University of Oslo (UiO): FRITT (E-Journals)
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Anders Nummedal: fra ”quasi-lærd” til steinaldernerd
No full textAnders Nummedal - from street smart to Stone Age nerd. Anders Nummedal was an outstanding scholar of the Norwegian Stone Age. While walking along old shorelines in 1909, he made the first of many discoveries that sparked a fierce debate over the date of the first human settlement in Norway. Given that Stone Age people were known to have lived close to the sea, Nummedal realised that it should be possible to date sites using his knowledge of the changes in sea level. As a result, he concluded that many of the sites he had discovered could be dated back to the Mesolithic period. Coming as it did from a “mere” schoolmaster, his theory was ridiculed by most academic archaeologists, who had assumed that these sites could not have been occupied earlier than the Neolithic period. In this article, the authors focus on the problems Nummedal encountered when presenting his sensational theories. The sources include correspondence between Nummedal and Karl Rygh of Videnskabsselskabets Oldsaksamling in Trondheim, and the newspaper discussions that followed the presentation of Nummedal’s theory. The authors examine the reasons for the academics’ reluctance to accept Nummedal’s theory, and for Nummedal’s refusal to budge from his position. The various types of written evidence are well-suited to shed light on different sides of the discussion
Noen synspunkt på den tidligmesolittiske bosetningen i Sør-Norge
No full textNoen synspunkt på den tidligmesolittiske bosetningen i Sør-Norg
Natur og menneske i et språklig klimaperspektiv
No full textMed utgangspunkt i et klimaperspektiv undersøker vi i denne artikkelen hvordan nordmenn uttrykker sine meninger om og sitt forhold til den fysiske naturen. Med et materiale i hovedsak hentet fra representative spørreundersøkelser, bestående av svar på åpne spørsmål, stiller vi to spørsmål: 1) hvilken rolle tillegges natur og menneske som årsak til klimaendringer, og 2) hvilken plass har naturen i folks liv og levemåte som et argument for livsstilsendringer. Teoretisk plasserer analysene seg innenfor lingvistiskpolyfoni og leksikalsk semantikk. Studien belyser den betydelige kompleksiteten i klimaspørsmålet og peker på de mange spørsmål og valg knyttet til forholdet menneske-natur som deltakerne i vårt demokratiske samfunn må ta stilling til
French as a third language in Norway: The influence of the prior languages in the acquisition of word order
No full textThe present study investigated the acquisition of verb movement in L3 French by L1 speakers of Norwegian with English as their L2. To investigate the impact of previously learned languages in L3 acquisition, we looked at two sentence types with lexical verbs where Norwegian, English, and French differ in systematic ways: a) non-subject initial declarative main clauses and b) subject-initial declarative main clauses with a short sentence-medial adverbial. Students completed acceptability judgment tasks in both the L2 and
the L3. Results did not indicate a privileged status for either language as a source of transfer. Rather, there were indications that both prior languages may influence L3 French. We argue that the partially overlapping surface word order with French in each prior language may cause non-target transfer into the L3. Furthermore, higher L2 proficiency was associated with less evidence of L2 transfer in the L3
Komprimert innføring i teori, forskning og praksis
No full textInnføringsbøkene i suicidologi er svært ofte voluminøse, noe som kan bidra til å begrense deres nytteverdi for mange grupper. Forfatterne forklarer i forordet at deres målsetting med Suicide prevention er å presentere «a concise interpretation of the evidence, presented with a practical focus and real world relevance». Forfatterne er begge internasjonale kapasiteter i suicidologien og har også omfattende klinisk erfarin
Å lære barn verdien av tilgivelse
No full textDe fleste av oss har gjort urett mot andre. Hvem har ikke ønsket å bli tilgitt? De fleste av oss har lidd urett. Og hvem har ikke strevd med å tilgi? Vi har alle, på en eller annen måte, gjort erfaringer med tilgivelse. Forfatteren argumenterer for at verdien av tilgivelse bør formidles til barn gjennom å lære dem tre viktige verdier: (1) å være snille mot hverandre; (2) når vi først har vært litt slemme, bør vi si unnskyld; (3) når noen andre har vært litt slemme mot oss, og bedt om unnskyldning, bør vi forsøke å tilgi dem
Underneath the Promise of Safety and Security in a ‘Smart City’ : An Ethnographic Study of Eindhoven’s Living Lab Stratumseind
No full textIn this article, we explore the promises of security that are embedded in the smart city technologies and algorithms and their potential implications for creating social inequality and discrimination. Our ethnographic case study is the Living Lab Stratumseind, a popular nightlife street in Eindhoven where smart technologies and algorithms are being tested with the aim of increasing security in the street. First, we introduce the context in which the Living Lab Stratumseind was developed and trace this development and the multiple forms of governance that characterise it and highlight the main ‘smart technologies’ that can be found there. Second, we focus our attention on the ways in which smart technologies and algorithms promise to enhance public security by directly and uncritically translating technological rationales and discourses into social domains. Third, we argue that the smart city technologies and algorithms risk to create, reproduce and reinforce social inequalities and discrimination, and that it is unclear who is responsible for these unanticipated consequences
Guilty Until Proven Guilty: Policing Caste Through Preventive Policing Registers in India
No full textThe journey to understand technological and digital policing requires a re-engagement with the most basic and widely used technology – paper-based registers for preventive policing. In the name of preventive policing, people from ex-untouchable castes, indigenous populations, and immigrants (in the city) are put under surveillance and recorded in registers. In the process, they earn criminal records for petty crimes, but also for no crimes at all. The registers enable a very ‘visible’ surveillance, where the ‘suspects’ are watched, followed and asked to come for mandatory attendance at the stations. Keeping in mind the segregated nature of the urban landscapes of cities in India, this is only possible for people who belong to certain strata of society and who do not have the privilege of escaping the prying eyes of the police. Researchers have argued that this form of policing is anti-poor or anti-marginalised. However, in this article, I argue that this form of preventive policing is better understood as being anti-caste. I demonstrate how police manuals, including guidelines for police record keeping and surveillance practices, reproduce and imitate the caste based social structure of India by using legacy practices from some still operational and some defunct laws. The paper-based registers maintain an illusion of objectivity – while the police can simply claim to be obeying the manuals. However, by enabling the recording of only those able to be visibly surveilled, those arrested for petty crimes, or those unable to escape the criminal justice system because of lack of money or social support or both, the paper-based registers become a vehicle of policing caste. By marking those thus recorded as habitual offenders, these registers propagate the caste-based understanding that defines crime as an inherent/hereditary trait of the lower castes. Prediction becomes nothing more than a self-fulfilling prophecy
Sense of agency among frequently anxious learners of English in Swedish primary school: Mismatching beliefs and experiences
No full textInstilling a sense of agency (SoA) in young learners is an important aspect of foreign language instruction, as is the counteracting of emergent foreign language anxiety (FLA). Focusing on learners who frequently experience FLA, this study explores young learners’ beliefs and classroom experiences in relation to teaching and learning of English, in order to highlight the way in which they perceive their own agency, that is, their situated SoA. After initial classroom observations, learners from seven Swedish classrooms, across years 2–5, were seated in small groups to discuss open questions about target language (TL) use, oral interaction, instructional work mode and the role of the teacher and the learners. The present study is based on discussions among 31 of those learners. Qualitative content analysis of the recorded discussions reveals conflicting beliefs and experiences. These frequently anxious learners stressed the importance of extensive input in English and of learners engaging and speaking the TL. However, they also expressed that oral instructions and prompts, which were sometimes incomprehensible, made them feel frustrated and insecure. Considering the risk of embarrassment, they refrained from asking questions or volunteering to speak. Thus, their accounts of their emotional experiences and actions did not align with their beliefs, which hampered their SoA. The findings illustrate the interrelated nature of beliefs, emotional experiences and agency. Implications for primary language teaching relate to target language use and offering plenty of time for learners to practice their oral skills under conditions that they perceive as safe.Abstract
Instilling a sense of agency (SoA) in young learners is an important aspect of foreign language instruction, as is the counteracting of emergent foreign language anxiety (FLA). Focusing on learners who frequently experience FLA, this study explores young learners’ beliefs and classroom experiences in relation to teaching and learning of English, in order to highlight the way in which they perceive their own agency, that is, their situated SoA. After initial classroom observations, learners from seven Swedish classrooms, across years 2–5, were seated in small groups to discuss open questions about target language (TL) use, oral interaction, instructional work mode and the role of the teacher and the learners. The present study is based on discussions among 31 of those learners. Qualitative content analysis of the recorded discussions reveals conflicting beliefs and experiences. These frequently anxious learners stressed the importance of extensive input in English and of learners engaging and speaking the TL. However, they also expressed that oral instructions and prompts, which were sometimes incomprehensible, made them feel frustrated and insecure. Considering the risk of embarrassment, they refrained from asking questions or volunteering to speak. Thus, their accounts of their emotional experiences and actions did not align with their beliefs, which hampered their SoA. The findings illustrate the interrelated nature of beliefs, emotional experiences and agency. Implications for primary language teaching relate to target language use and offering plenty of time for learners to practice their oral skills under conditions that they perceive as safe.
Upplevd agens hos talängsliga engelskelever i grundskolans tidigare år: Motstridiga föreställningar och erfarenheter
Att ingjuta en känsla av agens hos unga elever samt att motverka begynnande talängslan är viktiga aspekter av undervisning i främmande språk. Med ett fokus på elever som ofta upplever talängslan utforskar denna studie föreställningar och klassrumserfarenheter i relation till engelskundervisning och språkinlärning på låg- och mellanstadiet, för att därigenom belysa hur eleverna själva uppfattar sin situerade agens. Efter inledande klassrumsobservationer placerades elever från sju svenska klassrum, i årskurserna 2–5, i smågrupper för att diskutera öppna frågor kring målspråksanvändning, muntlig interaktion, undervisningsformer och lärarens respektive elevernas olika roller. Denna studie baseras på samtal bland 31 av dessa elever. Kvalitativ innehållsanalys av de inspelade gruppsamtalen visar på dilemman i form av motstridiga föreställningar och erfarenheter. Dessa frekvent talängsliga elever underströk vikten av rikligt med engelsk input och att eleverna engagerar sig och talar målspråket. Samtidigt uttryckte de att muntliga instruktioner och påbjudna talinviter på engelska ibland var obegripliga och gjorde dem osäkra. Med hänsyn till risken att skämma ut sig avstod de från att räcka upp handen för att ställa frågor, be om förtydliganden eller bidra till interaktion. Elevernas skildringar av sina emotionella erfarenheter och beteenden överensstämde därmed inte med deras föreställningar om hur språkinlärning bör gå till, vilket hämmade deras upplevda agens. Resultaten illustrerar det nära sambandet mellan föreställningar, emotionella upplevelser och agens. Implikationer för tidig språkundervisning rör målspråksanvändning och att erbjuda gott om tid och trygga situationer då elever kan öva sina muntliga färdigheter under omständigheter de upplever som trygga