University of Oslo (UiO): FRITT (E-Journals)
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Processing possessives in simultaneous interpreting from English to Polish
No full textThe present paper reports on an experiment in which the use of possessives is investigated in an interpreting task from English to Polish. The English possessive determiner system is neutral with respect to the syntactic position of the antecedent possessor, while Polish distinguishes lexically between locally bound – i.e. reflexive – and non-reflexive possessive modifiers. The interpreter therefore has to ‘compute’ mentally the syntactic position of the antecedent possessor in order to make the correct choice in Polish as the target language. The study shows that this is cognitively a very demanding task in simultaneous interpreting, as many errors as well as self-corrections occur. The study furthermore shows that interpreters adapt their language to their audience, and adequate omissions, as well as correct form of the possessive occur more often when they have a group of engineers in mind than when they interpret for language specialists. We understand this to mean that the cognitive complexity of solving the cross-linguistic asymmetry in the possessive system causes more errors when the interpreter stays closer to the source text in speaking to language specialists
Suicidalitet relatert til SSRI ved behandling av depresjon hos barn og unge – en litteraturstudie
No full textI 2004 utga United States Food and Drug Administration (USFDA) en såkalt «Black Box warning» hvor de fremhevet økt risikofor selvmordstanker og selvmordsforsøk som en bivirkning av selektive serotoninreopptakshemmere (SSRI). Det er omdiskutertom advarselen fortsatt gjelder. Denne artikkelen er en avgrenset litteraturstudie med hovedformål å belyse sammenheng mellomSSRI og selvmordsrelatert atferd hos barn og unge, basert på nyere studier. De inkluderte enkeltstudiene gir ikke grunnlag for å gi noe entydig svar på om SSRI gir en økt risiko, men de fleste metaanalysene konkluderer likevel med at behandling av barn og unge med SSRI sannsynligvis gir en noe høyere risiko for selvmordsrelatert atferd, selv om metodesvakheter understrekes. Risikoen er sannsynligvis høyest blant de yngste. Genetiskefaktorer knyttet til aktivering spiller muligens en rolle for både behandlingseffekter og for suicidrelatert atferd, men dette er usikkert. Bruken av SSRI-preparater blant barn og unge ser ut til å være økende, og mer forskning p virkningsmekanismer og effekt av antidepressiva blant barn og unge framheves som særlig nødvendig. Behandlingseffekten av SSRI ser i tillegg ut til å være mindre blant barn og unge, noe som kan medføre en ugunstig balanse mellom virkninger og bivirkninger hos unge pasienter
Sjølvskading og sjølvmordstankar: – Vanlege problem som må oppdagast i tide
No full textForskarar har spurt pasientar ved nesten alle psykiatriske poliklinikkar i Noreg og konkluderer med at det finst ei tett kopling mellom sjølvskading,sjølvmordstankar og sjølvmordsforsøk
Lærdom frå Covid-19-kommunikasjonen
No full textKommunikasjonsråd som har blitt gjevne under Covid-19-pandemien kan også vere nyttige for dei som kommuniserer om sjølvmord og psykisk helse, meiner Jane Pearson, spesialrådgjevar ved National Institute of Mental Health i USA
Då eit sjølvmord kom på alle framsider
No full textOmtalen av Ari Behns sjølvmord var massiv. Enkelte meiner at han også var glorifiserande. Kan det vi såg ved overgangen til 2020 gje ossein peikepinn om kvar vi er på veg
Sjølvmord under pandemien: – Vi ser i stor grad på eit augeblinksbilete
No full textProfessor David Gunnell er bekymra for kva følgjer den økonomiske nedturen etter pandemien vil få for sjølvmordstala. Han heldt eitt av innlegga på 11. nasjonale konferanse for selvmordsforskning og -forebygging
Students’ use of Justifications in Socioscientific Argumentation
No full textResearch focusing on students’ argumentation in socioscientific issues (SSI) shows that students tend to base their arguments on values rather than knowledge. This study explores Swedish upper secondary chemistry students’ written argumentation. The data consists of student texts written at the end of an intervention designed to develop skills related to high quality argumentation. The results show that after being taught about argumentation and the context of SSI, students mainly base their arguments on content knowledge. Value justifications are present in students’ texts, but constitute a smaller proportion. Beside content knowledge- and value justifications, we found a third category – “reasoning” – in which students draw conclusions, or make predictions of future events, to support or refute a claim. The justifications in the argumentative texts include a breadth of subject areas in which chemistry knowledge plays an important role. This study suggests that content knowledge constitutes an important part in student argumentation
The Value of Value Capture: Using Gamification to Address Addiction and Sequential Choice Problems
No full textGamification, roughly the use of game-like elements to motivate us to achieve practical ends “in the real world,” makes large promises. According to Jane McGonigal, gamification can save the world by channelling the amazing motivational power of gaming into pro-social causes ranging from alienation from our work to global resource scarcity and feeding the hungry (McGonigal 2011). Even much more modest aims like improving personal fitness or promoting a more equitable division of household labour provide some license for optimism about the ability of gamification to improve our lives in more humble but still worthwhile ways. On the other hand, Thi Nguyen has argued that there is a dark side to gamification: what he calls “value capture.” Roughly, gamification works in large part because it offers a simplified value structure – this is an essential part of its appeal and motivational power. However, especially in the context of gamification which exports these value schemes into our real-world lives, there is a risk that these overly simplistic models will displace our more rich, subtle values and that this will make our lives worse: this is value capture. The point is well-taken. The way in which number of steps taken per day can, for an avid user of “FitBit,” displace more accurate measurements of how one’s activities contribute to one’s fitness is a compelling example. If I become so obsessed with “getting my 10,000 steps” that I stop making time to go to the gym, jog or do my yoga/pilates then that is not a net gain. However, there is an important range of cases that Nguyen’s discussion ignores but which provide an important exception to his critique: value capture relative to behaviours that are addictive and destructive. Here I have in mind things like alcoholism, drug addiction, and gambling addiction. With these kinds of activities, value capture can not only be good but essential to a person’s well-being because (and not in spite of) of its displacement of the person’s more rich, subtle values. Interestingly, the point is not limited to cases of addictive behaviour, though they put the point in its most sharp relief. Any situation in which making rational decisions one by one can leave one worse off than “blindly” following a policy which is itself rational to adopt also turns out to illustrate the point, thus further expanding the role for value capture as itself a force for good. The more general point is that certain kinds of sequential choice problems carve out an important and theoretically interesting exception to Nguyen’s worries about value capture. In these kinds of choice contexts, value capture not only does not make our lives go worse, it may be essential to making our lives go better
«Barnehagen er ingen søndagsskole …» : Religion i barnehager med forskjellige livssynsvedtekter
No full textHvordan forstår et utvalg styrere og pedagogiske ledere de delene av fagområdet etikk, religion og filosofi (ERF) som handler om religion og religiøs tradisjonsformidling i barnehagen? Og hvordan arbeider de med dem i praksis? Vi intervjuet ansatte fra 19 barnehager i Agder og Oslo og gjennomgikk vedtekter og årsplaner for å få svar. Noen informanter arbeidet i barnehager med «vanlig» formål, andre i private barnehager med særlig formål. I tros- og livssynsbarnehagene fortalte mange om høy prioritering og integrering av religiøs tradisjonsformidling, og om stort metodemangfold. I offentlige barnehager ble målformuleringene i ERF ofte nedprioritert, og religion var lite synlig utenom i adventstiden. Samtidig var det variasjon innenfor begge barnehagetypene.
Nøkkelord: Barnehager; religion; fagområdet etikk, religion og filosofi (ERF); tradisjonsformidling; livssynsvedtektHow do a sample of headteachers and pedagogical leaders understand the parts of the learning area ‘ethics, religion and philosophy’ (ERF) related to religion and religious heritage and tradition in early childhood education? And how do they implement them in practice? We have interviewed employees from 19 kindergartens in Agder and Oslo, and analyzed relevant pedagogical documents, to get answers. The informants came from both public kindergartens and private kindergartens with special objectives. In the private kindergartens, most informants expressed that religion and religious heritage and tradition were integrated in the pedagogical day to day work, with use of a large degree of a didactical diversity of methods. In public kindergartens were religious themes not prioritized and almost invisible, except from the time of Advent. But there were variations in both types of kindergartens.
Keywords: kindergartens; religion; The learning area ‘ethics, religion and philosophy’; religious heritage and tradition; special objective
Source criticism in school: History teachers’ comprehensions of source criticism as disciplinary, experimental and contextual knowledge in a progression perspective
No full textSedan mer än ett årtionde tillbaka har ett ökat intresse kunnat ses i internationell och svensk forskning för arbetet med disciplinära begrepp. Mindre intresse har riktats mot frågan om progression och arbetet med källkritik. Mot den bakgrunden är syftet i den här artikeln att undersöka relationen mellan progression och urvalet av kunskapsinnehåll i arbetet med källkritik. Resultatet bygger på fokusgruppsintervjuer med historielärare där tre övergripande förståelser av arbetet med källkritik identifierats i lärarnas tal. Först en disciplinär förståelse där vetenskapliga begrepp som närhet och tendens står i fokus. Progressionsperspektiv handlar om att ta utgångspunkt i vardagsnära begrepp. Sedan en laborativ förståelse där proceduriella begrepp som perspektivtagande lyfts fram. Progression börjar med elevernas egna frågor och erfarenheter. Slutligen en kontextuell förståelse där stor vikt läggs vid historiska innehållsbegrepp. Progression handlar om att börja i elevernas erfarenheter och funderingar. På så sätt relaterar de olika förståelserna av arbetet med källkritik till historieämnets syfte och kunskapsinnehåll på olika sätt. Det är därför möjligt att argumentera för vikten av att uppmärksamma relationen mellan progression och kunskapsinnehåll i syfte att bättre förstå det urval som väljs för skolans kurser i en kunskapsideologisk mening.
Nyckelord: lärarprofession, ämnesdidaktik, historiedidaktik, källor, källkritikFor more than a decade, there has been a growing interest in the particular requirements for disciplinary teaching within international and Swedish research in history didactics. Less interest has been directed at the broader issue of progression and the methodological skill of source criticism. Against this background, the purpose of this article is to examine the relationship between progression and the selection of content in the context of teaching source criticism. The results are based on focus group interviews with Swedish history teachers where three overall comprehensions of their work with source criticism were identified. First, teachers displayed a disciplinary comprehension of source criticism that stressed academic concepts such as proximity and tendency. From a progression perspective, this comprehension emphasizes a starting point in common and accessible concepts. Second, teachers adopted an experimental comprehension of source criticism that stressed students’ own hypothesizing and perspective-taking. Progression in this comprehension begins with students’ own questions and experiences. Third, teachers expressed a contextual comprehension of source criticism. Here, considerable emphasis was placed on students’ engagement with historical content knowledge. In this comprehension, progression starts from students’ interpretations of the historical material presented to them. In this way, the different comprehensions that teachers display about their work with source criticism reflect the different ways they relate to the subject of history and, thus, their selection of teachable content. It is therefore possible to argue for the importance of paying attention to the relationship between progression and content knowledge in order to better understand the ideological decisions behind the selection of content in school history courses.
Keywords: teaching profession, subject didactics, history didactics, sources, source criticism