Suchergebnisse

This book presents wide-ranging video research in pedagogical contexts that have previously received little notice. Video research is, and can be employed for, so much more that standing in a classroom and filming with a camera. That is what we hope to achieve with this book – to demonstrate the inherent flexibility in video, that it can serve as one tool among many and be utilized in a variety of settings in several different ways. We want to emphasize the fact that you don't need a professional lab with lots of equipment to do quality video research. All you need is a camera, a microphone, and a good plan for what you can, and cannot, capture in your project.

Video Research in Educational Settings: Diverse Video Data in Pedagogical Research and Development is written primarily for other researchers, including those who are just beginning their research activities (such as master students and PhD candidates) and are interested in discovering how flexible, applicable and creative data collection can be with the help of video, and how rich the data material one obtains can be. The chapters represent a broad cross-disciplinary approach, yet with one common denominator: the use of video in different educational arenas, not only for data collection, but also for stimulating reflection, learning and greater expertise. - Denne boken presenterer en bredde i videoforskning innen pedagogiske kontekster som tidligere ikke har fått så stor oppmerksomhet. Med andre ord, videoforskning er, og kan brukes til, så mye mer enn å bare stå i et klasserom og filme med et kamera. Det er det vi ønsker å gjøre med denne boka – vise fleksibiliteten i bruk av video og hvordan video er ett verktøy blant mange, men som kan brukes til flere ulike problemstillinger og på flere ulike måter. Vi ønsker å løfte frem det aspektet at du ikke trenger en stor videolabb med en masse utstyr for å få til god videoforskning. Du klarer deg med et kamera, en mikrofon og en god plan for hva du kan og ikke kan fange opp i ditt prosjekt.

Videoforskning på ulike læringsarenaer: Mangfoldig videodata i pedagogisk forskning og utvikling er primært for andre forskere, men også andre som er på vei inn i forskningsaktivitet, eksempelvis masterstudenter eller ph.d.-kandidater som er interessert i å oppdage hvor fleksibel, brukbar og kreativ datainnsamling med hjelp av video kan være, og hvor rikt datamateriale man kan skaffe seg. Boka presenterer en bred tverrfaglighet, men som uansett har en felles nevner: bruk av video på forskjellige læringsarenaer, både for å samle inn data til forskning og for å stimulere til refleksjon, læring i utdanning eller kompetanseutvikling.

Jorgen Elklit critiques Nils O. Erlandsson's (2005) essay on mandate distribution methods & the general election process in Sweden, comparing Erlandsson's work with other existing material on the subject to conclude that Erlandsson has not sufficiently familiarized himself with these materials. Erlandsson replies to Elklit, reiterating his line of reasoning. Elklit responds to Erlandsson's reply. References. C. Brunski

A reply to Morten Aasland's article, where he criticizes the Norwegian Institute of International Affair's (NUPI) prior article for lifting the Norwegian self image on high pedestal in comparison to the national interest, in the forming the country's foreign policy. The author agrees that NUPI's constructivist method has its limits, but it nonetheless brings new perspectives to the political debate. L. Pitkaniemi

A detailed look at the history of piracy from the 2nd century BCE to year 2009, including localization and methods of modern piracy. While centuries before the common era the Aegean Sea was known for its piracy, the modern image of pirates come from the 15th and 16th century Caribbean Sea. In the 18th century piracy all but disappeared only to appear again in the 1990's. Since then the focus has been on Somalia where pirates demand ransoms by capturing goods, ships and crew. Yet, surprisingly, since the late 20th century most piracies by far have been conducted in the South China Sea. L. Pitkaniemi

A long time researcher of the Norwegian Institute of International Affairs (NUPI) discusses the rich history of the institute including changes in its tasks, working methods, publications and leadership. While the model for NUPI has been around since the establishment of the Royal Institute of International Affairs (Chatham House) in 1920, it took almost four decades before the Norwegian equivalent was finally founded in 1959. In the early years NUPI focused on studying East-West relations, security policy and the UN, but towards the late 20th century this focus shifted towards the research of European policy, developmental policy and international economics. L. Pitkaniemi

At the turn of 2014/15 ceased NATO International Security Assistance Force (ISAF). But Norway is still engaged militarily in Afghanistan, now in the new NATO-led operation Resolute Support Mission (RSM). RSM is the third operation with Norwegian troops in Afghanistan since the start of our engagement in 2001, in addition to a few individual officers in the United Nations Assistance Mission in Afghanistan (UNAMA). Conclusion of the ISAF operation is also the starting point for a comprehensive Norwegian evaluation, as mentioned in the introduction to this focus-gap of International Politics. This article looks at the relationship between Norwegian goal, choice of methods and means in Afghanistan. Since this is not a Norwegian operation, considered Norwegian efforts in an international context. Adapted from the source document.

Ivar Vegge shows that the ancient Mediterranean world was especially sensitive to idealized praise and blame or threats as hortative means. This is reflected in the pedagogy of the moral philosophers (psychagogy) and in the letter-writing tradition (epistolography), and to some extent also in the rhetorical tradition. Paul utilizes this method in 2 Corinthians. It is argued that idealized praise is manifested in the description of reconciliation in 2 Cor 7:5-16 in order to attain full reconciliation, and in numerous expressions of confidence in the addressee that support various appeals to reconciliation (and/or collection). The harsh and threatening tone in 2 Cor 10-13 is intended to correct the Corinthians, in the hope of achieving reconciliation. The apologetic elements in the letter repeatedly lead up to and substantiate appeals to reconciliation. 2 Corinthians is, therefore, one single letter about reconciliation.

Sápmi, the Sámi area, is transnational; it transcends four nation states, Norway, Sweden, Finland, and Russia. Art and art history has been considered natural parts of a nation state's inventory at least since the 19th century and has contributed to the production and maintenance of national identities and narratives. What is the role of the nation state in art history, and how has the national paradigm affected the presentation of Sámi art, historically and today? Focusing on the discipline of art history in Norway, the volume exposes the prevailing representation of Sámi art, duodji, and dáidda as ethnographic material and relates it to the politics of nation building in the nineteenth and early twentieth century. The book examines the representation of Sámi art, artefacts, practices, materialites, actors, concepts, and themes in Norwegian Art History, to uncover some of the established disciplinary mechanisms and narratives. The central method is historiography in combination with fieldwork in archives and museums, aimed at doing art historiography in the expanded field – to move beyond the traditional textual focus and question naturalized institutional and disciplinary boundaries. This is one of very few historiographical studies of the art historical discipline in Norway, and the only one that does this by centring on Sámi traditions, items, actors, and conceptualizations.