Search

Introduction This article investigates developments in the use of genre in Norwegian EFL exam papers for first year upper secondary school during the time period from 1996 to 2011, describing genres rendered in texts for reception (attached text material) and texts for production (task options in the main exam assignment) in the two curriculum periods Reform 94 and the Knowledge Promotion of 2006. Genre-related patterns are identified and compared, and the aspect of multimodality in texts for reception and production in EFL exams is discussed. Material and method Sixteen exam papers from 1996 to 2011 constitute the corpus material of the study. Genres rendered in attached text material are categorized, as well as specified and inferred genre instructions in the chief assignment for text production. The study employs a mixed method combining quantitative and qualitative analyses. Findings The results show significant changes in genres rendered in texts for reception. A few computer-generated genres are observed in the last curriculum period; but no increase in multimodal texts from R94 to LK06 is observed. The range of genres for production remains largely unchanged through the period of investigation, although the distribution among the genres changes. Moreover, genre instructions in text assignments are, to a certain extent, unclear or mixed in both curriculum periods, although more so in R94 than in LK06. Discussion and conclusion Based on these findings the article suggests further investigation and debate concerning genre awareness connected to EFL exams, among education authorities as well as among teachers and students of English.

Gender differences in reading are a common finding in international assessments with girls usually outperforming boys. This article investigates such gender differences by looking at test modes (paper-based versus digital assessments), reading purpose (literary versus informational), text features (associations between reading scores and how much students like a text) and item format characteristics (multiple choice versus constructed response items). All analyses are based on data of Norwegian fifth-grade students (n = 3610) from the most recent cycle of the Progress in International Reading Literacy Survey (PIRLS and ePIRLS) 2016. The results point towards a general mode effect between the paper-based and digital assessment for constructed response items. This effect seems to be less strong in boys, indicating that boys may be motivated to type responses on a keyboard as opposed to writing with a pen on paper. For text features, we found that boys might be disengaged from reading when the text shows female characteristics such as a female protagonist, leading to boys’ lack of interest and, subsequently, to lower scores. The results are discussed in the light of the test design of PIRLS and ePIRLS.

This paper addresses inequality and marginality in Russia through an urban lens. Mono-industrial cities, in short “monotowns”, are attractive locations for this research because of the legacy of city-building enterprises, industrial reconstruction, and crisis. Approaching experiences of people, whose voices are rarely heard in studies of (pre-war) Russia, the paper addresses two interconnected questions: How do people in monotowns describe experiences with marginality in the everyday? What does marginality mean for politics and societal development in Russia at war? The empirical analysis draws on experiences from three monotowns, Tolyatti, Nikel, and Zapolyarny. Interviews were conducted in the period 2019–2022. The analysis illustrates subjective experiences with urban transformation and includes reflections on industrial restructuring, downsizing, and precarity, as well as civic activism, entrepreneurship, and self-employment. Across these experiences, narratives of marginality and decay emerge, which complement research on political economic change in Russia with perspectives on a new social periphery. This development in monotows is situated in context of the global financial crisis 2008 and the annexation of Crimea in 2014. In conclusion, the experiences are about subjects living through the “transit” and endless “collapse” of the previous system. A final discussion addresses the risk marginality entails for political legitimacy in Russia.

This paper starts from a two-fold observation: firstly, that attention rests at the core of our environmental challenges; and secondly, that by becoming (more) attentive to the modified, transformed, and controlled urban environments in which we dwell, we may be better equipped to attend to these challenges. The paper therefore develops and introduces “an urban attention ecology” that seeks to expand our ability to attend to urban form in ways that open possibilities to critically address and creatively negotiate the ways in which cities are built and inhabited. The potentials and challenges of the urban attention ecology are thought through in a practice-based account of a broad range of critical spatial practices centring around the theme of degrowth. These practices took the form of performances, installations, and other artistic projects that the author gathered, developed and presented as curator of the Oslo Architecture Triennale 2019. Cover photo: The Factory of the Future at the Norwegian Centre for Design and Architecture. OAT / Istvan Virag.

This paper discusses the concept of compassion fatigue in light of the importance that political decisions, especially the application of the concept of public spirit, have had on care and nursing in a Danish hospital context during the COVID-19 pandemic. The paper is based on recent research literature in the field as well as the author’s own participatory observation study. The paper suggests that nurses already show a sense of public spirit due to their authorization and professional ethics, but at the same time they must balance the ambiguity of nursing care. A linguistic-philosophical study of public spirit shows that the concept can have a discursive, double-binding and interpellative effect on nurses, who may therefore have an experience of inadequacy and compassion fatigue. In this context, compassion fatigue must be understood as the fact that nurses cannot provide the care they want or that is expected of them. Public spirit can be said to have had a renaissance and linguistic and moral supremacy during the COVID-19 pandemic. The paper views the concept of waywardness1 as a possible response for how to prevent or completely avoid compassion fatigue, so that nurses instead have an experience of compassion / self-compassion. This could in the end be important for encouraging more nursing students and nurses who have the desire and opportunity to stay in the profession. Keywords: Nursing care, compassion fatigue, public spirit, compassion, COVID-19 pandemic

This paper sheds light on how aesthetic judgments govern actions in education for design literacy and sustainability behaviours. Educational material is examined by asking: (1) What meanings regarding becoming a sustainable consumer are made available to students in the educational material? (2) How are these narratives communicated to change students’ behaviours? The material in question consists of 17 design projects intended to be used in the Swedish school subject, Educational Sloyd. Using a practical epistemological analysis, two ways of becoming a sustainable consumer are identified: to have fun and to feel clever. The paper also shows how social marketing is used as a strategy in communicating how to change student behaviours. In the discussion, we turn to design literacy research to discuss the results from an educational perspective.

This paper sheds light on how aesthetic judgments govern actions in education for design literacy and sustainability behaviours. Educational material is examined by asking: (1) What meanings regarding becoming a sustainable consumer are made available to students in the educational material? (2) How are these narratives communicated to change students’ behaviours? The material in question consists of 17 design projects intended to be used in the Swedish school subject, Educational Sloyd. Using a practical epistemological analysis, two ways of becoming a sustainable consumer are identified: to have fun and to feel clever. The paper also shows how social marketing is used as a strategy in communicating how to change student behaviours. In the discussion, we turn to design literacy research to discuss the results from an educational perspective.

It has recently been suggested that personalized advertising is often more an affront to a person's autonomy and thus more morally worrisome than its generic counterpart precisely because it involves or takes advantage of such personalization. This paper argues that central reasons that have been forwarded to support this claim are unpersuasive and that generic and personalized advertising should therefore be treated as morally on par in terms of their potential to undermine consumer autonomy. The paper then suggests that, if this is true, it presses scholars who wish to maintain there to be a moral asymmetry between personalized and generic advertising in terms of their effect on consumer autonomy to choose between three argumentative avenues, but that none of these is likely to be particularly attractive for a defender of the asymmetry.

The paper discusses three newly found panels with rock carvings in Alta, Northern Norway. They were discovered at Doarrás (Kongsvika), an area with no previously known rock art. The new site is located outside well-established UNESCO World Heritage rock art areas, which are considered to be of national and international value. The Alta rock art has been researched extensively, and the new site at Doarrás complements and enrich the already established knowledge. The rocks and the figures are discussed and related to previously suggested dating and their relation to the shoreline. Further, the motifs stylistic similarities are compared to figures at the already known sites in Alta. The paper also addresses the importance of rock art surveying for both research and heritage management.

With this paper we explore and discuss the priorities of and possible goal conflicts between authenticity and climate change in heritage gardens. How can climate change mitigation, adaptation, resilience, and cultural heritage conservation be combined in heritage gardens? Our study was guided by the following research question: How do gardeners negotiate climate change and authenticity in heritage gardens? From Rachel Carson's Silent Spring in the 1960s through to the 2002 report Gardening in the Global Greenhouse and the recent Gardening in a Changing World in 2022 mankind's impact on the environ­ment and the emerging climate change has been the focus of increasing attention. By invest­i­gat­ing and interviewing multiple gardeners our objective was to pinpoint common challenges, as well as what can be learned from one another within the field of gardening and heritage conservation. The case study method was adopted for this study, involving three head gardeners in the United Kingdom. Interviews were conducted with Joseph Atkin at Aberglasney Gardens, Claire Greenslade at Hestercombe Gardens, and Steve Lannin at Iford Manor about their expertise and knowledge. The gardeners expressed concern re­garding climate change and the challenges it poses. The interviewees shared their experience with drought, reduced use of pesticides and herbicides, and the peat legislation in relation to their role as head gardeners. We argue that authenticity and the traditional gardening practised before the advent of power tools, plastic, peat issues, and uninformed transportation can be part of the solution to loss of bio­diversity and climate change. This paper identifies some of the obstacles encountered in relation to negotiating questions of authenticity and climate change in heritage gardens.

This paper details practice-based research exploring new creative possibilities involving the ceramic extru­sion process. The paper begins by providing a short overview of the extrusion technique, its cha­rac­teristics and some contextual coverage of the process. The paper then describes how both tacit know­ledge and theoretical material understanding have been used to overcome technical challenges through ite­ra­tive research cycles and how, ultimately, the aesthetic qualities of the extrusion process have been used to develop a body of creative work. A key theme of the research is how digital fabrication tech­no­log­ies can be used in toolmaking scenarios to deliver innovation with a process that has long been used in craft ceramics but has remained somewhat underutilised.

Nålbinding is the collective name for several thousands of stitches formed using yarn and a needle to create a fabric. A nålbound fabric consists of a stitch or a row of loops that is connected to or sewn in the previous row. Only a handful of connections have been documented and described. This paper analyses around 150 swatches made by the author with the purpose of exploring how many types of connections there are and the how different connections change the texture of the fabric using the same basic nålbound stitch. As the number of possibilities identified was greater than expected, this paper also describes a notation system that will make it possible to analyse and compare the different connections. The notation is designed from a crafter’s point of view, describing how the connections are made. This will make it possible both to better describe existing connections and to create new nålbound stitches and textures.

This paper presents a hybrid model of teaching and learning that proposes new possibilities for exchang­ing tangible and intangible cross-cultural knowledge in textile craft education. The paper aims to demonstrate how online platforms can be used creatively to disseminate traditional craft knowledge and skills in new ways. The discussion centres on a unique virtual global studio between fashion and textile undergraduate students at the University of Technology Sydney and on an artisanal woodblock print studio, Tharangini, based in Bengaluru (Bangalore), India. The hybrid workshop was an adaptation of the studio in response to travel restrictions caused by the pandemic. The author argues that while the internet cannot replace the immersive cultural experience of studying in another country, digital platforms have a place alongside teaching to offer otherwise impossible opportunities. This paper explores a methodology for disseminating craft knowledge and skills across cultures through a combination of online and in-house practicum. Classes were structured around weekly Zoom sessions with Director Padmini Govind, where sustainable approaches to print production were disseminated through a suite of commissioned films and hand-carved woodblocks to explore on campus. The results show how this unique adaptation allowed students to interact with the artisan craft of woodblock printing in rich and varied ways, and it proposes that this novel hybrid model can be creatively adapted to future craft education in the 2020s.

In recent years, 360° video cameras have become increasingly accessible and are now being used as valuable research tools across a range of disciplines. Their wide and flexible field of vision can provide immersive and/or alternative perspectives compared to standard video. This paper will present emerging findings from using a 360° video camera to capture natural dye craft practice from an auto-ethnographic perspective and as an observer of other dyers’ practice during fieldwork visits. The 360° video data forms part of my doctoral study, in which I explore the embodied interactions between people, plants and materials that connect practitioners to their surroundings, linking them to other species and ecologies. The varied nature of the actions and processes that form the craft practice (e.g. foraging, tending, harvesting, mordanting, dyeing), and the different places and spaces in which these actions occur, presented a practical and observational challenge when trying to record the practice in a video format. Using a 360° camera proved to be a flexible, data-rich and engaging method for recording the craft. The ability to ‘move’ around and explore different perspectives from within the video after it was recorded was especially valuable, allowing a shift in the focus of the recording and presenting the opportunity to actively centre or decentre plants, people and materials. In this paper, I will reflect on my experiences recording and working with 360° video data and discuss some of the limitations and possible benefits of using this equipment in a craft research setting.

This paper focuses on the doing of gardens and explores how amateur gardeners relate to gardening craft in their everyday garden practices. Based on qualitative empirical work, this paper discusses how different craft methods and caring practices are employed as memory work and as a means to connect to, and create, the garden as a socio-ecological place. Based on the gardeners’ narratives, the garden is discussed as a web of self and a place where the meeting between the gardener and the more-than-human are central incentives to gardening. Gardening is an active place-making that goes beyond modifying the materiality of place. Rather, garden craft is narrated as reflecting the gardeners’ underlying relationship to and understanding of plants, soil and animals. It is the means through which gardeners connect in an embodied way to ‘the nature’ of the garden. Garden craft is proposed as an art that is passed on between generations. Gardening craft can be improved by an increased understanding of the temporality of the garden and by developing a sensitivity towards the complex socio-ecological relationships that shape a place. It is concluded that garden craft is understood as central not only to how the garden is constructed as a place but also to how the gardener relates to the garden as affecting, and being affected by, the current environmental crisis.

Visual material in the form of video, still images or drawings can show parts of embodied learning that text cannot. Research ethics requirements pose a challenge in terms of making younger students’ multimodal learning visible, as the informants need to be anonymized, and this raises the challenge of how important information, such as gaze and facial expressions, can be shown. The ethical requirements exist to protect underage students, and to contribute with a scientific basis for teaching, practical and feasible methods are needed in which the students’ communication can be illustrated while ensuring their protection. This paper explores how empirical data from studies involving younger students can be presented so that learning can be visualized while respecting ethical guidelines. The reasoning regarding the methods presented in the paper can also be useful overall for the anonymization of visual ethnography studies, in which the interest is to present empirical data from video recordings so that embodied learning can be made visible.

This paper contributes to the understanding of how critical reflection can be applied to sustainability. This was accomplished by tracing the progression of a tiny-house project over time and the associated activities, which involved sourcing secondhand and discarded materials. We are a group of researchers and practitioners who worked together to explore and challenge the established norms of sustainability in housing practices: who is building, what is being built, with what materials, and through which processes. The use of discarded materials as resources for building a tiny house came to be decisive in shaping a platform for inclusion and sustainable practices. While the most common practice of building involves buying the materials needed at a lumber yard, working with discarded and secondhand materials requires time and flexibility. Tools play a central role in adapting random waste to specific purposes, a process that also demands skills in handling tools creatively. Additionally, gathering, organizing, and cleaning are activities that should be given special attention when working with these types of materials. In this paper, we explain how we reinjected waste materials into the production chain and how our work contributes to sustainable development from environmental and social perspectives. The argument for sustainability in our research revolves around exploring processes that include more groups in society and alternative ways of organizing the resources available.

Traditional boatbuilding today is a fading craft, raising questions of not only how to preserve this craft and reconstruct and transmit the knowledge and skills related to it to future generations but also, considering new technologies and available materials, why its preservation and perpetuation are important. Answering these questions requires a valorisation framework for the traditional boatbuilding craft and its methods of construction, considering the fact that traditional boatbuilding is the essence of modern shipbuilding and inextricably linked to the development and transmission of knowledge in city making too. To help create this framework, this paper addresses two distinct ways of thinking involved in making boats: one tied to boats made from already existing models or designs and the other to boats created ex nihilo with the help of sesto and garbo tools. Through a historical and theoretical examination and by building on the empirical case study of traditional boatbuilding in wood in the Mediterranean, this paper explores the concept of constructing boats ex nihilo in the technical, socio-economic, and spatial sense, shedding the light on the creativity inherent in shipbuilding and its implications. This paper will contribute to understanding how knowledge transmission in traditional boatbuilding has progressed and the role this knowledge model can play in shipbuilding development, offering a valuable resource also for those interested in development and transmission of alternative models of knowledge production.

The purpose of this paper is to understand how collaborative making is used as not only a means of production, but an exercise in storytelling. Through dialogue between craftspeople, skills are developed, shared, and maintained. Craft practice is communicated, and memories are preserved. This paper explores how, through a case study of producing an artefact from start to finish, collaborative making leads to creating more than just an object, but also a connection between all involved. ‘Watch’ is part of a wider doctoral study in which nine artefacts were made from collected stories of lost love and then through encounters with several craftspeople. The paper considers the relationships between crafts­people and how we work together to develop hybrid skills by utilising traditional practice to create new ways of crafting.

This paper discusses material-based creative processes in the context of higher education. The focus is on the ethical aspects related to material considerations during the iterative phases of personal projects. We explore how personal feelings and an embodied understanding of the material world influence decisions on how and why we engage with different materials during creative processes. Recent trends in material-based research aim to explore the relationships between humans and materials, examining them as equal members in research and thus challenging the top-down perception of materials as mere resources for human needs. However, this kind of approach to research and material-based creative practices requires ethical considerations that reach not only the human but also the non-human world. In this paper, we open this discussion by examining design students’ creative processes, which unfold an understanding of ethics in relation to non-humans. We build on data consisting of documentation, reflections and outcomes derived from the creative processes of four MA-level students and discuss a number of complementing ethical guidelines for art, culture and earth systems. The paper uses ‘ethically disturbing moments’ as an analytical tool for looking into students’ material choices in their creative processes. The four selected processes open up a personal connection to materials that results in ethical considerations during the creative practice and thus reveal the need for discussing material-focused ethics in the context of craft, design and art education. Personal aspects related to materials are discussed as embodied understanding and are seen to affect the ethics of engaging with materials.

Introduction: Cardiac rehabilitation is an interdisciplinary treatment in which the physiotherapist has a central role. The aim of this paper is to describe the organization of cardiac rehabilitation in Norway and to summarize the evidence with a focus on the role of the physiotherapist. Main part: A description of the phases of cardiac rehabilitation in Norway is presented. The focus is kept on the two major dominant patient groups: coronary heart disease and chronic heart failure. Additionally, the paper presents knowledge and experiences from other patient groups referred to cardiac rehabilitation. Conclusion: The physiotherapist is essential in the interdisciplinary team and is often the one following the patients over time. There is no doubt that exercise is a cornerstone of cardiac rehabilitation. However, cardiac rehabilitation is more than exercise, and the physiotherapist should have knowledge of various diagnoses to provide evidence-based follow-up.

This paper describes the process of religification through which assumed religious affiliation, rather than other identifications, becomes the main category of identity that Norwegian society uses to identify Turkish women living in Norway. Depending on semi-structured, in-depth interviews with 41 first-generation Turkish women migrants living in Drammen and Oslo, the paper first demonstrates the variety in religious belief, identification, and adherence to religious practices among them. Secondly, it shows how their daily encounters in Norwegian society are largely shaped by the fact that Turkish womenv are primarily assumed to be religious Muslims. Many of these women feel uncomfortable being exposed to questions about religion yet, ironically, in a sense, they feel that they are being called to be more religious Muslims in the context of Norway. When they seem to diverge from the stereotype, they are told that they are not like Turks/other Turks. However, although all these women seem to differ from the stereotype, rather than leading to changes in the stereotype, they are considered exceptions.

Effective reading instruction requires precise assessment of the learner’s current skill level. For young learners, however, assessment often comes at a great cost: Tests take a long time and students are presented with items that are both too easy and too difficult. Recent developments in adaptive testing have the potential for solving both these challenges. In this paper, we take the path of argument-based validity (Kane, 2015) by presenting an interpretation and use argument for an upcoming adaptive test. We term this paper a study protocol, in line with the established tradition for protocols for pre-registered empirical trials. The function of the protocol is to communicate openly what often remains tacit knowledge on test development.

This paper contributes knowledge on the effects of materiality and space on teaching and equal access to teacher education. Through an intersectional analysis, with a specific focus on orientations, bodies and materiality, we show how student-bodies orientate closer to or further from various parts of teacher education as an effect of the materiality of emergency-remote vs. on-campus education. We elaborate on three different student-body orientating processes that take place during teacher education. These are all related to the emergency-remote education implemented as a consequence of the COVID-19 pandemic. We call these processes ‘remote education as relief’, ‘the embodiedness of raising the hand on Zoom’ and ‘energy-draining pre-recorded lectures’. We show how the materiality of emergency-remote education orientates the participants situated within the bodily horizons of intersectional positions of being deaf, female, racialized as non-white and not having Swedish as a first language, both closer to and further away from various parts of their teacher education. The analysis is based on both individual and group interviews with twelve teacher students. The paper contributes insights to emergency-remote education, remote education and on-campus educating.

Introduction: The paper describes a model for assessing body image in patients with obesity and binge eating disorder. The aim is to contribute to the physiotherapeutic body of knowledge concerning bigger bodies. The paper is rooted in a pilot project conducted at Nord-Trøndelag Hospital Trust. Main part: Disturbed body image is a central feature in binge eating disorder. Cognitive aspects of body image are traditionally the focal point in evaluation and treatment, although research also highlights preconscious, sensorimotor experiences, often interwoven with shame and relational interactions. A theoretical and empirical statement and a threefold model for examining body image in this patient population is described. Sum up: Rather than offering exercise-based treatment for weight reduction, physiotherapists should focus on movement as a source of strengthened contact with one's body and surroundings, in a shame-sensitive manner that encourages new relational experiences.

This paper contributes knowledge on the effects of materiality and space on teaching and equal access to teacher education. Through an intersectional analysis, with a specific focus on orientations, bodies and materiality, we show how student-bodies orientate closer to or further from various parts of teacher education as an effect of the materiality of emergencyremote vs. on-campus education. We elaborate on three different student-body orientating processes that take place during teacher education. These are all related to the emergencyremote education implemented as a consequence of the COVID-19 pandemic. We call these processes ‘remote education as relief’, ‘the embodiedness of raising the hand on Zoom’ and ‘energy-draining pre-recorded lectures’. We show how the materiality of emergency-remote education orientates the participants situated within the bodily horizons of intersectional positions of being deaf, female, racialized as non-white and not having Swedish as a first language, both closer to and further away from various parts of their teacher education. The analysis is based on both individual and group interviews with twelve teacher students. The paper contributes insights to emergency-remote education, remote education and on-campus educating.

This paper contends that relations of property and propriety of “western modernity” engender and articulate different forms of violence, crucially including sexualised violence. Going beyond the limits of dominant frameworks and liberal feminism’s approaches to violence, this paper takes seriously the need to trace how modern ways of relating are intimately connected to colonial modes of dispossession and propertisation. Therefore, I draw on historical resources and present a constellation history with fragments from the context of relations of intimacy in German colonial rule. This shows how hegemonic family relations and marriage laws were used to control access to land and resources, as well as workers and their bodies. Logics of imperial intervention in sexuality and the use of sexualised violence extend beyond this specific spatio-temporal context into the present. This highlights how categories of race, gender and sexuality develop with, through and for, proprietary relations. The ambiguous role of white women vis-à-vis colonial relations of ownership reinforces a critique of limited approaches of liberal feminism and stresses the importance of anti-colonial organizing against violence.

Purpose: Unconscious bias training has become a popular intervention for eliminating discrimination in the workplace. Particularly recruitment processes are said to become fairer and more objective if gender biases are eliminated through training of personnel. However, the concept of gender bias, and particularly the idea that it can be trained away, has also been critiqued as too limited in its focus on individual mental processes, thereby neglecting effects of context, interaction and power. Taking this critique as our starting point, we argue that gender bias needs to be theorised in relation to a specific interaction and normative context. This article aims at expanding the concept of gender bias beyond individual cognition. Developing a social practice perspective on gender bias in recruiting allows to widen the scope of explanation as well as intervention. Design/methodology/approach: This is a conceptual paper that contributes new insights into how to tackle (unconscious) gender bias by integrating relevant psychological literature and empirical findings. We build on cognitive social psychology, critical social psychology and on gender as a social practice to show that gender bias is not only an individual, but a fundamentally social activity that is embedded within organisational norms and power relations and reproduced in interaction. Findings: In this paper we carve out the potential for understanding gender bias as more than individual cognition and show how theorising gender bias as a social practice can become a vital concept for exploring and combatting bias in recruiting.

In this paper, we contribute to the study of gender bias in organizations by showing how adopting a Lacanian psychoanalytic perspective helps us study bias in language while not separating language from the speaker. We use career narratives from female professors to exemplify our argument. We argue that coming into being as a performing subject means satisfying the desire of an organizational, academic other, and argue that this other’s desire rests upon a masculine ideal. To support our arguments, we present and analyze narrative excerpts and show how making it for women in academia is constrained by the continued experience of bias—manifested in language—leading to an unresolvable split between striving to be a successful woman in academia and meeting the masculine-centered standards for the ideal worker. The Lacanian approach thus allows us to show how gender bias is simultaneously contested and reproduced in the career narratives of women with successful careers in neoliberal academia. We conclude the paper by addressing the broader implications and limits of a Lacanian perspective for studying and tackling (gender) bias in organizations.

The COVID-19 pandemic has occasioned a great deal of ethical reflection both in general and on the issue of reverse triage; a practice that effectively reallocates resources from one patient to another on the basis of the latter having a more favourable clinical prognosis. This paper addresses a specific concern that has arisen in relation to such proposals: the potential reallocation of ventilators relied upon by disabled or chronically ill patients. This issue is examined via three morally parallel scenarios. First, the standard reallocation of a ventilator in accordance with reverse triage protocols; second, the reallocation of a personal ventilator from a chronically ill patient ordinarily reliant on it; and, third, the reallocation of a personal ventilator owned by a financially privileged individual but who is not ordinarily reliant on it. This paper suggests that whilst property rights cannot resolve these scenarios in a satisfactory manner, it may be possible to do so if we draw on the resources of phenomenology. However, in contradistinction to a recent paper on this topic (Reynolds et al. 2021), we argue that ethical claims to ventilators are not well grounded by the overly demanding notion that they are embodied objects. We suggest that the alternative phenomenological notion of homelikeness provides for a more plausible resolution of the issue. The personal ventilators of individuals who commonly rely upon them become part of their ordinary, everyday or homelike being. They are a necessary part of the continuation or maintenance of their basic state of health or wellbeing and the reallocation of such objects is unethical. Keywords: Phenomenology, COVID-19, Pandemic, Triage, Reverse triage, Ventilation, Chronic illness, Allocation of resources

In this paper I will take a look at how one can facilitate the change in consumption through social inno­vation, based on the subject of art and design in Norwegian general education. This paper will give a presentation of books, featured relevant articles and formal documents put into context to identify different causal mechanisms around our consumption. The discussion will be anchored around the resources and condition that must be provided to achieve and identify opportunities for action under the subject of Art and crafts, a subject in Norwegian general education with designing at the core of the subject, ages 6–16. The question that this paper points toward is: How can we, based on the subject of Art and crafts in primary schools, facilitate the change in consumption through social innovation?

This paper presents a case study of preservice kindergarten teachers’ use of new form of digital imagery. The paper introduces spherical cameras and digital microscopes and discusses their affordances when introduced in practical use in in teacher education and in kindergartens. The use in kindergartens was introduced through a class of 34 teacher students in kindergarten education. The students were special­izing in Arts and design at Western Norway University of Applied Sciences. The use of images from spherical cameras and digital microscopes is discussed and analysed, based on data from student responses through two questionnaires, group presentations and discussions in class, and an analysis of various media material produced by students.

The aim of this paper is to discuss how research schools with a structured programme and targeted profile may make it difficult for doctoral students to expand the academic role. Our paper is based on material collected in a questionnaire given to doctoral students enrolled at a Swedish research school in architecture. In this questionnaire we found three areas – openness to other disciplines and practices; support for different communicational channels; and various research approaches and methodologies – where a certain divergence could be observed between what the students perceived was important for their educational development, and how well their needs and wishes were met by the research school and its extended learning environment. We also found that the doctoral students valued the teaching experience they gained, and wished they had been able to teach more. In order to shed light on a process of enculturation that we see as potentially leading to a narrowing learning culture, we introduce and discuss the concept of what we call ‘hyperenculturation.’

Introduction: Shoulder pain is one of the most common musculoskeletal complaints and the term ‘subacromial pain syndrome’ is used to describe the most common clinical subgroup. A recent practice guideline for surgery concludes that subacromial decompression should not be offered to patients with subacromial pain. Subsequently, the Norwegian Secretary of State for Health, Bent Høie, in an interview advised that this patient group should receive the most effective treatment, namely physical rehabilitation. Main section: The current paper provides an overview of evidence-based physiotherapy treatment for patients with subacromial pain and discusses relevant evidence. The paper then outlines knowledge gaps, such as the degree of supervision and the content of exercise regimes. Recommendations from leading musculoskeletal research teams suggest an increased focus on self-efficacy and self-management. With this in mind, the authors discuss future directions for treatment of shoulder pain. End section: With the more prominent role physical rehabilitation now has been given, it is necessary for the physiotherapy profession to respond honestly and responsibly. The treatment model should be further developed in line with evidence, and this might challenge the current knowledge-base of physiotherapists.

In management education at engineering and business schools, the case-based method is commonly used. The case-based method has a strong action orientation but is seen to downplay critical thinking, which is an important component in Education for Sustainable Development (ESD). Current literature suggests two ways in which the case-based method can be improved, namely by producing better cases, and by improving classroom practice. This paper contributes to research and practice on case-based ESD within management education by outlining a third way: hacking cases, in other words, making modifications to existing cases to promote critical thinking. The hacks presented in this paper are based on a review of previous empirical and conceptual research about, and, on our own experiences of critical thinking. They are: (1) exploring synergies and conflicts; (2) expanding empirical knowledge; (3) shifting perspective; and (4) creating spaces for dialogue. By employing the hacks, case-based management ESD can be adapted to promote both action and critical thinking and, thereby, become an improved educational method in management ESD. An illustration of these four hacks within the course Managing sustainability in global industrial companies is provided.

In this paper we discuss and present results from the pedagogical development of an advanced-level undergraduate electrical engineering course at Uppsala University, where a new laboratory experiment was implemented. The implementation of the laboratory experiment seemed to result in improved student performance on written tests and a better overall success/pass rate when compared with previous years. The aim of this paper is to describe the course development and its outcome, with a focus on the individual engineering laboratory experiment. We conclude that unique student tasks, connected to realistic engineering problems, may increase the engagement and subject understanding of students.

I denne artikkelen utforsker vi hvordan barnevernets risikoorientering og barnesentrering kan få utilsiktede konsekvenser for profesjonell praksis. Alvorlige barnevernssaker innebærer utfordrende og vanskelige vurderinger, hvor de etiske dilemmaene blir ekstra krevende. Vi undersøker hvordan økt fokus på avdekking av alvorlig vold og omsorgssvikt har virket inn på barnevernets arbeid, på hvilken måte foreldre opplever barnevernet som problemfokusert i samarbeidet og hvordan dette svekker tilliten til fagpersoner som skal hjelpe dem. I en tid hvor barnevernet er utsatt for sterk kritikk både internasjonalt og nasjonalt, og hvor denne kritikken retter seg mot barnevernets manglende fokus på gjenforening og tilrettelegging for samvær mellom barn og foreldre, ønsker vi å bidra til en kritisk reflekterende diskusjon om hvordan den politiske, sosiale og internasjonale sammenhengen som det norske barnevernet inngår i, virker inn på faglige dreininger i praksis. Våre analyser bygger på empiri fra to Ph.D.-prosjekter som omhandler henholdsvis barn som opplever vold i nære relasjoner, og oppfølging av foreldre som er fratatt omsorgen for sine barn. English abstract Child centring and risk aversion in Norwegian Child Welfare Services: Challenges in professional practice in cases of child abuse and maltreatment In this paper, we explore how child-centric practice and focus on risk aversion in Norwegian Child and family Welfare Service (CWS) may have unintended consequences for professional practice. Serious child welfare cases involve challenging and difficult assessments, where the ethical dilemmas become extra demanding. We examine how the focus on uncovering severe violence and neglect has affected CWS’s practice, how parents experience the CWS as problem-focused and how this impairs the trust in the professionals. Norwegian CWS is currently experiencing heavy criticism, both nationally and internationally. The critique is directed towards lack of focus on the children reuniting with their parents. In this paper, we aim to critically discuss how the political, social and global context impacts professional directions in the Norwegian CWS’s practice. Our analysis builds upon empirical findings from the authors’ two Ph.D.-studies dealing with children’s experiences of child abuse and maltreatment and parents experiences of losing their children to public care.

Scholarly discussions of the question of the participation of women in war in the Viking Age have based their arguments on a variety of evidence, including both archaeology and texts. However, even those scholars who make substantial use of the textual evidence have not paid sufficiently close attention to (a) the vocabulary used in the representations (whether historical or fictional) of women acting in the supposed male role of warrior and (b) the literary-historical contexts in which the texts were produced, including potential relationships between texts. To further these discussions, this paper proposes a method which might be called the ‘stratigraphy of texts’ to demonstrate how a careful sifting of the cumulative textual evidence can enrich discussion about this important question. With close attention to the vocabulary used by the texts, and by considering the date, genre and sources of, and – importantly – the relationships between, texts in Old Norse, the discussion will demonstrate what can and what cannot be deduced from these textual representations of female warriors in the Viking Age. The paper will focus on tracing the development of the Old Norse concept of the skjaldmær, ‘shield-maiden’, through a variety of texts in which this term occurs, and also suggest a probable origin for the concept. There will also be a brief consideration of the term ‘valkyrie’ (ON valkyrja).

This paper provides new insights into the custom of burying women with weapons in Viking Age Norway. Possible female graves furnished with swords, axe heads, spearheads and arrowheads are known from Rogaland, Sogn og Fjordane, Telemark, Trøndelag and Vestfold, and although each case is unique, they share some intriguing confluences. In addition to weapons, their assemblages often contain high quality jewellery, curated objects, amulets, and items imported from distant locations. This paper investigates various source critical and methodological issues associated with these finds and situates them in an interdisciplinary context, seeking to propose new ideas on who the deceased were in life and how their mourners wanted to remember them in death.

This paper examines a dilemma in reproductive and population ethics that can illuminate broader questions in axiology and normative ethics. This dilemma emerges because most people have conflicting intuitions concerning whether the interests of non-existent beings can outweigh the interests of existing beings when those merely potential beings are expected to have overall net-good or overall net-bad lives. The paper claims that the standard approach to this issue, in terms of exemplifying the conflict between Narrow Person-Affecting Views and Impersonal Views, is not correct. It argues that, instead, we can approach the issue through the distinction between Symmetrical and Asymmetrical Views about the relative importance of positive and negative value. The paper also claims that Asymmetrical Views provide the most intuitively satisfactory solution to the dilemma and can in addition be defended independently on further grounds. Keywords: person-affecting views, impersonal views, symmetry, asymmetry

Introduction: Low energy availability (LEA) is a condition with potential severe consequences related to health and athletic performance. One such consequence is impaired bone health. The aim of this paper is therefore to describe risk- and associated factors for LEA, and the role of the physiotherapist in identification and management of the syndrome «Relative Energy Deficiency in Sport» (RED-S). Main part: A literature search identified 19 papers that were included in this paper. Both biological, psychological and sociocultural factors are associated with LEA in athletes. Athletes in weight-sensitive sports, female athletes, para-athletes, athletes with certain personality traits, recurrent non-healing injuries, and athletes with a history of dieting, stress fractures and/or menstrual disturbances seem to be at increased risk of LEA. Physiotherapists have great potential for early identification and management of RED-S by implementing and using available screening tools. Collaboration in multidisciplinary teams seems important for the reversing of LEA and its associated health- and performance consequences. Ending: Athletes who seek help from physiotherapists due to bone stress injuries and/or musculoskeletal pain might be at increased risk for RED-S. Physiotherapists therefore play an important role in identifying, and as a collaborative partner in management of the syndrome RED-S.

This paper presents an initial research project to explore what characterizes knowledge production in craft practice situated in an informal/neutral learning arena outside the education institution. The research project is carried out by craft and design researchers from Norway and Denmark. The project participants include students, academics, older generation volunteers with craft experience, freelance designers, and arts and craft persons, as well as researchers. The overall methodology is a case study approach and has references to practice-led research, participatory design research and A/R/Tography. In this paper we present the research design of the project. Along a theoretical framework consisting of research perspectives of each of our institutional traditions, we lastly discuss the challenges in engaging a neutral learning arena, throughout and as preparation for our research project.

This paper explores the iterative process of striving for artistic expressivity and developing crafting techniques in a porcelain-making project. The paper is about mitigating the tensions and flaws in porcelain bodies by trying out technical solutions while searching for genuine porcelaneous expressivity in artmaking. The paper presents examples of a working process of material-based art, from the first samples of material collapse to an exhibition of finished works in an art gallery, allowing the reader to see how faults and failures contribute to this development. The paper advocates that craft science and artistic research are closely integrated and intertwined.

This paper asks how craft practice can inform historical reconsiderations of handicraft produced within a humanitarian socio-economic framework (to support humanitarian aims or fund-raising initiatives), and in turn explores how historical processes become materialised in contemporary humanitarian craftwork. By considering the possibilities for practice-based methods, this paper proposes the utility of involvement in craft-making processes for historians of humanitarianism. At the same time, this gives rise to a multiplicity of concerns for a contemporary craft practitioner undertaking a form of creative expression identifiable by its humanitarian purpose. It is therefore a helpful corrective to the temptation to think that experiments are innovations. Looking at early attempts in history we see a practice mirrored, not in the results, but in the process of working in a humanitarian mode of craft-based practice.

This paper aims to analyze craft objects that could contain inherent meanings of social, cultural, ecological or political resistance. The creative processes of makers from the Iku and Nasa indigenous peoples of Colombia and the Sami people of Sweden have been studied. The paper encompasses a theoretical reflection on the communicative capacity of objects and their implicit meanings as well as of the basic concepts of resistance and craft paired with a brief description of the Iku, Nasa and Sami indigenous peoples. An analysis of the manifestations that could be considered as resistance in the studied artisanal processes is brought forward through 11 interviews with artisans and the paper proposes a final reflection on how craft objects can have the capacity to communicate social, cultural, political and ecological resistance.

Composing remains a male-dominated field within the domain of Western art music. Through analysis of two case studies of composing education schemes in Finland (Equity in Composing/Yhdenvertaisesti säveltäen), and England (Young Composers Project), this paper seeks to better understand how music education may play a role in addressing and alleviating gender inequality in music composing. Thematic analysis of qualitative data identified three ways in which the two educational projects addressed issues related to inequality in composing, namely by (1) challenging narrow perceptions of “The Composer”; (2) addressing the lack of diverse role models; and (3) introducing diverse pedagogical approaches in composing. The findings illustrate how music education has the potential to challenge narrow and stereotypical perceptions of what it is to become and be a composer, and provide alternative and more diverse narratives.