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The study presents a bibliometric network analysis of the two most recent schools reforms in Norway. Two research questions have been pursued: First, do the government-appointed expert commission use (in Green Papers) the same type of knowledge as 'evidence' for their reviews and recommendations as the Ministry of Education and Research (as reflected in the White Papers)? How has the use of 'evidence' changed over the two reform periods? Second, which body of knowledge amassed by the expert commission has the Ministry of Education and Science actually used for policy formulation? The network analysis shows (i) distinct changes in reference patterns over the two reform periods (e.g., average number of references more than doubled and references to international texts increased significantly), and (ii) an unexpectedly low usage of the 'evidence' presented by the expert commissions. The Ministry of Education and Research only draws on 9.5 percent of the references presented by the expert commissions. Strikingly, almost all of the adopted references are from a commissioned report that locally adapted and translated OECD's Definitions and Selections of Competencies project. The authors suggest 'studying up' and paying more attention to how scientific 'evidence' is actually used, translated, and edited at the political level.

A concern that has been raised with the transition from pen and paper examinations to electronic examinations is whether this will make cheating easier. This article investigates how teachers and students perceive the differences in ease of cheating during three types of written examination: paper exams, bring your own device e-exams and e-exams using university-owned devices. It also investigates perceptions about the effectiveness of some typical countermeasures towards cheating across these examination types. A mixed-method approach was used, combining questionnaires and interviews with students and teachers in the authors' own university. A total of 212 students and 162 teachers participated in the questionnaire survey, and then, a more limited number were interviewed to get a deeper understanding of the results. Six-different cheating practices were considered -- impersonation, forbidden aids, peeking, peer collaboration, outside assistance and student-staff collusion and seven different countermeasures were considered -- proctors, biometry, mingling, shuffling, random drawing, sequencing and broadcasting. Both students and teachers perceived cheating as easier with e-exams, and especially with bring your own device. They also thought some countermeasures would be easier to implement with e-exams.

Home is regarded as an important and safe place to be when nearing the end of life. However, for some, the home may be a place where people feel anxious and alone. The aim of this discussion paper is to reflect on the contextual and theoretical meaning of home. We will, based on a broader understanding of home, also suggest that home-deaths can take place both in a home-based care context and a facility-based care context, as the meaning of home belongs to the individual. We will end our discussion by concluding that the actions of care and nurses’ attitudes are of vital importance, so that a feeling of home can be created for patients nearing the end of life, irrespective of their context. [ABSTRACT FROM AUTHOR]

The purpose of this article is to analyse how students use inscriptions as tools for thinking and learning in mathematical problem-solving activities. The empirical context is that of learning about geometric series in a small group setting. What has been analysed is how students made use of inscriptions, self-made as well as those provided by text books and teachers, and the role these inscriptions played in the coordination of students' learning/communication. Through the use of inscriptions (made on the chalkboard and with paper and pencil), the students externalised their thinking while engaging in mathematical reasoning on the topic of geometric series. The inscriptions were significant as anchor points for arguments in the ongoing discussions. Three main issues are highlighted: (a) how the inscriptions used contribute to the process of appropriation, (b) how the students use inscriptions to externalise and clarify their ideas and attempts at meaning-making, and (c) how the inscriptions are conducive to closing the gap between the original problem as given in the text book and the mathematisation necessary. It is argued that inscriptions, through their material nature, play a decisive role in learning mathematical reasoning. (Contains 3 figures and 5 notes.)

Google Docs and EtherPad are Web 2.0 tools providing opportunity for multiple users to work online on the same document consecutively or simultaneously. Over the last few years a number of research papers on the use of these collaborative tools in a teaching and learning environment have been published. This work builds on that of Brodahl, Hadjerrouit, and Hansen (2011) expanding its case study. The theoretical framework is the same as the one underlying Brodahl et al. (2011), drawing on two learning theories, the social-constructivist learning theory and the community of practice, and their relationships to collaborative tools. The literature review is extended to cover the recent research work in the field, related to Web 2.0 technologies in higher education. The case study of Brodahl et al. (2011) involved 201 education students who had just begun their four-year initial teacher education. However, 24 students are omitted in the current work, and the result tables from Brodahl et al. (2011) accordantly updated. Disregarding particular groups of students was due to their specific local dispersion, as they conducted their entire assignment and collectively reflective essay paper at the same physical location and, with respect to this, reported the use of collaborative tools as superfluous and unwanted in their setting. Partly based on the same survey, this work presents a case study investigating education students' perceptions of collaborative writing reflective essay papers. However, where Brodahl et al. (2011) presented a solely quantitative study derived from closed-ended questions, this work incorporates the survey's open-ended questions in a qualitative analysis. The analysis also draws on the students' written reflections on their experiences. The qualitative analysis supports the conclusion of Brodahl et al. (2011) that technical problems were a major issue, mostly related to EtherPad. All but one complaint about technical difficulties stemmed from EtherPad users during a limited period of time. Other major negative feedback concerned group size; several groups pointed out difficulties with organizing the work, problems of keeping track when editing simultaneously, and failure to produce a unified document. Positive issues frequently mentioned are the ability to work asynchronously and from different places. Furthermore, a majority of the reports on commenting on and editing each other's work were positive, mentioning that it is an advantage to be able to correct spelling errors and bad formulations, that it is educational, that one may contribute with ideas that the others do not have, and that it improves the final text. Larger issues on the negative side were fear of insulting or misunderstanding, and difficulties because of various work modes. Also qualitative results indicate that females are more concerned with group size than males, but less preoccupied with technical difficulties. Furthermore, younger students appear more concerned about the importance of preparation and planning than older ones. The major conclusions are that EtherPad and Google Docs facilitate new ways of approaching communication, for different collaborative writing work modes as well as in different settings. However, the setting in which the tool is used exerts an influence on the way students perceive its usefulness. Recommendations derived from students' perception of factors of success for using the collaborative writing tool include the following: group size should preferably not exceed three persons; the students ought to be prepared for technical difficulties and have a contingency plan; and they should have time in advance to discuss their work mode and agree on rules for commenting on and editing each other's work.

Nationally and internationally equity in education has become a key goal. In Norway, a White Paper has been tabled to address how equity can be improved through education. In this paper the pedagogic and knowledge orientation of the initiatives are analyzed and discussed in relation to two models of equity: "equity through equality" and "equity through diversity." The paper finds that although contradictions are present, the Norwegian ministry clearly favors the equality model. The author claims that the presented policies can be understood as a response to the global educational trend that Apple refers to as "conservative modernization." This can further be related to Bernstein's "Totally Pedagogised Society," where the adaptable, trainable individual is a key notion. The paper concludes that the lack of attention given to the diversity of citizens may be a major shortcoming, as lack of recognition is in many ways what causes educational failure in the first place. (Contains 3 tables and 7 footnotes.)

Objective: To explore effects of the technological interface on reading comprehension in a Norwegian school context. Participants: 72 tenth graders from two different primary schools in Norway. Method: The students were randomized into two groups, where the first group read two texts (1400-2000 words) in print, and the other group read the same texts as PDF on a computer screen. In addition pretests in reading comprehension, word reading and vocabulary were administered. A multiple regression analysis was carried out to investigate to what extent reading modality would influence the students' scores on the reading comprehension measure. Conclusion: Main findings show that students who read texts in print scored significantly better on the reading comprehension test than students who read the texts digitally. Implications of these findings for policymaking and test development are discussed. (Contains 2 tables.)

This article is documentation of the personal professional reflection processes as well as staff discussions reflecting the staff's ongoing efforts to improve the quality of teaching in the teacher education programme at the University of Bergen. The documentation is two-dimensional: video clips have been inserted into the traditional text form. This allows the reader to personally view the discussed issues and thus better form a personal opinion of the situation, without having to rely solely on written documentation and the authors' subjective analysis. The authors claim is that video-paper as a form for publication allows for a more comprehensive presentation of the data and enables the reader to examine the documentation on which the authors base their reflections and discussions. The validity of the findings is improved as they are open to examination by a wider audience.

A concern that has been raised with the transition from pen and paper examinations to electronic examinations is whether this will make cheating easier. This article investigates how teachers and students perceive the differences in ease of cheating during three types of written examination: paper exams, bring your own device e-exams and e-exams using university-owned devices. It also investigates perceptions about the effectiveness of some typical countermeasures towards cheating across these examination types. A mixed-method approach was used, combining questionnaires and interviews with students and teachers in the authors' own university. A total of 212 students and 162 teachers participated in the questionnaire survey, and then, a more limited number were interviewed to get a deeper understanding of the results. Six-different cheating practices were considered – impersonation, forbidden aids, peeking, peer collaboration, outside assistance and student–staff collusion and seven different countermeasures were considered – proctors, biometry, mingling, shuffling, random drawing, sequencing and broadcasting. Both students and teachers perceived cheating as easier with e-exams, and especially with bring your own device. They also thought some countermeasures would be easier to implement with e-exams. [ABSTRACT FROM AUTHOR]

Examines the resource use, emissions and environmental effects of paper production at eight paper mills in Norway. Goal hierarchy for environmental loads from paper mills; Benefits of locating paper mills at pristine environments; Importance of consistent and durable economic and political value judgments in the siting of paper mills.

The entirety of the sediment bed in lake Tyrifjorden, Norway, is contaminated by per- and polyfluoroalkyl substances (PFAS). A factory producing paper products and a fire station were investigated as possible sources. Fire station emissions were dominated by the eight carbon perfluoroalkyl sulfonic acid (PFSA), perfluorooctanesulfonic acid (PFOS), from aqueous film forming foams. Factory emissions contained PFOS, PFOS precursors (preFOS and SAmPAP), long chained fluorotelomer sulfonates (FTS), and perfluoroalkyl carboxylic acids (PFCA). Concentrations and profiles in sediments and biota indicated that emissions originating from the factory were the main source of pollution in the lake, while no clear indication of fire station emissions was found. Ratios of linear-to branched-PFOS increased with distance from the factory, indicating that isomer profiles can be used to trace a point source. A dated sediment core contained higher concentrations in older sediments and indicated that two different PFAS products have been used at the factory, referred to here as Scotchban and FTS mixture. Modelling, based on the sediment concentrations, indicated that 42–189 tons Scotchban, and 2.4–15.6 tons FTS mixture, were emitted. Production of paper products may be a major PFAS point source, that has generally been overlooked. It is hypothesized that paper fibres released from such facilities are important vectors for PFAS transport in the aquatic environment. Image 1 • Methods for tracking of PFAS point sources are demonstrated. • PFOS isomers were used for source tracking. • A factory producing PFAS coated paper products was identified as the main source. • A fate-and-transport model was employed to estimate emission volumes. • Production of paper products is likely a major source of environmental PFAS. A factory producing PFAS coated paper products is reported to be a PFAS point source. Emission volumes have been very large. Thus, such industry is an important, largely overlooked, source of environmental PFAS. [ABSTRACT FROM AUTHOR]

The study presents a bibliometric network analysis of the two most recent schools reforms in Norway. Two research questions have been pursued: First, do the government-appointed expert commission use (in Green Papers) the same type of knowledge as 'evidence' for their reviews and recommendations as the Ministry of Education and Research (as reflected in the White Papers)? How has the use of 'evidence' changed over the two reform periods? Second, which body of knowledge amassed by the expert commission has the Ministry of Education and Science actually used for policy formulation? The network analysis shows (i) distinct changes in reference patterns over the two reform periods (e.g., average number of references more than doubled and references to international texts increased significantly), and (ii) an unexpectedly low usage of the 'evidence' presented by the expert commissions. The Ministry of Education and Research only draws on 9.5 percent of the references presented by the expert commissions. Strikingly, almost all of the adopted references are from a commissioned report that locally adapted and translated OECD's Definitions and Selections of Competencies project. The authors suggest 'studying up' and paying more attention to how scientific 'evidence' is actually used, translated, and edited at the political level. [ABSTRACT FROM AUTHOR]

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This article investigates the reduction of water pollution at four Norwegian paper mills from the early 1970s until 1997. Especially during the 1990s water pollution from the mills has converged at a relatively low level. This is due to changes in the production processes, implementation of a common environmental strategy and investment in research and development. Over the years environmental improvements have become an integrated part of the technological trajectory in this industry. A common understanding of the problems and possible solutions between government and industry is one reason why we can talk about a greener technological trajectory. One reason for this common understanding is that the regulation of environmental problems in the paper industry has been based on the principles in Norwegian industrial policy. Integration of these principles into a site-specific environmental policy meant that questions concerning the regional economy were judged against local water pollution problems. This means that the regulation of the paper industry has to be seen in both a historical, geographical and institutional context. Copyright © 2000 John Wiley & Sons, Ltd. and ERP Environment. [ABSTRACT FROM AUTHOR]

In the 2000s, several major education reforms have been implemented in Norway. The reform in the teacher education is heavily inspired by the Finnish model, with introduction of a new research-based content, with the aim of developing a new type of professional knowledge, as a basis for teachers' professional practice. Drawing on Maton's Legitimation Code Theory, this paper explores the tensions in the new Norwegian teacher education, between knowledge and ways of knowing, by examining students' practices, expressed in students' research and development papers in the new teacher education. The paper refutes a one-dimensional concept of experience-based practical knowledge in the teacher education and argues that professional knowledge is based on practices that are informed by specialized and theoretical knowledge. [ABSTRACT FROM AUTHOR]

This study explores policy makers’, health-care professionals’ and senior volunteers’ perceptions of senior volunteers. Two Norwegian government white papers regarding older adult care and welfare services, which were published over a period of 19 years, were selected for close examination. Furthermore, focus group interviews with a purposeful sample of five senior volunteers and 15 health-care professionals were conducted. The study explores the discursive formations of senior volunteers in the government white papers and how they are negotiated in the senior volunteers’ and the health-care professionals’ narratives. Two dominant discourses were presented in the white papers: a prevention discourse (in which volunteering was presented primarily as a means to prevent volunteers’ loneliness and need for care services) and a sustainability discourse (in which the volunteers were presented as instrumental in future sustainable care services). Both discourses echo a common overarching discourse about a capacity crisis due to the ageing population. The senior volunteers were positioned as partners and active agents in both their own narratives and the health-care professionals’ narratives. Their position as independent and as spokespersons for the less empowered were evident only in the senior volunteers’ own narratives. Only the health-care professionals referenced the prevention discourse and capacity issues. The senior volunteers presented themselves as competent, efficient political actors, and they resisted both the prevention and sustainability discourses. In the senior volunteers’ narratives, social and political participation were interrelated. The study demonstrates that new discursive landscapes must be created to capture the diversity among senior volunteers and their efforts. While senior volunteers must be meaningfully involved in decision making, planning and design, their positions as independent and active agents must also be ensured. Authentic partnerships between senior volunteers and public care services involve a balance between involvement and independence. [ABSTRACT FROM AUTHOR]

This paper explores the development of policies dealing with teachers' digital competence in Norway, Ireland and Spain. Using a documentary research approach, the study analysed relevant policy documents from each country over a thirty-year period to the present day. Analysis of the documents highlights historical differences and similarities in how technology in education policies developed during that period and differences in how teacher education was addressed. Despite these differences, the analysis indicates a convergence in recent years towards a common understanding and the importance of teachers' digital competence influenced by supranational frameworks. The paper discusses the potential influence of these supranational frameworks and examines the opportunities and challenges of this policy convergence.

Even if a cyber operation is not conducted by someone acting directly or indirectly on behalf of a State, the State may nevertheless be held responsible under international law if it fails to take adequate measures against cyber operations that target third States from or via its territory. Accordingly, if a State possesses knowledge of a cyber operation being carried out from or via its territory causing serious adverse consequences with respect to a right of the target State under international law, it is required to take adequate measures to address the situation. In order for a State to be held responsible for a cyber operation under international law, it is a condition that the cyber operation is attributable to the State under international law.[30] Both State and non-State actors conduct cyber operations. An armed attack is the gravest form of the use of force. i Article 2(4) of the UN Charter prohibits the threat or use of force by a State against the territorial integrity or political independence of another State, or in any other manner inconsistent with the purposes of the UN. [Extracted from the article]

This study examines the reference societies of Norway and Sweden embedded in their education policy documents. We examined 4,260 bibliographic references in 19 white papers and green papers prepared for the 2016/2020 renewal of the Knowledge Promotion Reform in Norway and the 2015/2018 Knowledge Achievement Reform in Sweden. In addition, we interviewed 10 policy experts who participated in the preparation of the analyzed policy documents. The results show that the reference societies overall reflect the existing knowledge production and dissemination mechanisms in education policy; however, they significantly differed between Norway and Sweden regarding whether and to what extent they reference knowledge produced in other Nordic countries. Specifically, while Norway drew extensively on knowledge from its neighbors, particularly Sweden, Sweden seldom referenced knowledge produced in other Nordic countries. Policy actors identified similarity, relevance, accessibility, reform contexts, and institutional arrangements as reasons for (not) referencing neighbors. This study calls for further consideration of the political, social, and cultural embeddedness of the 'socio-logic' to understand implicit reference societies. [ABSTRACT FROM AUTHOR]

The aim of this article is to gain an understanding of the relations between the design of bathrooms and the use of the toilet with privacy when residents are unsteady, visually impaired and/or have dementia. The background is that earlier studies and own experiences in Norway indicate that the way bathrooms are designed is crucial for users to be as independent as possible when using the toilet. This article does not include studies on the access to toilets and washbasins for residents who are able to stand on their own. Neither have we studied the use of diapers. The scientific approach includes historical analyses of the rise of privacy when toileting and analyses of bathroom design practices in 20 Norwegian nursing homes. Our investigations show that the expectation that individuals should rid themselves of urine and faces in locked, private rooms arose in connection with the industrialization, democratization and hygienic modernization of Western countries. Analyses of contemporary nursing homes show that many institutions do not have design to facilitate privacy: there are no adjustable toilets, no crutch or walking stick holders, no flushing mechanisms within reach from a sitting position, no toilets that are visible from the residents' bed, poor contrasts; the toilet paper, soap dispensers and paper towels are out of reach from a sitting position; there are few handles, few adjustable sinks and more than 70 cm between the toilet and the sink. [ABSTRACT FROM AUTHOR]

A mechanistic nonlinear model of the wet end of paper machine 6 (PM6) at Norske Skog Saugbrugs, Norway has been developed, and used in an industrial MPC implementation. The MPC uses an infinite horizon criterion, successive linearization of the model, and estimation of states and parameters by an augmented Kalman filter. Variation in important quality variables and consistencies in the wet end have been reduced substantially, compared to the variation prior to the MPC implementation. The MPC also provides better efficiency through faster grade changes, control during sheet breaks and start ups, and better control during periods of poor measurements. From May 2002 of the MPC has been the preferred controller choice for the process operators at PM6.In this paper we also study if the model can be applied to PM4 at Norske Skog Saugbrugs, and PM3 at Norske Skog Skogn, Norway. No structural changes were necessary in order to fit the model to PM4 and PM3 data. The time spent on fitting the PM6 model to PM4 and PM3 is approximately 1% of the time spent on developing the original model. This should be a strong incentive for focusing on mechanistic modeling in industries were there are many similar production lines or units. [Copyright &y& Elsevier]

The article offers information on reduction of disease activity in axial spondyloarthritis from High intensity exercise for three months, as compared with standard care.

Background: It has been shown that implementation of electronic medical records (EMR) and withdrawal of the paper-based medical record is feasible, but represents a drastic change in the information environment of hospital physicians. Previous investigations have revealed considerable inter-hospital variations in EMR system use and user satisfaction. The aim of this study was to further explore changes of clinicians' work after the EMR system implementation process and how they experienced working in a paper-deprived information environment. Methods: Qualitative study based on 18 semi-structured interviews with physicians in two Norwegian hospitals. Results: Ten different but related characteristics of work within the EMR-based practice were identified; (1) there was closer clinical and administrative cooperation during the implementation processes; (2) there were greater benefits when everybody used the system; (3) systems supported freshmen better than experienced physicians; (4) the EMR was useful in regard to professional learning; (5) new users were given an introduction to the system by experienced; (6) younger clinicians reported different attitudes than senior clinicians, but this might be related to more than age and previous experience with computers; (7) the EMR made it easier to generate free-text notes, but this also created a potential for information overflow; (8) there is little or no support for mobile work; (9) instances of downtime are still experienced, and this influenced the attitude towards the system and (10) clinicians preferred EMR-only compared to combined paper and electronic systems. Conclusion: Despite the removal of paper-based records from clinical workflow (a change that hospital clinicians perceived as highly useful), many of the old routines remained unchanged, limiting the potential of the EMR system. Thus, there is a need to not only remove paper in the physical sense, but also to established routines to fully achieve the benefits of an EMR system. [ABSTRACT FROM AUTHOR]

A review of 75 original articles from clinical cancer research in Norway is presented. Articles published in 1993 and with at least one Norwegian author were included in the review. Sixty papers were observational, whereas 15 were experimental. Of the observational studies 44 were retrospective. Most of the papers concerned prognostic factors. Prior hypotheses were explicitly defined in 16 papers only, and less than half of the articles described inclusion and exclusion criteria. Sample size calculations were performed in four papers only. The choice of statistical method was considered to be suitable in 22 of the 58 articles presenting statistical inferences. Problems related to multiple significance testing were rarely addressed, although the median number of p-values reported was as high as 8. Confidence intervals for main findings were presented in 14 papers. For proper planning of studies, as well as for analysis and interpretation of study results, statistical advice is indeed required. [ABSTRACT FROM AUTHOR]

Asylum has historically been a refuge for the persecuted. However, it now faces a fundamental antagonism between asylum and law, which often overlooks the rights of children seeking asylum. This paper explores the historical concept of asylum law from its inception in antiquity and the Roman era and its entanglements with the education of children. It also examines asylum's relevance to current conflicts over the educational rights of asylum-seeking children and how international conventions have neglected these rights. To contextualize the ambiguity of asylum and education, the paper presents a case study of Norway's reception of asylum-seeking children from the 1930s to the present day and how the Norwegian welfare system, which was founded on child rights protection, has struggled with the entry of unaccompanied asylum-seeking children. The paper concludes with reflections on the potential impact of education for these children, considering their encounters as temporary educational moments. This exploration focuses on clarifying historical strands, turning points, and threads rather than taking a subjective historical perspective. [ABSTRACT FROM AUTHOR]

Nationally and internationally equity in education has become a key goal. In Norway, a White Paper has been tabled to address how equity can be improved through education. In this paper the pedagogic and knowledge orientation of the initiatives are analyzed and discussed in relation to two models of equity: “equity through equality” and “equity through diversity.” The paper finds that although contradictions are present, the Norwegian ministry clearly favors the equality model. The author claims that the presented policies can be understood as a response to the global educational trend that Apple refers to as “conservative modernization.” This can further be related to Bernstein's “Totally Pedagogised Society,” where the adaptable, trainable individual is a key notion. The paper concludes that the lack of attention given to the diversity of citizens may be a major shortcoming, as lack of recognition is in many ways what causes educational failure in the first place. [ABSTRACT FROM AUTHOR]

In January 2003 the Norwegian Parliament passed the Biobanks Act, regulating biobank research in Norway. There have been strong differences of opinion both in the process of making the law as well as in its first years of implementation. The main controversy relates to what kind of informed consent should be required for biobank research. Central to the controversy over current interpretations of the Biobanks Act is the informed consent given by the donors to the biobank of the Nord-Trøndelag Health Study (HUNT), and whether the consent given ‘was worth the paper it was written on’. This article traces the history behind the informed consent procedure of the blood samples in the largest research biobank in Norway, the HUNT biobank. Second, findings from a focus group study with biobank participants are presented. Third, a philosophical analysis is made of the concept of informed consent in light of the findings from the focus-group study as well as the history behind the HUNT biobank. Findings from the focus-group study show that the consenters base their participation on trust in the researchers and the regulation of research in Norwegian society, rather than on specific information on the research in question. The history behind the HUNT biobank fosters trust. The story provides a strong case for not limiting the debate to legalistic and formalistic ethics but also including a research ethics that says that process and trust matter. Otherwise no informed consent in medical research is worth the paper it is written on. [ABSTRACT FROM AUTHOR]

To level the playing field in employment, the Convention of the Rights of Persons with Disabilities require state parties to ensure the provision of reasonable accommodation in the workplace. The international literature shows that barriers to workplace accommodation (WA) provision arise during recruitment, hiring, and retention. In this paper, we complement prior research by examining how WA is represented in policy documents targeting disability and employment in Norway over the past 50 years. Bacchi's policy analysis framework inspired the analysis and discussion. The analysis reveals a pattern over three time periods: 1) segregation, including the state applying a holistic approach and responsibility for WA; 2) integration, including an activation approach stimulating employer responsibility; and 3) inclusion, including holding employers more responsible. The results lead us to ask whether too much financial responsibility and work-inclusion efforts to increase employment among disabled people are currently left up to employers. [ABSTRACT FROM AUTHOR]

Herein we present an annotated translation of the classic paper by Tycho Tullberg on the structure and development of baleen in blue whales. The three blue whale fetuses on which this study was based were obtained from a whaling station in Norway during a time when blue whales were still abundant enough to support a whaling industry. The value of this text for the modern reader is that it provides a glimpse into the mechanisms of development of baleen in the largest rorqual whale, which is something that modern biologists are unlikely to be able to replicate for a long time. Tullberg's careful morphology, histology, and developmental thinking provide a coherent account of how the elaborate baleen racks develop from simple epidermal and dermal origins. The figures, which we have reproduced here, are superb and provide a rare window into the morphology of blue whale baleen at three fetal stages. The histology is excellent for its time and provides insights into the various keratin tissue phases that make up the baleen plates and bristles as well as the enigmatic Zwischensubstanz that acts as a spacer and possible shock-absorber between plates. [ABSTRACT FROM AUTHOR]

Focuses on the white paper presented to the Norwegian Parliament, by the Norweigan government on February 1998, pertaining to the country's drug policy. Indication that drug policy is a great concern in many countries; Problems associated with reversing a restricted drug policy; Process used to produce a white paper; Information on the paper presented by the Norweigan government.

This article investigates how learning outcomes, a concept inspired by an Anglo-Saxon curriculum approach, are expressed in policy documents, with an emphasis on expectations articulated to teachers. Developments in education policy for the last two decades reflect a widespread expansion of learning outcome orientation in curricula and assessment in most of the modern world. These developments have led to changes in how education is governed and practised, and this makes it necessary to form critical concepts to understand how curricula are formed and functioned today. The research questions of the study are: How is learning outcome-oriented policy defined in key policy documents and what are the implications of these policies for the teaching profession? The topic is investigated through a document content analysis of key policy documents. A complex picture of teachers emerges in which they are to be both controlled and autonomous. The study also identifies a strong belief in 'alignment between teachers' competences and practices and students' life opportunities. The findings indicate that the policies move back and forth between different parameters for describing teachers and teaching, and as such, teachers must be able to adapt as chameleons in the context of each policy.

Human rights education (HRE) has been recognised in international educational discourses as a sustainable practice to develop active citizenship and protect human dignity. However, such education has not been fully explored in a broader political context. In addition to contributing to empowering citizens to resist human rights violations, HRE plays several roles in society, contributing to both national identity and international image-building. The article explores possible relations between national identity construction, foreign policy and HRE in Norway through the following research question: "What interplay occurs between Norwegian foreign policy and national identity in relation to human rights, and, within this context, what is the role of HRE?" The article presents a qualitative analysis of Norwegian policy documents and reports, arguing that HRE is a component of Norwegian national identity as well as political currency in foreign relations.

In the context of current and expected demographic changes, the issues of which services the welfare state should offer and, ultimately, the very function of the welfare state are currently debated in Norway. The political discourse on health and care services for older adults has morphed into an accepted reality in which the system must be altered, prompting policy makers and stakeholders to find new and novel solutions to problems associated with population ageing. In this paper, we discuss one such proposed solution: the transformation of health and care services for the older adult population through the increased involvement of volunteers. We ask how volunteer efforts are articulated and delineated through official accounts and discuss the implications of such an articulation and delineation. We seek answers to these questions through a critical discourse analysis of recent governmental white papers. We investigate, in other words, volunteer efforts as a political instrument. We argue that the official representation of how efforts in health and care services should be re-aligned take the form of a distinct discourse of 'voluntarism'. Within this 'voluntarism', volunteer efforts have been altered from a third sector comprising charity and non-profit organisations that contribute within or as a supplement to the largely public-run welfare system to a limitless and extensive concept that is blurring the boundaries to informal care. [ABSTRACT FROM AUTHOR]

Analyses of policy documents and interviews with three Norwegian politicians revealed differences in how school leaders were described, positioned and ascribed responsibility in Norwegian education policy between 1990 and 2017. While how politicians positioned school leaders changed substantially during the period, a stable trait was vague descriptions of school leaders' responsibility. In 1990, school leaders were envisioned in a managerial position, above teachers, as employers. A more recent White Paper, from 2017, positioned school leaders closer to the teaching profession. The interviews showed that after the PISA-shock in 2001, politicians united across party lines in a 'new regime of understanding', downplaying traditional conflicts between Norwegian politicians. While Parliamentary politicians rhetorically disagreed, there was, underneath the policy discourse, a growing realpolitik consensus in questions of education policy. The study investigates policy descriptions of school leaders after 1990, when Management by Objectives was introduced in education. To position Norway in the international policy context, we draw on Stephen Ball's concepts fabrication, managerialism, magical solutions and neoliberal performativity. Three periods, with simultaneously appearing residual and emerging tendencies were identified. In conclusion, we question an apparent lack of ambitions for school leadership in Norwegian education policy. The article contributes with new insights into education policy fluctations. [ABSTRACT FROM AUTHOR]

This paper examines how superintendents and school principals enact national policy reform expectations and what characterises their local organisational arrangements. Furthermore, the paper investigates how superintendents and school principals deal with tensions as entrepreneurs. The study builds on qualitative interview data from two municipalities in Norway. Analytically, the study draws on institutional theory, more specifically, on entrepreneurship, which to a limited degree has been applied in educational and empirical studies. The superintendents and principals interviewed referred to various local arrangements and resources that were partly adapted and changed through reform work to better fit local needs. Such arrangements included intra and interorganisational dependency and cooperation with several actors and organisational resources. Superintendents and principals seemed to partly break away from existing patterns of interaction. The entrepreneurial work entailed dealing with several tensions emerging within and across institutional boundaries in the process of enacting national reform policies. [ABSTRACT FROM AUTHOR]

Purpose: In the project initiation phase, an appraisal is needed to clarify the strategic problem and alternative solutions. Full-scale construction projects and simple solutions (do-minimum alternatives) should be assessed. The do-nothing alternative is the baseline for the appraisal and an option in itself. The paper explores the role of do-nothing and do-minimum alternatives in public project appraisal, which may significantly impact the attractiveness of a construction project. Design/methodology/approach: The paper presents an empirical study from Norway, which requires external quality assurance (QA) of early project appraisals. The data include an extensive document review of 112 projects and interviews with 41 experts involved in the appraisal processes. Findings: Of 112 appraisals, 110 recommended a major construction project, including cases where the benefits and value were low or uncertain. The do-nothing alternative was generally included as a reference but not treated as a viable option. Do-minimum alternatives were often not explored. By contrast, the external QA reports recommended do-nothing or do-minimum in 28 cases. Interestingly, although political decision-makers rarely reject projects, they may put them on hold indefinitely, implying that the actual outcome in many cases is still do-nothing. Originality/value: The paper addresses a topic that has been understudied in the literature. The findings contribute to the broader literature on project initiation processes, project appraisal and how to reduce the risk of bias and manipulation in appraisals. [ABSTRACT FROM AUTHOR]

Abstract: Objective: To explore effects of the technological interface on reading comprehension in a Norwegian school context. Participants: 72 tenth graders from two different primary schools in Norway. Method: The students were randomized into two groups, where the first group read two texts (1400–2000 words) in print, and the other group read the same texts as PDF on a computer screen. In addition pretests in reading comprehension, word reading and vocabulary were administered. A multiple regression analysis was carried out to investigate to what extent reading modality would influence the students’ scores on the reading comprehension measure. Conclusion: Main findings show that students who read texts in print scored significantly better on the reading comprehension test than students who read the texts digitally. Implications of these findings for policymaking and test development are discussed. [Copyright &y& Elsevier]

In this article we study three Norwegian reports concerning the environmental problems connected to use of natural resources and production of waste. The reports are responding to political initiatives in White Paper 58 (1996–97) and White Paper 8 (1999–2000). The reports describe, analyse and give reasons for various resolution strategies with regard to excessive consumption of virgin natural resources, inefficient economic processes and irresponsible waste management. The purpose of this article is threefold. First, we present a theoretical framework that enables an integrated analysis of economic problems. We have termed the theoretical context for our analysis circulation economics. Second, we illustrate the complexity of the problems through a discussion of the three different reports concerning waste management. Third, in the context of circulation economics the different reports elucidate various aspects of the phenomenon area and the new perspective can be used to synthesize the partial findings. In addition to this, we suggest where further work has to be done in the future. Copyright © 2006 John Wiley & Sons, Ltd and ERP Environment. [ABSTRACT FROM AUTHOR]

Attitudes toward and contact with lesbian women and gay men were assessed through questionnaires in a 2-year follow-up study in a cohort of 511 Norwegian participants, 19 years of age at first data collection. A substantial proportion reported negative attitudes at baseline (between 39 and 63%) and two years later (between 32 and 59%), females being more positive than males. A majority reported having no contact with lesbian women or gay men either at 19 years of age (66–79%) or 2 years later (51–62%). Longitudinally, the measures were moderately stable (Pearson's r 0.43–0.73), and contact change was positively related to attitude change. Also, attitude change positively predicted contact change. The findings imply that efforts to reduce stigma associated with homosexuality are still needed among young people in Norway. Copyright © 2002 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Recent meta-analyses (Delgado et al., 2018; Kong et al., 2018; Clinton, 2019) show that reading comprehension on paper is better than on screen among (young) adults. Children's screen reading comprehension, however, is underexplored. This article presents an experiment measuring the effect of reading medium on younger (10-year old) readers' comprehension, carried out in Norway in 2015. In a within-subjects design, students (n = 1139) took two comparable versions of a reading comprehension test – one on paper, and another digitally, with test version and order of medium counterbalanced. Probabilistic test theory models (two-parameter logistic (2 PL) and partial credit models) were employed for both versions of the test, allowing direct comparisons of student achievement across media. Results showed that the students in average achieved lower scores on the digital test than on the paper version. Almost a third of the students performed better on the paper test than they did on the computer test, and the negative effect of screen reading was most pronounced among high-performing girls. Scrolling and/or misplaced digital reading habits may be salient factors behind this difference, which sheds further light on children's reading performance and how this may be affected by screen technologies. Implications of these findings for education and for reading assessment are discussed. [ABSTRACT FROM AUTHOR]

Purpose:The aim of the present paper was to study preferences for web based self-administered questionnaires (web SAQs) vs. paper-based self-administered questionnaires (paper SAQs) and to evaluate the feasibility of using web SAQs in patients referred to cardiac, lung, occupational and cancer rehabilitation programs. Methods:The patients were approached by mail and given the choice to answer the compulsory SAQs either on paper or on a web-based platform. Results:Hundred and twenty seven out of 183 eligible patients (69.3%) were willing to participate and 126 completed the study. Web SAQs were preferred by 77.7%, and these patients were significantly younger, more often cohabiting and tended to have higher level of education than paper SAQ users. Mean number of data missing per patient was less among the web SAQ users than the paper SAQ users (0.55 vs. 2.15,p < 0.001). Costs related to human resources were estimated to be 60% lower with web SAQs compared to paper SAQs. Conclusions:Web SAQs were well accepted among the patients scheduled for rehabilitation, led to less missing data and considerable cost savings related to human resources. Patients referred to rehabilitation should be offered the choice to complete self-administered questionnaires on internet platforms when internet access is common and available.Implications for RehabilitationThe high acceptability of web-based self-administered questionnaires among rehabilitation patients suggests that internet platforms are suitable tools to collect patient information for rehabilitation units.Web-based modes of patient data collection demonstrate low number of missing data and can therefore improve the quality of data collection from rehabilitation patients.Use of web-based questionnaires considerably reduces administrative costs of data collection in rehabilitation settings compared to traditional pen and paper methods. [ABSTRACT FROM PUBLISHER]

The main purpose of this article is to explore and develop a basic understanding of a new formulation of children's learning within ECEC policies in Norway. In the Nordic Countries, one question of importance is the shift in ECEC policy from a social-pedagogical approach and a holistic perspective on children's learning towards a heavier emphasis on school readiness, mathematics, and linguistic skills. And it is this latter approach which is our topic here. The research question is as follows: What transformations can be identified in learning discourses in the Norwegian government's White papers? Analysing political reports will help us identify discourses, including the power and resistance of the ECEC professionals. For this purpose, Fairclough's three-dimensional analysis model is an appropriate way to analyse dynamic processes of recontextualization and reconceptualization. His analysis includes three levels: social structure, social practices and social events, with the aim being to discover how the existing order of discourse is being reproduced or reconstructed. Further, the concept of interdiscursivity describes how texts draw on previous and existing discourses. The article identifies movements and complexity both in policies and among professionals. The learning discourses are strongly influenced by New Public Management in the way of individualization, assessment and accountability. There are signs of silence and acceptance, but resistance and countermovements are also present in the field of ECEC. [ABSTRACT FROM AUTHOR]

Educational research in Norway has experienced unprecedented structural expansion and cognitive shifts over the last two decades because of greater state investments and the strategic use of extensive and multi-year thematic programmes to fund research projects. Using a neo-institutionalist framework, we examine institutionalisation dynamics in cultural-cognitive, normative and regulative dimensions by means of interviews, research programme calls, policy documents and funding data. In the cultural-cognitive dimension, we find references to the knowledge society, the perceived importance of evidence in policymaking and ideas of quality, excellence and relevance. In the normative dimension, we find the introduction of new professional and methodological standards, reflecting broader global patterns of academic and epistemic drift. In the regulative dimension, the strengthened role of both government and the Research Council of Norway is manifest in substantial growth in both funding and large-scale, long-term planning, including thematic choices--evidence of 'programmification.' The importance of external models has grown in an era of internationalisation, yet translation occurs at every level of the governance of educational research. This results in a specific Norwegian research model, guided by a mode of governance of programmes that maintains social values that are traditionally strong in Nordic societies.

Issues concerning interprofessional collaboration (IPC) for children at risk have become a priority globally as well as in Norway. By international standards, the Norwegian educational system is regarded as inclusive and collaborative in terms of the external services that support schools and pupils. However, a debate continues on how to best collaborate to meet the needs of pupils with complex problems. Thus, the aim of this paper is to analyse how the relationship between IPC and inclusive education is reflected in important Norwegian educational policy documents. A problem-driven content analysis revealed three categories: (1) inclusion as an impetus for IPC, (2) IPC as a strategy for inclusion, and (3) commitment to IPC when necessary. Major findings included: (1) IPC in national educational documents should be described more clearly to promote inclusive education; (2) IPC connected to other support mechanisms, such as multidisciplinary teams and individual plans; and (3) schools can commit IPC when necessary. The results in this study show that when green papers, white papers, and legislation fail to offer clear recommendations, schools and teachers may not prioritise IPC.

Background: In Norway, as in other countries, national eHealth systems, such as the Summary Care Record (SCR), have been implemented to improve the collaboration around patients by sharing patient information between health professionals across healthcare institutions and administrative levels. Although widely implemented across the health and care services in Norway, evaluations of the SCR indicate less use than expected. There is a need for analysis that lays out the visions and expectations of the SCR and contrasts these with detailed observations of use in everyday health professional work. This study adds to the eHealth research field by exploring this reality. Method: This paper has a qualitative design with an ethnographic approach, including participant observation, qualitative interviews, and a document review. Qualitative individual interviews with 22 health professionals and six weeks of participant observation were conducted, and eight documents were reviewed. The field notes and the interview-transcriptions were analyzed following a stepwise-deductive induction analysis. Results: The document review identified the expectations and visions of the SCR, including an underlying assumption of trust in shared patient information. However, this assumption is implicit and not recognized as a crucial element for success in the documents. In our observation and interview data, we found that health professionals do not necessarily trust information in the SCR. In fact, several procedures and routines to assess the trustworthiness of SCR information were identified that complicate and disturb the expected use. In our analysis, two main themes characterize the health professionals' handling of the SCR: adapting to workflow and dealing with uncertainty. Conclusion: Our study illustrates that unconditional trust in shared patient information is an implicit assumption in SCR policy documents, but in their everyday work health professionals do not necessarily unconditionally trust shared patient information. Rather, sharing patient information through technology, such as the SCR, requires of health professionals to critically assess the digital information. The information in the SCR, as all sources of information presented to health professionals, becomes an item for their constant trust-work. Our study is of value to policymakers, health information systems developers, and the field of practice both nationally and internationally. [ABSTRACT FROM AUTHOR]