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From the SEA to the SOLution. An integrative assessment of marine pollution in a changing Arctic

Marine chemical pollution poses known threats to human health and to biodiversity, ecosystem and societal services. The Arctic is a major sink of global mercury (Hg) pollution. Arctic sediments, sea and glacial ice constitute vast Hg reservoirs. Recent studies raise concerns about their increasing role as local Hg sources. In a rapidly warming Arctic, the consequences of potentially increased environmental Hg on marine biota remain unknown. The objective of SEASOL is to identify the pathway(s) of Hg bioaccumulation in marine food webs of the High Arctic Kongsfjorden (Svalbard). This changing glacial fjord is recognised as a ‘natural laboratory’ of climate change in the Arctic. The fellow’s earlier research has shown the sole measurement of Hg levels as insufficient to connect biotic Hg dynamics to environmental change, whereas the analysis of Hg stable isotopes proved to be a promising tool for source discrimination and biotic transfer. SEASOL will build on the novel application of stable isotope analysis to identify the sources of Hg within the fjord system and the pathways to Hg accumulation within sentinel marine species. On the short-term, the study will provide fundamental knowledge to help understand how emerging sources of Hg from rapid environmental change will impact Arctic marine predators. On the long-term, SEASOL will contribute to the development of early-warning, adaptive management strategies, including modelling, for mitigating the cumulative impact of pollutants and climate change on Arctic marine species. This multidisciplinary approach and the central position of the host institution (Norwegian Polar Institute) in the field of Polar Research will equip the Fellow with a broad set of new skills and lay the foundation for building her specific niche as a future leader in marine pollution science.

Optimization of Free Space Optical Communication Link based Drones for Search and Rescue Operations in the Arctic Region

The Arctic region is witnessing more frequent shipping accidents than ever which require accurate search and rescue operations. The existing communication systems use drones with radio frequency (RF) technology, which has limited bandwidth and cannot offer 4G/5G connectivity due to harsh weather constraints. It further limits the capacity of drones and affects the resolution of images and videos. The current research proposes to design free space optical communication (FSOC) link-based drones that can enhance connectivity between multiple drones and rescue ships as well as the capacity of drones to produce high resolution images and videos. The proposed FSOC-based drones can provide highspeed connectivity than the existing RF technology. The research will collect atmospheric turbulences data from the Arctic region and use it for designing the FSOC link. Furthermore, to enhance the capacity of FSOC-based drones, the research will design advanced multiplexing schemes (Mode Division Multiplexing and Orthogonal Code Division Multiple Access) and to ensure link stability, omnidirectional receiver will be designed. The research will further evaluate the performance of proposed FSOC link under the impact of various atmospheric turbulences. The expected outcomes of this research will lead to the optimisation of FSOC-based drones in expanding search areas and improving communication systems for SAR operations in the Arctic region.

AQUASERV – RESEARCH INFRASTRUCTURE SERVICES FOR SUSTAINABLE AQUACULTURE, FISHERIES AND THE BLUE ECONOMY

The overarching objectives of AQUASERV are to bring together, enhance, integrate and customise RI capacities (including facilities, instruments and expertise) and through the provision of transnational access (on-site or remote) and/or virtual access, to significantly further scientific advance and promote and facilitate the implementation of European Common Fisheries Policy, the Farm to Fork Strategy, the Sustainable Blue Economy and the European Green Deal. 

AQUASERV will achieve these objectives by offering scientists from academia and business remote and on-site transnational (TA) and virtual (VA) access to an advanced set of European research infrastructures and its nodes related to research and management of marine and freshwater biological resources, food and biotechnology. These include the European Marine Biological Resource Centre ERIC (EMBRC), the Analysis and Experimentation on Ecosystems ERIC, The Aquaculture for Excellence for Aquaculture in Fish (Aquaexcel), and the Infrastructure for Promoting Metrology in Food and Nutrition (METROFOOD), as well as the International Council for Exploration of the Sea, both a service provider and stakeholder. It also includes the Research Infrastructure for Science and Innovation Policy Studies (RISIS) to bring contributions from the social sciences and to bring results nearer to policy makers ensuring societal impact. 

To enhance, integrate and customise RI capacities, collaboration between partners and new pipelines to meet the objectives of the project will be developed during the first 3 years and will make available  to users.  To ensure these capacities will not be lost, a sustainability work package involving stakeholders will address the project legacy.  

To maximize impact, AQUASERV will build a communication network among the partnership and develop a dissemination and outreach programme. Furthermore, an advanced training programme will be developed to capture future users and will be updated during the p

Aqua Research Infrastructure Services for the health and protection of our unique, oceans, seas and freshwater ecosystems

AQUARIUS will provide a highly comprehensive suite of integrated research infrastructures appropriate to addressing significant challenges for the long-term sustainability of our unique oceans, seas and freshwater ecosystems. For the first time, diverse research infrastructures will be combined to facilitate the work of researchers and key stakeholders focused on challenges and opportunities for both marine and freshwater systems. An impressive range of 57 research infrastructure services will be made available to include research vessels, mobile marine observation platforms, aircraft,  drones, satellite, sensors, fixed freshwater and marine observatories and test sites, experimental facilities, and sophisticated data infrastructures. AQUARIUS will support the development phase of the EU Mission to Restore our Ocean and waters by 2030, the Sustainable Blue Economy Partnership, the European Green Deal, and international climate initiatives. It will also be an essential component in achieving the European Digital Twin of the Ocean and the UN Decade for Ocean Sciences. The needs of researchers will be met through a robust and transparent system of transnational access funding Calls, facilitated by centralised user-friendly access portal. The Call programme will be informed through stakeholder engagement and brokerage events. Projects to be selected for Access must convincingly integrate multiple infrastructures and contribute to the core policy objectives of Mission Ocean, that is, to protect and restore marine and freshwater ecosystems and biodiversity; to prevent and eliminate pollution of our oceans, seas and waters; and to ensure a sustainable, carbon-neutral and circular blue economy. A thematic and geographic focus will be the hallmark of the proposed transnational Calls, aligning with the Lighthouse Regions, that is, the Baltic and the North Sea Basins, Black Sea, Atlantic/Arctic, and Mediterranean Sea along with their associated rivers.

Advance Marine Research Infrastructures Together

The European Ocean Observing System (EOOS) is the foundation of European ocean knowledge. The core Marine Research Infrastructures (MRIs) focused on ocean observing (EMSO, EURO-ARGO and ICOS ERICs; EuroFleets+, EuroGoShip, GROOM RI, JERICO RI and MINKE as INFRA projects) are the main providers of in situ ocean data for the EOOS and Copernicus, and the primary managers of instrumental capacity supporting fundamental research.
These MRIs are aware that the lack of effective cross coordination prevents them from fully supporting frontier research, while the lack of integration makes it difficult to reach a critical mass for EOOS and results in significant cost duplication. Accordingly, AMRIT gathers these MRIs together with OceanOPS/WMO international coordination experience with the objective to:
- ensure seamless operation of marine observation platforms ;
- ensure the full nominal use of sensors and accelerate their evolution ;
- exploit the complementarity of the various observation platforms ;
- ensure the overall coherence of the ocean data value chain.
To achieve these objectives, AMRIT will design and implement an EOOS Technical Support Center (EOOS TSC) for
- a fully integrated information service across the data value chain from early planning stages to final delivery to users;
- a cross-platform fully standardised data acquisition methodology for Essential Ocean Variables;
- a collaborative federal structure to operate these services, relying on the ERIs and their members.
The EOOS TSC will be the cornerstone in establishing and maintaining the EOOS, upon which European ocean observing can be strengthened in the coming decades. AMRIT will provide a catalyst for the development and consolidation of MRIs throughout Europe, providing a benchmark for operational coordination and collaboration. AMRIT will advance EOOS in line with its 2023-2027 Strategy and beyond, and the European Commission's ambitions for sharing responsibility in ocean observing across Europe.

Improve offshore infrastructure resilience against geohazards towards a changing climate

POSEIDON brings together an interdisciplinary and intersectoral team to deliver a professionally trained next-generation network of Doctoral Candidates to develop a step change in our capacity to identify, map, assess and predict offshore geohazards and in turn produce ground-breaking methods to prevent, mitigate and boost the resilience of current offshore infrastructure under a changing climate. The consortium is formed by experts across EU countries with universities, research institutions, industry partners and a government body to cover a full training programme on scientific and transferable skills. 

The programme will undertake critical research across scales (from micro to macro) for seeking the inner links and differences, with an eventual aim to ascertain the pathways and grow our capacity for the enhancement of the existing and the robust development of new offshore infrastructure in the frame of safety and resiliency. In addition to the informed design and implementation of the novel physical/numerical modelling and lab studies, our approach is unique in the solid integration and utilisation of state-of-the-art data science technologies (e.g., data mining, machine learning, etc.) to their full potential. Only through this systematic approach, we can achieve the objectives of understanding the impact of offshore geohazards on our offshore critical infrastructures (OCIs) and developing novel models, tools and designs for future OCIs, such as, wind turbines, pipelines and cables. 

The Doctoral Candidates will enjoy a highly integrated, interdisciplinary and intersector training environment, enriched through secondments with the network of non-academics. POSEIDON enables critical learning across all training aspects to ensure that comprehensive, robust and implementable solutions are obtained and validated to face the OCIs climate-resilient building.

POLARIN: POLAR RESEARCH INFRASTRUCTURE NETWORK

The polar regions play a key role in the Earth’s system. They are essential for our climate and are sentinels of climate change, human expansion, and the hunt of new resources. The polar regions are losing ice, and their oceans and land are changing rapidly. The consequences of this polar transition extend to the whole planet and are affecting people in multiple ways. Evidence-based policy recommendations are needed, but the polar regions are difficult to reach, and research infrastructures able to operate in these regions are scarce. To understand and predict key processes in the polar regions and provide evidence-based information, the polar research community needs access to world-class research infrastructure operating in these regions.
POLARIN is an international network of polar research infrastructures and their services, aiming at addressing the scientific challenges of the polar regions. The network includes a wide array of complementary and interdisciplinary top level research infrastructures: Arctic and Antarctic research stations, research vessels and icebreakers operating at both poles, observatories, data infrastructures and ice and sediment core repositories. POLARIN will provide integrated, challenge-driven, and combined access to these infrastructures to facilitate interdisciplinary research on complex processes. 
POLARIN will:
1.	Provide challenge-driven transnational access to a large portfolio of research infrastructures. 
2.	Improve the access to data by improving data availability and interoperability between data infrastructures. 
3.	Provide virtual access to data and data services. 
4.	Provide data products for the scientific community and decision makers.
5.	Train the young generation of polar researchers in optimally exploiting the infrastructures for their research.
6.	Duly advertise the services offered by POLARIN and engage the infrastructure users to share their research outcomes with society.


Land-Sea interface: Let’s observe together!

LandSeaLot will link together in situ, model and earth observations (EO) and connect related communities, citizens and initiatives such as Copernicus, ESA, EEA, GEOSS, EMODnet and the European Digital Twin of the Ocean. These observations will be used in a gap analysis to co-design a common land-sea interface observation strategy and an implementation plan. LandSeaLot participants will simultaneously work on improving: in situ and EO capabilities, models to reduce the model/observations gap and the integration of model, in situ and satellite data. Observation capacity will be increased through tested, improved and guided use of low-cost technology by citizens, facilitated by the network of European marinas. The technologies selected will be piloted in Integration Labs (ILs) together with improved and integrated in situ and EO observation techniques and model outputs. LandSeaLot ILs will cover selected areas in the Black, Aegean, Mediterranean, Atlantic, North and Baltic Seas, with a range of catchment, tidal and meteorological regimes. Experts and citizen science leaders will work in the ILs together with JERICO-RI, DANUBIUS-RI and ICOS-ERIC, and with regional policy makers and managers to tailor integrated observations that will provide them with information to manage societal challenges. These will include assessment of the lateral carbon flux and stock, plastics transfer, nutrients impact on primary production and eutrophication, supporting biodiversity conservation, improving modeling capability and supporting climate change adaptation (storm surge, floods, heat waves, coastal erosion, saltwater intrusion). Data generated in the ILs will be made FAIR available via EMODnet and interoperability, and semantic solutions for existing, international data flows will be developed. Relevant communities will be engaged by workshops, conferences, training, a high-tech summit and by a communication strategy including videos and policy briefs to ensure LandSeaLot’s legacy.

Material Science Innovation for Accelerated, Sustainable and Safe Implementation of Carbon Capture and Storage

MISSION-CCS presents a timely and unique doctoral network designed to deliver the next generation of highly trained researchers and entrepreneurs in the field of material science, specifically focused towards accelerating implementation of carbon capture and storage CCS technologies worldwide and ensuring the sustainable and safe operation of existing and future CCS systems.

The training network combines unique experimental system design and modelling approaches, state-of-the-art analytical technologies and techno-economic analysis to deliver a new generation of researchers and entrepreneurs. The programme of research training centres of delivering Doctoral Candidate Researchers (DCRs) with world-leading technical expertise in material science and engineering relevant to the entire CCS process. MISSION-CCS ensures that the subject-specific technical knowledge of each DCRs is under-pinned by inter-sectorial knowledge whilst also promoting wider innovation skills and relevant training on the techno-economics of CCS, developing experts with breadth of knowledge.

A central aim of the network is to forge a strong cohort culture, by ensuring that peer-to-peer learning and mutual support become the norm, in order to enhance experience. Research-led training activities are strengthened through a dynamic and interactive education based programme delivered by an internationally renowned consortium of academics and industrialists with complementary skills. As part of the training programme, subsequent to an introduction to CCS systems and the specific material science challenges, DCRs will gain knowledge of system design and optimisation, state-of-the-art analytical methods, theoretical modelling, techno-economics, and understand the challenges of exploiting their research. They will also acquire proficiency in project management, communication, entrepreneurship, and innovation; all essential attributes for any modern technical professional.

Optimisation of digital catch monitoring and reporting in European Fisheries

 OptiFish will strive to provide technological solutions that will simultaneously improve the sustainability of fisher’s operations, enhance control processes and strengthen society’s trust in their products.
OptiFish will develop, test and recommend a set of innovative technologies and tools supported by artificial intelligence (AI) to provide the management, the fishing sector and the scientist with data on catch volumes, catch compositions and the fishing environment. 
The goal is to unlock the full potential of technologies such as electronic and genetic monitoring for automated species recognition based on AI and computer vision to reduce discards, unreported landings and unreported fishing activities, ultimately establishing  a fisheries control and enforcement system fit for the digital age. The technologies are not enough alone, it is also critical to consider the combination of technologies and the integration of computer vision models, the wide range of data sources and their subsequent formats, while also addressing stakeholders needs and acceptance. 
This goal cannot be achieved by a single project, which is why the aim of OptiFish is to lay a solid foundation for full technological development from which other projects and initiatives can be built. The project will place a strong focus on species recognition in different fisheries equipped with distinctly different catch handling facilities and in different European sea basins. 
To ensure that these innovations are relevant to fisheries management, OptiFish has participation from the Norwegian Directorate of Fisheries, and has received written support from the European Fisheries Control Agency (EFCA), the Basque, Danish and Belgian Fisheries authorities.



Midlene fra ALDER-Aldersforskning fordelt på år

Midlene fra ALDER-Aldersforskning fordelt på fylker

Midlene fra ALDER-Aldersforskning fordelt på fagområde

Professor 2

Genetic and metabolic studies of dementias

This multi-disciplinary and international co-operative project aims to investigate how place pedagogies can enable better learning in urban and rural Norway. The project will meet the current need to investigate the relationship between teaching and worki ng methods and learning outcomes in early childhood and primary education. The proposed project will obetain new, scientific knowledge of kindergartens and primary schools as arenas for learning and development of children, and their impact on children's  learning and development, by adopting new theoretical and methodical approaches. A pre-project will facilitate the foundations for a main project.

A place pedagogies approach is relevant for:
- Facilitating better learning by identifying the real and con textual factors in early childhood and primary education and its environment which influence teaching and learning
- Facilitating more relevant learning by adressing the role of teaching and learning in the age of globalization so that the new knowledge c an have a direct bearing on the health and wellbeing of children and those places where they actually live, and be implemented to improve policy-making for education and regional development, and teacher education.

Main research question is: How can plac e pedagogies enable better learning. Sub-research questions are:
- What does place mean in and for education?
- How can place be applied to enable better and more relevant learning?
- How can place pedagogies meet the goals of the national curriculum and  be operationalized through local actions plans in schools and kindergartens?
- How can learning outcomes through place pedagogies be assessed for all involved participants?

Enabling better learning through place pedagogies in early childhood and primary education

Kristine von Simson disputerte for doktorgraden i november 2012 med avhandlingen Labor market attachment and skill formation. To av artiklene er finansiert av Utdanning 2020, dette gjelder «Pathways to Work for High School Dropouts» og ?Individual Dropout  Behaviour and Local Labor markets? som begge ble presentert i forrige framdriftsrapport.  Pål Schøne og Ines Hardoy har publisert artikkelen "Does the clustering of immigrant peers affect the school performance of natives?", som også har blitt presentert  I tidligere framdriftsrapport.  Det samme gjelder artikkelen «Is More Always Better? Early Career Returns to Education in the United States and Norway? av Liza Reisel, som ble presentert i forrige framdriftsrapport. 

Marianne Røed og Pål Schøne har pu blisert artikkelen "Immigration and Native Investments in Human Capital." der de går igjennom litteraturen om sammenhengen mellom innvandring og utdanningsvalg blant innfødte. De finner blant annet at innvandring fører til en økning av utdanningsnivået ti l de innfødte. Noe av tilpasningen til økt innvandring foregår altså ved at ungdommene i vertslandet oppgraderer sitt utdanningsnivå, og derved motvirker noe av innvandringseffektene på relativ lønn. 

I artikkelen «Påvirker innvandring investeringen i  utdanning?» tar Idunn Brekke, Marianne Røed og Pål Schøne for seg sammenhengen mellom rekrutteringen til utdanning og forholdet mellom tilbud og etterspørsel i arbeidsmarkedet. Konkret analyserer de, for det første, om økningen i arbeidsinnvandringen til  Bygg- og anleggsnæringen (BoA-næringen) har redusert rekrutteringen til fagutdanninger som etterspørres mye av bedrifter innen denne næringen. For det andre, om en, eventuell, slik reduksjon er et resultat av at elevene velger seg bort fra fagutdanninger  der høyere innvandring gir økt tilbud i relevante arbeidsmarkeder, eller av at arbeidsgivere tilbyr færre lærlingeplasser innen de aktuelle fagområdene? Resultatene tyder på at det er en negativ sammenheng mellom innvandring til BoA-næringens arbeidsmarke d og tilstrømningen til næringens fagutdanninger, og at dette i større grad skyldes endringer i elevenes valg enn i arbeidsgivernes rekruttering.

Ungdommene rammes hardest i nedgangstider. Erling Barth og Kristine von Simson tar i artikkelen «Ungdomsar beidsledighet og konjunkturer» for seg sammenhengen mellom arbeidsløshet blant unge og konjunkturene. Ungdomsarbeidsledigheten er svært konjunkturfølsom. En stor del av denne konjunkturfølsomheten består imidlertid av at ungdommene trekker seg ut av arbei dsmarkedet i dårlige tider, noe som forsterker svingningene i arbeidsledigheten målt i prosent av arbeidsstyrken. Hoveddelen av ungdommene er under utdanning, og en stor del av de arbeidsledige har utdanning som hovedaktivitet. Utdanningspolitikken har fu ngert som et viktig komplement til arbeidsmarkedspolitikken i dårlige tider.

Idunn Brekke ser i artikkelen "Long-term labour market consequences of dropping out of upper secondary school: Minority disadvantages?" nærmere på betydningen av å droppe ut a v videregående for ulike minoritetsgrupper. Hun tar for seg arbeidsmarkedsutfall 10 år etter videregående for annen generasjons innvandrere fra Tyrkia, Marokko, Pakistan, Vietnam, India og Chile sammenliknet med majoritetsbefolkningen. Hun finner lavere s annsynlighet for å være i jobb blant dem som dropper ut. Tapet ved ikke å fullføre videregående er ikke større blant innvandrergruppene enn blant majoritetsungdommene.

Erling Barth og Pål Schøne tar i artikkelen «Best på skolen, best på jobben?» sammen hengen mellom karakterer og arbeidsmarkedskarrierer. Karakterene er et utrykk for undervisningssektorens evaluering av studentene. De fungerer som et insentiv for studentene, og som et signal til samfunnet om hvem som er de beste studentene. Artikkelen un dersøker om dette signalet blir oppfattet som et viktig signal og om det faktisk reflekterer relevante forskjeller for arbeidsmarkedet. Resultatene fra analysene viser at personer som er i toppen av karakterfordelingen fra utdanningssystemet også er de so m har høyest timelønn i arbeidsmarkedet. Dette tyder på at utdanningssystemet sorterer folk etter samme kriterier som arbeidsmarkedet bruker. Resultatene viser også at forskjellene ikke blir borte over tid. Det signalet karakterene gir blir ikke svakere e ttersom folk får mer yrkeserfaring. Det betyr at karakterer ikke er et «tomt signal», men heller et signal som gir relevant informasjon til arbeidsmarkedet om kandidaten også på lang sikt.

Education serves many goals and the performance of the educational system may be measured in multitiple ways. Test scores, international rankings, measured effects on health, crime and well being; monetary returns to education, measures of inequality as w ell as the cost effectiveness of the educational system all provide possible measures of success or failure of the educational system. This particular project focuses on one important arena by putting the educational system to the test provided by the lab our market.  This project will deal with questions related to the relationship between education, the educational system and the labour market. The studies will be undertaken for different levels in the educational system, from secondary level to college  and university, and we will deal with both supply side and demand side questions. 

The main questions we ask, are: How important are characteristics of pupils and schools to explain dropouts from upper secondary school? How important was the reform from  1994 to explain the pattern of dropouts? What are the long term consequences for individuals dropping out of secondary school? How do the labour market careers of dropouts in Norway compare with the labour market careers of dropouts in Finland? What is th e relationship between inflow of labour immigrants and investments in education in the receiving country? How are the best students - the superstars - received and evaluated in the labour market? How is it that the Nordic countries can have low wage premi ums for education, and still have high and rising educational attainment?

The main challenge in the analyses is to reveal causal relationship. Among the methods we will use is natural experiment approach. Furthermore, we will use matching methods to cont rol for selection on observables, fixed effect models to control for selection on unobservables, and we will look for instrumental variables that give us exogenous variation in the supply of labour.

The Educational system in Norway: putting it to the test of the labour market

To understand how different instructional practices and instructional regimes support students learning is central to quality in schools. A child's potential outcome under a given instructional regime / and or method depends on peers and teachers, and oth er supporting resources. Exploring how different instructional regimes work to improve student achievement requires the need for multilevel methods that would validate causal inferences on a complex data set. Therefore we need models and studies that are  able to bridge different levels of the system and data sources (e.g. schools, teachers, students) of relevance for understanding intended, experienced, and performed instructional regimes. There exists however no straightforward way and/ or methodology to  handle this challenge today. There is an obvious request for analytical models, research designs and required data sets able to link differences between intended instructional regimes and the regime actually enacted. Studies that measure classroom instru ction are accordingly central to this research agenda. The aim of this pre-project is therefore to identify and evaluate models that enable us to bridge possible relation between process data and achievement data, when it comes to (optimize) students' lea rning.

Linking Macro and Micro Data: Searching for models able to bridge macro- and micro data in the benefits of improving classroom teachi

Modern multimedia -- especially the internet -- enables educators to let students choose from examples of their interest before or after they gather in class to discuss the formal principle which underlies all those examples. With example choice (Reber et  al., accepted for publication), we have developed a theoretical framework with implications for practice.  In this project, we would like to seize the opportunity both to deepen the understanding of example choice and to implement this new idea in practi ce. We will build on our experiences and knowledge accumulated from previous projects including POSBase (Chen et al., 2004). ExampleWiki will be a learning environment for the use in science education. The potential benefit of example choice in science tr aining is substantial; the teacher would get a tool that combines what students must learn with what they are interested in. It could mean that with this evidence-based teaching tool, Norwegian schools could combine (a) the ideal of L97 of connecting math ematics and science education with everyday life experience and (b) excellent performance. Our first laboratory study on example choice shows that students are both more interested and use more time to learn the presentation.   
In this pre-project we sha ll provide ExampleWiki, a web-based platform with a backend database that combines formal principles with students' personal interests by providing real life examples. This platform will allow entering, editing and retrieving formal principles and example s. In addition, we build a network group of scientists and practitioners who help find formal principles and examples.  In this pre-project we shall focus on mathematics teaching, with applications in science. The platform will support self-regulated lear ning that is adapted to the students' skills and needs. It fits well the thematic domain A in the "program plan" of Utdanning2020, with its emphasis on learning materials and learning contents.

Design, Implementation, and Evaluation of ExampleWiki

Våre undersøkelser viser at begrepet forskningsbasert utdanning er uklart og at det brukes på ulike måte. Bare et mindretall av studentene innfor de fire profesjonsutdanningene involveres i lærernes FoU-prosjekter og det varier i hvilken grad studentene har kjennskap til lærernes forskning. Evnen til å lese og forstå forskningslitteratur er også relativt svakt utviklet hos det store flertallet av studenter. Mens sykepleier¬studentene oppgir at forskning er en sentral del av utdanningen oppgir allmennlærer¬studentene at de i liten grad har hørt om forsknings- og utviklingsarbeid i undervisningen. Det er tegn som tyder på at dette er noe endret i den nye grunnskolelærerutdanningen. Utdanningene skal ikke kvalifisere til forskning. Det viktige er at studentene lærer å arbeide kunnskapsbasert, å finne frem til relevant forskning og en forståelse for viktigheten av å stille spørsmål ved kunnskapens holdbarhet. I den internasjonale forskningslitteraturen brukes ofte «inquiry based», vi har ikke noe godt ord for dette.

Utfordringen i både den delen av utdanningen som foregår ved utdanningsinstitusjonene og i praksisutdanningen er å få til gode samspill mellom disse læringsarenaene og mellom teoretiske perspektiver og praktiske kunnskaper og ferdigheter. Vi finner at ulike typer sammenhenger og samspill har betydning for studentenes utbytte av utdanningen, for deres identifikasjon og mestring av yrket og videre læring i arbeidslivet. 

En viktig grunn til at det er flere kvinner enn menn i høyere utdanning er at kvinner er overrepresentert på de korte yrkesrettede utdanningene som barnehagelærer-, sykepleier og andre helse- og sosialutdanninger. Vi finner også en tendens til at studenter velger samme utdanningsretning som sine foreldre samtidig som det er en relativt høy andel som har foreldre uten høyere utdanning. Ikke-vestlige etterkommere er underrepresentert blant lærere, barnehagelærere og sykepleiere. Minoritetsstudenter har ofte stor suksess i utdanning, men ikke lykkes like godt i arbeidslivet. Lærere, førskolelærere, sosialarbeidere og sykepleiere arbeider i hovedsak i jobber hvor lønn bestemmes ut fra offentlige regulativer og ansiennitet. Karakterer fra grunnutdanningen langt tydeligere effekter på sannsynligheten for å ha vært arbeidsledig enn på lønn.

Høgskolenes lokalisering har stor betydning for valg av lærested og rekruttering til det lokale arbeidsmarkedet. Kvinnelige sykepleiere har lenge vært den gruppen av høgskoleutdannede som i størst grad arbeider deltid. Mye tyder på at deltid blant sykepleiere vil avta ytterligere i årene framover. Undersøkelser viser at nesten ingen siste års sykepleierstudenter ønsker å arbeide i sykehjem. Våre analyser viser imidlertid at nesten hver tredje nyutdannete sykepleier likevel går rett inn i en jobb hvor de arbeider med eldre.


One of the key challenges for our society is how to recruit and qualify professional personnel in education, health and social work. Moreover, pre-service professional programmes are criticized for lack of quality as well as relevance for future professio nal work. On the one hand, graduates from these programmes are confronted by an increased demand for evidence-based knowledge. On the other hand, they are criticised for lacking practical knowledge and skills.  These challenges affect the need for qualify ing sufficient number of these professionals as well as the development of their qualifications. This project will therefore address two main issues: (1) Recruitment and retention in pre-service education and professional careers across professions, and ( 2) How pre-service programs qualify for professional work. The interconnectedness between recruitment and professional careers and development of professional competencies will be addressed from different disciplinary angles applying a multi method and lo ngitudinal research design.

The project makes use of a longitudinal database for Studies of Recruitment and Qualification in the Professions (StudData) developed over the year and a comprehensive collection of several register data sets from Statistics N orway. The project will also include interview studies and will further our knowledge about recruitment, dropout and professional careers as well as qualifying processes and contents in shorter professional educational programmes . It focuses on pre-schoo l and school teachers, nurses and social workers. A comparative perspective on these professions will expand knowledge generated from within-profession perspectives, and is therefore of great interest for professionals, policy makers and higher education  providers.

Qualifying for professional careers

Forskerføtter og leserøtter er et undervisnings- og forskningsprosjekt ved Naturfagsenteret som har fokus på å integrere utforskende læringsaktiviteter (i henhold til hovedområdet Forskerspiren i lærerplanen) og grunnleggende ferdigheter. Prosjektet har o versatt og tilpasset allerede eksisterende læringsressurser fra USA, i tillegg til å utvikle egne ressurser. Dette har blitt fulgt med forskning for å sikre et godt forhold mellom elevers læring, læreres undervisning og godt tilpassede undervisningsressur ser. Målet til forskningsprosjektet er å studere hvordan samspillet mellom utforskende naturfag og lese-, skrive- og muntlige aktiviteter ute og inne, kan forbedre læreres undervisningskompetanse og elevers læringsutbytte i naturfag. Kunnskap fra forsknin gen skal informere utviklingsprosjektet, slik at undervisningsressursene blir best mulig. Man kan si at undervisningsressursene på denne måten vil bli materialiserte forskningsresultater. Med utgangspunkt i forskningsresultatene har prosjektet også utvikl et etterutdanningskurs for lærere på 2.-4. trinn og på 5.-7. trinn.
Forskningsprosjektet har hatt repeterende design. Lærere som deltok på kurs skulle gjennomføre minst to undervisningssykluser, slik at man kunne reflektere over og forbedre sin egen unde rvisning på grunnlag av elevenes læring. Vi rekrutterte seks lærere (fire skoler) og deres elever fra andre kurset til å delta i prosjektets klasseromsstudier. Der har vi fulgt undervisningen med videoobservasjoner, og intervjuet lærere og elever. Vi fulg te læreren med et kamera, et kamera fanget inn hele klassen og to elever hadde på hodekamera, slik at vi kunne følge elevens perspektiv tett. Vi har til sammen mer enn 41 timer med video fra barnetrinnet og over 40 timer fra videregående. Analyser av dett e materialet har gitt oss dybdekunnskap om hvordan forholdet mellom utforskende naturfag og tilpassede lese-, skrive- og muntlige aktiviteter fungerer i klasserommet. 
Analyser
Omfattende videoanalyser er foretatt. Vi har analysert materialet i flere om ganger. Første nivå av analyser omhandlet hvilke type aktiviteter vi så, og organiseringen av disse. Det vil si; muntlige, lese, skrive og praktiske aktiviteter og hvorvidt disse var organisert som helklasse, grupper, par og individuelt. Neste nivå av ana lyser har hatt fokus på det utforskende elementet. Der har vi kategorisert undervisningen i henhold til om elevene jobbet med forberedelser, datainnhenting, diskusjon eller kommunikasjon av resultatene, med mer detaljerte underkoder. På basis av disse kod ingene, har hentet vi ut spesielle sekvenser som er interessante å kode mer i dybden i forhold til våre forskningsspørsmål. For eksempel:

-	Sekvenser hvor det er fokus på underveisvurdering.
-	Sekvenser hvor elever jobber med spesielle naturvitenskape lige begreper og genre
-	Sekvenser hvor lærere setter i gang leseaktiviteter
-	Sekvenser hvor elever arbeider med ulike type tekster
-	Sekvenser hvor elever diskuterer sine resultater

Vi har skrevet fram resultater av disse analysene i ulike artikle r. 

Publikasjoner
Foreløpig er to metode-artikler publisert (én om å koble komplekse data og én om gjenbruk av videodata), og en annen er under utvikling (om bruk av hodekamera). En artikkel om undervisning for begrepsforståelse er sendt inn og aksept ert. Tre andre artikler er sendt inn til vurdering (én oversiktsartikkel, to om undervisning og underveisvurdering). Flere andre artikler er også under utvikling (om lesing i naturfag og elevers bruk av tekst).
En bok om utforskning og grunnleggende ferd igheter i naturfag for lærere og lærerstudenter er også under utvikling og er planlagt å foreligge i 2014.
To PhD-avhandlinger fra prosjektet er planlagt å bli ferdige i 2014.

Formidling
Forskningsgruppa har presentert forskningsresultater på flere n asjonale og internasjonale konferanser, bl.a. Naturfagkonferansen, Realfagskonferansen, NARST og ESERA.


This project is a longitudinal intervention and development study that seeks to combine teachers? unique competence from the classroom with the competence of science education scholars (researchers). Teachers, with the guidance of researchers, will develo p and adapt curriculum material in science education that concurrently will be tried out in the science classroom and improved. The material will be based on using inquiry-based science activities indoors and outdoors (forskerspire-aktiviteter) and basic  skills (grunnleggende ferdigheter) in particular reading and writing in the service of learning science.
Our purpose is to make teaching and learning science more inspiring and meaningful both for handling real life situations and in the perspective of li fe-long learning. In the proposed project we intend to investigate how an early intervention will influence the students? abilities and learning outcomes in science and in literacy during the course of their education.  The project also involves to follow  up and understand teachers? professional development of their own teaching practice during and after an intervention. We will study a selection of teachers on the professional development course, follow them into their classrooms and see how they interac t with their students over time. This group of teachers and students will be our cohort of informants for the longitudinal study. 
Our research design is video observations, interviews and logs as process data, and science and reading tests as product dat a.

Budding Science and Literacy
A longitudinal study of using inquiry-based science and literacy 
in comprehensive schooling

The project will develop research methods for gaining new knowledge about the impact of physical environment on children's learning, care and growth in kindergarten, and with a focus on learning areas in the Framework Plan for the Content and Tasks of Kin dergartens. The project is interdisciplinary, and includes both pedagogical and architectonic perspectives on the kindergartens physical environment.  
A successful integration between the two fields will depend on mutual insight and knowledge in each oth ers scientific language and methodological approaches. Several scientific terms including the pedagogical environment are already in use, such as pedagogical discourses (Aasebø & Melhuus, 2005; Halloway & Valentine, 2000), the room as pedagogical text (Mo ser, 2007),  children's topology (Amundsen et al., 2007) and the physical environment as "affordances" (Sandseter, 2007, Fjørtoft, 2000). New knowledge about children's topology will give more insight and respect for children's places in kindergarten, and  enable preschool teachers and architects to implement the knowledge in their professional prtactices and discources.
The project intends to be the first step of a moderate or large-scale project. This mainly includes the preparatory assessment to meet me thodological and theoretical challenges regarding to cooperation between quite different academic disciplines. The primary goal is to develop good and feasible methodologies as well as a database containing the results and experiences from international r esearch- and development projects focusing on space in early childhood education. Despite of the character of a pre-project, the body of knowledge to be collected, analyzed and presented as a result of the pre-project, will be of substantial relevance for  institutions for pre-school teacher education.

Places for learning, care and growth - The physical environments in early childhood education and care institutions (ECECI) in Norway

"Developing national standards for the teaching and assessment of writing" is a project under the new National Centre for Writing Education and Writing Research. Its general motivating background is the lack of studies relating to competence developments  at grade levels 5-7 in primary school. This lack is all the more crucial in a situation where national educational authorities have decided that a new set of annual writing tests will be developed for nationally representative samples in grades 5 and 8. M ore particularly, the absence of grade-sensitive standards of achievement in writing makes both focused teaching and focused assessment difficult.

The aim of the project is to establish a double link empirically, between
-working with defined standards i n class and its effect on learning outcomes
-working with defined standards in class and its effect on inter-rater reliablity.

The project is qualitative in methodological orientation, working with data from a set of geographically distributed case schoo ls. One group of cases will consist of school classes having already worked with establishing standards and one group of cases will consist of school classes without such experience. As an interdisciplinary research contribution, with the cooperation of r esearhers from academic institutions in Trondheim, Oslo and Stavanger, the project will collect data from observation (participant and non-participant), semi-structured interviews, text portfolios and teacher assessment of text portfolios. The main method s of analysis are documented in Berge et al (2005), Kvale (1997) and Thygesen et al (2007).

The project is designed as a stage 1 preparation for a full-scale, more quantitatively oriented stage 2. The results from the project will feed into
-the design f or a full-scale scale stage 2, but also
-the development of a new set of national, sample-based writing tests for primary schools.

Developing national standards for the teaching and assessment of writing

This pre-project will develop the foundation for a larger project on the development of sustainable assessment cultures in Norwegian primary, lower-secondary and upper-secondary schools. The concept of assessment culture is theoretically understood in ter ms of the inter-relationship between pupil assessment, adapted teaching and the school as a learning organisation.  
            The main project will gather systematic, evidence-based knowledge through empirical and theoretically driven quantitative and  qualitative research. Accordingly, questionnaires of a larger number of schools will be distributed, along with in-depth observation and interview of a smaller sample of Norwegian Schools will be planned.  
             To provide a foundation and backgro und for the main research application the pre-project will undertake two empirical pilot projects, assess the existing status of the national and international knowledge on sustainable assessment cultures in schools, and lastly, use the finding and discus sions among project researchers in the pre-project period to formulate detailed research questions capable of generating new models and theories of sustainable assessment cultures in Norwegian schools. 
              Both genders are represented in the pr e-project team. Environmental considerations are considered in the sense that the pre-project will be available in electronic, rather than print form, and secondly, the pre-project researchers will utilise electronic platforms, where possible for meetings  (e.g. Team Portal). Thus, reducing pollution and travel. The average age of the researchers is 55 years and the project leader is 46 years old. In the main project application a younger, beginning academic will be recruited as a doctoral fellow.

Developing Sustainable Assessment Cultures in Norwegian Schools as Learning Organisations.

English
The three PhD students financed by the project have all finished studies at the Department of Economics, Norwegian University of Science and Technology, during 2013.  These are:
Jon Marius Vaag Iversen, Educational governance: Interactions between institutions and school resources 
Kaja Høiseth Brugård, Dropped out? Three Essays on High School Education
Rune Borgan Reiling, Essays on Resources and Graduation in Upper Secondary Education

All theses include essays that are accepted for publication in highly reputed international journals, and, in addition, single authored essays that are published or invited to revise and resubmit in highly reputed international journals.

Iversens thesis includes four chapters which provide empirical evidence on the working of governing systems in the Norwegian compulsory education. In particular, how the use of special education influences behavior at the school level is emphasized. The papers are entitled ?Disadvantaged students in the early grades: Will smaller classes help them??, ?School accountability reforms and the use of special education?, and ?Conditional peer effects and the role of school authorities? 

Brugårds thesis? starting point of the thesis is that dropping out of high school education is considered to be both a major educational and social problem. Systematic analyses of causes and consequences of dropout are therefore welcome. The thesis also includes analyses on the probability to enroll in higher education. The papers are entitled  ?Post-compulsory education and imprisonment?, ?Gender peer effects on further education?, and ?Does school choice improve student performance?? 

Reilings thesis includes analyses of the probability to graduate high school and factors affecting the expenditure level in high school education. The thesis uses a long panel of data starting in 1980.  The papers are entitled ?Upper secondary school completion and the business cycle?, ?Battle of the ages? County demographic structure and spending in upper secondary education?, and ?Does size matter? Educational attainment and cohort size? 

Another part of the project have calculated value-added measures for the quality of the individual high schools, which is published in Tidsskrift for samfunnsforskning in 2013. 

A report which also calculate value-added measures focus on public compulsory education. This work is based on individual students' results on common national tests in mathematics, reading and English which were conducted in the 5th grade in 2007 and for the same students in the fall in the 8the grade (the first year in lower secondary education) in 2010. In addition, average value-added for different socio-economic groups is calculated. Different types of measurement errors in the value-added measure are discussed. 

This report includes several interesting findings. For example, the method makes it possible to investigate whether high-performing and low-performing students become less different over time (convergence) or diverge over time (a Matthew effect). The analyses indicate that it is a small convergence in mathematics and reading from 2007 to 2010, but, on the other side, a clear Matthew effect in English. In addition, the report discusses whether it is reasonable to assign the value-added measure to the primary school as the government asserts. There is not a straightforward answer since the students shift from a primary school to a lower secondary school after grade 7. The analyses show that the average value-added varies to a large extent across lower secondary schools, conditional on the primary school of the students. This clearly indicates that the value-added measures to some extent capture progress during the first few weeks in the lower secondary school. 

Major events in the project have been the yearly workshops. The purpose of the workshops is to let young researchers present their ongoing research and to get feedback from more experienced researchers. The workshops are considered as very successful in educating young researcher to the international level and to bring the papers into high-quality international journals.  World-leading scholars have given keynote lectures on the workshops, and, in addition, the workshops have each included about 20 research papers by researcher from all over Europe. 

In addition, the project arranged a conference for policy-makers in 2011, where the Minister of Education was one of the speakers.



We propose a large research project emphasizing the roles of governance and management of schools. The project covers both compulsory (primary and lower secondary) and non-compulsory (upper secondary) education. The project consists of 4 parts. Part 1 is  on governance in compulsory education, and the main purposes are to investigate the implementation and consequences of new modes of governance and management. We will describe the variation in governance systems across municipalities, analyze whether gove rnance and management systems are systematically related to local factors such as income, education, political preferences, and finally investigate whether and how governance systems affect student performance. The purpose of part 2 is to develop performa nce indicators for upper secondary education. For low-performing students the main concern is dropouts and re-election, and the project will investigate gender differences in particular. We will investigate whether and how dropout affects post-school outc omes as employment, income and utilization of social security. Part 3 will analyze how the performance indicators are affected by governance. The indicators will be related to location of schools, the composition of study tracks, and the local school choi ce system. The extent to which the composition of study tracks matches the local industry structure is in particular relevant for the apprenticeship system of the vocational study tracks. Finally, the topic of part 4 is management of schools, both at the  compulsory and the non-compulsory level. The main purpose of this part is to investigate how management of schools affects student performance. The analyzes will distinguish between leadership properties, such as formal qualifications, and leadership beha viour.

GOVERNANCE, MANAGEMENT AND PERFORMANCE IN THE NORWEGIAN EDUCATIONAL SYSTEM

The project Learning Resources and Writing in Educational Textual Cultures responds to the programme Utdanning2020, particularly in connection with Area A "Educational objectives, content, and teaching and working methods", as well as Area B "Assessment f orms, learning processes and learning outcomes in education". The range of study will cover two areas of education: a. upper-secondary-school training (in both the vocational and academic stream), which will involve two selected schools in the Vestfold re gion and b. teacher training at the University of Oslo (ILS). The project is a collaboration between Vestfold University College, the University of Oslo, Roehampton University, London, and Stockholm University. The project focuses on an empirical study of  data collected learning resources in use and from student texts. Case studies, observation and interviews will provide the basis of this data, supplemented by a quantitative survey.  

Both the Quality Reform for Higher Education and Kunnskapsløftet  (LK 06) emphasise writing as a mediating tool for learning in all subjects - an emphasis which applies to both subjectoriented writing and the writing of logs and journals.  It is necessary to know more about what impact the use of learning resources have on  each type of writing. We refer here to a wide range of resources: printed and digital resources, as well as other artefacts used by students as tools for learning. The project will produce greater knowledge of the underlying textual cultures that create p atterns of writing in various subjects of study: one hegemonic and guiding culture, and one more undefined professional culture dominating many fields. Through case based research and analysis of learning resources and students' texts the project will con tribute to create knowledge of how learning resources are used and their impact on writing. By this the project will create greater awareness of the textual cultures in upper secondary school and teacher education

Learning ressources and writing in educational textual cultures

The project is multidisciplinary, focusing on the subjects Norwegian, Mathematics and RLE.  The research has also included analysis of curricula, textbooks and official documents in school and teacher education.
Literacy has been a key concept. What is  learned has to be mediated by cultural and linguistic signs or different forms of semiotics. It is therefore necessary to explore and clarify what specific challenges these mediating processes may have for teaching and learning in specific subjects.In sev eral studies we have explored the meaning of literacy as interpreted in textbooks and curricula and how it is understood and played out in everyday practices in lower and upper secondary school. In our research we see patterns explaining why so many stude nts fail within the school system. Our findings opens up for new didactic discussions. 
Sigmund Ongstad: This study focuses on how language and school subjects/curricula are integrated. The role of semiotics in didactics and literacies is problematized.  We study perceptions of language and communication in Norwegian curricula for school subjects in primary school and teacher education. A main focus is the reform (LK 06), in which three basic communicational skills, reading, writing and orality, are made  obligatory in all school subjects. A key question is: How do language and disciplines relate, theoretically and in school subjects in this new curricular context? The study problematizes the role of language, communication and semiotics in developing lite racy competencies across school subjects.
Hans Jørgen Braathe: This study is based on data from teachers in mathematics, and on a socio-political reading of educational official documents in Nordic contexts.
The discourses of equity and quality in educa tion have permeated the international debates on education whether they occur in the context of research, policy, curriculum or teaching and learning. Rather than being directly articulated, they often remain implicit and assumed. Education in Norway is s trongly influenced by these discourses.The study is invoking the socio-political turn within mathematics education research which signals the shift in theoretical perspectives that sees knowledge, power, and identity as interwoven and arising from (and co nstituted within) social discourses. Adopting such a stance means uncovering the taken-for-granted rules and ways of operating that privilege some individuals and exclude others.
Bodil Kleve 
Through interviews of pupils in school,Kleve points out the r elation between social background and mathematical success in school. Through analysis of interviews Kleve investigates how being a pupil in mathematics means constructing identity through participating in mathematical activities.  
Throughout the whole  project period, Bodil Kleve has had collaboration with Cambridge University in developing a coding manual for the Knowledge Quartet (a theoretical framework). Also researchers from other countries (the US, Turkey, Greece) and researchers from other Univer sities in the UK are linked to this work. 
Halldis Breidlid
Through interviews with pupils and observations of RLE lessons Breidlid has found a coherence between socio-cultural background and the pupils understanding of the RLE subject. In her study the  pupils meta-consciousness  in RLE strongly corresponded to the level of literacy and the academic and religious-cultural discourses at home. On the other hand, she also found that the literacy challenges of pupils unfamiliar with the discourses in school  were not always given appropriate attention. Further investigation is needed to fully answer the question of how the teaching in RLE may utilize the potential of students lacking experience of the school discourses.
Sylvi Penne:A goal has been to explor e language and other symbolic representations as mediational means for learning - not as a neutral factor, but as mediums loaded with cultural values that have become part of the pupils´ identities and actions. The study was based on interviews with pupil s from one lower and two higher secondary schools as well as observations of lessons, textbooks and students´ written texts.
The research interviews focus on the students´ attitudes to learning. The results show that students with a literacy competence e asily accept their role as "pupils". They "play the school game". This position stimulates their meta-awareness in the learning contexts (and good results) while students who react more emotionally, focusing on affinities and individual taste,in the same  contexts get lower grades. The Scandinavian tradition with strong focus on the individual learner may then be part of the problem.
Håvard Skaar: Internet based plagiarism among Norwegian upper secondary students is focused.The frequency and extent of pla giarism in the studentessays is measured and related to individual differences between the students.

The starting point is sociological studies showing how traditional democratic ideals are threatened in the Norwegian educational system (Nordli Hansen 1999, Bakken 2004). With their background from primary school and lower secondary school an increasing n umber of students do not complete upper secondary school. International research relate such tendencies to a new focus on language - a natural consequence of the age of information. The concept literacy conveys that learning is a language act - what is le arned has to be mediated by cultural and linguistic signs, and that language and metalanguage as mediational means is decisive for who will learn what in the classroom (Wertsch 1998, Gee 2003). The project studies the role of language/communication at dif ferent levels in the education system and investigates how three different subjects are taught in different classrooms. Two of the subjects, RLE and Norwegian, are traditionally based on a syntagmatic mode of thought, while the third is based on a paradig matic mode. The dialectics between both modes is from a didactical point of view an essential part of a literacy-competence. 
   The five researchers focus literacy on different levels of education from different perspectives:  

Ongstad: Discursivity and  Disciplinarity: Literacies and/as semiotics across curricula.

Braathe:Teacher Education and the Construction of a Math Teacher. 
Students' communicative positionings in mathematical literacies.

Penne:Learning and Learning how to learn in grade 10 
Soci ocultural differences displayed through language in a multimodal world. 

Breidlid:The Potential of RLE  in promoting Cultural Literacy in the Multicultural Classroom. 

Kleve:Mathematical knowledge for teaching - mathematical literacy in school.

The Didactic Challenge of New Literacies in School and Teacher Education

The pre project will produce a state of the art review supporting the cooperation of two research units, i.e. the Institute for Educational research (UiO), and Arena, centre for European Studies (UiO).  iSecond, most of the senior staff research capacity  involved is for the coming year invested in the externally funded projects mentioned above. A considerable part of this capacity will become available again in 2011. One of the main intentions of the pre project is to prepare a proposal for a large resear ch project in the Utdanning 2020 programme, as well as to prepare international applications, amongst other things, under the EU's 7FP priority areas 'Science in Society' and 'Socio-economic sciences and the humanities' (SSH). Third, the pre project will  be used to form a larger consortium with the two mentioned UiO research units as the core. This larger consortium will include additional Norwegian research units and individual researchers, as well as international partners, and will be involved in the a pplication for (and implementation of) the Utdanning 2020 and FP7 research projects.

ALDER-Aldersforskning

Genetic and metabolic studies of dementias

Tildelt: kr 4,1 mill.

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ALDER-Aldersforskning

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