University of Oslo (UiO): FRITT (E-Journals)
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Assessing Creditworthiness in the Age of Big Data: A Comparative Study of Credit Score Systems in Denmark and the US
No full textThe purpose of this article is twofold: first, we show how algorithms have become increasingly central to financial credit scoring; second, we draw on this to further develop the anthropological study of algorithmic governance. As such, we describe the literature on credit scoring and then discuss ethnographic examples from two regulatory and commercial contexts: the US and Denmark. From these empirical cases, we carve out main developments of algorithmic governance in credit scoring and elucidate social and cultural logics behind algorithmic governance tools. Our analytical framework builds on critical algorithm studies and anthropological studies where money and payment infrastructures are viewed as embedded in their specific cultural contexts (Bloch and Parry 1989; Maurer 2015). The comparative analysis shows how algorithmic credit scoring takes different forms hence raising different issues in the two cases. Danish banks seem to have developed a system of intensive, yet hidden credit scoring based on surveillance and harvesting of behavioural data, which, however, due to GDPR takes place in restricted silos. Credit scores are hidden to customers, and therefore there has been virtually no public debate regarding the algorithmic models behind scores. In the US, fewer legal restrictions on data trading combined with both widespread and visible credit scoring has led to the development of a credit data market and widespread use of credit scoring by ‘affiliation’ on the one hand, but also to increasing public and political critique on scoring models on the other
Truth and the Transunto: a copy of the Holy Shroud in Sixteenth-Century Bologna
No full text'Truth and the transunto' investigates the use of a hand-painted copy of the Holy Shroud which found its way to Bologna in the late sixteenth century. Used by the archbishop of Bologna, Alfonso Paleotti (1531-1610), this copy was the source of observations of the body of Christ, in the manner of an autopsy and is presented in Paleotti's book Esplicatione del Lenzuolo [...]. Early modern copies of the Holy Shroud are not however accurate copies, but present seemingly simplified replicas of the original. This article explores how such information, and indeed, level of trust, can come from these copies, which, to the modern eye, seem fallible. Previous studies have excused the strange appearance of these Shroud copies by considering them solely devotional instruments yet as the article shows, Paleotti's use of such an object shows that the copies might be better understood in the context of early modern natural historical studies and illustrations. The article draws on scholarship which discusses the emerging interest for visual evidence in early scientific practice and shows how certain types of images and image-making practices were able to evoke the idea of presence and clarify the indecipherable. Demonstrating that Paleotti's copy of the Holy Shroud was not just a religious tool, but also an epistemic image, this article shows how Paleotti's use of the term 'transunto' could be used as a valuable tool in gaining a more nuanced understanding of the concept 'copy' in Early Modern Europe.
On cover:ANNIBALE CARRACCI (BOLOGNA 1560 - ROME 1609), An Allegory of Truth and Time c. 1584-1585.Oil on canvas | 130,0 x 169,6 cm. (support, canvas/panel/str external) | RCIN 404770Royal Collection Trust / © Her Majesty Queen Elizabeth II 2021
«Psykologi var jo ikke så stort på 1600-tallet.» Utforskende lesing av eldre lyrikk i norskfaget på videregående skole
No full textIn this paper we examine exploratory group conversations about old poetry in Norwegian L1 classes in the academic program in upper secondary education. We examine what happens when students get to read and talk about the texts without being specifically introduced to their historical context beforehand. More specifically, we ask what interpretative challenges the texts pose to the students, to what extent the challenges are caused by lack of contextual knowledge, and how the students deal with them. On a more general level, the study raises questions about what it means to read text in context. The study’s background is, on one hand, to be found in a lasting tension in Norwegian L1 education, between cultural and historical knowledge and analytical skills, further enhanced by the national curriculum revision of 2020. On the other hand, the study is motivated by inadequate knowledge about how one can design literature instruction so that it enables the students to read classical texts in an exploratory way while also understanding the contextual premises for the texts and the reading. The dataset consists of transcripts from conversations about one contemporary and three classical poems in seven groups, each with four students. In the article, we analyze the conversations about two of these, while the remaining ones are used as background material. The analysis is focusing on what intertextual literacy the students demonstrate when dealing with the old texts, and specifically it examines how meaning is produced in the tension between historical context and contemporary context, and between the horizon of the text and of the reader. Based on the textual comprehension expressed in the conversations, our purpose is to discuss didactical implications for the teaching of classical literature and literary history. In the conversations, the students showcase active, interpretative work characterized by wondering, questioning, and interpretative hypothesizing. But at the same time, the conversations expose the students’ inadequate knowledge about historically situated textual conventions.
Keywords: literature teaching, literary history, poetry, exploratory reading, literary conversations, literary competenceI denne artikkelen undersøker vi utforskende gruppesamtaler med utgangspunkt i eldre lyrikk i norskfaget på Vg2 studiespesialiserende program. Vi undersøker hva som skjer når elever får lese og samtale om tekstene uten først å få innføring i deres litteraturhistoriske kontekst. Mer spesifikt spør vi hvilke tolkingsmessige utfordringer elevene møter i diktene, i hvilken grad utfordringene skyldes manglende kontekstuell kunnskap, og hvordan elevene håndterer dem. På et mer overordnet nivå reiser undersøkelsen spørsmål om hva det innebærer å lese tekst i kontekst. Bakgrunnen for studien er på den ene siden faghistorisk, grunnet i en langvarig spenning mellom kulturhistorisk kunnskap og tekstanalytiske ferdigheter i norskfaget, som aktualiseres ytterligere med fagfornyelsen av 2020. På den andre siden er studien motivert ut fra manglende kunnskap om hvordan litteraturundervisning kan utformes slik at elever gis muligheter til å lese eldre tekster utforskende, men samtidig med forståelse for både tekstens og lesningens historiske kontekst. Materialet består av transkriberte samtaler om én musikklyrisk samtidstekst og tre eldre poetiske tekster i sju grupper à fire elever. I artikkelen blir samtalene om to av disse tekstene analysert, mens de øvrige brukes som bakgrunnsmateriale. Analysen blir gjort med særlig blikk for hvilken intertekstuell literacy elevene demonstrerer i møte med de eldre diktene, og mer spesifikt hvordan meningsskapingen skjer i spennet mellom historisk kontekst og samtidskontekst, og mellom tekstens og lesernes horisont. Med utgangspunkt i tekstforståelsen som kommer til uttrykk i samtalene, er formålet med undersøkelsen å drøfte didaktiske implikasjoner for undervisning i eldre tekster og litteraturhistorie. I samtalene driver elevene aktivt, meningssøkende arbeid preget av undring, spørsmål og tolkningshypoteser. Samtidig preges samtalene av at elevene mangler kunnskap om historisk situerte tekstkonvensjoner og litteratursyn.
Nøkkelord: litteraturundervisning, litteraturhistorie, lyrikk, utforskende lesing, litterære samtaler, litterær kompetans
Ducks, Dolphins, and Portrait Medallions: Framing the Achilles Mosaic at Pedrosa de la Vega (Palencia)
No full textThe frame is often perceived as parergonal or secondary compared with the image it enframes. However, in the large fourth century Achilles on Skyros mosaic at Pedrosa de la Vega, in Northern Spain, the border framing the emblema has a unique design: portrait medallions are suspended from the spread wings of antithetical duck-dolphins, which flank a golden amphora, hanging from a ribbon held in their beaks. The article discusses the meaning of the frame with particular attention to the portrait medallions and traces the decorative scheme back to early imperial Rome
Le champ de la mosaïque décorant la voûte en berceau du passage sud, passage qui correspond à l’entrée primitive de l’église, présente une grande croix latine pattée insérée dans un décor qui, à côté d’un semis d’étoiles, comporte divers motifs communémen
No full textLe champ de la mosaïque décorant la voûte en berceau du passage sud, passage qui correspond à l’entrée primitive de l’église, présente une grande croix latine pattée insérée dans un décor qui, à côté d’un semis d’étoiles, comporte divers motifs communément considérés d’origine où d’inspiration sassanide. Mes observations visent à déterminer la valeur à attribuer à la caractéristique “sassanide” assignée à ces motifs et aboutissent à un essai d’interprétation de la mosaïque – croix, étoiles et composant “sassonide” – à la lumière de la position topographique du monument même
Digital danning med m-læring? : Danningsdidaktiske perspektiv på læring med digitale ressursar
No full textSammendrag: Artikkelen presenterer og drøftar m-læring i lys av danningsdidaktiske teoriar for å utvikle kunnskap om lærarens profesjonsfaglege digitale kompetanse. M-læring er læring med mobile einingar som mobiltelefon og nettbrett. Artikkelen byggjer på resultat frå eit prosjekt gjennomført blant RLE-lærarstudentar om digitale læringsressursar i filosofi- og etikkundervisning. I utgangspunktet starta prosjektet med ei skeptisk haldning, men vi vart positivt overraska. Terskelen for bruken er særs låg, og dei teknologiske løysingane er stabile, enkle og intuitive. Særleg dei kreative og aktiviserande verktøy som ligg i desse, gjev nyttig danningspotensiale. Artikkelen viser òg til ei rad klassiske danningsdidaktiske problemstillingar som i møte med digital teknologi får ny aktualitet, og som er til god hjelp for læraren. Det er lett å gløyme at innhaldselementet i undervisninga legg premiss for undervisningsmetoden. Danningsteorien om undervisning som «peiking» frå den tyske pedagogen Klaus Prange blir ei særleg god hjelp til å forstå det som skjer i m-læring.
Nøkkelord: IKT, danning, m-læring, religion og livssyn, etikk, filosofisk samtale, dybdelæring
Abstract: The article discusses principle matters regarding the use of digital resources in RE. It builds on a project connected to teacher education, and argues that creative tools in mobile units have advantages that other tools do not have where Bildung-theoretical perspectives are concerned. Three German theories of Bildung or autonomous education are drawn into an analysis of students’ work with movie makers as trailers for discussion (Klafki, Benner and Prange). Each of them adds valuable insights into the didactic analysis of teaching religions and worldviews: Klafki, with his theory that connects form and matters in teaching, as well as his theory emphasizing categorical training; Prange, with his theory concerning teaching as pointing, an indexical theory, and Benner, with his theory of education which says that teachers and school must teach in a non-affirmative way, i.e. a-teleologically, and with a hierarchy of values. The analysis shows how the studied examples of digital resources find a solution when it comes to these principles. Being sceptical of the possibilities of digital resources, the analysis shows that there are some very useful tools available.
Keywords: ICT, Bildung, M-learning, religion, secular world views and moral valu
Å føle seg angrepet intellektuelt: Språkkartlegging av minoritetsspråklige elever i videregående opplæring
No full textDenne artikkelen omhandler språkkartlegging av nyankomne minoritetsspråklige elever i videregående opplæring i Norge. Den tar utgangspunkt i elevenes negative reaksjoner på at norskkompetansen deres skulle kartlegges andreåret på videregående, og undersøker hvordan egenskaper ved selve kartleggingsverktøyet som brukes, og sider ved kartleggingspraksisen ved skolen, kan belyse elevenes opplevelse. Studien som ligger til grunn har et etnografisk design med deltakende observasjon, uformelle samtaler og mer formaliserte intervju som konkrete metoder. Det teoretiske rammeverket er kritisk sosiolingvistisk testteori og -forskning (Shohamy, 2013), og distinksjonen mellom riktighet (eng. «fairness») og rettferdighet (eng. «justice») i kartlegging står særlig sentralt i analysen (McNamara & Ryan, 2011). Analysen viser at elevene reagerer både på konsekvensene og intensjonene med kartlegginga, og opplever den som devaluerende og annengjørende. Videre finner vi at kartlegginga kjennetegnes av mangel på både riktighet og rettferdighet: Det er vesentlige svakheter ved verktøyet når det brukes med denne elevgruppa, og det er vesentlige svakheter ved skolens fortolkning og bruk av kartlegginga. Vi fortolker disse funna som uttrykk for mangler på systemnivå når det gjelder opplæringa for minoritetsspråklige elever, og som uttrykk for selvfølgeliggjorte forståelser av språk og språkopplæring i det norske utdanningssystemet. Diskusjonen fokuserer på hvordan språklige ideologier som enspråklighetsideologi, nativespeakerism (Ortega, 2019) og grafosentrisme (Blommaert, 2004) virker sammen – og på uheldige måter – i denne opplæringskonteksten.
Nøkkelord: språkkartlegging, nyankomne elever, språklige ideologier, enspråklighetsideologi, nativespeakerism, grafosentrisme.
To feel intellectually attacked: Language Assessment for Newly Arrived Students in Upper Secondary School
AbstractThis article explores language assessment for newly arrived adolescent students in upper secondary school in Norway. Its starting point is the students’ negative reactions to having their Norwegian skills assessed in the beginning of their second year in upper secondary school, and it highlights aspects of the assessment tool itself and of the school’s assessment practice to illuminate the students’ reactions. The study has an ethnographic design with participant observation, informal conversations and more formalized interviews as concrete methods. Theoretically, it draws on critical sociolinguistic test theory and research (Shohamy, 2013). Following McNamara and Ryan (2011), the distinction between «fairness» and «justice» in language assessment is particularly central in the analysis. The analysis shows that the students react negatively both to the consequences and the intentions of the assessment, experiencing it as both devaluating and othering. Furthermore, we find that the assessment is characterized by lack of both fairness and justice: the assessment tool has severe weaknesses when used with newly arrived language minority students, and the interpretation and use of the assessment results are not in the best interest of the students. We interpret these findings as an expression of systemic shortcomings in the education for language minority students, and as an expression of naturalized perceptions of language competence and second language teaching and learning in the Norwegian education system. The discussion highlights how powerful language ideologies like the monolingual bias, nativespeakerism (Ortega, 2019) and graphocentrism (Blommaert, 2004) work together – and in detrimental ways – in this educational context.
Keywords: language assessment, newly arrived students, language ideology, monolingual bias, nativespeakerism, graphocentrism.This article explores language assessment for newly arrived adolescent students in upper secondary school in Norway. Its starting point is the students’ negative reactions to having their Norwegian skills assessed in the beginning of their second year in upper secondary school, and it highlights aspects of the assessment tool itself and of the school’s assessment practice to illuminate the students’ reactions. The study has an ethnographic design with participant observation, informal conversations and more formalized interviews as concrete methods. Theoretically, it draws on critical sociolinguistic test theory and research (Shohamy, 2013). Following McNamara and Ryan (2011), the distinction between «fairness» and «justice» in language assessment is particularly central in the analysis. The analysis shows that the students react negatively both to the consequences and the intentions of the assessment, experiencing it as both devaluating and othering. Furthermore, we find that the assessment is characterized by lack of both fairness and justice: the assessment tool has severe weaknesses when used with newly arrived language minority students, and the interpretation and use of the assessment results are not in the best interest of the students. We interpret these findings as an expression of systemic shortcomings in the education for language minority students, and as an expression of naturalized perceptions of language competence and second language teaching and learning in the Norwegian education system. The discussion highlights how powerful language ideologies like the monolingual bias, nativespeakerism (Ortega, 2019) and graphocentrism (Blommaert, 2004) work together – and in detrimental ways – in this educational context
La reflexión sobre Latinoamérica de Manuel Vázquez Montalbán en la prensa (1989-2003). Pensamiento único, disidencias y globalización
No full textEste artículo examina el pensamiento político que Manuel Vázquez Montalbán elaboró sobre Latinoamérica en la última etapa de su dedicación periodística, a partir de la caída del Muro de Berlín, en 1989, hasta su muerte en el año 2003. El declive de las ideas socialistas que significó dicho acontecimiento se convirtió en un reto que le llevó a trabajar con denuedo en una intensa pugna ideológica contra el “pensamiento único” que promovía el triunfo definitivo de las ideas capitalistas, neoliberales, e incluso el llamado “fin de la Historia”, además de la globalización, entendida esta como un proceso económico a escala mundial en el que el ser humano pasó a ser un simple instrumento de la producción, más allá de sus necesidades vitales.
Para Vázquez Montalbán, en el subcontinente latinoamericano se expresaba perfectamente esta pugna. Por un lado, los apoyos que recibieron las dictaduras latinoamericanas, en especial Chile y Argentina, cuando tuvieron que transformarse en transiciones a la democracia asistidas por los EEUU. Por otro, las maniobras para derrotar a los restos de la izquierda y, como contraposición, el resurgir de nuevas formas revolucionarias, pacíficas y contraglobalizadoras como la zapatista, supusieron el contexto en el que el escritor realiza un renovado trabajo de opinión tanto en la prensa española (Interviú, El País, Avui) como en la internacional (La Jornada, La Repubblica, Le Monde Diplomatique, Il Manifesto) en un esfuerzo que supuso su último gran empeño intelectual.
Palabras clave: Manuel Vázquez Montalbán; prensa; globalización; Latinoamérica; zapatismo
Keywords: Manuel Vázquez Montalbán; journalism; globalization; Latin America; Zapatismo
Título en inglés: Vázquez Montalbán’s journalistic reflections on Latin America (1989-2003). Monolithic thinking, disidence and globalizationTitle: Vázquez Montalbán’s journalistic reflections on Latin America (1989-2003). Monolithic thinking, disidence and globalization
Keywords: Manuel Vázquez Montalbán; journalism; globalization; Latin America; Zapatism
Acordes transatlánticos: Vázquez Montalbán y el tango como educación sentimental y política
No full textTitle: Manuel Vázquez Montalbán and tango as sentimental and political education
Keywords: Manuel Vázquez Montalbán; tango music; dictatorship; popular resistance; historical memory; detective novel; Barcelona; Buenos Aires; desaparecidos without bordersLa presente investigación se propone delinear un itinerario tanguero-montalbaniano a lo largo de la producción del escritor, examinando la importancia emocional, cultural e histórica de los tangos en su obra desde una perspectiva transatlántica, con una atención especial a las novelas La muchacha que pudo ser Emmanuelle (1997) y Quinteto de Buenos Aires (1997), y a las inquietudes políticas que conllevan.
Palabras clave: Manuel Vázquez Montalbán, tango, dictadura, resistencia popular, memoria histórica, novela policiaca, Barcelona, Buenos Aires, desaparecidos sin fronteras
Keywords: Manuel Vázquez Montalbán; tango music; dictatorship; popular resistance; historical memory; detective novel; Barcelona; Buenos Aires; desaparecidos without borders
Título en inglés: Manuel Vázquez Montalbán and tango as sentimental and political educatio
Colour Experiments. The Harpy Monument: a Section of the West Side
No full textReconstructions of ancient polychromy on statuary are often the result of meticulous scientific research: pigments and barely visible remnants of decoration are identified. A pigment, however, does not provide evidence of the character of the paint layer, i.e. whether it was opaque or translucent, matte or glossy. As no intact, original paint layers remain, there are many uncertainties regarding paints and painting techniques. What can be seen on marble are faint traces of paint. In the present paper I will draw on my study of the so-called Harpy monument: the questions posed, the methods applied, the series of tests that were conducted and my suggestion of a possible polychromy. My starting point was the idea that monuments send messages to the viewer: the size of the object and the materials with which it was made indicate the commissioner’s social and economic status. Figures and myths illustrate the cultural context, and they reflect values cherished by the commissioner. Colours and shades also transmit messages. The reconstructive part of the project was limited to one of the west side segments, a relief showing a woman enthroned, but in order to understand the monument as a whole its four sides were considered more broadly, taking into account its Anatolian context