Patriotism as Part of Citizenship Education: a review of Norwegian history textbooks throughout the nineteenth and twentieth centuries     

Svein Lorentzen 《Scandinavian Journal of Educational Research》2013,57(2):103-110

Citizenship education has never been looked upon as a special subject in Norwegian schools, but as part of the more vague and general aspect of socialization. As a changing, but always present field within the school subject of history, patriotism plays an important and interesting part in the textbooks. In this article, more than 50 history textbooks are examined, covering the period from about 1814, when Norway broke loose from the union with Denmark, through a period of union with Sweden into national sovereignty after 1905.  相似文献   

Ten years after Jomtien     

Svein Osttveit 《Prospects》2000,30(1):97-103

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The effects of grip width on sticking region in bench press     

Olav Gomo 《Journal of sports sciences》2016,34(3):232-238

The aim of this study was to examine the occurrence of the sticking region by examining how three different grip widths affect the sticking region in powerlifters’ bench press performance. It was hypothesised that the sticking region would occur at the same joint angle of the elbow and shoulder independent of grip width, indicating a poor mechanical region for vertical force production at these joint angles. Twelve male experienced powerlifters (age 27.7 ± 8.8 years, mass 91.9 ± 15.4 kg) were tested in one repetition maximum (1-RM) bench press with a narrow, medium and wide grip. Joint kinematics, timing, bar position and velocity were measured with a 3D motion capture system. All participants showed a clear sticking region with all three grip widths, but this sticking region was not found to occur at the same joint angles in all three grip widths, thereby rejecting the hypothesis that the sticking region would occur at the same joint angle of the elbow and shoulder independent of grip width. It is suggested that, due to the differences in moment arm of the barbell about the elbow joint in the sticking region, there still might be a poor mechanical region for total force production that is joint angle-specific.  相似文献   

Effects on muscle strength,maximal jump height,flexibility and postural sway after soccer and Zumba exercise among female hospital employees: a 9-month randomised controlled trial     

Svein Barene  Andreas Holtermann  Harald Oseland  Ole-Lars Brekke  Peter Krustrup 《Journal of sports sciences》2016,34(19):1849-1858

This 9-month randomised controlled workplace physical activity trial investigated the effects of soccer and Zumba exercise, respectively, on muscle strength, maximal jump height, sit-and-reach flexibility and postural sway among female workers. A total of 107 female hospital employees aged 25–63 were cluster-randomised to a soccer group, a Zumba group or a control group. Training was conducted outside working hours as two to three 1-h weekly sessions the first 3 months and once a week the last 6 months. Tests were conducted at baseline, after 3 and 9 months. The soccer group improved maximal neck extension strength both after 3 (1.2 kg; P < 0.05) and 9 months (1.7 kg; P < 0.01) compared to the control group. The Zumba group improved maximal trunk extension strength (3.1 kg; P = 0.04) after 3 months, with improvements in postural sway velocity moment (?9.2 mm²/s; P < 0.05) and lower limb lean mass (0.4 kg; P < 0.05) after 9 months. No significant intervention effects were revealed in vertical jump height or sit-and-reach flexibility. The present study indicates that workplace-initiated soccer and Zumba exercise may be beneficial for improvement of the neck and trunk strength, which may have preventive effects with regard to future perceived muscle pain in the respective body regions. Furthermore, the Zumba group revealed positive effects on lower limb lean mass and postural sway compared to the control group.  相似文献   

The challenge of continuation: Schools’ continuation of the Respect program   总被引：1，自引：0，他引：1  

Sigrun K. Ertesv?g  P?l Roland  Grete S?rensen Vaaland  Svein St?rksen  Jarmund Veland 《Journal of Educational Change》2010,11(4):323-344

The Respect program is a whole school approach to prevent and reduce problem behavior. The purpose of this study was to investigate which conditions in schools helped them to continue the program successfully after the end of the 1-year implementation period. The study also looked at the actual continuation after the program end. Especially, we looked at which strategies and structures promoted change beyond the implementation phase. The project groups at four Norwegian schools implementing the program were interviewed at the end of the implementation period and again 2? years later. The main findings suggest that involvement in the Respect program enables schools to implement change. However, it is challenging for the schools to continue the work afterwards. The one school that successfully continued the work after the program was characterized by strong and supportive leadership, leadership at many levels, they made plans and saw them through, renewed activities and new members of staff were introduced to and included in the work according to the program principles. These elements were more or less lacking at the other three schools, at least after the active program period. A main finding is that a 1-year program period is not long enough for most schools to implement and continue an extensive whole school program like Respect.  相似文献   

Determinants of Prices for Contemporary Art in Dutch Galleries, 1992–1998     

Merijn Rengers  Olav Velthuis 《Journal of Cultural Economics》2002,26(1):1-28

We analyse determinants of prices for contemporary art with the help of quantitative data. The focus is on gallery rather than auction prices in the Netherlands. We model the determinants of prices on three different levels: the work of art (size, material), the artist (age, sex, place of residence, institutional recognition), and the gallery (location, institutional affiliation, age). Our main findings are that the size and material of works of art, and the age and place of residence of the artist are strong predictors of price; that differences in size and materials partly ``mask' price differences between artists; and that the variance in prices across galleries is largely explained by characteristics of the artists they represent.  相似文献   

Department size and resources for administration     

Dr. Svein Kyvik 《Tertiary Education and Management》1995,1(1):107-108

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Reporting possible sexual abuse: a qualitative study on children's perspectives and the context for disclosure     

Jensen TK  Gulbrandsen W  Mossige S  Reichelt S  Tjersland OA 《Child abuse & neglect》2005,29(12):1395-1413

OBJECTIVE: The present study investigated the context in which children were able to report their child sexual abuse experiences and the children's views as to what made it difficult to talk about abuse and what helped them in the disclosing process. The aim was to study disclosures as they were occurring in their natural settings. METHOD: Data were obtained from therapeutic sessions and follow-up interviews from 20 families with 22 children. These children had said something that made their caregivers concerned about ongoing child sexual abuse. Qualitative analysis was conducted to capture the children's and caregiver's perspectives of the disclosure process. RESULTS: The children felt it was difficult to find situations containing enough privacy and prompts that they could share their experiences. They also were sensitive to others reactions, and whether their disclosures would be misinterpreted. When the children did disclose they did it in situations where the theme of child sexual abuse was in some form addressed or activated. The results indicate that disclosure is a fundamentally dialogical process that becomes less difficult if the children perceive that there is an opportunity to talk, and a purpose for speaking, and a connection has been established to what they are talking about. CONCLUSIONS: It is difficult for children to initiate a conversation about something secret, confusing and distressful, and where there are few conversational routines in a family for talking about such themes. Children also are sensitive to the needs of their caregivers and fear consequences for their family and offender. Children need a supportive structure or scaffold in order to reveal their experiences of child sexual abuse.  相似文献   

The Promotion to Full Professor – Through Competition or by Individual Competence?     

Terje?Bruen?OlsenEmail author  Svein?Kyvik  Elisabeth?Hovdhaugen 《Tertiary Education and Management》2005,11(4):299-316

This paper analyses the outcome of a reform of the academic career structure in Norway. From 1993 on, associate professors can apply for promotion to full professorships on the basis of individual research competence irrespective of vacant professorships. This has now become a more important way of attaining a full professorship than through competition with other applicants. Only 30% of new professors are appointed the traditional way. The reform has led to a substantial increase in the number of full professors in the university sector, from 37% of the tenured academic staff in 1991 to 47% in 2001.  相似文献   

Diverging paths in upper secondary education: competence attainment among students with special educational needs     

Jon Olav Myklebust 《International Journal of Inclusive Education》2013,17(2):215-231

The main objective of specially adapted teaching in upper secondary education in Norway is to help students attain vocational or academic competence. However, a contested issue is whether it is conducive to place students with special educational needs in regular or special classes. Another question is whether boys and girls benefit to the same degree from placement in a specific type of class. The analyses presented in this article are based on data from a longitudinal study of nearly 500 adolescents with special educational needs who have been followed prospectively over 6 years. The results demonstrate that students receiving special support in regular classes obtain vocational or academic qualifications to a greater degree than students in special classes. In particular, girls benefit from placement in regular classes. This pattern does not change when the analyses control for relevant variables that are known to affect competence attainment, e.g. the students’ functional level registered at the start of upper secondary school.  相似文献