critical multiculturalism are well-known in Western societies, including Norway, research indicates that teachers often lack the necessary support and guidance to put these ideas into practice effectively. Through analysing individual interviews with twelve Norwegian student teachers, this paper explores their encounters with multicultural education in compulsory school settings. It aims to identify the ways in which the participating student teachers adjust their pedagogical strategies to integrate children’s diverse cultural and linguistic backgrounds into their education. The theoretical framework of the study includes multicultural education and critical multiculturalism, which are utilised to critically discuss the pedagogical strategies described by the student teachers. In summary, the findings reveal a complex interplay between the student teachers’ theoretical aspirations and the practical realities they meet during on-site schoolteacher training in Norwegian compulsory schools. While this study’s participants recognise the importance of embracing children’s diverse linguistic and cultural backgrounds, their capacity to implement their visions is often hindered by a lack of necessary support to develop knowledge about addressing complex issues, including power, inequality and social (in)justice.

ABSTRACT Understanding the habitat use of individuals can facilitate methods to measure the degree to which populations will be affected by potential stressors. Such insights can be hard to garner for marine species that are inaccessible during phases of their annual cycles. Here, we quantify the link between foraging habitat and behaviour in an aquatic bird of high conservation concern, the red‐throated diver (Gavia stellata) across three breeding populations (Finland, Iceland and Scotland) during their understudied moult period. Specifically, we quantify the relationship between feather isotope values (δ13C and δ15N) and diving behaviour, within and between populations, examining the use of intra‐depth zone (IDZ) dives as a proxy for benthic foraging. We found a strong positive relationship between both higher δ15N values and, to a lesser extent, δ13C values and the proportion of IDZ dives. This relationship was consistent across all three populations, but the baseline δ13C values varied between them, indicative of the populations' different moulting areas. Our results demonstrate that red‐throated divers continue to be generalist foragers after their breeding seasons, and that behavioural flexibility varies within and between populations. Furthermore, due to the existence of these relationships, we reveal the potential of stable isotope analysis as a standalone tool for monitoring changes in habitat use in this ecologically significant species. The approach may also apply to other generalist foragers that are known to use multiple foraging strategies (e.g., foraging benthically and pelagically), with implications for future conservation efforts.

Resumé På trods af at kulturel mangfoldighed giver forskellige muligheder og igangsætter positive ændringer i skolemiljøet, peger undersøgelser i Danmark på, at skolelærere ofte føler sig uforberedt på at skulle arbejde med elever med en transnational baggrund. Denne artikel præsenterer resultater fra et kvalitativt studie, der undersøger lærerstuderendes perspektiver på og erfaringer med undervisningsmetoder designet med fokus på elevernes kulturer og sprog. Undersøgelsens teoretiske ramme er baseret på teorier om multikulturel pædagogik og kulturelt ansvarlig didaktik. Det empiriske materiale består af individuelle interviews med i alt 14 studerende, der på dataindsamlingens tidspunkt (foråret 2022) nærmede sig afslutningen på deres læreruddannelse. Resultaterne indikerer, at læreruddannelsen ikke udruster de studerende med en dybtgående forståelse af undervisningsmetoder, der er velegnede til undervisning af elever med en transnational baggrund. Selvom de studerende havde visse kundskaber og idéer om integreringen af elevernes sprog i undervisningen, blev integreringen af kulturer betragtet som en udfordrende opgave. Abstract Although cultural diversity introduces various opportunities and brings positive changes to school environments, previous research in Denmark indicates that schoolteachers often feel unprepared to work with children of a transnational background. This article presents findings from a qualitative research project exploring Danish student teachers’ perspectives on and experiences with teaching methods designed with children’s cultural and linguistic diversity in mind. The theoretical framework of the study draws on the scholarship on multicultural education and culturally responsive teaching. The study participants were 14 students who, at the time of the study (spring 2022), were finishing their teacher education programme. The findings suggest that there is room for improvement in Danish teacher education to better equip students with a holistic understanding of teaching methods suitable for multicultural classrooms. The participants had some knowledge and ideas on integrating children’s languages, whilst integrating cultures was considered a significantly more difficult task.

The organisation and development strategies of youth soccer differ between Norway and Iceland. Whether this affect physical capacity is unknown. Thus, the first aim of the present study is to compare physical capacity between players from Iceland and Norway. Secondary aim is to assess associations between biological maturity and physical capacity in the Icelandic players since an association previously has been shown among the Norwegians. There were 48 U14 players from Iceland included and 103 players from Norway. Bone age (BA), measured with left-wrist x-ray, was used as an indicator of biological maturity. To measure physical capacity, 40 metre (m) linear sprint, standing long jump (SLJ), countermovement jump (CMJ), the Yo-Yo intermittent recovery test (IR1-test) and a maximal oxygen uptake test (VO2max) were used. Training load was assessed by questionnaire. The results showed that the Norwegian players ran faster (5.90 ± 0.38 vs. 6.37 ± 0.44 s, p

This article aims at exploring family language policies and practices of immigrant families in Iceland as well as educational practices and partnerships in their children's preschools. The article draws on interviews with preschool principals and teachers in three preschools in Iceland, and presents findings related to state, municipal, and school language policies as well as multilingual practices in these preschools. The findings indicate that despite the generally positive attitudes and interest in multilingual practices among preschool personnel, there is room for improvement in terms of more structured and systematic integration of the diverse linguistic and cultural backgrounds of families, as well as fostering stronger partnerships with parents from different linguistic and cultural communities. Furthermore, teacher education should include both theoretical and practical knowledge of multicultural and multilingual education to better equip teachers for cultural and linguistic diversity in schools.

Abstract Lunar surface chemistry is essential for revealing petrological characteristics to understand the evolution of the Moon. Existing chemistry mapping from Apollo and Luna returned samples could only calibrate chemical features before 3.0 Gyr, missing the critical late period of the Moon. Here we present major oxides chemistry maps by adding distinctive 2.0 Gyr Chang’e-5 lunar soil samples in combination with a deep learning-based inversion model. The inferred chemical contents are more precise than the Lunar Prospector Gamma-Ray Spectrometer (GRS) maps and are closest to returned samples abundances compared to existing literature. The verification of in situ measurement data acquired by Chang'e 3 and Chang'e 4 lunar rover demonstrated that Chang’e-5 samples are indispensable ground truth in mapping lunar surface chemistry. From these maps, young mare basalt units are determined which can be potential sites in future sample return mission to constrain the late lunar magmatic and thermal history.

The paper is part of the qualitative research project Educational Aspirations, Opportunities and Challenges for Immigrants in University Education in Iceland, conducted in Iceland's three biggest universities. The main goal of the paper is to investigate immigrant students' experiences of communication with teachers during the learning process and their perspectives on multicultural group work. Furthermore, the paper explores immigrant students' experiences of learner-centred approach and culturally responsive teaching methods applied by some teachers. The data was collected through focus group interviews and qualitative, semi-structured individual interviews with immigrant students. The theoretical framework is mainly based on the constructivist theory, which emphasises the importance of communication and the learner-centred approach. Additionally, the theoretical framework includes multicultural education theory, which puts an emphasis on applying culturally responsive teaching methods in classrooms with diverse student populations. The analysis of the interviews revealed that the participants' experiences of communication with teachers and peers were mostly positive. However, culturally responsive teaching is still a rare phenomenon in Icelandic universities. When it comes to the participants' perspectives on group work, the experiences ranged from being highly positive to negative.

This study provides the first comprehensive examination of gender quota legislation for executive management positions, executive gender quotas (EGQs), in Icelandic listed companies, alongside the general public’s attitudes toward such measures. Iceland has been a global leader in gender equality, according to the World Economic Forum, for 15 years, yet progress in achieving gender balance in executive positions remains limited. This research aims to explore how board members in all listed companies in Iceland view EGQ legislation and assess the level of public support for such legislation. Despite the implementation of gender quota legislation for corporate boards, board gender quotas (BGQs), in 2010 aimed at promoting gender balance, significant gender disparities persist at the executive management level. This study reveals distinct attitudes toward EGQs, with men predominantly opposing such legislation and women showing more support, particularly when progress toward gender balance is seen as inadequate. The findings underscore the importance of ongoing dialogue and potential legislative actions to address persistent gender inequalities in leadership positions. This research marks a novel contribution to the discourse on gender quotas in corporate governance, highlighting the need for systemic changes to achieve genuine gender parity in executive management teams. This study presents the first findings on the views of board members and the public on gender quota legislation in executive management positions to close the gender gap in economic participation.

Pansharpening refers to the process of fusing multispectral (MS) images with panchromatic (PAN) images to obtain high-resolution multispectral (HRMS) images. However, due to the low correlation and similarity between MS and PAN images, as well as inaccuracies in spatial information injection, HRMS images often suffer from significant spectral and spatial distortions. To address these issues, a pansharpening method based on multimodal texture correction and adaptive edge detail fusion is proposed in this paper. To obtain a texture-corrected (TC) image that is highly correlated and similar to the MS image, the target-adaptive CNN-based pansharpening (A-PNN) method is introduced. By constructing a multimodal texture correction model, intensity, gradient, and A-PNN-based deep plug-and-play correction constraints are established between the TC and source images. Additionally, an adaptive degradation filter algorithm is proposed to ensure the accuracy of these constraints. Since the TC image obtained can effectively replace the PAN image and considering that the MS image contains valuable spatial information, an adaptive edge detail fusion algorithm is also proposed. This algorithm adaptively extracts detailed information from the TC and MS images to apply edge protection. Given the limited spatial information in the MS image, its spatial information is proportionally enhanced before the adaptive fusion. The fused spatial information is then injected into the upsampled multispectral (UPMS) image to produce the final HRMS image. Extensive experimental results demonstrated that compared with other methods, the proposed algorithm achieved superior results in terms of both subjective visual effects and objective evaluation metrics.

Background In anti-neutrophil cytoplasmic antibody (ANCA)-associated vasculitis (AAV), histopathological assessment of affected tissue is often necessary for diagnosis and assessment of disease extent. There is a requirement for validated non-invasive biomarkers to avoid the need for serial tissue biopsies.Methods A systematic review of scientific databases from 2012 until present was performed to identify studies fulfilling the inclusion criteria. Studies were assessed for quality using the Strengthening the Reporting of Observational Studies in Epidemiology checklist for cohort, case–control and cross-sectional studies and the Risk of Bias Assessment tool for Non-randomised Studies, or the Cochrane Risk of Bias tool 2.0 for randomised controlled trials. A descriptive synthesis of the data for non-invasive (blood-based or urinary) biomarkers of AAV-related disease activity and organ damage was performed.Results Twenty-two high quality studies were included. These articles reported the value of blood-based and urinary biomarkers including anti-neutrophil cytoplasmic antibodies, immune cells, complement factors, gene expression profiles, cytokines, chemokines and other proteins in the assessment of disease activity and/or organ damage in patients with AAV. Many of these biomarkers involve the alternative complement pathway, neutrophil activation and macrophage activation.Conclusion This is the first contemporary systematic review synthesising the value of non-invasive biomarkers of AAV-related disease activity and organ damage. The incorporation of individual markers in combined biomarker profiles might enhance clinical decision-making. Many unmet needs were identified; few studies involve oeosinophilic granulomatosis with polyangiitis and patients with childhood-onset AAV. Further validation of the candidate biomarkers is warranted in large prospective studies to bridge the existing knowledge gaps and apply precision health to systemic vasculitis.

This paper includes an analysis of legal acts concerning primary and lower secondary teacher education in Norway. The objective is to determine how multicultural education is perceived in these acts -- whether it is regarded as a supplementary subject or as a mindset that underlies teacher education. The theoretical framework includes critical multiculturalism and multicultural education theory. A document content analysis approach has been applied during the analytical process, in order to reveal patterns related to culture, diversity, inclusion, multicultural education and multicultural competence. Furthermore, the findings have been placed in the Norwegian context, in order to shed light on the circumstances surrounding the documents. The main findings indicate that multicultural education is assigned a limited space and, according to the legal acts, should be included as a module integrated with the subject of pedagogy and pupil-related skills in teacher education.

This study leverages a graph-based genetic algorithm (GB-GA) for the design of efficient nitrogen-fixing catalysts as alternatives to the Schrock catalyst, with the aim to improve the energetics of key reaction steps. Despite the abundance of nitrogen in the atmosphere, it remains largely inaccessible due to its inert nature. The Schrock catalyst, a molybdenum-based complex, offered a breakthrough but its practical application is limited due to low turnover numbers and energetic bottlenecks. The genetic algorithm in our study explores the chemical space for viable modifications of the Schrock catalyst, evaluating each modified catalyst’s fitness based on reaction energies of key catalytic steps and synthetic accessibility. Through a series of selection and optimization processes, we obtained fully converged catalytic cycles for 20 molecules at the B3LYP level of theory. From these results, we identified three promising molecules, each demonstrating unique advantages in different aspects of the catalytic cycle. This study offers valuable insights into the potential of generative models for catalyst design. Our results can help guide future work on catalyst discovery for the challenging nitrogen fixation process.