University of Oslo (UiO): FRITT (E-Journals)
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Norsk Arkeologisk Selskaps vårtur til Helgelandskysten 6 – 11 juni 2019
No full textNorsk Arkeologisk Selskaps vårtur til Helgelandskysten 6 – 11 juni 2019
Åpen tilgang – Vikings fremtid: En kommentar fra Preses
No full textEn kommentar fra Preses i norsk arkeologisk selskap
Johan Nuorgam: Sámi Squanto and cultural broker
No full textThe role of “Squantos” – different kinds of intermediators, cultural interpreters, or cultural brokers coming from native societies – has been important in encounters between Indigenous peoples and the outside world. The article describes a North Sámi broker, Johan Nuorgam, the founder of the Sámi museum in Inari, Finland. Due to dramatic incidents as a young man, he left his reindeer Sámi life to move to Helsinki, the Finnish capital in the beginning of 1930s. He worked as an informant for Finnish researchers, as a guide in a Finnish outdoor museum, a collector of Sámi artefacts, and an editing assistant in a North Sámi magazine. All this later made Nuorgam a pioneer in Sámi media and politics, as well as in museum management. In this article, I interrogate Nuorgam as a “Squanto”.The role of “Squantos” – different kinds of intermediators, cultural interpreters, or cultural brokers coming from native societies – has been important in encounters between Indigenous peoples and the outside world. The article describes a North Sámi broker, Johan Nuorgam, the founder of the Sámi museum in Inari, Finland. Due to dramatic incidents as a young man, he left his reindeer Sámi life to move to Helsinki, the Finnish capital in the beginning of 1930s. He worked as an informant for Finnish researchers, as a guide in a Finnish outdoor museum, a collector of Sámi artefacts, and an editing assistant in a North Sámi magazine. All this later made Nuorgam a pioneer in Sámi media and politics, as well as in museum management. In this article, I interrogate Nuorgam as a “Squanto”
Alienation and Lack of Trust: Barriers to Seeking Substance Use Disorder Treatment Among Men Who Struggle to Cease Anabolic-androgenic Steroid Use
No full textAnabolic-androgenic steroid (AAS) use became illegal when the Norwegian Drug Act was amended in 2013, and AAS and other image- and performance-enhancing drugs were included in the politics and treatment of substance use. Few individuals with AAS-related health problems seek substance use disorder (SUD) treatment. This article aims to explore understandings of AAS dependence, barriers to treatment-seeking, and experiences of entering SUD treatment among a sample of men with AAS-related health problems struggling to cease AAS use. Seeking treatment for AAS-related health problems within SUD treatment services was described as alienating. First, because the participants experienced their struggle to quit using AAS to be different from being dependent upon psychoactive substances. They linked their struggles to symptoms of hormonal disturbance, need for a certain body size, and/or the sense of wellbeing provided by AAS and which enable them to function socially. Second, they experienced alienation because of their healthy identities, bodies and lifestyles, as opposed to how they viewed individuals with severe SUDs and emaciated bodies. A major barrier to treatment-seeking was participants’ lack of trust that SUD treatment providers had the knowledge and the means to provide treatment of their AAS-related health problems and struggle to quit AAS use. Experienced barriers towards seeking SUD treatment should be taken into account when planning, organizing and implementing health services for individuals with AAS-related health problems
Oi! Sjå på den! – Funn av naturelement som utgangspunkt for utforskande naturfaglege samtalar mellom barn (5-6 år) og pedagogar: Wow! Look at this! - Findings of nature elements as starting points for exploratory scientific dialogues between children (5-6 years) and teachers
No full textThe study examines what characterizes situations that facilitate young children´s participation in exploratory scientific dialogues in outdoor education. By using action cameras mounted to the chest of three children (5-6 years) and two pedagogues during an outdoor session, recordings of 106 scientific dialogues are identified and analyzed in terms of categories describing the communicative project (the purpose) of the dialogues. These categories are: exploring, informing/presenting, and calling for attention. Children´s findings of nature elements initiated 60% of the scientific dialogues between children and pedagogues. Children´s utterances as “Look at this!” are often starting points for these dialogues. It is showed how pedagogues can extend the dialogue by using follow-up questions and encouraging children in applying their senses when exploring their findings. The study also indicates that visiting an area that offers rich possibilities of experiences and findings of nature elements, could enhance the children´s participation in exploratory scientific dialogues
Reflektere over egen praksis: Om lokalt pedagogisk utviklingsarbeid i barnehage og menighet
No full textOm lokalt pedagogisk utviklingsarbeid i barnehage og menighet, og om den nye boka «Aksjonsforskning på mange vis. Forsknings- og utviklingsarbeid i barnehagen» (red. Gotvassli, Cappelen 2019
Karismatisk bergkrystall fra Ryfylkeheiane? Smykkestein som identitetsmarkør i yngre jernalder
No full textIn the 1960s and 1970s, large scale surveys related to hydro power developments in montane areas in Southwest Norway, recorded several rock crystals deposits and sites where crystals from these had been used both in the Stone Age and the Late Iron Age period. The Late Iron Age sites were interpreted as the first proof of locally produced rock crystal beads. In this article, I combine the production sites and rock crystal deposits to describe the operational chain of local bead production. This serves as the point of departure for a consideration of the value ascribed raw materials, local or regional vs. imported goods. I argue that symbolic aspects beyond economic value may have been the incentive for the local production, that is, qualities, such as rock crystals’ aesthetic, affective, or indeed charisma. Rock crystal beads from Late Iron Age graves in Rogaland are used as examples. 
Universitetsskolers bidrag til utvikling av lærerutdanningen ved Universitetet i Oslo
No full textFor å styrke kvaliteten på praksisopplæringen i lærerutdanningen og fremme FoU-kompetansen i skolene, har Kunnskapsdepartementet (2017) løftet frem etablering av utvidede partnerskap mellom lærerutdanningsinstitusjoner, skoler/barnehager og skole-eiere, som et sentralt strategisk grep. Artikkelen bidrar med ny kunnskap om hvordan utvidede partnerskap kan fremme kvalitetsutvikling av mer enn bare studentenes praksisopplæring. Universitetet i Oslo har ti års erfaring med utvidet partnerskap i form av universitetsskolesamarbeid med utvalgte ungdoms- og videregående skoler. Sam-arbeidet tar utgangspunkt i at universitet og skoler har ulike tilnærminger til læreres profesjonskunnskap. Begge tilnærmingene er essensielle, og til sammen gir de et godt utgangspunkt for å utforme og gjennomføre en god lærerutdanning. Artikkelen gir eksempler fra UiOs universitetsskolesamarbeid. Den analyserer disse i lys av indika-torer på velfungerende partnerskapssamarbeid mellom lærerutdanningsinstitusjon og praksisfelt, kvalitetsarbeid relatert til utvikling og vedlikehold av utdanningstilbud, og god lærerutdanning. Analysen av eksemplene viser for det første at i et velfungerende partnerskap kan universitetsskoler medvirke i kvalitetsarbeid i lærerutdanningen ved å være sentrale bidragsytere i forvaltning av lærerutdanningen, utvikling av studie-program, emner, undervisnings-, vurderings- og praksisformer, og gjennomføring av undervisning på campus så vel som i praksis. For det andre viser eksemplene at tett samarbeid med universitetsskoler om studentenes læring på campus og i skolen kan gjøre utdanningens kunnskapsgrunnlag, undervisning og vurderingsformer mer profesjonsrelevante, og gi studentene gode rollemodeller for profesjonsutøvelse, også på campus. Videre bidrar artikkelen med et teoretisk rammeverk av kvalitetsindikatorer som kan brukes i utforming av nye utvidede partnerskap og til analyse av eksisterende.
Nøkkelord: utvidede partnerskap, universitetsskoler, kvalitetsarbeid, relevans, utdanningskvalitet
The contribution of university schools to the development of Teacher Education at the University of Oslo
AbstractEstablishment of close and committed partnerships between teacher education institutions, a few selected teacher education schools (university schools), and school owners is an important strategy put forth by the Department of Education (2017) to strengthen the quality of practice in teacher education as well as to increase research-based development in schools. In this article, we provide new knowledge of how partnerships with university schools are able to promote quality improvement in various parts of the teacher education program. The University of Oslo has ten years of experience working with university school relationships in which both types of institutions have unique and complementary ways of looking at and working with teacher professionalism in teacher education. The article provides examples from this partnership, analyzing them in light of indicators of: well-functioning partnerships between the teacher education institution and practice schools; quality work related to the development of study programs for teacher education; and good teacher education. The article’s main findings are that in a well-functioning partnership, university schools are able to influence the quality of teacher education programs by contributing to the management of study programs, including courses, teaching, evaluation and practice forms on campus and within school practice. In addition, close connections between school and campus promote professional relevance for teacher education students and provide good role models for understanding the professionalism of becoming a teacher. The article also provides a theoretical framework of quality indicators that may be used in analyzing partnerships between teacher education intuitions and schools.
Keywords: close and committed partnerships, teacher education schools, quality work, relevance, educational qualit