Gotowa bibliografia na temat „Nes stavkirke (Nes, Norway)”

Owing to the internationalisation of the forestry debate and forest policy, there is growing need to conduct comparative forest policy research at an international scale. This research compares environmental confl icts in forestry in seven cases during 1984–1995. The cases include Finland, France, Minnesota USA, Norway, Pacifi c Northwest USA, Sweden and West Germany. The research is based on the notion that each society has its own ‘cultural’ ways of producing and managing environmental confl icts in forestry, depending on the social, political, economic, and resource characteristics of the society. The purpose of the study is to describe these confl ict cultures, to identify and analyse the societal aspects that impact them, and to discuss the implications of understanding confl icts as cultural phenomena. The research is based on focused interviews of multiple actors related to forest management and protection. For the data analysis, a ‘hermeneutic’ (interpretative and understanding) approach is introduced to Qualitative Comparative Analysis, the use of which has been dominated by causal applications. As a result of the analysis, models of confl ict cultures and confl ict management strategies are constructed. The model of confl ict cultures indicates three basic dimensions of confl ict culture, and defi nes how they are related to each other. These dimensions are mild vs. intense confl icts, separatist vs. co-operative relations between actors and stability vs. change in forest resource policy and use. The model of confl ict management strategies indicates to what extent the different cases place emphasis on interactive vs. institutional confl ict management, and the management of confl icting (sub)cultures within the society vs. the confl ict culture of the society.

AbstractNon-epileptic seizures (NES) are episodes that appear as epileptic seizures, but are not caused by epileptic discharges in the brain. The inclusion of NES in the differential diagnosis of epileptic seizures is important, as an accurate diagnosis is required for the administration of appropriate treatment. NES in the differential diagnosis may be classified as (1) physiologic or pathophysiologic NES, e.g. syncope, sleep disturbances, motor symptoms, migraine attacks, etc., and (2) psychogenic NES (PNES), e.g. affective disorders with anxiety or panic, dissociative disorders (somatoform or conversion) as well as depression or posttraumatic stress disorder (PTSD). PNES is the condition most frequently misdiagnosed as epilepsy. We report NES as experienced in our epilepsy monitoring unit (EMU) for adults in the neurology department of a university hospital in Norway. Our main emphasis is on PNES, highlighting the diagnostic procedures, currently recommended treatment options, and follow-up. A team approach with video-EEG monitoring and clinical observation by trained nurses, epileptologists and other personnel is preferred in the diagnosis and treatment of PNES. Evaluations are performed by a neuropsychologist and trained social worker. The EMU closely cooperates with cardiologists and sleep center specialists. They can also refer patients to psychosomatic medicine specialists. Components of the differential diagnosis addressed are syncope, motor symptoms, sleep disorders, migraine and other paroxysmal neurological symptoms.

Abstract Key message A new QTL for SNB, QSnb.nmbu-2AS, was found in both winter and spring wheat panels that can greatly advance SNB resistance breeding Abstract Septoria nodorum blotch (SNB), caused by the necrotrophic fungal pathogen Parastagonospora nodorum, is the dominant leaf blotch pathogen of wheat in Norway. Resistance/susceptibility to SNB is a quantitatively inherited trait, which can be partly explained by the interactions between wheat sensitivity loci (Snn) and corresponding P. nodorum necrotrophic effectors (NEs). Two Nordic wheat association mapping panels were assessed for SNB resistance in the field over three to four years: a spring wheat and a winter wheat panel (n = 296 and 102, respectively). Genome-wide association studies found consistent SNB resistance associated with quantitative trait loci (QTL) on eleven wheat chromosomes, and ten of those QTL were common in the spring and winter wheat panels. One robust QTL on the short arm of chromosome 2A, QSnb.nmbu-2AS, was significantly detected in both the winter and spring wheat panels. For winter wheat, using the four years of SNB field severity data in combination with five years of historical data, the effect of QSnb.nmbu-2AS was confirmed in seven of the nine years, while for spring wheat, the effect was confirmed for all tested years including the historical data from 2014 to 2015. However, lines containing the resistant haplotype are rare in both Nordic spring (4.0%) and winter wheat cultivars (15.7%), indicating the potential of integrating this QTL in SNB resistance breeding programs. In addition, clear and significant additive effects were observed by stacking resistant alleles of the detected QTL, suggesting that marker-assisted selection can greatly facilitate SNB resistance breeding.

The song “There’s a kind of hush all over the world”, made famous worldwide by the Herman Hermits’ cover version in 1967 comes to mind after the last year’s hype of the “MOOC”-phenomenon. The hush – or peculiar silence after the “big noise” is less of a silence than a counter attack from the more sober participants in the discourses of lifelong learning. The editor of this journal took part in the 25Th ICDE World Conference in Tianjin, China in mid-October. We experienced the excited audience that is optimistic for when the MOOCs will swipe over the higher education sector in the developing world and provide access to top quality higher education. However, we also heard the voices of the experienced group of providers of higher education who have worked intensely for the same purpose for as long as the ICDE has existed: 75 years. The irony they express is that while authorities and politicians in all industrialized countries have urged higher education institutions to move in this direction, the adoption of policies and practices has been slow. Many countries have set up their own “Open universities” to bypass some of the most obstructive forces. The most obstructive ones have been institutions that are prestigious, private or simply too protective of their own privileges. The lifelong learning entrepreneurs have always emerged from social agents who primarily argue for the humanist values of education and- gradually - more and more intertwined by human capital arguments. And suddenly – inspired by the social media, by YouTube, Khan and a number of emerging new technologies, the previously most obstructive higher education institutions are on the pathway to “revolutionize” learning, make the best teaching available to everybody and “save” the rest of the world. Five of the highest ranked Chinese universities have now contracted “Coursera” software to “deliver” their Chinese courses to the “masses”. Many, many other universities, world wide, are about to follow their example. Main universities, who traditionally have failed to take interest in provide mass education, are now, all of a sudden, at the front of “the development”.In the aftermath – or hush – second thoughts start to come to the fore. One of the main entrepreneurs of “MOOC”s, Sebastian Thrun, named “the Godfather” of MOOC, and CEO of Udacity, admits the failure of the project ran with San Jose State University. He blames the poor academic quality of the students for the failure. Rebecca Schuman, a widely acclaimed columnist and educational experts comments that the MOOCs seem to fail exactly the group of students who, allegedly, would benefit the most from this way of teaching and learning. This brings us all back to square one, and underlines what veterans in the field always have said. This is a difficult enterprise. There is no salvations provided by a new technology. I would like to add: thanks for the enthusiasm, and I look forward to what comes after “the hush”.In this issue we bring a new article from Professor Theo Hug from the University of Innsbruck, Austria. This is an analytical paper that provides us with profound perspectives about what communication related to teaching and learning with media is all about. It claims that when enthusiasts, such as the those providing MOOCs, go about and introduce new trends, they are often helpless in understanding the elementary dimension of media education, or the epistemological issues of the field. Hug sums up his contribution by arguing for polylogical design principles for an educational knowledge organization.In the paper by Michaela Rizzolli, also from the University of Innsbruck, Austria, we bring another contribution aiming at shedding light on the very foundations of media education. Ms. Rizzolli studies online playgrounds and introduces us to the problems we encounter when we stick to dichotomies in our thinking about this phenomenon. She argues for the need to think wider and inclusively when describing phenomena theoretically and empirically.In the third paper, Professors Kari Nes and Gerd Wikan of Hedmark University College, Norway report from a project involving interactive whiteboards (IWB) in teaching in schools. In analyzing closely how seven teachers go about their interactive boards when teaching, they see that the IWBs have potentials that not all teachers are able to realize. They discuss what teachers need in order to develop their ability to stage “exploratory talks” with students.Last we bring a brief research report from Jacques Kerneis, who is a professor at ESPE (École Superiéure du Professorate et de l’éducation Bretagne), France, who outlines experiences from three differents projects aiming at defining digital-, media- and information literacy in a French speaking context. Using a particular vocabulary of « apparatus », « phenomenotechnique » and « phenomenographie » the projects aimed at providing a framework of the evolving interpretations of these phenomena.

This chapter focuses on the experience of a nurse when working with children and adolescents with Non-Epileptic Seizures (NES). Young people today have challenges on many levels, and for some, the total load becomes so great that they develop “seizures” for which a biological cause cannot be identified. Young people who develop NES have often been overloaded for a long time, many describing family problems, long-term bullying problems, exclusion or problems at school. The nurse is also increasingly meeting young people who struggle to adapt to youth culture. They are exhausted from trying to find a balance in their lives—a balance between achievement and rest, between their own needs and society’s demands, between “what the mind wants” and “what the body can tolerate.” Some come from families who have strong ideals that are not compatible with youth culture. This can result in a loyalty conflict that seems impossible to solve.