Næringslivets deltakelse i EUs 7. rammeprogram for forskning og teknologisk utvikling

Dette er en vurdering av strategi og organisering med vekt på små og mellomstore bedrifte

Utenlandske investeringer i norsk FoU

Norges forskningsråd (NFR) og Innovasjon Norge (IN) ble i Forskningsmeldingen (St.meld. nr. 20 2004–2005 Vilje til forskning) gitt i oppdrag å utrede tiltak som kan bidra til å øke de utenlandske investeringene i norsk forskning og utvikling, for på denne måten å bidra til å øke Norges totale FoU-innsats. Dette prosjektet ble gjennomført høsten 2005 med Norges forskningsråd som ansvarlig og spesialrådgiver Rikard Wærø som prosjektleder. Som en del av dette arbeidet ble NIFU STEP bedt om å kartlegge status for utenlandske investeringer i FoU i Norge. Dette oppdraget omfattet en kartlegging av hvilke kilder til slike investeringer som måtte finnes; deres absolutte og relative betydning samt deres fordeling på utførende sektorer

The relation between sea ice thickness and freeboard in the Arctic

Retrieval of Arctic sea ice thickness from CryoSat-2 radar altimeter freeboard data requires observational data to verify the relation between these two variables. In this study in-situ ice and snow data from 689 observation sites, obtained during the Sever expeditions in the 1980s, have been used to establish an empirical relation between thickness and freeboard of FY ice in late winter. Estimates of mean and variability of snow depth, snow density and ice density were produced on the basis of many field observations. These estimates have been used in the hydrostatic equilibrium equation to retrieve ice thickness as a function of ice freeboard, snow depth and snow/ice density. The accuracy of the ice thickness retrieval has been calculated from the estimated variability in ice and snow parameters and error of ice freeboard measurements. It is found that uncertainties of ice density and freeboard are the major sources of error in ice thickness calculation. For FY ice, retrieval of ≈ 1.0 m (2.0 m) thickness has an uncertainty of 46% (37%), and for MY ice, retrieval of 2.4 m (3.0 m) thickness has an uncertainty of 20% (18%), assuming that the freeboard error is ± 0.03 m for both ice types. For MY ice the main uncertainty is ice density error, since the freeboard error is relatively smaller than that for FY ice. If the freeboard error can be reduced to 0.01 m by averaging measurements from CryoSat-2, the error in thickness retrieval is reduced to about 32% for a 1.0 m thick FY floe and to about 18% for a 2.4 m thick MY floe. The remaining error is dominated by uncertainty in ice density. Provision of improved ice density data is therefore important for accurate retrieval of ice thickness from CryoSat-2 data

Pedagogical Outdoor Project in Nature Sloyd.

This study investigated the pedagogical value of a nature sloyd project. The assign­ment was to create the interior of and add decoration to one of the domed caves in a snow hotel dedicated to newlyweds. The theoreti­cal understanding that led to solve the design assignment was derived from experience-based teaching. The students were interviewed during the process, and three months later, the interviews emphasised the students’ experiences, cooperation, and learning and under­standing of significant subjects in the process. The Nordic context added value to the project. To support the interview data, the researcher’s memos and photos of the process were included in the analysis. The collected data were analysed in accordance with the constructing grounded theory method. The results show that feedback from supervisors and outsiders is important for maintaining motivation for a demanding outdoor project. They also show that the students were absorbed in the joy that various parts of the work process brought them, and it was new to them that ice can be processed with almost all types of tools found in a workshop for woodworking. Collaboration in lifting and constructing large structures using snow and ice made it possible for students to think in terms of a holistic design methodology. In such a way that the students reflected on didactic issues that may face them in their future profession as teachers. The results contribute to the understanding of the educational possibilities of pedagogical nature sloyd.publishedVersio