This open access book deals with the role of written texts in an increasingly diverse and dynamic society, bringing together a series of studies anchored in the Scandinavian research tradition of sakprosa, which roughly translates as subject-oriented prose or professional communication. The authors examine the written texts capacity to transcend contextual boundaries, as a crucial factor in the importance of capturing and maintaining content as a manageable entity. The chapters each deal with a text type that manages complex content in a specialized way, including genre shifting in CSR reports, discourse networks in modern digital culture, digital and social media crisis communication, and epistemic positions in non-fiction. This book is relevant to fields such as text research, professional/digital communication, discourse analysis and literacy studies, and may also be of interest to disciplines such as history, rhetoric, organization studies, media studies/journalism, and linguistics. Catharina Nystrm Hg is Professor of Swedish at the Department for Swedish Language and Multilingualism, Stockholm University, Sweden. Her research interests include plain language, genre and discourse analysis, organizational discourse, stylistics and text linguistics. Henrik Rahm is Associate Professor in Scandinavian Languages at the Centre for Languages and Literature, Lund University, Sweden. Examples of previous research are diachronic journalistic discourse, legitimation strategies of registered nurses and clear language. His latest research includes language use in working life, discourses of state-owned enterprises, language of accounting and ritualization of corporate annual meetings. Gril Thomassen Hammerstad is Professor in Applied Linguistics and Head of the Centre for Academic and Professional Communication at the Norwegian University of Science and Technology, Norway. Her research interests include language and communication across a variety of professional practices.

This book investigates the multifaceted nature of change in today’s Nordic Arctic and the necessary research and policy development required to address the challenges and opportunities currently faced by this region. It focuses its attention on the recent efforts of the Nordic community to create specialized Centers of Excellence in Arctic Research in order to facilitate this process of scientific inquiry and policy articulation. The volume seeks to describe both the steps that lead to this decision and the manner in which this undertaking as evolved. The work highlights the research efforts of the four Centers and their investigations of a variety of issues including those related to ecosystem and wildlife management, the revitalization resource dependent communities, the emergence of new climate-born diseases and the development of adequate modeling techniques to assist northern communities in their efforts at adaptation and resilience building. Major discoveries and insights arising from these and other efforts are detailed and possible policy implications considered. The book also focuses attention on the challenges of creating and supporting multidisciplinary teams of researchers to investigate such concerns and the methods and means for facilitating their collaboration and the integration of their findings to form new and useful perspectives on the nature of change in the contemporary Arctic. It also provides helpful consideration and examples of how local and indigenous communities can be engaged in the co-production of knowledge regarding the region. The volume discusses how such research findings can be best communicated and shared between scientists, policymakers and northern residents. It considers the challenges of building common concern not just among different research disciplines but also between bureaucracies and the public. Only when this bridge-building effort is undertaken can true pathways to action be established.

"Proceedings of the 16th World Congress of the International Association for Philosophy of Law and Social Philosophy (IVR), Reykjavík, 26 May-2 June, 1993."--T.p.

In the last ten years or so, religious plurality has become higher on the agenda for religious education research in the Nordic countries. This attention to religious plurality partly reflects processes of globalisation that include both physical migration and communication of ideas and is-sues across the world, making it ‘smaller’. It also reflects the preoccupation of governments with social cohesion and, as part of this, intercultural education. In the curricula of the Nordic countries this is manifested in different ways, setting also the agenda for parts of educational research. This book addresses issues related to the increasing religious plurality in the Nordic countries. These issues are a challenge to many religious groups including historically dominant Lutheran national churches, both nationally and locally. They have also led to a reorientation in religious education research in the last decade. A rich variety of research perspectives are presented under three headings: Theoretical and methodical perspectives, The world of the students, Teachers and textbooks. Nordic religious education research here proves to be internationally oriented in terms of theoretical perspectives, whilst also contributing to the debate through important empirical studies. Examples of issues covered in the book are unintended learning, dialogue, gender, life-interpretation, spirituality, identity and values. In different ways all the contributions in this book shed light on the common theme of diversity, and are based on a will to include diverse perspectives both on the actors and the material of the classroom as well as on the life world of young people. The researchers represent different generations and different theoretical and methodological perspectives.

Backed by a range of case studies and recent developments in human rights education research, Nordic Perspectives on Human Rights Education guides readers through an analysis of educational inequities and identifies how internationally agreed-upon human rights standards may inform social justice practices within schools. In an age characterised by authoritarianism and extremism, but also social and climate justice movements, this book provides a critical analysis of current practice within schools. Contributing authors also discuss how a human rights framework may improve practice, supporting intersectional thinking and more sustainable learning environments, while also empowering teachers to confidently navigate issues of gender, national identity and minority rights. Divided into three distinct sections, chapters invite readers to consider: The context behind human rights education (HRE) Rights-based approaches to teaching and education International dialogue and how we may learn from the approaches of other countries. Drawing on research from the Nordic region, and discussing its implications elsewhere, this volume is an essential resource for scholars developing theory and practice in human rights education, social studies, citizenship education and international and comparative education.

Sweden has one of the lowest national debts in Europe, a well-educated workforce, and the country consistently ranks in top positions of the best places to live and work in the world. Human Resource Management: A Nordic Perspective offers a unique and valuable insight into the working practices of HRM in Sweden, which has been explicated for an international audience. The book offers readers outside of the country alternative methods for improving efficiency and well-being in their own workplace. A team of experienced contributors based in Sweden discuss and analyse the Nordic tradition of inclusive and participative management and present different perspectives on creating a work-life suitable for every person involved. The first part of the book includes chapters on general issues in HR work such as development and learning, selection, teamwork, career paths, and cooperation within organisations. The second part addresses diversity, inclusion, and how discriminatory practices can be avoided. This book will be a valuable resource for students of: HRM, business, management, education, psychology, sociology, as well as human resource management professionals who are seeking new ways to balance economic and human values.

Ideologies have not been a focus of interest in the field of humanities and social sciences in recent decades, but rethinking the power of ideologies in the media sphere has recently returned to the scholarly discussion. The compilation book “Mediated Ideologies: Nordic Views on the History of the Press and Media Cultures” participates in this by providing selected yet justified approaches to media history from the point of view of ideological uses of media in the Nordic region. In this book, the role of media – comprising both popular media and news journalism – as a forum for ideologies and their circulation will be analyzed by focusing on the Nordic region. The perceived similarities in the media systems of the Nordic countries constitute a perfect extent for a regional media history against not only a European but also a global backdrop. This does not mean that there have not been many national differences. The book does not provide a chronological narrative of Nordic media history. Still, the ideology of media is approached not only from the standpoints of different media forms – film, television, newspapers, magazines, and periodicals – but also from several historical periods from the mid-19th century to the late 20th century. The chapters show the multidimensional role that the media has in transmitting ideologies to their audiences and the public sphere. They also demonstrate that analyzing the role of different ideologies, such as modernization, nationalism, solidarity, feminism, and peace movement in media history provides wider perspectives in understanding past and present media landscapes and people’s mediated experiences that are fostered by them. “Mediated Ideologies: Nordic Views on the History of the Press and Media Cultures” can be used both as a reference book and as a classroom adaption in the field of media, communication, and history studies.