University of Oslo (UiO): FRITT (E-Journals)
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Sandtorg. : En vareutvekslingsplass gjennom 1100 år
No full textIn this paper, I discuss a potential market place for theexchange of goods at Sandtorg in Harstad municipality,Troms and Finnmark county during the Iron Age and theMiddle Ages. Recently, a total of 125 objects were uncoveredon a farm, previously only mentioned in written sources inthe mid-16th century. Finds of jewelry, silver, coins, weightand metal waste from the Viking Age suggest that exchangeof goods started at the site somewhere between AD 800 and 900. Further finds indicate that there were exchangegoods here throughout the Middle Ages and onwards to thehistorically documented trade. At the location, excavationshave uncovered a far larger amount of metalworking wastethan one would expect on an ordinary farm. This included lead, copper alloys, iron and silver. The finds indicate asmithy close to the Viking Age beach level and may suggestconstruction and repair of sea vessels at the site. AroundSandtorg there are no known Viking Age graves, indicatingthat Sandtorg did not have a large permanent population,and consequently was not a large marketplace. However,it is possible that the market function was combined withservices such as repairs or construction of seagoing vesselsand guesthouses for travelers. If so, the activity at Sandtorg may have been significant. 
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No full textIntervju med Anne Brager-Larse
English
No full textIn this study, we explored how learning progressions were established in a context-based science teachingunit. A science class in secondary school was followed during a teaching unit in Biology, in which theEbola disease was used as context. Teaching was planned using the didactical model organizing purposes.Learning progressions were studied as continuity between teaching purposes, the science content andthe context in four sequential lessons. The analysis of teaching evidenced a considerable variation inhow learning progressions were constituted within lessons and showed how learning progressions coulddevelop between lessons through the combination of different teaching activities. By consistently mentioningand referring to Ebola, the teacher had a pivotal role in establishing relations between teachingpurposes, the content and the context. Furthermore, our results evidence the important role of the contextin supporting students’ learning of science content. Finally, we discuss concrete actions in the planning ofthe unit to improve lessons that evidenced a weaker connection to the context
‘Superación del pasado’ y ‘memoria histórica’: similitudes y diferencias entre Alemania y España
No full textThe article presents a comparative analysis of the different forms, how two countries (Ger-many and Spain) have dealt and still are dealing with their respective past of violence and war. In Germany, the term used for this type of analysis is Vergangenheitsbewältigung (‘superation of the past’), in Spain recuperación de la memoria histórica (‘recuperation of historical memory’). For both cases, the text analyzes critically the moment, when the collective and self-critical reflec-tion about the problematic past began; it contrasts the different views of the corresponding wars and dictatorships, it stresses the importance of the following postbelic phases and the postdictatorial generations that up to now had to deal with the past. Even if there exist more differences than similarities between the Spanish and the German cases, many aspects result more comprehensive comparing both cases.El artículo presenta una aproximación comparativa a las distintas formas, en que dos países (Alemania y España) se han encarado y siguen encarándose a su respectivo pasado de violencia y guerra. En Alemania se habla de Vergangenheitsbewältigung (‘superación del pasado’), en España de la ‘recuperación de la memoria histórica’. Para ambos casos, el texto analiza críticamente el momento en el que empezó la reflexión colectiva y autocrítica sobre el pasado problemático, se contrastan las diferentes visiones sobre las correspondientes guerras y dictaduras, se resalta la importancia de las fases postbélicas y de las generaciones postdictatoriales que tienen que tratar con su pasado. Si bien entre los casos español y alemán hay más diferencias que similitudes, muchos aspectos resultan más comprensibles usando el método de la comparación
Rafael Chirbes y Laura Restrepo. Dos posturas ético-estéticas y dos propuestas de justicia y memoria
No full textWe interpret the poetics of the Spanish writer Rafael Chirbes and the Colombian writer Laura Restrepo as fictions of historical memory. Both authors turn historical events into fiction, namely: the Civil War and Franco’s regime (Chirbes) and the origins of the Colombian armed conflict (Restrepo). Taking into consideration that the concept of memory in the contempo-rary discourse is related to justice and law and focusing on the understanding of atrocious crimes that occurred in the past of a society, this article aims to answer the following questions: What do the fictions En la orilla by Rafael Chirbes and La novia oscura by Laura Restrepo con-tribute to the legal-political discourse? What is their contribution to the field of memory and justice?Interpretamos las poéticas del español Rafael Chirbes y de la colombiana Laura Restrepo como ficciones memorialistas. Cada uno de los autores reinterpreta en la ficción hechos históricos de un pasado violento, a saber: la Guerra Civil y el franquismo (Chirbes), los orígenes del conflicto armado colombiano (Restrepo). Teniendo en cuenta que el concepto de memoria en la contemporaneidad ha girado en torno a la justicia y al derecho enfocándose en la compren-sión de crímenes atroces ocurridos en el pasado de una sociedad, este artículo pretende responder a las siguientes preguntas: ¿qué aportan las ficciones En la orilla de Rafael Chirbes y La novia oscura de Laura Restrepo al discurso jurídico-político?; ¿qué aporte introducen esas ficciones al campo de la memoria y la justicia
Sobre los autores
No full textInformación acerca de los autores de los textos publicados.Information about the authors of the published texts
Hvordan iscenesetter to lærere skriveundervisning ut fra den samme pedagogiske ressursen, og hvordan nyttiggjør elevene seg av denne undervisningen når de skriver?
No full textEn tydelig trend i norsk utdanningspolitikk er at myndighetene bidrar til utviklingen av pedagogiske ressurser. Lærere oppfordres til å ta i bruk disse ressursene i den hensikt å skape bedre undervisningspraksiser i skolen. Vi har begrenset kunnskap om denne formen for pedagogisk praksis. Gjennom denne doble kasusstudien undersøker jeg hvordan to lærere iscenesetter den samme pedagogiske ressursen og drøfter hvordan elevene nyttiggjør seg disse undervisningspraksisene når de skriver en argumenterende tekst i norskfaget. Empirien er hentet fra to ungdomsskoler som deltok i den nasjonale satsingen «Ungdomstrinn i utvikling». Studien er forankret i et sosiokulturelt perspektiv på læring der språklig mediering av artefakter som skal fasilitere elevers læringsprosesser, står sentralt. Studien viser hvordan lærerne iscenesetter den pedagogiske ressursen på ulikt vis, og den drøfter hvordan disse lokale tolkningene – spesielt ulik mediering av en modelltekst – legger føringer for elevenes tekstskaping. Ved å undersøke eksempler på praksis gir studien økt innsikt i relasjonen mellom pedagogiske ressurser, undervisningspraksiser og elevers skriving.
Nøkkelord: skriveopplæring, pedagogiske ressurser, argumenterende skriving, utdanningspolitikk
How do two teachers enact writing instruction from the same pedagogical resource, and how do the students make use of the resulting teaching practices when they write?
Abstract
A clear trend in Norwegian education policy is that the government contributes to the development of pedagogical resources. Teachers are encouraged to use these resources in order to improve their teaching practices. We have limited knowledge of this form of pedagogical practice. In this double case study, I investigate how two teachers employ the same pedagogical resource and discuss how the students make use of the teachers’ different teaching practices when they write an argumentative text in L1. The empirical data is taken from two schools that participated in the national strategy Lower Secondary in Development (Ungdomstrinn i utvikling). The research is grounded in a socio-cultural perspective on learning. The study shows how teachers employ the pedagogical resource in different ways, and it discusses how these local interpretations – especially different mediation of a model text – condition students’ writing. By examining examples of practice, the study provides increased insight into the relationship between pedagogical resources, teaching practices and students’ writing.
Keywords: writing instruction, pedagogical resources, argumentative writing, educational polic
Endring i forekomst av villet egenskade hos ungdom
No full textSelvskade er vanlig hos ungdommer, og er assosiert med psykiske helseproblemer og negative livshendelser.Denne artikkelen beskriver resultatene fra en ny studie om endringer i forekomsten av selvskade blant ungdomsskoleelever i Norge og diskuterer implikasjoner av funnene. To kryss-seksjonelle undersøkelser blant ungdommer i ungdomsskolen (8.–10. klasse) ble benyttet for å analysereendring i forekomsten av selvskade: Ung i Norge-undersøkelsen fra 2002 (N = 5 842) og Ungdata-undersøkelsen fra 2017 og 2018 (N = 29 063). Fra undersøkelsene hentet vi forekomst av selvskade siste år og kjente risikofaktorer for selvskade hos ungdom. Vi analyserte endring i forekomst av selvskade blant ungdomsskoleelever fra 2002 til 2017/2018, og undersøkte i hvilken grad den observerte endringen kunne forklares av samtidig endring i underliggende risikofaktorer. Forekomsten av selvskade siste år økte fra 4,1 % i 2002 til 16,2 % i 2017/2018. Blant risikofaktorene økte forekomsten av depressive symptomer, mens forekomsten av antisosial atferd, eksponering for vold og alkoholberuselse sank. Økningen av depressive symptomer forklarte en liten del av økningen i selvskade, men hadde liten betydning når alle risikofaktorer ble tatt i betraktning. Vi fant at forekomsten av selvskade siste år hos ungdom firedoblet seg i løpet av 15 år. Etablerte risikofaktorer forklarer ikke hele den observerte økningen. Det er behov for mer forskning for å forstå det komplekse samspillet mellom faktorer som kan påvirke forekomstenav selvskade hos ungdom.Self-harm is prevalent among adolescents and associated with mental health problems and negative life-events. A recentpublished study found a steep increase in prevalence of self-harm among adolescents in Norway. This paper aims todisseminate the results and discuss implications. Two crosssectional school-based surveys among adolescents (grades 8–10) in Norway were conducted in 2002 (N = 5842) and in 2017/18 (N = 29 063). Past year prevalence of self-harm and variables on risk factors was analyzed to examine whetherchange had occurred. Further, we analyzed to what extent changes in self-harm correlates could explain the observedperiodical change in prevalence of self-harm. An increase from 4.1% to 16.2% in self-harm prevalence was observedfrom 2002 to 2017/18. Among the assessed risk factors for self-harm, depressive symptoms increased, while anti-socialbehavior, exposure to violent acts and drinking to intoxication decreased. The increase in depressive symptoms contributedto explain a small amount of the increase in self-harm but was outweighed when all other associated factors were included.Self-harm prevalence increased 4-fold among Norwegian adolescents over a 15-year period. The factors at handcould not explain the observed increase. Further research is needed to understand the complex interplay betweenfactors that might operate