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Published in 2021 by Presa Universitară Clujeană, ”A Lifetime Dedicated to Norwegian Language and Literature” is a celebratory scholarly work compiled and edited by the members of the Department of Scandinavian Languages and Literature at the Faculty of Letters in Cluj-Napoca, Romania, in honour of Professor Sanda Tomescu Baciu, founder of The Norwegian Language and Literature BA program (1991), of the Department of Scandinavian Languages and Literature (2001) and disseminator of Norwegian culture, language and li-terature for over thirty years. Throughout her entire career, Professor Sanda Tomescu Baciu has never ceased to raise interest in Norwegian studies, and strive to offer her students the best academic resources, a warm and welcoming learning environment and also countless scholarship opportunities. Her contribution to the popularization and the increasing fascination with the North is immeasurably valuable to the academic community, not only in Romania, but also internationally. Her colleagues and editors of this volume have carefully selected and arranged a collection of congratulatory messages and academic essays from various fields encompassed in the Scandinavian studies.

Published in 2021 by Presa Universitară Clujeană, ”A Lifetime Dedicated to Norwegian Language and Literature” is a celebratory scholarly work compiled and edited by the members of the Department of Scandinavian Languages and Literature at the Faculty of Letters in Cluj-Napoca, Romania, in honour of Professor Sanda Tomescu Baciu, founder of The Norwegian Language and Literature BA program (1991), of the Department of Scandinavian Languages and Literature (2001) and disseminator of Norwegian culture, language and li-terature for over thirty years. Throughout her entire career, Professor Sanda Tomescu Baciu has never ceased to raise interest in Norwegian studies, and strive to offer her students the best academic resources, a warm and welcoming learning environment and also countless scholarship opportunities. Her contribution to the popularization and the increasing fascination with the North is immeasurably valuable to the academic community, not only in Romania, but also internationally. Her colleagues and editors of this volume have carefully selected and arranged a collection of congratulatory messages and academic essays from various fields encompassed in the Scandinavian studies.

The collaborative volume The Science of Linguistics brings together a number of contributions on topics related to linguistic typology, sociolinguistics, onomastics, discourse analysis, multilingualism, language acquisition, and more. As such, the editors do justice to the title they have chosen, featuring authors and papers on subjects covering the wide spectrum of linguistic endeavours, that all have one thing in common: the rigorous analysis of language. This volume is dedicated to professor Ștefan Oltean, mentor, advisor, friend, or colleague of many of the contributors to this volume.

BACKGROUND - It is almost 50 years since the “new” drug problem appeared in Norway. How have central authorities conceived of the drug problem during these 50 years? On what have relevant policymaking and action been based? How has the government’s conceptions of the drug problem been expressed over the years? DATA - White papers, action plans, bills etc. RESULTS - A review of the main policy documents shows how Norway adopted strict penal measures from the outset, while recognizing at the same time the need to apply an interdisciplinary approach to drug abuse and initiate various support measures for drug users alongside the penal measures. In recent years, there has been an increasing emphasis on seeing drug abuse as a health-related problem rather than one of control. Substance abuse is today perceived more in terms of dependency or as a disease, and harm reduction is increasingly seen as a pivotal aspect of policy. People with drug problems were known until recently as substance abusers, though the preferred term today is “drug dependents”. CONCLUSIONS - As such, one could say, Norway seems to have developed a “schizophrenic” view of the drug problem. On the one hand, the health aspects of drug abuse are increasingly central to thinking, while on the other penalties for drug offenses remain high. This health/penalty loop in turn seems to prevent the government from softening its stance on penalties - even if such a move were considered appropriate.

Copyright of Sosiologisk tidsskrift is the property of H. Aschehoug & Co. (W. Nygaard) AS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Nordic conference in eighteenth-century studies, Uppsala 12-14 October 2017

This article provides an overview of teaching and learning processes in research on physics and chemistry education published in NorDiNa 2005–2013. Using the didactic triangle as our theoretical framework we developed a typology to analyse the data and used this to categorise 89 related research papers, from all levels of education (primary, secondary and tertiary). The results suggest that students’ characteristics, their understanding of the content and learning outcomes are studied frequently. In contrast, science teachers are studied much less. Most papers reported studies that had been done at the teaching organisation level. Course level studies and society level studies were also frequent. However, international level studies were few in this data pool. We conclude by discussing less popular research topics in the science education field.

Copyright of Tidsskrift for Samfunnsforskning is the property of H. Aschehoug & Co. (W. Nygaard) AS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Background: The trends in medical publishing are towards electronic versions and the use of the English language. The objective of this study was to compare general practitioners' ability to retain information when reading on paper versus on screen, and in their mother tongue versus in the English., Material and Methods: Randomized controlled trial of 114 Scandinavian general practitioners. They read a review article for 10 minutes either on paper/in English, on screen/in English, on paper/in their mother tongue, or on screen/in their mother tongue. Afterwards they completed a questionnaire with six open questions from the article. The main outcome measure was sum score on a scale from 0 (no correct answers) to 13 (all questions answered correctly)., Results: We found no difference between readers of paper and screen versions (median (interquartile range) 4 (2-6) vs. 4 (2-5), p = 0.97). Those who read their mother tongue scored significantly higher than those who read English (4 (3-6) vs. 3 (2-4), p = 0.01)., Interpretation: The medium (paper vs. screen) does not influence the ability of general practitioners to retain medical information. Doctors best retain medical information when reading it in their mother tongue.

In February 1989 Prime Minister Margaret Thatcher presented her Proposals in a White Paper. These proposals imply essential changes in the National Health Service (NHS) in Great Britain. The changes will result in a more commercial way of managing both the hospitals and the offices of general practitioners. Among other things, they will imply buying and selling health services. Important objectives in the proposals are cost control, quality assurance and a greater choice for patients. During a visit to London this winter, the author studied the main topics of the proposals. This article discusses the content and aims of the White Paper, also with relevance to Norwegian health policy. Some aspects of the British health system today are also considered, with special reference to the development of the NHS during last 10 to 15 years.

Background: In the section for general practice at the University of Bergen, Norway, we want to emphasise learning more than control in our work with students. As a step in this direction we invited students to come up with proposals for exam papers, papers that usually include six to nine multiple steps for clinical reasoning. We guaranteed that one out of three proposals would be included as a paper in the written examination, possibly slightly modified. This article is an evaluation of the consequences of letting medical students set some of their own exam papers., Material and Methods: The process was evaluated using 1) grades given, 2) students' assessment of whether this mode of setting papers influenced their exam preparations, and 3) students' free-text comments on the process., Results: 57 out of 64 students (89%) took part in the evaluation. All knew that their fellow students had set one of the exam papers, but only 34 (60%) reported that this knowledge had changed the way they prepared for the exam. The mean grade was 9.9 (range 5-12, on a scale from 1 to 12, 6 being the lowest pass grade) for the paper set by students, and 9.5 (range 5-11) for all papers combined. Mean difference in score was 0.32 (95% confidence interval 0.08-0.64). Students' free-text comments showed that they specifically prepared for the three known paper topics. They drew comfort from knowing at least one of the papers set, and the student-set papers were found relevant for general practice., Interpretation: Letting medical students set one of the exam papers makes them feel more confident. Student-set papers were seen as relevant for clinical practice. The control function of the exam seemed to have been preserved.

“From daddy’s obedient Henric”: Pedagogical perspectives on educational travel of the early 1800s. This article analyses educational travel in the early 1800s from the perspective of its educational heritage and praxis. The aim is to develop an understanding of the pedagogical significance of educational travel. The article makes clear how upbringing and education are represented in the framework of travel narratives in pre-industrial landscapes. The argument is based on the influence of the mercantile class on educational travel and the informal effect of these trips on changes in pedagogical thinking. The travel letters of Johan Henrik Munktell from 1828 to 1830 are used as primary sources. Using Paul Ricoeur’s memory-critical hermeneutics, travel narratives become significant sources for how education is arranged, and immanent pedagogy is a key term. The results demonstrate that the individualisation process works together with forms of crypto-learning, the core of the personal development vision, and society’s long-term memory.

Copyright of Nordic Journal of Education & Practice / Nordisk Tidsskrift for Utdanning og Praksis is the property of Cappelen Damm Akademisk and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents the results from the project Language Infrastructure made Accessible (LIA) which had as its main goal to digitize and make accessible old recordings of spoken Norwegian and Sámi from various archives, first and foremost from the four partner institutions University of Oslo, University of Bergen, The Norwegian University of Science and Technology, and UiT The Arctic University of Norway. The infrastructures resulting from the project can be summarized as 1) various language technology resources such as a morphological tagger and a parser for Norwegian dialects, upgrading of the corpus interface Glossa and a new infrastructure for file depots, 2) a file depot of Norwegian dialect recordings, 3) three corpora of spoken Norwegian and one for North Sámi as well as the LIA treebank. The paper exemplifies how the corpora can be utilized. [ABSTRACT FROM AUTHOR]

Copyright of FORMakademisk is the property of FORMakademisk and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Much of the South African poet Breyten Breytenbach's work has been concerned with borders. In this article I examine borders and creolization in three important poems from Nine landscapes of our time bequeathed to a beloved (Nege landskappe bemaak aan 'n beminde, 1993), Paper flower (Papierblom, 2002) and The wind-catcher (Die windvanger, 2007). The link between creolization and boundaries is the poet's conception of identity and freedom. As is often the case the boundaries of the self are questioned as the poet permutates the central concepts. Crossing boundaries entails entering into dialogue not only with the self but also with the mother tongue itself and with a variety of other artists and writers. In other words, in Breytenbach's work an abrogation and appropriation of the own tradition ("erfgoed") as well as of material from others, other places and other traditions occur. In these three case studies in particular it is clear how the poet stretches and deforms boundaries as part of his poetic project to concretize a dynamic freedom.

Copyright of Nordic Nursing Research / Nordisk Sygeplejeforskning is the property of H. Aschehoug & Co. (W. Nygaard) AS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Syftet med denna artikel är att, med utgångspunkt i stenciltidskriften Guru Papers och uttalanden av Bruno K. Öijer, ge en bild av de avantgardistiska stämningar som härskade i svenskt kulturliv under den första hälften av 1970-talet. Denna strömning var inte bara inspirerad av 1910- och 20-talens europeiska avantgarde, utan även av andra traditioner såsom amerikansk modernism och avantgarde.

Copyright of Internasjonal Politikk is the property of Cappelen Damm Akademisk and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studia Universitatis Babes-Bolyai, Philologia is the property of Babes-Bolyai University, Cluj-Napoca, Romania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores the Norwegian stateʼs integration into the global web of neoliberal economic relations, a largely neglected dimension of contemporary Norwegian history. It argues that since the 1980s, restrictions in the domestic market have generated problems of overaccumulation within key state-controlled sectors of the Norwegian economy, and that the state has met these crisis tendencies by developing what Harvey calls ‘spatial fixesʼ. On the one hand, the state has set in motion a comprehensive process of internationalization of state-owned enterprises that have exhausted the limits to expansion within the domestic market. On the other hand, it has built up the worldʼs largest sovereign wealth fund by channeling surplus petroleum profits into rent extraction in global financial markets. These spatial fixes provide the backbone of what the paper calls the neoliberalization of the Norwegian welfare state: By turning public companies and investment funds into internationally oriented profit-maximizing entities, the state has externalized a significant share of its productive and extractive activities beyond territorial boundaries and thus become thoroughly integrated into the neoliberal world economy – all the while maintaining a relatively strong system of public ownership and social redistribution within its national borders. Seen from a global vantage point, the relative persistence of social democratic institutions within territorial borders has become increasingly dependent on – and thus combined with – more aggressive processes of neoliberalization elsewhere.

Copyright of Barn: Forskning om Barn og Barndom i Norden is the property of Cappelen Damm Akademisk and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper argues for the Coda Condition to be a universal set of violable constraints on the basis of new vowel epenthesis data from Persian (Farsi). Vowel insertion in L2 phonology, loanwords, and nonce-words is driven by a strict ban on consonant clusters in syllable onsets. The choice between anaptyxis and prothesis is determined by the Coda Condition. As there is no detectable evidence for a coda condition in the existing Persian lexicon, it would be impossible for speakers of Persian to have acquired the Coda Condition as part of the L1 acquisition process. Moreover, this study contradicts two claims made in the literature: first, that anaptyxis/prothesis splits are always caused by the Syllable Contact Law, and second, that all coda condition effects can be reanalysed with positional faithfulness. Going beyond the Persian data, the paper argues for a formulation of the Coda Condition as positional licensing rather than simple markedness in interaction with positional faithfulness.

Education has responded to global Sustainable Development (SD) goals by drawing on a range of issue-related, context-based, and cross-curricular approaches to teaching SD. This paper aims to examine how teachers describe the content in SD and how they justify this content concerning their teaching practice. The Pedagogical Content Knowledge (PCK) framework, with its reflective tool Content Representation (CoRe), was used in combination with semi-structured interviews to capture 18 Swedish upper-secondary science teachers’ reflections. The results indicate four themes of content that the teachers emphasise: energy and global warming, ecosystem services and biodiversity, presence of harmful substances and materials in nature, and imbalance of natural substances in nature. The teachers justified these content themes in terms of the importance of students’ gaining different perspectives (local, global, ecological, social, and economic), belief in the future, action competence, and general scientific education. The paper contributes to sustainability education research, as it focuses on teaching sustainability in the light of the PCK framework. Also, it can support and inspire teachers when they decide what content to include when teaching SD.