Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publication)

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About

Cappelen Damm Akademisk/NOASP provides open access on the principle that making research accessible supports a greater global exchange of knowledge.

Cappelen Damm Akademisk offers open access publishing of academic peer-reviewed books in all diciplines on NOASP - Nordic Open Access Scholarly Publishing. NOASP features:

•The Open Access books are freely available online (PDF, ePub, XML) •Authors retain copyright (books are licensed under a Creative Commons Attribution 4.0 International CC-BY 4.0) •Rigorous peer review •Open Access books published with us yield publication points in the Norwegian documentation system for research funding

Peer review info

NOASP and Cappelen Damm Akademisk requires that each manuscript be evaluated by independent peer reviewers identified and approved by its Editorial Board. Reviewers are selected based on professional qualifications.

Typical time for completion of peer review and return of the reviewers' comments and Board feedback to authors is 2-3 months, although some reviews may take longer depending on various factors (e.g., length of manuscript, limited availability of reviewers).

http://press.nordicopenaccess.no/index.php/noasp/about/editorialPolicies

License info

The publications are licensed under a http://creativecommons.org/licenses/by/4.0/ Creative Commons Attribution 4.0 International (CC-BY 4.0). http://press.nordicopenaccess.no/index.php/noasp/about/description


Browse results: Found 11

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The Agrarian Life of the North 2000 BC–AD 1000: Studies in Rural Settlement and Farming in Norway

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The 14 articles presented in this publication represent some of the latest and most relevant research on rural settlement and farming from the Late Neolithic through the Early Medieval Period in Norway. It deals with the impact of climate change, plague and the AD 536–7 volcanic event and some of the earliest farms north of the Arctic Circle. It provides new perspectives and archaeological evidence for the Viking age farm of Norway, differences in regional settlement structures of agrarian societies, the relation between houses and graves in the Iron Age, and varying food practices as indicators of societal change. The publication is part of the Joint Research Program (Forskning i fellesskap) conducted by the University Museums of Norway and co-funded by The Research Council of Norway.

De berørte etter 22. juli: Forskningsetiske perspektiver

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Research following the terrorist attacks July 22nd 2011 has been especially challenging, due to the extreme nature of the events and the trauma for those involved; both directly as victims and indirectly as family, relatives and friends. In this anthology, challenging questions and experiences related to studies conducted in the years since 2011 are presented and discussed. The aim of this publication is to draw attention to important questions related to research ethics, and to highlight principles for respect, justice and positive consequences. The book shows the relevance of conducting research in order to manage the consequences and understand underlying explanations for such extreme events, but also reveal that both study participation and exposure for research findings may be a burden for those involved. Among the questions discussed are the following: How can we assure that each individual is treated with necessary respect both before, during and after study participation How can we assure an informed signed consent from the participants, given the situation they are facing In which way is research important, and what level of risk is acceptable? In addition, challenges related to sharing of sensitive research data and publication of results are also discussed.Even though the questions raised in this anthology stem from the extreme events of July 22nd, they are considered relevant in general for research in involving human subjects. The anthology is edited by Vidar Enebakk, Helene Ingierd og Nils Olav Refsdal; with contributions from Grete Dyb, Kari Dyregrov, Ragnar Eikeland, Tor Einar Fagerland, Kristin Alve Glad, Lars Gule, Gertrud Sofie Hafstad, Annika Melinder and Anne Marita Milde.

Erik Werenskiolds grafikk: raderinger og litografier

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ISBN: 9788202511562 Year: DOI: 10.17585/noasp.9.21 Language: Norwegian
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publication)
Subject: Philosophy --- History of arts
License: CC by 4.0

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This book draws attention to a part of Erik Werenskiold's (1855-1938) art production from the beginning of the 20th century, his prints made between 1908 and 1938. In our time these prints are not particularly well known despite of a relatively large number. The printed works are overshadowed by his more well known book illustrations and his paintings in a naturalistic manner from the last part of the 19th century. The naturalistic manner maintains in his prints but in these works the compositions are less complex compared to the previous. Several graphic works have features in commen with some of Paul Cézanne's paintings, an artist who greately inspired Werenskiold. As a whole Werenskiold's prints rimind us of some of the cultural aspects in the Norwegian society in the early 1900s. This book places Werenskiold's prints in a national and European context. The oeuvre catalog contains 247 works, 85 intaglios and 162 lithographies. Erik Werenskiold's prints have not previously been presented in their entirety.​

Ett skritt fram og ett tilbake: TIMSS Advanced 2015. Matematikk og fysikk i videregående skole.

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ISBN: 9788202550295 Year: Pages: 185 DOI: 10.17585/noasp.7.16 Language: Norwegian
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publication)
Subject: Education
License: CC-by 4.0

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This book presents research results from the international comparative study TIMSS Advanced 2015, which investigates the competence of students taking the most advanced courses in mathematics and/or physics in the last year of upper secondary school. This is the third TIMSS Advanced study in which Norway has participated. As a result, we have good data for analyzing trends in competence from the nineties until 2015 for the students in question, which we may call experts in these subjects. In the previous TIMSS Advanced study, in 2008, a significant decline in achievement in both mathematics and physics for Norwegian students was found compared to the first TIMSS Advanced study in the 1990s. In 2015 we see some progress in mathematics, while the decline continues in physics. Even though the Norwegian decline from the nineties is stronger in physics, the Norwegian 2015 results are weaker in mathematics than in physics when compared to other countries. In Norway a relatively small percentage of the students take mathematics or physics in their last year of upper secondary school. In Sweden, France and Italy the percentages taking such courses are increasing; in Norway the tendency is the opposite. Algebra is found to be the most problematic content area in mathematics. This result corresponds with what has been found in many previous studies, both in primary school and in lower and upper secondary school. Part of the decline in physics may also be due to reduced mathematical ability, in particular in algebra. The deep decline in Norwegian physics results from the nineties to 2015 measured in TIMSS Advanced probably has many different causes. One factor could be that the physics courses in upper secondary school have changed qualitatively; they have gone from being in physics, to being about physics. This leads to a decoupling of physics and mathematics, which is something curriculum changes in mathematics and liberalization of the general study program structure in upper secondary school have also contributed to. A very positive result for Norway is that teachers score well on job satisfaction, while students score well on school climate parameters such as sense of school belonging and school safety, better than in most other countries. This again corresponds with previous results from primary and lower secondary school. The positive learning environment in Norwegian schools forms a good basis for improving student achievement in the future.

Innholdsmarkedsføring: Konsept, forretningsmodeller, juss, etikk og praksis

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ISBN: 9788202530495 Year: DOI: 10.17585/noasp.5.8 Language: Norwegian
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publication)
Subject: Social Sciences
License: CC-by 4.0

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This book describes the concept of content marketing in a Norwegian context. Its subtitle, meaning “concept, business models, legal aspects, ethics and practice”, is comprised of key words for each chapter. The concept chapter includes trends and historical roots, as well as a discussion of the definition of ‘content marketing’. The book is concerned about the practice of content marketing in a context where media are digitalized, and how digitalization is linked to changes in business models for the media. However, content marketing practices are challenging the legal framework as well as ethical restrictions in several ways. One example is freedom of expression concerning commercial content. Another is the debate on content marketing as native advertisements in editorial products, and the risk of mixing such commercial content with journalism. This book is the first to be published on this topic in the Norwegian language based on scientific research and including many examples from Norwegian practices.

The Institutional Practice: On nursing homes and hospitalizations

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ISBN: 9788202549138 Year: DOI: 10.17585/noasp.12.38 Language: English
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publication)
Subject: Sociology --- Social Sciences
License: CC by 4.0

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The nursing home resident of today is old and frail. Despite such a frailty, many residents are hospitalized, often with the intention of life-extension. Furthermore, rates of hospitalization varies considerably between countries, regions and institutions, even within smaller geographical areas. Even though relating to the same structural framework and conditions, distance to hospitals for instance, some nursing homes hospitalize considerably more than others. In this book, variation of hospitalization from nursing homes is analyzed and discussed, based on fieldwork from six institutions. Decisions concerning whether to hospitalize or not, are seen as relating to general regimes of practices at nursing homes; called The institutional practice.

Internet Research Ethics

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This anthology addresses ethical challenges that arise within the field of Internet research. Among the issues discussed in the book are the following: When is voluntary informed consent from research subjects required in using the Internet as a data source? How may researchers secure the privacy of research subjects in a landscape where the traditional public/private distinction is blurred and re-identification is a recurring threat? What are the central ethical and legal aspects of Internet research for individuals, groups, and society?

Men in Manual Occupations: Changing Lives in Times of Change

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ISBN: 9788202530945 Year: DOI: 10.17585/noasp.10.28 Language: English
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publication)
Subject: Social Sciences --- Education --- Gender Studies
License: CC by 4.0

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A shortage of skilled workers is currently emerging in many countries. Yet public discourse and much research literature convey the impression that manual labor is somehow outmoded, requiring competencies that are no longer necessary in today’s «post-industrial, information-based society». The question of how to achieve the right balance between different types of work in a society is one that transcends national borders. This book challenges received thinking in the areas of work and education. It does so by presenting novel evidence on the lives and thoughts of men skilled in male-dominated, manual occupations in Norway. The heart of the book is comprised of extracts from life-story interviews in which workers, in their own vivid and vigorous language, talk about their experiences with work and education over the course of their lives. Detailed exploration of opportunities and constraints in individuals’ lives form the basis for a critical discussion of often unnoticed, exclusionary consequences of ongoing social change.

Når musikken gir mening.

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ISBN: 9788202538156 Year: DOI: 10.17585/noasp.11.34 Language: Norwegian
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publication)
Subject: Music --- Education
License: CC by 4.0

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As the title of this treatise indicates, the topic is communication about quality. The author explores the general possibilities and limits of linguistic communication regarding the quality of grade school concerts, with specific concerts as her observational data. The crucial question is where to draw the line between what can be expressed verbally and what cannot when it comes to communicating about quality in this context. The point of departure for the author’s exploration is the noticeable tension that exists between different participants in The Cultural Rucksack (DKS) initiative and the school concert arena. Other researchers have explored this issue, but their contributions do not converge regarding the level of tension and the content of the different stances (cf. Borgen & Brandt 2006; Breivik & Christophersen 2014; Holdhus 2014). When Music Makes Sense aims particularly at clarifying the latter question, i.e., illuminating the specific content of the different stances. The lines of conflict and accord are made more apparent and palpable, and previous research is partly amended. This applies notably to the pupils own opinions on quality, as the treatise shows that they have more divergent opinions than what had been noted in previous research on DKS. From a methodological point of view, the treatise exhibits the importance of relating the research closely to the field of aesthetic practice when it comes to altering discourse on the quality of DKS and school concerts. In 2006 Borgen and Brandt called for more definite criteria of quality regarding the content of activities in DKS. Seven years later Breivik and Christophersen reiterated, pointing out – as Borgen and Brandt had – that the discourse about quality in DKS first and foremost is assigned to the management. When Music Makes Sense is a response to this call for enhanced discourse on quality in DKS contexts.

På vei til å bli skrivelærer: Lærerstudenten i dialog med teori og praksis

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ISBN: 9788202525163 Year: Pages: 256 DOI: 10.17585/noasp.4.4 Language: Norwegian
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publication)
Subject: Education
License: CC-by 4.0

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This book focuses on how student teachers for primary and lower secondary school develop competence as teachers of writing. Analyses are based on written, digital dialogues between student teachers, mentors and lecturers during field practice. The dialogues can be characterized as discussions, and are results of SKRIVUT, an intervention study. Using writing as a mediating tool, the goal of SKRIVUT was to facilitate and strengthen the interplay between the two arenas of learning in teacher education. The analyses of how the student teachers put their experiences in field practice and their acquisition of theories into words, show that the student teachers develop their competence in a coherent situation. There are multiple examples of bridging between the discourses at campus and in the practice field. The student teachers pick up concepts, models and ideas both from the practice field and from their theoretical studies. This book shows that there are some differences between the student teachers for primary school and the student teachers for lower secondary school with regard to focus when teaching writing. Even when the choice of writing tasks, the mediating tools and the way of focusing on different aspects of writing (content, form and objective) differ, the student teachers develop their roles as teachers through writing based on a shared approach rooted in educational psychology and motivation theories. The book ends with three narratives derived from this project describing some of the prominent qualities of tomorrow’s writing teachers.

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