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Context: This article is based on a pragmatic theoretical perspective on education, in which theoretical and practical competences are developed through experiences and participation in real-world teaching contexts. Previous research points to a lack of culture for authentic workplace-based assessment in vocational and professional education in many countries. Prior to this study, professors/authors and student-teachers in a vocational teacher education program in Norway experienced that student-teachers were unable to demonstrate comprehensive teaching competence, as examinations and assessments assess theoretical knowledge separately from practice. Research questions: (1) How can an authentic workplace-based exam during placement give student-teachers an opportunity to showcase their comprehensive teacher competence?; (2) What factors are important to emphasize in such an exam?; (3) How do the student-teachers demonstrate and develop comprehensive teacher competence through an authentic exam? Methods: Using action research, professors/authors carried out sequential actions to develop a practical-theoretical exam in an authentic professional setting. This included demonstrating elements of practical and theoretical competence conducted during teaching practice. The exam involved planning in line with a guidance document and practical teaching in the classroom in VET-schools, followed by a piece of reflective writing based on teaching experiences. Supervisors and professors/authors observed the student-teachers teaching as part of multiple qualitative methods. Findings: The empirical results show how student-teachers demonstrate and develop comprehensive teaching competence. Both the student-teacher and the supervisors in VET-schools experienced the authentic exam as realistic and professionally based. The biggest challenge involved logistics: Compensating the professors'/authors' time and financial frameworks related to the observation of the student-teachers. However, this kind of authentic assessment leads to stronger coherence between both theory and practice, and between the vocational teacher education at the university and the VET in upper secondary school. It also supports the job-relevant learning process towards comprehensive teacher competence. Conclusions: This kind of authentic assessment i.e. an authentic exam requires an understanding of the complex role of teachers within their professional context in VET. Therefore, the professors/authors see the need of a broader, more comprehensive teacher competence in VET to meet the work life needs for competence.

After the decrease of ozone-depleting substances (ODSs) as a consequence of the Montreal Protocol, it is still challenging to detect a recovery in the total column amount of ozone (total ozone) at northern high latitudes. To assess regional total ozone changes in the “ozone-recovery” period (2000–2020) at northern high latitudes, this study investigates trends from ground-based total ozone measurements at three stations in Norway (Oslo, Andøya, and Ny-Ålesund). For this purpose, we combine measurements from Brewer spectrophotometers, ground-based UV filter radiometers (GUVs), and a SAOZ (Système d'Analyse par Observation Zénithale) instrument. The Brewer measurements have been extended to work under cloudy conditions using the global irradiance (GI) technique, which is also presented in this study. We derive trends from the combined ground-based time series with the multiple linear regression model from the Long-term Ozone Trends and Uncertainties in the Stratosphere (LOTUS) project. We evaluate various predictors in the regression model and found that tropopause pressure and lower-stratospheric temperature contribute most to ozone variability at the three stations. We report significantly positive annual trends at Andøya (0.9±0.7 % per decade) and Ny-Ålesund (1.5±0.1 % per decade) and no significant annual trend at Oslo (0.1±0.5 % per decade) but significantly positive trends in autumn at all stations. Finally we found positive but insignificant trends of around 3 % per decade in March at all three stations, which may be an indication of Arctic springtime ozone recovery. Our results contribute to a better understanding of regional total ozone trends at northern high latitudes, which is essential to assess how Arctic ozone responds to changes in ODSs and to climate change.

Measurements of total ozone column and effective cloud transmittance have been performed since 1995 at the three Norwegian sites Oslo/Kjeller, Andøya/Tromsø, and in Ny-Ålesund (Svalbard). These sites are a subset of nine stations included in the Norwegian UV monitoring network, which uses ground-based ultraviolet (GUV) multi-filter instruments and is operated by the Norwegian Radiation and Nuclear Safety Authority (DSA) and the Norwegian Institute for Air Research (NILU). The network includes unique data sets of high-time-resolution measurements that can be used for a broad range of atmospheric and biological exposure studies. Comparison of the 25-year records of GUV (global sky) total ozone measurements with Brewer direct sun (DS) measurements shows that the GUV instruments provide valuable supplements to the more standardized ground-based instruments. The GUV instruments can fill in missing data and extend the measuring season at sites with reduced staff and/or characterized by harsh environmental conditions, such as Ny-Ålesund. Also, a harmonized GUV can easily be moved to more remote/unmanned locations and provide independent total ozone column data sets. The GUV instrument in Ny-Ålesund captured well the exceptionally large Arctic ozone depletion in March/April 2020, whereas the GUV instrument in Oslo recorded a mini ozone hole in December 2019 with total ozone values below 200 DU. For all the three Norwegian stations there is a slight increase in total ozone from 1995 until today. Measurements of GUV effective cloud transmittance in Ny-Ålesund indicate that there has been a significant change in albedo during the past 25 years, most likely resulting from increased temperatures and Arctic ice melt in the area surrounding Svalbard.

Dybdelæring er et sentralt begrep i fagfornyelsen og ny overordnet del av læreplanverket i Kunnskapsløftet 2020 (LK20). Denne artikkelen har til hensikt å synliggjøre hva dybdelæring kan være i yrkesfaglig videregående opplæring, spesielt i de brede vg1-programmene. Bakgrunnen for denne studien er tidligere forskning knyttet til relevans i fag- og yrkesopplæringen, som viser at mange elever og lærlinger ikke opplever yrkesrelevans i første år av fag- og yrkesopplæringen (vg1). Artikkelen tar utgangspunkt i problemstillingen: Hva kan dybdelæring være for yrkesfaglig opplæring i vg1? Den utforskes gjennom forskningsspørsmålene: a) Hvordan er dybdelæring ivaretatt i læreplanen på vg1? og b) Hvordan kan dybdelæring forstås i en yrkesfaglig kontekst på vg1? Denne studien undersøker dybdelæring som begrep, sett i lys av læringsteorier om mestringsbehov, utvikling av motivasjon, medvirkning, kritisk tenkning og yrkesdidaktikk. Vi har gjennomført en dokumentanalyse av intensjons- og styringsdokumenter i fagfornyelsen. I tillegg har vi gjort en kvalitativ spørreundersøkelse blant medlemmer i læreplangruppene for vg1 for å kartlegge deres forståelse av dybdelæringens betydning i fagfornyelsen. Vår analyse viser at læreplanene på vg1 gir ulike føringer for dybdelæring. At det ikke var en felles forståelse mellom medlemmene i læreplangruppene av hva dybdelæring betyr for yrkesfagene, kan redusere verdien av læreplanen som verktøy for å oppnå dybdelæring. Mangelen på felles nasjonale retningslinjer for dybdelæring i de nye læreplanene legger et stort ansvar på yrkesfaglærerne, for tolkning av begrepet, og for å sikre dybdelæring for førsteårselevene i fag- og yrkesopplæringen. Dybdelæring er, av nasjonale myndigheter, i liten grad konkretisert i yrkesfaglige kontekster. Hverken forskning eller politiske føringer drøfter utfordringer knyttet til dybdelæring i yrkesfaglige utdanningsprogram i videregående opplæring. Denne artikkelen er derfor et kunnskapsbidrag til diskusjoner vedrørende hvordan dybdelæring kan forstås og ivaretas det første året i norsk yrkesopplæringen (vg1), sett i lys av andre sentrale føringer i fagfornyelsen.

Context: This article is based on a pragmatic theoretical perspective on education, in which theoretical and practical competences are developed through experiences and participation in real-world teaching contexts. Previous research points to a lack of culture for authentic workplace-based assessment in vocational and professional education in many countries. Prior to this study, professors/authors and student-teachers in a vocational teacher education program in Norway experienced that student-teachers were unable to demonstrate comprehensive teaching competence, as examinations and assessments assess theoretical knowledge separately from practice. Research questions: 1) How can an authentic workplace-based exam during placement give student-teachers an opportunity to showcase their comprehensive teacher competence? 2) What factors are important to emphasize in such an exam? 3) How do the student-teachers demonstrate and develop comprehensive teacher competence through an authentic exam? Methods: Using action research, professors/authors carried out sequential actions to develop a practical-theoretical exam in an authentic professional setting. This included demonstrating elements of practical and theoretical competence conducted during teaching practice. The exam involved planning in line with a guidance document and practical teaching in the classroom in VET-schools, followed by a piece of reflective writing based on teaching experiences. Supervisors and professors/authors observed the student-teachers teaching as part of multiple qualitative methods. Findings: The empirical results show how student-teachers demonstrate and develop comprehensive teaching competence. Both the student-teacher and the supervisors in VET-schools experienced the authentic exam as realistic and professionally based. The biggest challenge involved logistics: Compensating the professors’/authors’ time and financial frameworks related to the observation of the student-teachers. However, this kind of authentic assessment leads to stronger coherence between both theory and practice, and between the vocational teacher education at the university and the VET in upper secondary school. It also supports the job-relevant learning process towards comprehensive teacher competence. Conclusions: This kind of authentic assessment i.e. an authentic exam requires an understanding of the complex role of teachers within their professional context in VET. Therefore, the professors/authors see the need of a broader, more comprehensive teacher competence in VET to meet the work life needs for competence.

We present the results of a study of spatial cognition and its relationship to hypermedia navigation. The results show that a distinction can be made between two kinds of spatial cognition. One that concerns the concomitant acting in the physical world, and on that is a pure internal mental activity. This conclusion is supported by two kinds of data. First, a factor analysis of the subtests used in this study groups them into these two categories, and second, it is shown that only the internal one of these factors is related to the subjects performance in using a hypertext-based on-line help system. In the fmal section we point to the theoretical connections between this work and work in areas of situated cognition and on different kinds of mental representations, and discuss various possibilities that the results from this study suggest for the development of interface tools that will help users with low spatial abilities to use hypermedia systems.

This study examines the adequacy of the existing Brewer network to supplement other networks from the ground and space to detect SO2 plumes of volcanic origin. It was found that large volcanic eruptions of the last decade in the Northern Hemisphere have a positive columnar SO2 signal seen by the Brewer instruments located under the plume. It is shown that a few days after the eruption the Brewer instrument is capable of detecting significant columnar SO2 increases, exceeding on average 2 DU relative to an unperturbed pre-volcanic 10-day baseline, with a mean close to 0 and σ = 0.46, as calculated from the 32 Brewer stations under study. Intercomparisons with independent measurements from the ground and space as well as theoretical calculations corroborate the capability of the Brewer network to detect volcanic plumes. For instance, the comparison with OMI (Ozone Monitoring Instrument) and GOME-2 (Global Ozone Monitoring Experiment-2) SO2 space-borne retrievals shows statistically significant agreement between the Brewer network data and the collocated satellite overpasses in the case of the Kasatochi eruption. Unfortunately, due to sparsity of satellite data, the significant positive departures seen in the Brewer and other ground networks following the Eyjafjallajökull, Bárðarbunga and Nabro eruptions could not be statistically confirmed by the data from satellite overpasses. A model exercise from the MACC (Monitoring Atmospheric Composition and Climate) project shows that the large increases in SO2 over Europe following the Bárðarbunga eruption in Iceland were not caused by local pollution sources or ship emissions but were clearly linked to the volcanic eruption. Sulfur dioxide positive departures in Europe following Bárðarbunga could be traced by other networks from the free troposphere down to the surface (AirBase (European air quality database) and EARLINET (European Aerosol Research Lidar Network)). We propose that by combining Brewer data with that from other networks and satellites, a useful tool aided by trajectory analyses and modelling could be created which can also be used to forecast high SO2 values both at ground level and in air flight corridors following future eruptions.

In 2020 a new school reform will be implemented in Norway, with required vocational specialisation the first year in upper secondary school. The aim of this article is to analyse challenges and opportunities in the meeting point between vocational teacher education in Design and Craft (YFL) and the field of practice, to meet the required vocational pecialisation. Previous research has established that there is a relevance issue in vocational education and training (VET). There are challenges with a lack of coherence between the vocational specialisation in VET and the work-life needs for competence. The research focus is about coherence between the upper secondary schools' didactical organization in VET programmes for Design and Craft and the content of YFL. The research methods are interviews with VET teachers, and qualitative questionnaires and interviews with YFL students in the period 2014-2017. The results show that there is partly low coherence between the teacher's didactical organization and choice of teaching methods, and the content in YFL. The lack of coherence can be addressed to VET teachers' focus on discipline-based VET with a lack of early vocational specialisation. However, the results also show new opportunities for how to develop more relevant VET for the work-life needs for competence, which is coherent to the occupational-related content in YFL.

We describe an empirically based approach to the computational management of dialogues. It is based on an explicit theoretically motivated position regarding the status of computational models, where it is claimed that computational models of discourse can only be about computers' processing of language. The dialogue model is based on an extensive analysis of collected dialogues from various application domains. Issues concerning computational tractability has also been decisive for its development. It is concluded that a simple dialogue grammar based model is sufficient for the management of dialogues with natural language interfaces. W e also describe the grammar used by the dialogue manager for a Natural Language interface for a database system.

A structural model of discourse for natural language interaction developed for the LINLIN-system is evaluated using the Wizard-of-Oz method. 21 dialogues were collected using five different background systems, making it possible to vary the type and number of tasks possible to perform by the users. The results indicate that the structural complexity of the discourse in man-machine dialogues is simpler than most human dialogues, at least for information retrieval and some types of ordering systems, suggesting that computationally simpler discourse models can be used in these domains.

The Dutch–Finnish Ozone Monitoring Instrument (OMI) on board NASA's Aura spacecraft provides estimates of erythemal (sunburning) ultraviolet (UV) dose rates and erythemal daily doses. These data were compared with ground-based measurements at 13 stations located throughout the Arctic and Scandinavia from 60 to 83° N. The study corroborates results from earlier work, but is based on a longer time series (8 versus 2 years) and considers additional data products, such as the erythemal dose rate at the time of the satellite overpass. Furthermore, systematic errors in satellite UV data resulting from inaccuracies in the surface albedo climatology used in the OMI UV algorithm are systematically assessed. At times when the surface albedo is correctly known, OMI data typically exceed ground-based measurements by 0–11 %. When the OMI albedo climatology exceeds the actual albedo, OMI data may be biased high by as much as 55 %. In turn, when the OMI albedo climatology is too low, OMI data can be biased low by up to 59 %. Such large negative biases may occur when reflections from snow and ice, which increase downwelling UV irradiance, are misinterpreted as reflections from clouds, which decrease the UV flux at the surface. Results suggest that a better OMI albedo climatology would greatly improve the accuracy of OMI UV data products even if year-to-year differences of the actual albedo cannot be accounted for. A pathway for improving the OMI albedo climatology is discussed. Results also demonstrate that ground-based measurements from the center of Greenland, where high, homogenous surface albedo is observed year round, are ideally suited to detect systematic problems or temporal drifts in estimates of surface UV irradiance from space.

Greatly increased levels of ultraviolet (UV) radiation were observed at thirteen Arctic and sub-Arctic ground stations in the spring of 2011, when the ozone abundance in the Arctic stratosphere dropped to the lowest amounts on record. Measurements of the noontime UV Index (UVI) during the low-ozone episode exceeded the climatological mean by up to 77% at locations in the western Arctic (Alaska, Canada, Greenland) and by up to 161% in Scandinavia. The UVI measured at the end of March at the Scandinavian sites was comparable to that typically observed 15–60 days later in the year when solar elevations are much higher. The cumulative UV dose measured during the period of the ozone anomaly exceeded the climatological mean by more than two standard deviations at 11 sites. Enhancements beyond three standard deviations were observed at seven sites and increases beyond four standard deviations at two sites. At the western sites, the episode occurred in March, when the Sun was still low in the sky, limiting absolute UVI anomalies to less than 0.5 UVI units. At the Scandinavian sites, absolute UVI anomalies ranged between 1.0 and 2.2 UVI units. For example, at Finse, Norway, the noontime UVI on 30 March was 4.7, while the climatological UVI is 2.5. Although a UVI of 4.7 is still considered moderate, UV levels of this amount can lead to sunburn and photokeratitis during outdoor activity when radiation is reflected upward by snow towards the face of a person or animal. At the western sites, UV anomalies can be well explained with ozone anomalies of up to 41% below the climatological mean. At the Scandinavian sites, low ozone can only explain a UVI increase of 50–60%. The remaining enhancement was mainly caused by the absence of clouds during the low-ozone period.

Introduction Coagulation factor V (FV) is a cofactor protein that can both promote and inhibit coagulation (1), (2). Located on 1q24-25, the F5 gene is composed of 25 exons that [...], The autosomal dominantly inherited east Texas bleeding disorder is linked to an A2440G variant in exon 13 of the F5 gene. Affected individuals have normal levels of coagulation factor V (FV) activity, but demonstrate inhibition of global coagulation tests. We demonstrated that the A2440G mutation causes upregulation of an alternatively spliced F5 transcript that results in an in-frame deletion of 702 amino acids of the large activation fragment, the B domain. The approximately 250-kDa FV isoform (FV-short), which can be fully activated by thrombin, is present in all A2440G carriers' plasma (n = 16). FV-short inhibits coagulation through an indirect mechanism by forming a complex with tissue factor pathway inhibitor-α (TFPI_), resulting in an approximately 10-fold increase in plasma TFPIα, suggesting that the TFPIα:FV-short complexes are retained in circulation. The TFPIα:FV-short complexes efficiently inhibit thrombin generation of both intrinsic and extrinsic coagulation pathways. These data demonstrate that the east Texas bleeding disorder-associated [F5.sup.A2440G] leads to the formation of the TFPIα:FV-short complex, which inhibits activation and propagation of coagulation.

The Global Ozone Monitoring Experiment (GOME) onboard the ERS-2 satellite has been in operation since July 1995. The Norwegian ground-based total ozone network has played an important role both in the main validation during the commissioning phase and in the validation of upgraded versions of the analysis algorithms of the instrument. The ground-based network consists of various spectrometer types (Dobson, Brewer, UV filter instruments). The validation of the second algorithm version used until January 1998 reveals a very good agreement between GOME and ground-based data at solar zenith angles 60°. The deviations strongly depend on the season of the year, being negative in summer and positive in winter/spring, The deviations furthermore show a considerable scattering (up to ±25 DU in monthly average values of 5° SZA intervals), even in close spatial and temporal coincidence with ground-based measurements, especially in the high Arctic. The deviations are also dependent on the viewing geometry/ground pixel size with an additional negative offset for the large pixels used in the backswath mode and at solar zenith angles >85°, compared to forward-swath pixels.Key words. Atmospheric composition and structure (middle atmosphere · composition and chemistry; instruments and techniques)