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Åh, kom hid, Oh Satan! Selvmordet og djævlepagten som motiv i Karl Ove Knausgårds Nattskolen
Get PDFIn this article, I analyze Karl Ove Knausgaard’s novel The Night School (2023) with particular focus on the novel’s connection between a motif of suicide and a motif of a pact with the devil. In the novel, Knausgaard reuses the story of his own path to becoming an artist from My Struggle. However, the story is told in a more negative light by being coupled with the Faust myth. In a close analysis of The Night School’s web of references to both pacts with the devil and My Struggle, I will show how the novel can be read as a reflection on the price of creating art. In this article, entering into a pact with the devil is interpreted as a form of suicide, as the artist is ready to sell his soul and identity to serve art.I denne artikel analyseres Karl Ove Knausgårds roman Nattskolen (2023) med særligt fokus på den forbindelse romanen skaber mellem et selvmords- og et djævlepagtsmotiv. I romanen genbruger Knausgård fortællingen om sin egen vej til at blive kunstner fra Min kamp, men nu i et mørkere lys, hvor referencen til faustmyten træder tydeligere frem. Med en analyse af Nattskolens væv af referencer til både djævlepagter og Min kamp vil jeg vise, hvorledes romanen kan læses som en refleksion over prisen for at skabe kunst. At indgå en djævlepagt fortolkes i denne artikel som en form for selvmord, idet man er klar til at sælge sin sjæl og identitet for at tjene kunsten
Determined Proper Nouns in Rioplatense Spanish express interpersonal proximity
No full textFollowing the referentialist view on proper nouns, based on Kripke (1980), they are expressions of type <e>, pointing out to entities directly, without providing a description of those entities (cf. Kaplan 1989, Soames 2002, Jeshion 2015, Saab & Lo Guercio 2018). Proper nouns preceded by the definite article in Rioplatense Spanish challenge this approach because the definite article, of type <<e,t> <e>>, is neither combining with an NP of type <e, t>, nor contributing with its propositional meaning, namely, definiteness. In this squib, we tackle this challenge by proposing that the article preceding a proper noun in Rioplatense Spanish is an expletive of type <e,e> (Longobardi 1994; Saab 2021; Tsiakmakis & Espinal 2022), which brings along the expressive meaning of interpersonal proximity by activating the interactional structure above the DP (a là Wiltschko 2021)
Who cares about esports? Introduction to the special section on Sustaining Equitable Competitive Gaming
No full textMeant as both a provocation and a prompt, ‘who cares about esports?’ opens the topic up to critical scrutiny at a time when the esports industry is in the midst of a(nother) serious contraction, even as there is a sizeable jump in the breadth and amount of esports research. As the introduction to this special section on Sustaining Equitable Competitive Gaming, this article considers the interplay of these two transformations, while also opening up a third, vital line of inquiry: ‘who cares for competitive gaming?’ This question is meant, on the one hand, to underscore the difference—and the relationship—between competitive gaming and esports, while also providing an overview of the kinds of critical and timely care documented by the four articles in this special section
Muitalusaid mearkkašupmi otná servodagas: Sámi lágaid ozus narratiiva láhkametoda bokte
No full textArtihkal guorahallá sámi lága ja láhkaprinsihpaid narratiiva láhkametoda vehkiin Gufihttara lonuhus -muitalusa vuođul. Narratiiva láhkametoda leaba hábmen eamiálbmotlága dutkit Val Napoleon ja Hadley Friedland, ja dat lea geavahuvvon viidát Kanadas maŋimuš nuppelogi jagi. Artihkkala ulbmil lea ovddidit eamiálbmotláhkadutkamuša Sámis ja sámi lágaid guorahallama servodaga ja árbbi siskkobealde, ovdanbuktit sámedutkamuššii metoda, man eará eamiálbmotlágaid dutkit leat geavahan buriin ja mávssolaš bohtosiin, ja kártet Gufihttara lonuhus ‑muitalusa lágaid ja láhkaprinsihpaid. Artihkkala loahpas suokkardan mo gávdnon láhkaprinsihpaid sáhttá geavahit otná servodathástalusaid čoavdimis dego mánáidsuodjalusas, ja makkár áššiid váldit vuhtii, jos sámedutkamušas háliidit joatkit narratiiva láhkametoda geavaheami gávdnan dihtii sámiid iežaset lágaid ja láhkaprinsihpaid. Sámis gávdnojit dutkamušat sámi dáhpelágas, sámiid vieruid ja njuolggadusaid rollas nationála lágain ja láhkaásaheamis ja das mo gearretmearrádusat leat váldán vuhtii sámi dáhpelága, muhto narratiiva láhkametoda ii leat ovdal geavahuvvon sámi muitalusaid analyseremis ja sámi lágaid gávdnamis.
English title: The Significance of Stories in Contemporary Society: Seeking Sámi Laws through an Indigenous Law Method
English abstract:
This article investigates Sámi law and legal principles in the traditional story of Gufihttara lonuhus with the help of the Indigenous narrative legal method. Developed by Indigenous law scholars Val Napoleon and Hadley Friedland, the narrative legal method has been widely employed in Canada in the past two decades. The objectives of the article are: to advance Indigenous law research in Sápmi and the analysis of Sámi laws within Sámi society and tradition; to introduce a new method for Sámi research that has been successfully used in Indigenous scholarship; and to identify the laws and legal principles in the well-known Sámi story of Gufihttara lonuhus. At the end of the article, I examine the ways in which the identified legal principles can be employed to address current challenges in Sámi society such as child protection, and what needs to be taken into account if the Indigenous narrative legal method will be employed to identify Sámi people’s own laws and principles. While there are studies on Sámi customary law, the way in which court decisions have taken Sámi customary law into consideration, and the role of traditional Sámi customs and norms in national legislation, the Indigenous narrative legal method has not yet been employed to analyze traditional Sámi oral tradition and identifying Sámi laws therein.Artihkal guorahallá sámi lága ja láhkaprinsihpaid narratiiva láhkametoda vehkiin Gufihttara lonuhus -muitalusa vuođul. Narratiiva láhkametoda leaba hábmen eamiálbmotlága dutkit Val Napoleon ja Hadley Friedland, ja dat lea geavahuvvon viidát Kanadas maŋimuš nuppelogi jagi. Artihkkala ulbmil lea ovddidit eamiálbmotláhkadutkamuša Sámis ja sámi lágaid guorahallama servodaga ja árbbi siskkobealde, ovdanbuktit sámedutkamuššii metoda, man eará eamiálbmotlágaid dutkit leat geavahan buriin ja mávssolaš bohtosiin, ja kártet Gufihttara lonuhus -muitalusa lágaid ja láhkaprinsihpaid. Artihkkala loahpas suokkardan mo gávdnon láhkaprinsihpaid sáhttá geavahit otná servodathástalusaid čoavdimis dego mánáidsuodjalusas, ja makkár áššiid váldit vuhtii, jos sámedutkamušas háliidit joatkit narratiiva láhkametoda geavaheami gávdnan dihtii sámiid iežaset lágaid ja láhkaprinsihpaid. Sámis gávdnojit dutkamušat sámi dáhpelágas, sámiid vieruid ja njuolggadusaid rollas nationála lágain ja láhkaásaheamis ja das mo gearretmearrádusat leat váldán vuhtii sámi dáhpelága, muhto narratiiva láhkametoda ii leat ovdal geavahuvvon sámi muitalusaid analyseremis ja sámi lágaid gávdnamis
Navigating the Complexities of Supervisor-Student Co-Authorship: A Case Study of Igor Sikorsky Kyiv Polytechnic Institute
No full textCo-authorship is crucial in the development of research and career growth of scientists. However, the relationship between a scientific supervisor and a student (undergraduate, postgraduate) is often complicated by issues of fair distribution of authorship, which is critical for supporting diversity and inclusivity in the scientific community. So, it is important to discuss the ethical co-authorship between scientific supervisors and students in the context of fair co-authorship practices, taking into account both the basic principles of academic freedom and the formal academic requirements.
The purpose of this work is to characterize the current state of the problem using the experience of a leading higher education institution in Ukraine – the National Technical University of Ukraine «Igor Sikorsky Kyiv Polytechnic Institute», where, as part of promoting the development of scientific schools, co-authorship with students is incentivized by increasing points in the teaching rating compared to a single-authored article by a teacher. At the same time, we analyze additional difficulties faced by PhD candidates in preparing for the defense of their dissertation when their publications are co-authored. These requirements for dissertation approbation create a paradoxical situation where collaboration with a scientific supervisor can contribute to the development of a young scientist and complicate the process of defending their work.
The work covers ethical principles of co-authorship, based on international recommendations on academic freedom and integrity, and taking into account the specifics of the «supervisor-student» relationship. Particular attention is paid to achieving a balance between the mentoring role of the scientific supervisor, the importance of recognizing the student’s contribution, and compliance with formal requirements for dissertations, as well as cases of mixing the concepts of «scientific supervisor» and «co-author».
Practical recommendations are proposed for: 1) making the decision: whether a scientific supervisor should be a co-author with the student or not, 2) implementing ethical co-authorship practices, including clear definition of roles at the beginning of the project and regular discussions and recording of each participant’s contribution, taking into account the requirements of open science, 3) better distinguishing when a scientific supervisor becomes a co-author of the work and when they remain only a mentor. We consider how these recommendations can be adapted in the context of co-authorship incentive systems and requirements for dissertation defense.
In general, it is possible to argue that co-authorship between a scientific supervisor and a student, is not critically necessary for the development of a scientific school. It cannot be prohibited due to the norms of academic freedom; however, it does not require additional stimulation. Instead, when it occurs, new ethical challenges arise.
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Quality as a public good: The Diamond Open Access Standard (DOAS) and its role in the Global Diamond Open Access Alliance
No full textThe Diamond OA Standard (DOAS) sets out a comprehensive standard for Diamond Open Access (OA) journal publishing. It defines a shared understanding of quality in terms of 7 core components first outlined in the Action Plan for Diamond Open Access (Ancion et al. 2022: 4), and revised and modified by the DIAMAS project’s team:
Funding; 2. Legal ownership, mission, and governance; 3. Open Science; 4. Editorial management, quality, and research integrity; 5. Technical service efficiency; 6. Visibility, communication, marketing, and impact;7. Equity, Diversity, Inclusion, and Belonging (EDIB), multilingualism, and gender equity.
DOAS sets a course towards quality improvement that all Diamond OA journals can align on via the DOAS self assessment tool. Even more importantly, it evinces the notion that the quality of academic publishing is a public good that should be acknowledged, defended, and preserved. The quality of academic publishing is the responsibility of the entire academic community: authors, editors, reviewers, and readers, requiring vigilance and a critical stance from all participants in the publishing process.
DOAS was co-created in collaboration with the Diamond OA publishing community in Europe through an iterative participatory process. First, DIAMAS team members carried out an extensive analysis of 71 documents on quality standards and best practices in scholarly publishing, which revealed a global consensus on editorial quality. This analysis led to a first version of a quality standard for Diamond OA publishing, which was called EQSIP v1. This version was further refined via a gap analysis and feedback from eight focus groups involving 300 people from various European Diamond OA publishing communities, resulting in a second version, the Extensible Quality Standard in Institutional Publishing (EQSIP) v2.0 for Diamond Open Access. This version was then republished as DOAS, to underscore its relevance beyond the DIAMAS project outputs EQSIP 1.0 and 2.0.
As one of the main outcomes of the DIAMAS project, DOAS will soon be discussed at the global level in the context of the EC-funded ALMASI project, forging Diamond OA collaboration in Africa, Europe, and Latin America, as well as the Global Diamond Open Access Alliance announced by UNESCO on July 2024.
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Slay the Code: Prompting and Coding in the Humanities
No full textWould you like to learn how to use AI to explore and analyze your cultural heritage data? Or have you always wanted to learn how to code and perform data-driven analysis with a little help from cutting-edge tools? This workshop focus on the intersection of generative AI tools and the humanities, offering participants the opportunity to master the art of crafting effective prompts for AI tools like ChatGPT and see practical cases where prompting can be used to work with computational methodologies for example, achieving essential Python coding skills. Emphasizing practical applications, the workshop is designed to enhance research, writing, and problem-solving in the humanities, providing attendees with the confidence to integrate these cutting-edge tools into their academic work.
Structured into two engaging sessions, the first focuses on the theory and practice of creating impactful AI prompts, while the second showcases practical samples of how to support humanities researchers and library specialists when starting working with computational methodologies, with a focus on real-world applications. Participants will also gain insights into ethical considerations, gender biases and decolonial perspectives and best practices related to the FAIR principles and open access, ensuring responsible and effective sharing and publication of their digital projects. The workshop promises an inclusive and supportive environment, tailored to both beginners and those seeking to refine their skills in prompting.
Workshop outline
Session 1: The Art of Prompting
a) Theoretical Presentation
b) Interactive Prompting Exercise
Break
Session 2: Prompting to Code
a) Introduction to Python & Prompting for Coding
b) Coding Exercise & Visualization
Closing Remarks and Next Steps 
Mechanisms for transdisciplinary co-production
No full textIn the age of climate emergency, there continues to be a deep disconnection between people’s perception of social concerns (e.g. job and economic security, urban design and uses of technology) and environmental concerns (e.g. weather-related disasters, pollution, loss of green spaces, ecoanxiety). This fuels what many call a ‘democratic deficit’, where representative democracies are struggling to foster and support evidence-based decision-making in the face of extensive misinformation and disinformation campaigns. This is particularly concerning among youth and vulnerable parts of the population, such as immigrant communities and the elderly. This workshop proposes transdisciplinary engagement as a way to engage and inform around those issues, while building and extending Open Science efforts to provide an alternative to bubble chambers created by digital media and some forms of Artificial intelligence. The workshop aims to explore, together with delegates and through break-out groups, experiences of engaging local communities in developing environmental/social interventions together with policy-makers as well as researchers, thinking about challenges and learning from each other’s solutions. Some of the examples will include water research and policy engagement in Italy, youth engagement around environmental themes across European organisations, and the development of the Climate Pact Ambassador network
National approaches to Open Access publishing
No full textOpen Access implies universal access to scholarly publications. While the goals are global, many of the necessary changes need to be implemented in national settings. The goal of this panel discussion is to highlight various examples of activities and developments in a variety of countries. The session will begin with four lightning talks (6–7 minutes each), in which representatives of Spain, Algeria, the Netherlands, and Lithuania will highlight various aspects of Open Access development in their respective countries. After the lightning talks, there will be a discussion moderated by Iva Melinščak Zlodi, scholarly communication and e-resources librarian at the Faculty of Humanities and Social Sciences, University of Zagreb (Croatia).
In Spain, the Spanish Foundation for Science and Technology (FECYT) has conducted a survey of 254 scholarly journals to see whether they fulfill a variety of standards in the domain of open access publishing. These standards include publication of content under open access licences, the promotion of supplementary material deposition, and the possibility of open peer review, among others. María Ángeles Coslado, responsible fo the journal evaluation process at FECYT will give a lightning talk titled “Raising Open Science through the editorial quality assessment processes of scientific journals: a Spanish perspective.”
A comparable survey on the awareness and implementation of open access among scholarly journals in Algeria was conducted in 2014 by Samir Hachani, professor of library science at the Université d’Alger 2. Since then, Algeria has embarked on a vigorous and ambitious program of implementing open access and open science at the national level. Enhancing the editorial and technical quality is as important as the quantitative increase of open access figures. Hachani will summarize the successes and deficiencies of this program in a lightning talk on “Open Access in Algeria: Ten Years Later”.
"Strengthening Diamond Open Access in the Netherlands (2024–2026)", a program funded by the Universities of the Netherlands and carried out by the Dutch consortium of university libraries (UKB) is in full swing. The project arises from the awareness that Diamond journals are often struggling. With little to no budget, reliance on volunteering, and a culture of evaluation centered on impact factors, Diamond Open Access is not flourishing to its full potential. In her lightning talk, Susanne van Rijn, program manager at the Dutch Academic Library Consortium UKB/Erasmus University Rotterdam will give a short overview of the projects involved.
Another key aspect of the publication landscape is what software scholars choose for their journals. Together with a group of colleagues from Vilnius University In Lithuania, professor at the Faculty of Communication and managing director of Vilnius University Press Arūnas Gudinavičius has investigated the use of software for different stages of the production and publication process of Lithuanian journals. In many cases, a mix of proprietary and open source software is being used. Gudinavičius’s lightning talk is titled “Publishing technologies of scholarly journals: the preferences of using publishing software in a small language country.”
Watch the panel on this video recording