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مجسمه سازی روزنه داران
No full textFocus:
To appreciate the biodiversity of the Arctic Ocean and ocean floor, with a particular focus on lesser-known species like foraminifera.
Learning objectives:
In this activity, pupils will identify (one, two, or several) foraminifera species living at or close to the Arctic Ocean floor and sculpt them using modelling clay.
Key words:
Foraminifera, Benthic, Planktonic.تمرکز
برای درک از تنوع زیستی اقیانوس منجمد شمالی و کف اقیانوس، با تمرکز ویژه بر گونه های کمتر شناخته شده مانند روزنه داران.
اهداف یادگیری
در این فعالیت، دانشآموزان (یک، دو یا چند) گونه روزنه داران را که در یا نزدیک به کف اقیانوس منجمد شمالی زندگی میکنند شناسایی کرده و با استفاده از خاک رس مدلسازی، مجسمهسازی میکنند.
کلید واژه ها
روزنه داران، کفزی، شناور (پلانکتونیک)
“Det er veldig fristende å synge med”: Ungdomsskoleelevers kritiske tilnærming til flerspråklige sangtekster i norskfaget
No full textCritical literacy and multilingual competence are increasingly relevant for citizens in digitised and globalised societies and have also been given more emphasis in the latest Norwegian national curriculum. Critical literacy can be understood as the competences students need to be able to negotiate within a complex and text-based society, while multilingualism from a school perspective concerns making room for and using each individual student’s linguistic resources and identity as a tool for learning. This article examines how secondary school students relate to multilingual texts and investigates the potential of song lyrics as an arena for developing critical literacy using fictional texts. The article draws on theories of critical literacy and translanguaging, with a dataset consisting of interviews with six tenth-grade students from a school with large cultural and socio-economic differences in the Oslo area. The students were asked to select two texts among four suggestions to be used in an imaginary eighth-grade Norwegian language arts classroom and to evaluate the texts’ appropriateness. The analyses show that the students have a close connection with a range of languages and linguistic phenomena based on their cultural backgrounds. We also find that the students had extensive knowledge about song lyrics as popular culture, but that their ability to take a critical approach to the lyrics’ content is variable. Multilingual song lyrics have a potential as a training ground for critical literacy, while also being a text type that allows students to display their knowledge of language and culture, making them ideal as bridging tools in language arts classrooms.Kritisk literacy og flerspråklig kompetanse er stadig mer relevante kompetanser for borgere i digitaliserte og globaliserte samfunn, og har også blitt tillagt mer vekt i den norske læreplanen. Kritisk literacy kan forstås som kompetanser elevene trenger i møte med ulike tekster, mens flerspråklighet i skolen handler om å lage rom for og bruke hver enkelt elevs språklige ressurser og identitet. Denne artikkelen undersøker hvordan ungdomsskoleelever forholder seg til flerspråklige tekster, og vi ser på mulighetene for å arbeide med kritisk literacy og flerspråklighet ved å bruke den skjønnlitterære teksttypen sangtekster. Artikkelen baserer seg på teorier om kritisk literacy og transspråking, og datamaterialet er innhentet gjennom to fokusgruppeintervjuer. Utvalget består av til sammen seks tiendeklasseelever fra en skole med store kulturelle og sosioøkonomiske forskjeller i osloområdet. Elevene ble bedt om å velge ut to tekster blant fire forslag til bruk i norskundervisningen i en tenkt åttendeklasse og vurdere tekstenes egnethet. Analysene viser at elevene har et nært forhold til mange ulike språk og språklige fenomener. Vi ser også at elevene har mye kunnskap om språk og sangtekster som populærkultur, men at deres evne til å forholde seg kritiske til tekstenes innhold er varierende. Flerspråklige sangtekster har et stort potensial som øvingsfelt for kritisk literacy, samtidig som det er en teksttype der elevene får vist sin kunnskap om språk og kultur. Sangtekstene kan brukes som verktøy for å bygge bro mellom elevens verden og skolen
10 Years of TROLLing: A Birthday Podcast Episode
No full textThe Tromsø Repository of Language and Linguistics (TROLLing) published its first dataset on June 13, 2014. Since then, the repository has grown to 173 datasets, each of which is available in open access and equipped with metadata explaining its contents. Two of the most frequent users of the archive, professor of Russian linguistics Laura A. Janda and postdoc of English linguistics Lukas Sönning share their experiences and ideas for the future. A key message is how using a curated data repository has helped raising the quality of their own research by making it more transparent and reusable for others.
Materials referred to in the episode include: a humorous YouTube clip (2014) featuring Laura A. Janda and others; a Leiden dissertation (later published as a book) by Jaap Kamphuis; a workshop at the ISLE 5 conference (2018) organised by Lukas Sönning and Valentin Werner; a paper at the ICAME 45 conference (2024) by Lukas Sönning, Jason Grafmiller and Raquel P. Romasanta.
First published online: June 12, 2024
What about Open Science?
No full textThis is a 90-minute interactive workshop session presenting the game we have been developing with our UKSG Innovation Award – "Open Science Wheel of Prosperity". This is a competitive Open Educational Resource ‘game’ designed to create discussion around common open science concepts and ideas that everyone should understand but do not always fully grasp. This workshop is suitable for all audiences with, or without previous understanding of open science. Through this game participants will be introduced to the key concepts for discussion of open science, what that means for them and their institution, and what concrete steps they can take to make a difference going forward as part of the open science movement. The aim of our workshop is not only to play the game to enhance knowledge but to facilitate playing it in institutions everywhere with implicit advocacy for Open Science built in. Participants do not need to prepare for this workshop in advance
Machine actionable DMPs in practice: Making a FAIR difference at Chalmers
No full textData management planning is a key task and an essential element in the process to manage the whole FAIR data life cycle. It is also a mandatory requirement from several major funders, as well as some research organizations, including Chalmers. Yet writing and updating a data management plan - even with the support of a DMP system - is often considered a rather tedious task that, despite the intentions, in the end often fails to return any substantial added value, other than policy compliance, for either researchers or other parties involved.
By automating central workflows and involving key stakeholders in that process we have found that it is quite possible to accomplish a solution that not only facilitates the researcher tasks, but also ensures controlled, re-usable metadata and enables central stakeholders to be automatically connected with relevant parts of the process, from planning to sharing and preservation of data. This include identifying issues concerning personal and sensitive data, as well as special or large storage needs, at an early stage in the process.
Using the DMP tool Data Stewardship Wizard, funder project databases and not at least the locally developed CRIS system (research.chalmers.se) and supporting locally developed routines, the first steps were implemented in our production workflows (in 2022). This poster presents both the work done so far, as well as ongoing work and planned future developments. We are happy to receive input from participants and to communicate how this could be used to further facilitate the process of making research data open and FAIR
Open Access Book Adoption in the Classroom: Sylla\u27s Innovative Approach to Personalized Discovery
No full textAbstract:
The higher education landscape is experiencing a significant shift towards open and affordable learning resources, driven by technological advancements and economic pressures. The situation calls for solutions that make real impact, including repurposing and making better use of existing materials available online.
With nearly 100,000 open access (OA) books available through the Directory of Open Access Books (DOAB), there is an extensive pool of freely accessible scholarly materials. However, the integration of these resources into higher education curricula has not kept pace with their production, primarily due to discovery and adoption challenges faced by faculty.
This presentation introduces Sylla, an innovative technology solution designed to bridge the gap between OA book availability and classroom adoption. Developed in collaboration with universities and faculty members, Sylla leverages new technologies to create a personalized discovery experience tailored to specific syllabi and learning objectives.
We will demonstrate how Sylla addresses key barriers to OA book adoption in higher education:
Time Constraints: By analyzing course syllabi and providing a curated selection of the most relevant resources, Sylla significantly reduces the time faculty need to spend on resource discovery.
Quality Concerns: The system draws from trusted OA databases and provides detailed explanations of each resource\u27s relevance to the syllabus, ensuring high-quality matches.
Contextual Fit: Sylla offers granular breakdowns of how recommended resources align with learning objectives and teaching topics, facilitating easier assessment and adoption.
Supply Limitations: By recontextualizing existing OA resources such as monographs and articles for teaching needs, Sylla expands the pool of suitable materials for diverse courses.
We will present results from recent pilots at Coventry University in the UK, where Sylla demonstrated significant success in promoting OA book adoption. At Coventry\u27s School of Business and Law, 10 out of 16 faculty members committed to using OER in their upcoming term as their core course resource, resulting in 66% cost savings and thousands of students benefiting from OER-enabled courses.
The relevance of this work extends beyond cost savings. By facilitating easier discovery and adoption of OA books, Sylla empowers faculty to create more personalized and diverse learning experiences. It also supports the broader movement towards open scholarship and affordable learning, aligning with institutional goals to reduce student costs while maintaining educational quality.
Looking ahead, we\u27ll discuss how Sylla and similar AI-driven platforms could transform course preparation, enabling more responsive and adaptable curricula. We\u27ll also address the importance of balancing openness with sustainability, exploring models that support continued creation and maintenance of high-quality OA resources.
See this presentation in this video recording
Ghost in the mirror: David Bowie, mourning, and suicide
Get PDFThe musical career of David Bowie displays a longstanding fascination with suicide, as both a theme that recurs in his lyrics and as a visually enacted motif in his stage and media performances. This essay focuses on how the artist responded to the death of Bowie’s half-brother Terry Burns by suicide in 1985. Close attention is given to the lyrics of, and music video for, “Jump They Say” (1993), both of which are interpreted as acts of mourning. The essay engages with theories of mourning and trauma to suggest that Bowie’s response to Burns’s suicide is a complex one. Bowie is shown to try to rationalise his reaction, via psychoanalysis, as an ordered working through that leads to the freeing of the ego. With the help of Derrida, it is here argued that the process is, in fact, a protracted and open-ended one. The analysis connects Bowie’s mourning with important earlier songs such as “Rock’n Roll Suicide”, “All the Madmen” and “The Bewlay Brothers”, and also demonstrates how “I Can’t Read” and “Goodbye Mr. Ed” can be interpreted as predecessors for “Jump They Say”. It is argued that Bowie’s mourning process later becomes more occluded, but persists to the very end of his career, including the ending of his musical Lazarus (2016).David Bowie utviser i sin musikalske karriere en vedvarende fascinasjon for selvmord, både som et tema som dukker opp i sangtekstene hans og som et visuelt motiv fremført i sceneshowene og medieopptredenene hans. Dette essayet fokuserer på hvordan artisten responderte til selvmordet til Bowies halvbror, Terry Burns, i 1985. Teksten og musikkvideoen til «Jump They Say» (1993) vies spesiell oppmerksomhet, og begge disse fortolkes som uttrykk for en sorgprosess. Essayet gjør bruk av teorier om sorg og traume til å hevde at Bowies respons til Burns’ selvmord er kompleks. Det demonstreres at Bowie prøvde å rasjonalisere sin egen reaksjon, via psykoanalyse, som en ordnet gjennomarbeidelse med egoets frigjøring som resultat. Ved hjelp av Derrida, argumenteres det her at prosessen faktisk er langvarig og uten noen enkel avslutning. Analysen forbinder Bowies sorgprosess med viktige, tidlige sanger som “Rock’n Roll Suicide”, “All the Madmen” og “The Bewlay Brothers”, og viser også hvordan “I Can’t Read” and “Goodbye Mr. Ed” kan tolkes som forgjengere for «Jump They Say». Det argumenteres for at Bowies sorgprosess senere blir mer dunkel, men vedvarer til slutten av hans karriere, blant annet i form av avslutningen til musicalen Lazarus (2016)
Magnus Tessing Schneider & Meike Wagner (red.), Performing the Eighteenth Century: Theatrical Discourses, Practices, and Artefacts (Stockholm: Stockholm University Press, 2023). 312 s.
No full textHrefna Robertsdottir & Johanna Th. Gudmundsdottir (red.), Landsnefndin fyrri 1770–1771. Den Islandske Landkommission 1770–1771 (Reykjavik: Sögufélag, 2016–2022). 4757 s.
No full text‘Blind Dislike of Anything New’: Culture and Change in Medical Literature in Eighteenth-Century Iceland
No full textThe first textbook on midwifery written in Icelandic was published in 1749. Its origin can be traced to several late seventeenth- and early eighteenth-century European pioneers in obstetrics and anatomy. Despite its scientific background, the book received mixed reactions from its readers,which demonstrates a culture of scepticism towards change and innovation in eighteenth-century Iceland