University of Oslo (UiO): FRITT (E-Journals)
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Minneord om professor Frode Iversen (1967–2022)
No full textEulogy for Professor Frode Iversen (1967–2022)Minneord om professor Frode Iversen (1967–2022)
Selektiv respons på kritikk: NAV veilederes digitale interaksjon med brukere
No full textDigital, written interaction has become an extensive practice in modern society, also between citizens and public service providers. In NAV (the Norwegian Labour and Welfare Administration), interaction between counsellors and service users is increasingly taking place in written form on a digital platform. In this article, we study sequences of written interaction in which service users present complaints towards the counsellor or NAV. With a discourse analytical approach, we study how counsellors meet such complaints and the rhetorical resources they employ in their written responses. The analyses show that the responses are selective and that they acknowledge, avoid, or reject the complaints in an indirect manner, often without explicitly addressing the grievances presented in the complaint. Through rhetorical strategies such as conversationalisation, character work and shifts between personal, professional and institutional voices, the counsellors set boundaries for their involvement and place responsibility for future action on the service user. This can be seen as an expression of the conflicting perspectives of the participants, but also the challenges inherent in the digital format of counselling. There is a risk in such selective responses that topics that are important to the service users might escape attention and be backgrounded in a dialogue that also functions as documentation.Digital, skriftlig interaksjon blir stadig mer utbredt i samfunnet, også mellom innbyggere og offentlige tjenesteytere. I NAV foregår stadig mer av interaksjonen mellom veiledere og brukere i skriftlig form på en digital plattform. I denne artikkelen studerer vi sekvenser av slik dialog der brukere retter kritikk mot veiledere eller NAV. Med en diskursanalytisk innfallsvinkel studerer vi hvordan veilederne møter brukernes kritikk og hvilke retoriske ressurser de tar i bruk i sine responsmeldinger. Analysene viser at veiledernes responser i stor grad er selektive og at de anerkjenner, unngår eller avviser kritikken på en indirekte måte, ofte uten å forholde seg direkte til det brukerne presenterer som kritikkverdig. Gjennom retoriske strategier som konversasjonalisering, karakterarbeid og vekslinger mellom en personlig, profesjonell og institusjonell stemme, setter veilederne grenser for egen involvering og plasserer ansvar for videre handling hos brukerne. Dette kan ses som uttrykk for perspektivkonflikter mellom brukere og veiledere, men også utfordringer ved det digitale, skriftlige formatet for veiledning. En risiko ved selektiv respons er at tema som er viktige for brukeren unnslipper veilederens oppmerksomhet og kan bli satt i bakgrunnen i en dialog som også fungerer som dokumentasjon i saken
Engasjerende DBT-behandling
No full textNSSF arrangerte 7. nasjonale konferanse om Dialektisk atferdsterapi 9.–10. mai på Thon Hotel Storo, og i år deltok litt over 240 deltakere! Entusiasmen for DBT kom til syne i 12 paralleller og 7 plenarer som virkelig viste bredden og potensialet i terapiformen. Konferansen åpnet med en magisk konsert ved Tami Braga og Robin Banerjee. Deretter holdt Christine Dunkley plenumssesjoner med ulike demonstrasjoner. Dunkley har skrevet flere artikler og bøker om dialektisk atferdsterapi (DBT). Hun er en erfaren DBT-lærer i Storbritannia. På konferansens første dag tok hun spesielt for seg følelsesregulering, som er ett av flere elementer i DBT
– Vi har lykkast godt med å få ned kriseåtferda til ungdomar: I Bodø og Lunde føregår det eit nybrottsarbeid i behandlinga av unge med store psykiske vanskar
No full textI Bodø i nord og Lunde ved Kristiansand miksast barnevern og helsehjelp på ein måte som aldri før har blitt gjort i Noreg – nesten ikkje internasjonalt, heller. Bodø behandlingssenter og Lunde behandlingssenter vart etablerte i 2018 og 2019 og husar til ei kvar tid totalt opp til elleve ungdomar mellom 13 og 18 år. – Områda barnevern og helsevesen har lenge vore som to siloar. Vi har sete på to ulike klodar og forsøkt å hjelpe, men vi har ikkje samarbeida, seier senterleiar Lars Mehlum ved Nasjonalt senter for selvmordsforskning og -forebygging (NSSF). Ved dei såkalla DBT-OEM-institusjonane i Bodø og Lunde bur ungdomane i eit miljø over tid der dei har tilgang på både miljøterapeutar og helsehjelp
Udstillingsdrevet indsamling af møbler på Trapholt: Gevinst, konsekvens og muligheder
No full textAt Trapholt, Museum of Modern Art and Design in Kolding, Denmark, research focus and museum activities – as at many other museums – are largely aimed at the audience and the public. This has led to a collecting practice predominantly driven by Trapholt’s exhibitions. The focus of this article is to study the gains and consequences of an exhibition-driven collecting practice, and discuss the potential opportunities for a strategy going forward. Through three exhibition cases, it is pointed out how this practice has secured a unique selection of historical design objects, as well as examples of contemporary design, but also caused overrepresentation, duplicates and accumulations of certain period pieces, without sufficient or significant documentation. At the same time, this practice is at the expense of research in the remaining collection. This article argues for a greater degree of systematization, broader documentation as well as a structural change to the collection practice involving participation.At Trapholt, Museum of Modern Art and Design in Kolding, Denmark, research focus and museum activities – as at many other museums – are largely aimed at the audience and the public. This has led to a collecting practice predominantly driven by Trapholt’s exhibitions. The focus of this article is to study the gains and consequences of an exhibition-driven collecting practice, and discuss the potential opportunities for a strategy going forward. Through three exhibition cases, it is pointed out how this practice has secured a unique selection of historical design objects, as well as examples of contemporary design, but also caused overrepresentation, duplicates and accumulations of certain period pieces, without sufficient or significant documentation. At the same time, this practice is at the expense of research in the remaining collection. This article argues for a greater degree of systematization, broader documentation as well as a structural change to the collection practice involving participation.At Trapholt, Museum of Modern Art and Design in Kolding, Denmark, research focus and museum activities – as at many other museums – are largely aimed at the audience and the public. This has led to a collecting practice predominantly driven by Trapholt’s exhibitions. The focus of this article is to study the gains and consequences of an exhibition-driven collecting practice, and discuss the potential opportunities for a strategy going forward. Through three exhibition cases, it is pointed out how this practice has secured a unique selection of historical design objects, as well as examples of contemporary design, but also caused overrepresentation, duplicates and accumulations of certain period pieces, without sufficient or significant documentation. At the same time, this practice is at the expense of research in the remaining collection. This article argues for a greater degree of systematization, broader documentation as well as a structural change to the collection practice involving participation
‘Sted’ som utgangspunkt for kritisk tenkning i geografi
No full textGeography was previously one of three subfields in the Norwegian primary and lower secondary school’s social studies curriculum. In the new curriculum from 2020, Geography as a subject has become less clear. At the same time, the new curriculum may provide new opportunities to develop students’ geoliteracy. Geoliteracy means being able to read and understand geographical texts and have knowledge of location, places, and interconnections. Furthermore, it means the ability to use geographical thinking to assess different alternatives for actions and make decisions. There are few empirical studies on geography teaching at primary school level, and international research has been particularly concerned with multimodal texts and graphic representations. The critical aspect of geoliteracy in a broad sense, and the role of places in this regard, has received less attention. This article discusses the following research question: How can different approaches to place develop students’ geoliteracy and critical thinking?
This article is based on a qualitative classroom study in fifth grade during lessons about Norwegian counties. The analysis shows that the teaching assignments facilitated students’ geoliteracy while reading and constructing maps and finding information about places on the web. Most of the assignments had a descriptive approach to place, but the analysis also reveals potential for critical thinking in some assignments and in spontaneous situations that occurred in the classroom. The article argues that a multidimensional approach to place can provide a geographical perspective to teaching and learning under the new curriculum, as well as contribute to students’ critical thinking.
.Geografi var tidligere et av hovedområdene i den norske grunnskolens samfunnsfag, men i læreplanen Kunnskapsløftet 2020 har geografifaget blitt mindre tydelig. Samtidig kan et mer gjennomgående geografisk perspektiv og økt vektlegging av kritisk tenkning åpne nye muligheter for elevenes geografiske dannelse. Dette innebærer å kunne lese og vurdere geografifaglige tekster og representasjoner og ha kunnskap om lokalisering, steder og sammenhenger. Ikke minst dreier det seg om å anvende geografiske tenkemåter til å fatte beslutninger om ulike handlingsalternativer. Selv om det finnes en rik teoretisk litteratur innenfor geografididaktikk, er det få empiriske studier av geografiundervisning på barneskolenivå i ulike land. Internasjonal forskning har vært særlig opptatt av multimodale tekster med grafiske representasjoner, mens det kritiske aspektet ved geografisk dannelse i bred forstand og hvilken rolle undervisning om steder spiller i den sammenhengen, har vært mindre belyst. Artikkelen drøfter derfor problemstillingen: Hvordan kan ulike tilnærminger til sted bidra til elevenes geografiske dannelse og kritiske tenkning?
Artikkelen tar utgangspunkt i en kvalitativ klasseromsstudie av et undervisningsopplegg om norske fylker på mellomtrinnet. Analysen viser at oppdragene i undervisningsopplegget tilrettela for elevenes geografiske dannelse gjennom å lese kart, konstruere egne kart og finne informasjon om steder på nett. De fleste oppdragene hadde en deskriptiv tilnærming til sted som vektla fakta om lokalisering og severdigheter, men analysen avdekker også potensial for kritisk tenkning gjennom enkeltoppdrag og spontane situasjoner i klasserommet. Artikkelen argumenterer for at en flerdimensjonal stedstilnærming kan være fruktbar for å ivareta et geografifaglig perspektiv i undervisningen og bidra til å utvikle elevenes kritiske tenkning
In defense of a language error
No full textThe verb valda ‘cause’ in Icelandic standardly has the past participle/supine valdið, but an alternative form is ollið (ollað). This verb governs dative case with objects, which is preserved in passive in standard Icelandic. However, in a few examples, nominative is found instead, in which case an inflected form of the participle shows up (ollnar), agreeing with the nominative sub-ject of the passive clause. Such instances can be understood on the pre-sumption that the speakers in question not only have the alternative form of the participle, but also substitute nominative for dative in passive (by Nominative Sickness). In this article I look at examples of the intuitively ill-formed form ollnar, and discuss its possible emergence. As it turns out, structures involving this form are completely “grammatical” in light of some morphological and morphosyntactic changes in Icelandic
Mot en trebank for amerikanorsk
No full textI denne artikkelen presenteres en framgangsmåte for å tilordne en del av amerikanorsk talespråkskorpus syntaktiske dependensrelasjoner automat-
isk. Ulike maskinlæringsteknikker og korpus blir tatt i bruk. Til slutt gis et mål på forventa nøyaktighet og en sammenlikning med en annen relativt nylig publisert trebank for norsk.This article presents a method for automatic assignment of syntactic dependency relations to the corpus of American Norwegian speech (CANS). Different machine learning techniques and corpora are used. Finally, an accuracy measure is computed and compared with a relatively new treebank for spoken Norwegian
Skole-virksomhedssamarbejde i naturfagene: erfaringer fra et projektbaseret innovativt undervisningsforløb : School‐industry partnerships in science education: experiences from a problem-based innovative teaching course at lower secondary school
No full textThis paper describes how a school-industry partnership can define and frame problem-based science teaching developed for lower secondary school. Among the identified positive outcomes was that students engaged in working with the authentic problems. Further, the student’s possibilities for building relations with the employees during the course was of central importance e.g. when they received feedback. Challenges reflected that the teachers and students were uncomfortable with the innovative problem-based teaching method and had a curricular-dominated view on science education. This was expressed in their concerns about what they see as indistinct connections between work phases and a lack of scientific content. It is proposed to use pedagogical link-making as a tool to create spatiotemporal coherence for the students and make connection between scientific concepts based on examples from the study. Link-making may be particularly relevant when the complexity of teaching increases as in school-industry partnerships
By way of introduction: Memory, desire and narration
No full textTras la publicación del número monográfico de nuestra revista “Perspectivas transatlánticas: Manuel Vázquez Montalbán y Latinoamérica” coordinado por José Colmeiro y Michael Aronna y antes de la próxima publicación de “En la mesa con Manolo: La gastronomía como acto cultural y político”, monográfico coordinado por José Colmeiro y H. Rosi Song publicamos esta nueva recopilación de artículos..