University of Oslo (UiO): FRITT (E-Journals)
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Joina du kino imårgå? Ungdommars dialektskriving på sosiale medium
No full textSosiale medium utfordrar det tradisjonelle skiljet mellom normert og standardisert skriftspråk og inviterer til kreativ og refleksiv språkbruk. For mange norske ungdommar er det vanleg å ta i bruk trekk frå eit breitt språkleg repertoar – inkludert dialekttrekk og andre unormerte trekk – i private samanhengar på sosiale medium. I denne artikkelen presenterer vi data frå fire utvalde stader i ei større landsdekkande undersøking av multi-lektale praksisar på sosiale medium blant ungdommar på vidaregåande skule. Dei utvalde stadene ligg i Lofoten, på Nordmøre og Sunnmøre og i Nord-Gud¬brandsdalen. På grunnlag av korte tekstar skrivne i ulike tenkte situasjonar med ulike førestilte publikum ser vi at ungdommane jamt over skriv svært forskjellig i til dømes ei melding til ein ven samanlikna med ei melding til læraren. I den første ytringssituasjonen er det typisk eit høgt innslag av dialektale trekk og andre brot mot skriftspråksnormene, medan det i den andre er langt meir vanleg å bruke standard skriftspråk. Val av plattform for dei ulike ytringssituasjonane ser også ut til å påverke valet av skriftleg kode: Meldingar til lærar på SMS eller Snapchat inneheld gjerne fleire brot på standardspråklege normer enn slike meldingar sende gjennom skulens offisielle læringsplattform. For kvart område vurderer vi også dialektskrivinga opp mot kjende trekk ved den lokale og regionale dialekten. Vi ser at ikkje alle talemålstrekk får eit skriftlig uttrykk, noko som i visse tilfelle nok speglar talemålsutviklinga i området. I vår tolking har ungdommane ei særs fleksibel tilnærming til val av skriftlege kodar og evnar å tilpasse seg ulike situasjonar og ulike språkmarknader.This study investigates the use of written dialect among adolescents from four different locations in Norway, each representing one of the main dialect areas of the country (north, central, west, and east). The data are drawn from the larger study Multilectal Practices in Social Media where a total of 1532 students from 42 different upper secondary schools in all regions of Norway have completed an online questionnaire about their language competence, use and attitudes and where they have also provided short text samples of how they would have written in four imagined situations: (i) a cinema invitation to a friend, (ii) a social media post about the family’s new pet, (iii) a message to the teacher informing him/her about absence due to illness, and (iv) a bio in a discussion forum. In our data we see that the cinema invitations contain a high degree of local/regional dialect features as well as other deviations from standard orthographical conventions whereas the messages to the teacher by and large are written in one of the two Norwegian written standards. Choice of platform also seems to influence the choice of features: messages to the teacher by SMS or Snapchat typically contain more dialect and other deviations from standard orthography than messages sent through the official learning management system of the school. For each of the four locations we evaluate the dialect writing against known features of the local/regional dialect, and we see that not all dialect features make their way into the students’ dialect writing, a fact which we take to reflect changes in progress. In conclusion, we see that the students are very flexible and adaptive in their choice of features and codes in different situations and for different purposes
Morphophonological variation in Norwegian negative marker enclisis
No full textThe study looks at 4 variants of negative clitics in Norwegian, how frequently they are used and which types of verbs they combine with. Using corpora of spoken Norwegian, we look at how diffierent variants of the negative clitics vary in frequency of use and how each variant is constrained by the form of the verbs they cliticize to. In particular, we look at the preceding vowel interact with the negative clitic and how this interaction relates to the previous literature on Norwegian negative clitics
Stavanger domkirke – en arkeologisk utgravning under koret
No full textStavanger Cathedral was built in Romanesque style around 1100. The choir was 11.5 m long, 8 m wide and straight ended. After a fire in 1272, the choir was extended to the east in Gothic style around 1300. Stavanger museum carried out an archaeological excavation in multiple rooms in 1967. In the eastern part of the excavation area more than 30 skeletons were found. The skeletons sent to the Department of Anatomy in Oslo for analysis were mixed at the Institute, and in the boxes returned to Stavanger, there were also bones from other parts of the country. It is discussed whether the main room has been a crypt or a tomb. In the author´s opinion, it has been a tomb. Carbon 14 datings show that there was a cemetery before the church was built. Thus it is likely that there was a wooden church at the location prior to the Romanesque church
Disaster, traces of displacement, and mizuaoi seeds: Conversations surrounding A Future for Memory: Art and Life After the Great Japan Earthquake
No full textCurated by socio-cultural anthropologist Fuyubi Nakamura, the exhibition entitled A Future for Memory: Art and Life after the Great Japan Earthquake at the Museum of Anthropology at UBC in British Columbia addresses the sociocultural role of art produced in situ in the aftermath of the triple disaster which occurred in the Tōhoku region of northeast Japan in 2011. The exhibition’s curatorial project was born in the affected regions through anthropological research, and the selections of works brought to British Columbia are by The center for remembering 3.11; Lost & Found Project; Lost Homes Scale Model Restoration Project; Chihiro Minato; Atsunobu Katagiri; Masao Okabe; Rias Ark Museum of Art; Tsunami Ladies film project team. This article engages with the conversations that the curator, artists, and collaborators wove through the exhibition. The construction of social memory building on the experiences of a drastically changing environment is its main theme.Curated by socio-cultural anthropologist Fuyubi Nakamura, the exhibition entitled A Future for Memory: Art and Life after the Great Japan Earthquake at the Museum of Anthropology at UBC in British Columbia addresses the sociocultural role of art produced in situ in the aftermath of the triple disaster which occurred in the Tōhoku region of northeast Japan in 2011. The exhibition’s curatorial project was born in the affected regions through anthropological research, and the selections of works brought to British Columbia are by The center for remembering 3.11; Lost & Found Project; Lost Homes Scale Model Restoration Project; Chihiro Minato; Atsunobu Katagiri; Masao Okabe; Rias Ark Museum of Art; Tsunami Ladies film project team. This article engages with the conversations that the curator, artists, and collaborators wove through the exhibition. The construction of social memory building on the experiences of a drastically changing environment is its main theme
Hva er klima og klimaendringer? Metode for å undersøke ungdoms forståelse av og forhold til begrepene
No full textIn 2017 the Natural History Museum in Oslo started work on a new building that should house exhibitions and arrangements about both natural and manmade climate changes, and about how climate changes can influence both nature and our societies. We wanted young people to be an important target group. In this paper, we describe and discuss the method we developed to learn about the everyday understanding youth has of these terms. Students from two secondary schools in Oslo took part in the investigation. We learned that there is a wide range in the understanding of the terms climate and climate change. Some have a precise and advanced understanding, while others use the words weather, climate, climate change, pollution, littering, destruction of nature and environment interchangeably. These findings have largely affected the design and content of our exhibition.In 2017 the Natural History Museum in Oslo started work on a new building that should house exhibitions and arrangements about both natural and manmade climate changes, and about how climate changes can influence both nature and our societies. We wanted young people to be an important target group. In this paper, we describe and discuss the method we developed to learn about the everyday understanding youth has of these terms. Students from two secondary schools in Oslo took part in the investigation. We learned that there is a wide range in the understanding of the terms climate and climate change. Some have a precise and advanced understanding, while others use the words weather, climate, climate change, pollution, littering, destruction of nature and environment interchangeably. These findings have largely affected the design and content of our exhibition
Recension: Robert Thavenius 2021. Nationalmuseum som konsekrerande institution 1890–1920. Lund: Lunds universitet, Avdelningen för konsthistoria och visuella studier (195 sidor).
No full textRelations of Debt and Credit Networks in Post-Soviet Uzbekistan, Russia and Kazakhstan
No full textAny relations and practices of debt within credit networks include not only pure economic exchange, such as barter or non-monetary exchange, but diverse kinds of social relations of debt. In this article, we consider case studies embedded in the particular context of early and late post-Soviet economic and political crisis, in which economic informalization was characterised by ‘wild capitalism’ or the absence of cash and livelihoods. We observe the coping strategies and mechanisms of economic survival adopted by ordinary people in response to these crises and to the absence of state social and economic institutions. We portray people’s concrete experiences of debt, solidary social relations, and economic exchange based on debt relationships in post-Soviet economies. The case studies are drawn from ethnographic material from Uzbekistan, Russia and Kazakhstan. Our case studies reveal that debt relations are not about two individuals who owe money but serve as the basis for debt-based trade, survival, and socializing networks, as well as part of moral economies. The article builds on scholarly works related to informal economies and survival mechanisms in post-Soviet space, to anthropology of debt, as well as discussion of (dis)trust
Kritisk tenking i læreplanen i naturfag
No full textAbstract
Critical thinking (CT) has been highlighted as a key goal of education internationally and is included in the Norwegian curriculum. Researchers from various scholarly traditions define critical thinking differently, but they agree that critical thinking involves both cognitive skills – or abilities – and dispositions. In this study, we examined how different aspects of critical thinking are expressed in the Norwegian core curriculum and science curriculum. In addition to the abilities, dispositions and knowledge aspect of CT, we included ethical, cultural and civic dimensions to build a comprehensive framework of CT that we applied when analyzing the curriculum. From our results, we can conclude that there are few references to CT in the Norwegian core and science curricula. Formulations of CT in the curriculum are both vague and scarce, which is unfortunate because we know that many teachers lack an understanding of what CT actually entails, and they often feel unprepared to teach CT. To support teachers, we suggest that all aspects of CT need to be elaborated and concretized in the curriculum.Kritisk tenking (KT) er beskrevet internasjonalt som en sentral kompetanse elever må tilegne seg og det er også inkludert i den norske læreplanen. Forskere fra ulike fagtradisjoner definerer KT noe ulikt, men de er enige om at KT involverer både kognitive ferdigheter og disposisjoner. I denne studien har vi undersøkt hvordan ulike aspekter ved KT kommer til uttrykk i overordnet del av læreplanen og i naturfagplanen i LK20. I tillegg til ferdigheter, disposisjoner og kunnskapsdimensjonen ved KT, inkluderte vi etiske, kulturelle og samfunnsmessige dimensjoner for å bygge et helhetlig syn på KT. Disse kategoriene ble brukt som retningslinjer når vi analyserte læreplanen. Fra våre resultater kan vi konkludere med at det er få referanser til KT i overordnet del og i læreplanen i naturfag. Formuleringer om KT i læreplantekstene er både vage og knappe, noe som er uheldig fordi vi vet at mange lærere mangler forståelse for hva KT faktisk innebærer, og de føler seg ofte uforberedte til å undervise i KT. For å støtte lærere foreslår vi at alle aspekter knyttet til KT bør utdypes og konkretiseres i læreplanen