BMJ Open Is Committed to Open Peer Review. As Part of This Commitment We Make the Peer Review History of Every Article We Publish Publicly Available

Total Page:16

File Type:pdf, Size:1020Kb

BMJ Open Is Committed to Open Peer Review. As Part of This Commitment We Make the Peer Review History of Every Article We Publish Publicly Available BMJ Open: first published as 10.1136/bmjopen-2020-042411 on 5 March 2021. Downloaded from BMJ Open is committed to open peer review. As part of this commitment we make the peer review history of every article we publish publicly available. When an article is published we post the peer reviewers’ comments and the authors’ responses online. We also post the versions of the paper that were used during peer review. These are the versions that the peer review comments apply to. The versions of the paper that follow are the versions that were submitted during the peer review process. They are not the versions of record or the final published versions. They should not be cited or distributed as the published version of this manuscript. BMJ Open is an open access journal and the full, final, typeset and author-corrected version of record of the manuscript is available on our site with no access controls, subscription charges or pay-per-view fees (http://bmjopen.bmj.com). If you have any questions on BMJ Open’s open peer review process please email [email protected] http://bmjopen.bmj.com/ on September 27, 2021 by guest. Protected copyright. BMJ Open BMJ Open: first published as 10.1136/bmjopen-2020-042411 on 5 March 2021. Downloaded from Mediators and theories of change in psychotherapy with adolescents: a systematic review protocol Journal: BMJ Open ManuscriptFor ID peerbmjopen-2020-042411 review only Article Type: Protocol Date Submitted by the 06-Jul-2020 Author: Complete List of Authors: Taubner, Svenja; Ruprecht Karls Universitat Heidelberg, Saliba, Andrea; University of Malta, Mental Health Services Malta Heinonen, Erkki; University of Oslo, Department of Psychology Protić, Sonja; Institute of Criminological and Sociological Research Volkert, Jana; University of Heidelberg, Adler, Asta; Vilnius University, Department of Clinical and Organizational Psychology Barkauskiene, Rasa; Vilnius University, Department of Clinical and Organizational Psychology Conejo Cerón, Sonia; Prevention and Health Promotion Research Network (redIAPP), ISCIII,, ; Research Unit of the Health District of Primary Care Málaga-Guadalhorce, Di Giacomo, Dina; Università degli Studi dell'Aquila, Department of Life, Health and Enviromental Sciences http://bmjopen.bmj.com/ Ioannou, Yianna; University of Nicosia, Department of Social Sciences Mestre, Jose; University of Cadiz, Department of Psychology Moreno-Peral, Patricia; Institute of Biomedical Research in Malaga (IBIMA), Research Unit of the Health District of Primary Care Málaga- Guadalhorce ; Primary Care Prevention and Health Promotion Network (redIAPP), Mucha Vieira, Filipa; University of Porto, Faculty of Psychology and Education Sciences Pinheiro Mota, Catarina ; University of Trás-os-Montes and Alto Douro on September 27, 2021 by guest. Protected copyright. Chaves Hub, Department of Psychology; University of Porto, Department of Psychology Raleva, Marija; Institute for Marriage, Family and Systemic Practice – ALTERNATIVA Rangel Santos Henriques, Margarida ; University of Porto, Department of Psychology Røssberg, Jan; University of Oslo, Institute of Clinical Medicine Schmidt , Stefanie ; Universität Bern, Stepišnik Perdih , Tjaša ; School of Advanced Social Studies, Nova Gorica Ulberg, Randi ; University of Oslo Institute for Clinical Medicine; Diakonhjemmet Hospital, Department of Psychiatry Sales, Célia; University of Porto, Faculty of Psychology and Education Sciences Child & adolescent psychiatry < PSYCHIATRY, MENTAL HEALTH, Clinical Keywords: trials < THERAPEUTICS For peer review only - http://bmjopen.bmj.com/site/about/guidelines.xhtml Page 1 of 16 BMJ Open BMJ Open: first published as 10.1136/bmjopen-2020-042411 on 5 March 2021. Downloaded from 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 For peer review only 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 http://bmjopen.bmj.com/ 33 34 35 36 37 38 39 40 on September 27, 2021 by guest. Protected copyright. 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 For peer review only - http://bmjopen.bmj.com/site/about/guidelines.xhtml BMJ Open Page 2 of 16 1 2 3 4 BMJ Open: first published as 10.1136/bmjopen-2020-042411 on 5 March 2021. Downloaded from 5 6 7 8 9 I, the Submitting Author has the right to grant and does grant on behalf of all authors of the Work (as defined 10 in the below author licence), an exclusive licence and/or a non-exclusive licence for contributions from authors 11 who are: i) UK Crown employees; ii) where BMJ has agreed a CC-BY licence shall apply, and/or iii) in accordance 12 with the terms applicable for US Federal Government officers or employees acting as part of their official 13 duties; on a worldwide, perpetual, irrevocable, royalty-free basis to BMJ Publishing Group Ltd (“BMJ”) its 14 licensees and where the relevant Journal is co-owned by BMJ to the co-owners of the Journal, to publish the 15 Work in this journal and any other BMJ products and to exploit all rights, as set out in our licence. 16 17 The Submitting Author accepts and understands that any supply made under these terms is made by BMJ to 18 the Submitting Author Forunless you peer are acting as review an employee on behalf only of your employer or a postgraduate 19 student of an affiliated institution which is paying any applicable article publishing charge (“APC”) for Open 20 Access articles. Where the Submitting Author wishes to make the Work available on an Open Access basis (and 21 intends to pay the relevant APC), the terms of reuse of such Open Access shall be governed by a Creative 22 Commons licence – details of these licences and which Creative Commons licence will apply to this Work are set 23 out in our licence referred to above. 24 25 Other than as permitted in any relevant BMJ Author’s Self Archiving Policies, I confirm this Work has not been 26 accepted for publication elsewhere, is not being considered for publication elsewhere and does not duplicate 27 material already published. I confirm all authors consent to publication of this Work and authorise the granting 28 of this licence. 29 30 31 32 33 34 35 36 http://bmjopen.bmj.com/ 37 38 39 40 41 42 43 44 on September 27, 2021 by guest. Protected copyright. 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 For peer review only - http://bmjopen.bmj.com/site/about/guidelines.xhtml Page 3 of 16 BMJ Open BMJ Open: first published as 10.1136/bmjopen-2020-042411 on 5 March 2021. Downloaded from 1 2 3 4 5 Mediators and theories of change in psychotherapy with 6 7 8 adolescents: a systematic review protocol 9 10 11 Svenja Taubner, Institute for Psychosocial Prevention, University Heidelberg, Germany 12 13 Andrea Saliba, University of Malta and Mental Health Services Malta, Malta 14 15 Erkki Heinonen, National Institute for Health and Welfare, Finland 16 For peer review only 17 Sonja Protić, Institute of Criminological and Sociological Research Belgrade, Serbia 18 19 20 Jana Volkert, Institute for Psychosocial Prevention, University Heidelberg, Germany 21 22 Asta Adler, Institute of Psychology, Vilnius University, Lithuania 23 24 Rasa Barkauskiene, Institute of Psychology, Vilnius University, Lithuania 25 26 Sonia Conejo-Cerón, Instituto de Investigación Biomédica de Malaga, Spain 27 28 Dina Di Giacomo, Life, Health and Environmental Sciences, University of L’Aquila, Italia 29 30 Yianna Ioannou, University of Nicosia, Cyprus 31 32 Jose M. Mestre, Universidad de Cadiz, Spain http://bmjopen.bmj.com/ 33 34 Patricia Moreno-Peral, Instituto de Investigación Biomédica de Malaga, Spain 35 36 Filipa Mucha Vieira, Faculty of Psychology and Education Science, University of Porto, Portugal 37 38 39 Catarina Pinheiro Mota, University of Trás-os-Montes and Alto Douro and University of Porto, 40 on September 27, 2021 by guest. Protected copyright. 41 Portugal 42 43 Marija Raleva, Departement of Child and Adolescent Psychiatry, University Clinic Skopje, 44 45 Macedonia 46 47 Margarida Isabel Rangel Santos Henriques, Faculty of Psychology and Education Science, 48 49 University of Porto, Portugal 50 51 Jan Ivar Røssberg, Institute of Clinical Medicine, University of Oslo, Norway 52 53 Stefanie J. Schmidt, Department of Clinical Psychology and Psychotherapy, University of Bern, 54 55 Switzerland 56 57 58 59 60 For peer review only - http://bmjopen.bmj.com/site/about/guidelines.xhtml BMJ Open Page 4 of 16 BMJ Open: first published as 10.1136/bmjopen-2020-042411 on 5 March 2021. Downloaded from 1 2 3 Tjasa Stepisnik Perdih, School of Advanced Social Studies, Slovenia 4 5 Randi Ulberg, Institute of Clinical Medicine, University of Oslo and Department of Psychiatry, 6 7 Diakonhjemmet Hospital, Oslo, Norway 8 9 10 Célia M.D. Sales, Faculty of Psychology and Education Science, University of Porto, Portugal 11 12 13 14 Corresponding Author: Prof. Dr. Svenja Taubner, Ruprecht-Karls-University Heidelberg, Institute 15 16 for Psychosocial ForPrevention, peer Bergheimer review Str. 52, only69115 Heidelberg, Germany, 17 18 [email protected] 19 20 21 22 23 24 Abstract 25 26 27 28 Introduction 29 30 Approximately, 75% of mental disorders emerge before the age of 25 years but less than half 31 receive appropriate treatment. Little is known about the mechanisms underlying the therapeutic 32 http://bmjopen.bmj.com/ 33 change of adolescents in psychotherapy. The “European Network of Individualized 34 Psychotherapy Treatment of Young People with Mental Disorders” (TREATme), funded by the 35 36 European Cooperation in Science and Technology (COST), will conduct the first systematic 37 38 review to summarize the existing knowledge on mediators and theories of change in 39 psychotherapy for adolescents. 40 on September 27, 2021 by guest. Protected copyright. 41 42 Method 43 44 A systematic review will be conducted, conforming to the reporting guidelines of the Preferred 45 Reporting Items for Systematic Reviews and Meta-Analyses statement recommendations.
Recommended publications
  • Curriculum Vitae
    Curriculum Vitae PERSONAL INFORMATION Name ŽÍŽALOVÁ PAVLA Date of birth 23. 2. 1981 Phone: + 420 724 519 319 E-mail: [email protected] EDUCATION 10/2005 – 06/2009 Department of Social and PhD Regional Geography, Faculty of Emergence and Evolution of Innovation Systems, Innovation Policy, Local and Science, Charles University, Regional Economic Development, Strategic Planning Prague 08/2008 – 12/2008 PhD research fellowship – prestigious fellowship granted by the Centre for Technology, Research Council of Norway Innovation and Culture, Innovation studies – production and dissemination of knowledge, innovation and University of Oslo, Norway entrepreneurship 01/2008 – 5/2008 PhD research fellowship – Irish Government scholarship University College Dublin, (international pool) Ireland Regional Innovation Systems and FDIs – comparative analyses and best-practices 06/2008 – 06/2008 PhD International School Globelics Academy – Globelics, International training and workshop for PhD student selected world-wide – 30 University of Tampere students from all over the world chosen based on their dissertation papers 10/2003 – 09/2005 Department of Social and Master Regional Geography, Faculty of FDI implications for local and regional economic development and regional Science, Charles University, competitiveness Prague 8/2004 – 03/2005 Erasmus Student Exchange Programme Universidad de Sevilla, Spain Social and Regional Geography – Evaluation of Sevilla Technology Park 10/2000 – 09/2003 Bachelor Faculty of Science, Social geography, regional
    [Show full text]
  • FLAGSHIP European Flagship Universities: Balancing Academic Excellence and Socio-Economic Relevance
    FLAGSHIP European Flagship Universities: balancing academic excellence and socio-economic relevance UNIVERSITY OF VIENNA Institutional report by Rachelle Esterhazy, [email protected] and Philipp Friedrich, [email protected] ARENA Center for European Studies University of Oslo Table of Contents 1. Summary of External Dynamics and Major Policy Developments .................................................. 1 2. Institutional Case Study ................................................................................................................... 1 2.1. History of the University of Vienna ......................................................................................... 1 2.2. University of Vienna in the rankings ....................................................................................... 2 2.3. Key figures ............................................................................................................................... 3 2.4. Organizational Structure ......................................................................................................... 4 2.5. Budgets and Allocation Mechanisms ...................................................................................... 7 3. Change Processes & Use of Institutional Autonomy ..................................................................... 10 3.1. Institutional Strategic Plan and Main Achievements ............................................................ 10 3.2. Research Organization and Funding .....................................................................................
    [Show full text]
  • CV-Short Website
    Curriculum Vitae (Short) Rachel Katharine Sterken, MSc, PhD Georg Morgenstiernes hus Blindernveien 31, 0371 Oslo Norway [email protected] [email protected] AOS: Philosophy of Language, Philosophical Linguistics AOC: Philosophy of Mind, Metaphysics, Logic, Social/Feminist Philosophy of Language, Philosophical Logic, Philosophy of Mathematics, Methodology, Philosophy of Social Science Employment Fixed Term Associate Professor, University of Oslo 2014-present Visiting Researcher and Teaching Fellow, University of Oslo 2013-2014 Education PhD in Philosophy, University of St Andrews and University of Oslo 2013 MSc in Logic, University of Amsterdam (ILLC) 2008 H. BSc in Mathematics and Philosophy, University of Toronto 2005 Awards and Fellowships CSMN, Grant to conduct empirical study, University of Oslo 2015-2016 CSMN PhD Fellowship, University of Oslo 2009-2013 IFIKK Travel Fellowship, University of Oslo 2011 Overseas Research Award, University of St Andrews 2008-2011 Publications ‘The Meaning of Generics’ Forthcoming Philosophy Compass ‘Review: Between Logic and the World – An Integrated Theory of Generics’ Forthcoming Notre Dame Philosophical Reviews ‘The Structures of Social Structural Explanations’ Forthcoming Disputatio (for a special issue on the work of S. Haslanger) ‘Generics, Covert Structure and Logical Form’ Forthcoming Mind and Language ‘Generics in Context’ 2015 Philosopher’s Imprint ‘Leslie on Generics’ 2015 Philosophical Studies ‘Generics, Content and Cognitive Bias’ 2015 Analytic Philosophy Commissioned and In Preparation ‘Genericity in Philosophy and Linguistics: An Introduction’ (with B. Nickel) Inquiry (for a special issue co-edited with B. Nickel) ‘Generics and the Metaphysics of Kinds’ commissioned by Philosophy Compass ‘Transformative Communicative Disruptions’ commissioned for OUP volume Conceptual Engineering and Conceptual Ethics, edited by A.
    [Show full text]
  • Welcome to the First Anthusia Newsletter Msca Fellows
    Aarhus Universitet Page 1 of 4 Read the newsletter in your browser ANTHUSIA NEWSLETTER DECEMBER 2018 WELCOME TO THE FIRST ANTHUSIA NEWSLETTER On January 1, 2018, the 4-year project ANTHUSIA (“Anthropology of Human Security in Africa”) was officially launched. ANTHUSIA is run by a consortium of four universities in Denmark, United Kingdom, Belgium and Norway and cooperates with numerous partner organizations in Africa. This project will combine interdisciplinary insights from Anthropology, Human Security and African Studies to develop analytical tools to critically understand and contribute to strengthening human security in Africa, and beyond. Please read more about the project at our webpage www.anthusia.eu We strive to keep you informed on ANTHUSIA news and activities in this newsletter that will be sent out quarterly. Please send any relevant news or questions to [email protected] MSCA FELLOWS The Anthusia team has been firmly established with the recruitment of 16 brilliant young ESR's (Early Stage Researchers). They all started their positions with the project September 1, 2018 and will be based at either Aarhus University, University of Leuven, University of Oslo or University of Edinburgh. They will all conduct one year of fieldwork in Africa as well as do an internship with an African partner organization. They will also spend 6 months in one of the other universities. ESR 1 ESR 2 Miriam Waltz, Aarhus University. Yayi Zheng, Aarhus University Read about Miriam's project here Read about Yayi's project here ESR 3 ESR 4 Annigje van Dijk, University of Evelien Storme, University of Leuven Leuven Read more Evelien's project here Read more Annigje's project here ESR 5 ESR 6 Rune Larsen Nicholas Wainman Read more about Rune's project here http://auaura.cmail20.com/t/ViewEmail/j/2BFB868630D7D66E2540EF23F30FEDE..
    [Show full text]
  • Curriculum Vitae
    CURRICULUM VITA RICHARD A. DUSCHL Waterbury Chair Professor in Secondary Education Department of Curriculum & Instruction College of Education – Penn State University University Park, PA 16802 Office Phone: 814/867-2579 Email: [email protected] [Note: Downloadable publications can be found at Website: Waterbury.psu.edu] ACADEMIC BACKGROUND Degree Institution Year Program Ph.D. University of Maryland 1983 Science College Park, Maryland Education M.A.T. Michigan State University 1980 Geology East Lansing, Michigan B.S. University of Maryland 1974 Earth Science College Park Education PROFESSIONAL EXPERIENCE 2012 – present Director, NSF Division of Research on Learning in Formal and Informal Settings [Two-Three Year Rotation started Nov. 2012] 2008 – present Waterbury Chair in Secondary Education, Professor of Science Education, College of Education, Penn State University 2004 - 2008 Professor of Science Education, GSE; Member Executive Committee - Rutgers Center for Cognitive Sciences, 1999-2004 Chair of Science Education, King's College London 1995 - 1999 Professor of Science Education, Vanderbilt University 1991 - 1995 Associate Professor with tenure, University of Pittsburgh 1991 - 1992 Curator for Science Exhibits - Children's Museum of Houston, Houston, Texas 1989 - 1991 Assistant Professor, University of Pittsburgh 1987 - 1989 Associate Professor (Non-tenured), Hunter College of CUNY 1983 - 1987 Assistant Professor, University of Houston- Univ. Pk. 1986 - 1987 Coordinator Science Education Programs, The Children's Museum of Houston. 1981
    [Show full text]
  • Dr. Anne Moen
    Dr. Anne Moen Curriculum Vitae (selected) Institute for health and society, Faculty of Medicine, University of Oslo P.O. Box 1130, Blindern, N-0318 Oslo Phone: +47 228 50540 - email: [email protected] Web: http://www.med.uio.no/helsam/english/people/aca/annemo/index.html Education 2002 Dr. polit. (PhD) Faculty of Social Sciences, University of Oslo. 1996 Candidate, Nursing Science, University of Oslo. 1985 Registered Nurse, Red Cross Nursing School, Oslo and Akershus. Academic employment 2007 - Professor, Institute for health and society, Faculty of Medicine, University of Oslo, (Associate professor, 2007-2011). 2015 – Professor (adjunct), School of Nursing & Wisconsin Institute of Discovery, University of Wisconsin-Madison, Madison, WI 2015 - Professor II, University College of South east Norway, Campus Drammen 2005 – 2012 Researcher, InterMedia, Faculty of Education, University of Oslo. 2002 – 2005 Post doc, InterMedia, Faculty of Education, University of Oslo. 1996 – 2001 Research Fellow, Institute of Nursing Science, University of Oslo. Academic appointments and leadership positions Director, UiO:eColab – eInfrastructure Complex Interventions and Interdisciplinary Teamwork – at Institute for health and society, University of Oslo (2015 – ) President, European Federation for Medical Informatics (EFMI) (2012 – 2016), EFMI-IMIA Vice President and immediate Past President EFMI, 2016 – 2018 EU eHealth Stakeholder group, member (2016 – 2019), lead focus area on “Citizen and Health Data” Chair, HelseNord Forskningsutvalg, Committee
    [Show full text]
  • Appendix 2 - Scandinavian Approaches to Gender Equality in Academia: a Comparative Study
    1 Appendix 2 - Scandinavian approaches to gender equality in academia: A comparative study This document summarises the national legislative frameworks and policy initiatives, which I refer to in the article Scandinavian approaches to gender equality in academia: A comparative study. Additionally it offers a brief introduction to each of the six universities’ strategies for governing and promoting issues of gender equality as well as the related organisational interventions. 1. Scandinavian legislations and policies on Gender Equality in academia Denmark In the Danish Gender Equality Act (2000), the mainstreaming obligations of public organisations are stipulated as follows: “Public authorities shall within their respective areas of responsibility seek to promote gender equality and incorporate gender equality in all planning and administration” (part 4). The implementation strategy of this provision, however, is unclear, and there are no binding sanctions if public organisations fail to fulfil their responsibilities (Borchorst 2008, 12; Emerek & Jørgensen 2011, 25). One of the initiatives already implemented is a measuring tool obligating state institutions and state-owned undertakings with more than 50 employees to report their status on gender equality every second year. This obligation was facilitated to collect information on institutional gender equality initiatives and monitor gender distributions across job categories (Danish Gender Equality Act 2000, Part 5.1). Aside from this, a statutory instrument introduces a legal opportunity for employers, authorities and organisations to: …take experimental- and development initiatives for a period of up to 2 years to attract the under-represented sex. It is lawful to establish courses or training activities of up to 6 months duration if the aim is to promote gender equality in employment, training and management.
    [Show full text]
  • Curriculum Vitae / January 2019
    CURRICULUM VITAE / JANUARY 2019 Christian Bröer University of Amsterdam Department of Sociology Nieuwe Achtergracht 166, Room B606 PO Box 15508, 1001 NA Amsterdam, The Netherlands t: 00 31 (0)6 55409436 [email protected] Education 2001-2006 Ph.D. Sociology, Amsterdam School for Social Science Research, University of Amsterdam. 1990-1995 MA Sociology, Cum Laude, University of Amsterdam. 1989-1990 Part-time sociology, political science, philosophy, University of Münster, Germany. 1988-1990 Theater-dance, Rebeltanzschule, Münster, Germany. 1977-1986 Gymnasium Paulinum, Münster, Germany. Employment Since 2013 Associate professor (tenured), Department of Sociology, University of Amsterdam. 2011-2015 Advisor and trainer on methods at The Netherlands Institute for Social Research (SCP). 2005-2013 Assistant professor (tenured), Department of Sociology and Cultural Anthropology, University of Amsterdam. 2000-2005 Tutor, sociology, cultural anthropology and political science, University of Amsterdam. 2000-2001 Researcher, Netherlands Organization for Scientific Research project “Social Cohesion”. 1995-2000 Researcher / project leader, policy research company Regioplan, Amsterdam. 1990-1996 Teaching and research assistant to several professors and in research companies. 1988-1990 Teacher for Jazz Dance and Modern Dance, Münster, Germany. 1985-1988 Non-military, communal service, Münster. Germany. Leadership and management Since 2018 Leader of the interdisciplinary Bachelor Humans Society Technology Since 2018 Leader of Workpackage 5 and UvA representative
    [Show full text]
  • Mapping Environmental Humanities Education in the Nordic Countries
    MAPPING ENVIRONMENTAL HUMANITIES EDUCATION IN THE NORDIC COUNTRIES Bringing Research in Green Humanities into Teaching (BRIGHT) network A network of 1 2 Why this report? The Environmental Humanities, an interdisciplinary field of scholarly inquiry which examines the junction of humans and nature through humanistic research approaches, has emerged as a major element in environmental-themed research in the Nordic Countries. Environmental Humanities (EnvHum) encompasses work done in environmental history, ecocriticism, environmental literature studies, posthuman studies, animal studies, environmental philosophy, and more. These are joined together in their common quest to understand the relationship between humans and the non-human world and the shaping of that relationship by culture, action, and thought. Our age is facing imminent environmental threats, including global climate change, escalating biodiversity loss, rapid natural resource extraction, and unjust distribution of environmental damage and pollution. EnvHum asks how we understand what it means to be human in these challenging times as well as how humanities can contribute to our understanding of the challenges. The Bringing Research in Green Humanities into Teaching (BRIGHT) network was established to build capacity in EnvHum humanities in the Nordic and Baltic countries by collaboratively exploring methods of integrating Environmental Humanities research into first (Bachelors) and second (Masters) level university teaching and building new cooperative regional teaching programs in environmental. BRIGHT was founded in 2018 as a Nordplus-funded network coordinated by Professor Dolly Jørgensen, University of Stavanger. Because environmental issues are a priority contemporary concern, we need green humanities research to be coupled to teaching. The network will create synergies and connections between the dispersed environmental humanities groups across the region and strengthen the integration of environmental humanities research into Nordic education.
    [Show full text]
  • The University of Oslo
    The University of Oslo Oslo, Norway http://www.uio.no/english/ No language requirements (800 units taught in English). City Population: 550,000 Enrollment: 30,000 Standard Course Load: 30 credits per semester ABOUT THE UNIVERSITETET I OSLO to the new campus. Shortly thereafter, in 1939, the The University of Oslo is Norway’s largest and oldest university changed is name to the University of Oslo or institution of higher education. It was founded in 1811 Univsersitas Osloensis. when Norway was still under Danish rule. Today the University of Oslo has approx. 30,000 students and 4,600 COURSES employees. Four Nobel Prize winners indicate the quality The University of Oslo offers Bachelor, Master and PhD of the research at the University. courses and applies the ECTS credit system as a national system: Full course load for one semester is 30 In 1811, the Danish monarch King Frederick VI granted credits. Norway the right to found its own university. It was opened Course catalogue: http://www.uio.no/studier/emner/in- as Det Kongelige Frederiks Universitet (The Royal english.html Frederick University) in 1813. At the start, conditions were meagre; classes were held in rented buildings. There Humanities were, however, only 17 students and 6 teachers at that Culture, Religion, Asian Languages, Asian and African time – basically less than the smallest department of the Studies, European Languages, Literature, European and smallest faculty today. Today, almost 40,000 people work American Studies, History, Archaeology and and study at the University of Oslo. Conservation Studies, Ibsen Studies, Media and Communication, Musicology, Philosophy, History of Art The early modest period persisted for almost half a and Ideas, Greek and Latin, Scandinavian Studies, Celtic century, before the University had its own building Studies, Linguistics and Textual Sciences complex.
    [Show full text]
  • Baltic Research Programme Funded Under the EEA Grants (2014-2021) Results of the Lithuanian Call 2020 Submission of Proposals
    Baltic Research Programme funded under the EEA Grants (2014-2021) Results of the Lithuanian call 2020 submission of proposals By the deadline of 3 April 2020, 19 Lithuanian research institutions as Project Promoters had submitted 79 proposals. Table 1. Number of proposals and amount of project grant applied by Project Promoter Institution (Project Promoter) Proposals Applied funding Vilnius University 15 13 630 572,28 Kaunas University of Technology 10 9 321 447,80 Vytautas Magnus University 9 8 210 698,05 Klaipeda University 7 6 967 183,01 State research institute Center for Physical Sciences and 4 983 859,70 Technology 5 Lithuanian Energy Institute 5 4 675 642,10 Lithuanian University of Health Sciences 5 4 909 801,90 Vilnius Gediminas Technical University 5 4 953 844,40 Kaziemiero Simonaviciaus University 3 2 974 793,70 Lithuanian Research Centre for Agriculture and Forestry 3 2 862 721,80 Mykolas Romeris University 2 1 993 360,70 Nature Research Center 2 1 671 769,40 State Research Institute Center for Innovative Medicine 2 1 999 819,00 Lithuanian Institute of Agrarian Economics 1 855 393,70 Lithuanian Sports University 1 999 686,20 Lithuanian Culture Research Institute 1 887852,70 Lituanian Social Research Centre 1 983 116,50 ISM University of Management and Economics 1 992 750,00 Institute of the Lithuanian Literature and Folklore 1 998 630,00 Total 79 74 872 942,94 Out of the 79 applications, 19% were submitted by the Vilnius University, 12,6% by the Kaunas University of Technology, 11,4% by the Vytautas Magnus University, 8,9 % by the Klaipeda University and the rest by the other various research institutions.
    [Show full text]
  • The University of Oslo Is Norway's Oldest and Highest Ranked
    The University of Oslo is Norway’s oldest and highest ranked educational and research institution, with 28 000 students and 7000 employees. With its broad range of academic disciplines and internationally recognised research communities, UiO is an important contributor to society. Since its establishment in 1964, the Department of Social Anthropology has been a leading international Department as well as an exponent for the Norwegian anthropological tradition. The Department is one of the largest university environments for social anthropology in Europe, and the largest in the Nordic countries. Approximately 400 students are currently enrolled in the Department, including the doctoral programme with approximately 30 students. Aarhus University Currently, 275 PhD students are enrolled at the Graduate School, Arts. Aarhus University is a modern, academically diverse and research-intensive university with a strong commitment to high-quality research and education and the development of society nationally and globally. The university offers an inspiring research and teaching environment to its 44,500 students and 11,500 employees, and has an annual budget of EUR 830 million. Over the course of the past decade, the university has consolidated its position in the top 100 on the most influential rankings of universities world-wide. Learn more at www.au.dk/en. ----------- Faculty of Social Sciences, Department of Social Anthropology PhD Candidate in anthropology - Joint PhD degree between University of Oslo and Aarhus University Department of Social anthropology, University of Oslo (UiO), in collaboration with the Aarhus University (AU), invites applications for one joint fully-funded 3-year PhD fellowship in Anthropology of Human Security in Africa Starting on September 1, 2018.
    [Show full text]