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Konur frá Paragvæ hafa orðið: Um höfunda tveggja smásagna
No full textGreinin fjallar um bókmenntir kvenna í Paragvæ. Hólmfríður Garðarsdóttir þýddi tvær sögur: „Saga dóttur Francía“ eftir Maríu Concepción Leyes (1891–1985) og „Hnykillinn“ eftir Renée Ferrer (f. 1944)
Characteristics and Categories in German Phraseology and Their Equivalent Icelandic Terms
No full textPhraseology (German Phraseologie, Icelandic fraseólógía) is an important area of linguistics and of great interest especially in the acquisition of foreign languages. The paper aims to describe the most important characteristics of word groups (feste Wortverbindungen/föst orðasambönd) like phraseologisms, phraseological units, and idioms as well as their classification in German and Icelandic. The paper is based on the theoretical background of German phraseology, primarily the research of Harald Burger and his definitions of the characteristics, structure and essential terms of phraseology. The paper presents characteristics such as Polylexikalität, Festigkeit, Idiomatizität, Motiviertheit, Idiomatisierung along with discussions of the Icelandic equivalent terms. An overview is given of Harald Burger’s classification of Phraseologismen into three categories: referentielle Phraseologismen/tilvísandi föst orðasambönd, strukturelle Phraseologismen/formgerðarleg föst orðasambönd and kommunikative Phraseologismen/samskiptabundin föst orðasambönd with their subcategories. German and Icelandic examples of various types of phraseologisms such as Idiome/orðtök, Sprichwörter/málshættir, Kollokationen/orðastæður, Geflügelte Worte/fleyg orð and Vergleiche/fastar líkingar are presented. Hopefully the result of this study will be to strengthen the discussion of phraseology in Iceland.Meginmarkmið þessarar greinar er að gera skil því sviði málvísinda sem hefur föst orðasambönd að viðfangsefni. Umfjöllun um föst orðasambönd, flokkun þeirra og eiginleika, er gróskumikil meðal erlendra fræðimanna. Hér á landi hafa komið út viðamikil verk og uppflettirit sem fjalla um ýmsar tegundir fastra orðasambanda, svo sem málshætti, orðtök og orðastæður, skýra uppruna þeirra og málsögulega þróun og/eða gefa notkunarleiðbeiningar og dæmi. Rit þeirra Jóns G. Friðjónssonar, Mergur málsins og Rætur málsins, og Jóns Hilmars Jónssonar, Orðastaður, Orðaheimur, Stóra orðabókin um íslenska málnotkun og Orðasambandaskrá á vefsvæði Stofnunar Árna Magnússonar í íslenskum fræðum, eru þrekvirki sem gera föstum orðasamböndum rækileg skil, að ógleymdum merkum verkum þeirra Sölva Sveinssonar og Halldórs Halldórssonar. Í þessum ritum, sem hafa ótvírætt hagnýtt gildi fyrir málnotendur, má finna fjölda dæma um orðasambönd og ítarlegar skýringar við ákveðnar tegundir þeirra. Af þeim sökum eru þau ómissandi fyrir alla sem fást við rannsóknir á íslenskum orðasamböndum
F-Word or Blueprint for Institutional Reform? European Integration and the Continued Relevance of Federalism
No full textFederalist thought has historically been an important source of inspiration in European integration. Although the last few decades have witnessed a gradual decline of the concept’s relevance, the most recent developments in the wake of the Eurozone debt crisis have drawn renewed attention to shortcomings in the European Union’s institutional architecture as well as to the feasibility of federal solutions to such institutional shortcomings. This article explores the potential of federalist thought as a blueprint for institutional reform in the EU. Based on a brief introduction to the concept of federalism, the article contextualizes federalism in debates on the democratic deficit, the EU’s sources of legitimacy and the relationship between the union institutions and the member states. If shortcomings in institutional design are the source of the current (and future) crises, then closer attention needs to be paid to the costs and benefits of federal reorganization in terms of democracy, legitimacy and sovereignty, particularly from the perspective of small states in the EU. Federal reorganization would not only improve the democratic character of EU decision making, but also strengthen the role of small states in the union. However, it also prompts a number of thorny questions, most importantly regarding the construction of a European demos and its relationship to deeply engrained ideas about the nation state as a more or less natural home of democracy
Teachers only help when they say: “Now you have to take turns”: Children’s perspectives on friendship and educator support in play
No full textMarkmið rannsóknarinnar er að varpa ljósi á hvernig börn í einum leikskóla skilgreina vináttu og mynda vinatengsl í leik og hvernig starfsfólk styður þessi tengsl. Fræðilegur grunnur hennar er hugmyndir um félagsmótun barna í leik og kenningar um mikilvægi þátttöku leikskólakennara í sjálfsprottnum leik barna. Eigindlegri aðferðafræði var beitt og gagna aflað með viðtölum við börn og starfsfólk, vettvangsnótum og myndbandsupptökum af leik barnanna. Niðurstöðurnar sýna að börnin tengja vináttu við hjálpsemi, samveru og jákvæð samskipti en upplifa að kennararnir taki sjaldan þátt í leik með þeim. Starfsfólkið lýsti ýmsum leiðum til að styðja félagsfærni barna og áréttaði mikilvægi sveigjanlegs dagskipulags og rólegs leikumhverfis. Niðurstöður rannsóknarinnar varpa ljósi á mikilvægi þess að kennarar séu þátttakendur í leik barna og að skapa þurfi aðstæður sem styðja tengslamyndun og inngildingu.This qualitative study explores how children in an Icelandic preschool define friendship, form peer relationships through play, and perceive staff support in these processes. Building on sociocultural theories of childhood, peer culture, and teacher participation in spontaneous play, the study examines the interplay between children’s agency, the preschool environment, and staff practices in fostering social competence, inclusion, and emotional well-being. Data were collected from one preschool department through multiple qualitative methods: six staff interviews, six children participating in focus group interviews supported by drawing activities, eleven video-recorded play sessions (3–12 minutes each), and detailed field notes from eleven site visits. The preschool was purposefully selected for its emphasis on play-based learning and work on strengthening children’s self-concept. Thematic analysis (Braun & Clarke, 2021) was used to identify patternsacross data sources, allowing for triangulation between children’s and staff perspectives, observed interactions, and contextual factors. Findings show that children primarily defined friendship through prosocial behaviors– helpfulness, kindness, and positive interactions. Statements such as “Friends are helpful;they help a friend who is crying to get to the teacher” illustrate their understanding of friendship as mutual support. Daily encounters at preschool were described as essential for sustaining friendships: “We always meet in preschool,” one child explained, while another associated friendship with shared play: “They play together, find something to do, and then they play what they both want.” To enter play groups, children reported strategies such as verbal introductions (“Hi, my name is…”) or nonverbal approaches (standing nearby or starting to play in parallel), aligning with earlier research on accessrituals and peer culture (Corsaro, 2003, 2018). However, the data also reveal that play was not always inclusive. In one video sequence, a child used materials, a cushion, and a blanket as tools to exclude another child. The exclusion was subtle, disguised as playful teasing, and ceased temporarily when a teacher entered the room, only to resume when the teacher left. Such episodes echo previous findings that exclusion in play is often hidden within rules or storylines and thus escapes adult attention (Donner et al., 2024; Sara Margrét Ólafsdóttir et al., 2017). These observations emphasize the importance of teacher presence and guidance to redirect conflicts constructively and support inclusion. Children perceived teachers mainly as supervisors who intervened when disputes arose rather than as active participants in play. Comments such as “The teachers only help when they say: ‘Now it’s time to share’” and “We’re not friends with the teachers” indicate a perceived distance between staff and children’s peer relationships. When asked if teachers played with them, the responses were unequivocal: “No,” and “Never.” Yet, when teachers did engage meaningfully in play, such as helping a child rebuild a collapsing structure, children valued this support, and their interactions deepened. These moments illustrate the potential for teacher participation to enrich play, strengthen relationships, and provide models for respectful communication, without overtakinghildren’s initiative. Staff interviews reflected an awareness of the importance of social competence andrespect in preschool life but also revealed uncertainty about when and how to intervene in children’s play. Some staff saw themselves as observers who should allow children to solve conflicts independently, while others recognized the need for sensitive, timely participation. This ambivalence is consistent with prior Icelandic studies indicating that teachers are often hesitant to enter children’s play, partly because children rarely invite them directly (Sara Margrét Ólafsdóttir & Jóhanna Einarsdóttir, 2017). The findings suggest that teacher training and professional reflection should focus on developing confidence and strategies for participating in children’s play without disrupting its flow. Environmental and organizational factors also shaped opportunities for friendship formation. Rigid schedules, frequent interruptions, and noise sometimes disrupted the continuity of play, limiting the development of deeper peer relationships. Conversely, flexible, child-centered scheduling and well-organized play spaces fostered cooperation and inclusion. Staff emphasized that creating “room to maneuver” both physically andorganizationally was critical to supporting children’s social development. These findings align with research highlighting the need for time, space, and autonomy in preschool play to promote social well-being and inclusion (Anna Magnea Hreinsdóttir & Kristín Dýrfjörð, 2021; Ingibjörg Ósk Sigurðardóttir et al., 2023). In conclusion, the study underscores that spontaneous play offers rich opportunities for social and emotional learning but that these opportunities require attentive, intentional teacher participation and supportive environments. Teachers’ presence, guidance, and respect for children’s agency are essential for fostering peer relationships, conflictresolution, and a sense of belonging. The findings call for preschools to review their daily schedules, play environments, and professional practices to ensure that all children can form and sustain friendships. By valuing children’s perspectives and balancing autonomy with support, teachers can contribute meaningfully to inclusive, democratic preschool communities
Can interest in vocational education be stimulated? Applications to vocational education programs at upper secondary level 2006–2024
No full textThis article examines the development of application patterns in vocational education and training (VET) at the upper secondary level in Iceland between 2006 and 2024. Despite long-standing policy goals to strengthen VET and increase participation, the proportion of students enrolling in vocational programmes has remained relatively low compared to academic programmes and in international comparison. While public discourse often frames vocational education as a unified concept, this paper challenges that assumption by analysing enrolment trends across different occupational fields and sectors, using application data from the national upper secondary school admission system and classifications provided by Icelandic sectoral councils.
The study is based on a comprehensive dataset encompassing all applications to Icelandic upper secondary schools from 2006 to 2024, categorized by programme type, occupational field, and applicant characteristics. By linking application records to recognized vocational fields, the analysis distinguishes general trends in vocational education from field-specific developments and identifies which areas have seen growth, stagnation, or decline in student interest.
Findings reveal a complex and uneven pattern. Although the overall share of vocational applications increased slightly in recent years—rising from around 30–35% of all applications between 2006 and 2019 to about 40% from 2020 onwards—this change is largely driven by increased demand in a few specific sectors. The building and construction trades, for example, saw a notable rebound in applications after a post-financial-crisis slump, probably reflecting economic recovery and labour market needs. Similarly, modest growth occurred in electrical and culinary arts and hospitality programmes.
Conversely, other sectors experienced declining interest. Applications to information and media technology programmes, for instance, dropped significantly after 2015. The same applies to beauty-related fields such as hairdressing, as well as printing and graphical design. In some cases, this decline may be due to institutional changes, reduced availability of programmes, or perceptions of limited career prospects. In other cases, vocational education has been absorbed into academic programmes, complicating traditional distinctions between educational pathways.
Notably, the study highlights a demographic split in VET applications. Young people applying directly after compulsory education are more likely to choose academic programmes, although their share of vocational applications has increased modestly in recent years. Older applicants, those applying three years or more after lower secondary graduation, are disproportionately represented in vocational applications. This suggests differing motivational factors and life circumstances between student groups, which policymakers must consider in VET planning.
The article further discusses conceptual challenges in defining and measuring VET. National and international classifications (e.g., ISCED codes) do not always align with public or institutional perceptions. Some programmes that are vocational in content are not classified as such, and vice versa. Moreover, while policy documents often refer to vocational education as a coherent domain, the data show that it encompasses a highly diverse set of fields with different labour market connections and dynamics within the education system.
By disaggregating data by occupational sector, the article demonstrates that there is no single trajectory for vocational education. Efforts to “strengthen VET” must therefore be sensitive to these internal differences. Even if recent increases in applications by young people are a positive development, this is mainly due to a growth in a few sectors which seem mostly driven by labour market conditions. There is no reason to believe young people would increasingly apply for VET programmes in other sectors if the labour market conditions in these particular fields were to change. Therefore, treating VET as a monolithic category can obscure challenges and opportunities within individual fields. Also, efforts to stimulate applications to VET must take the conditions for different sectors and fields into account.
In conclusion, the article calls for more nuanced policy approaches that address the specific conditions of different vocational sectors. Rather than aiming for general expansion in VET participation, targeted investments in infrastructure, programme development, and image-building in key fields may yield better results. Importantly, improving the social status and perceived value of vocational education remains a central concern–especially among younger students, for whom academic pathways are still seen as the default and more prestigious choice. Understanding the heterogeneity within vocational education is essential for designing policies that are not only symbolically supportive but also practically effective.Í greininni er fjallað um þróun aðsóknar í starfsnám á framhaldsskólastigi á Íslandi á tímabilinu 2006–2024. Gögn um umsóknir um starfsnám eru notuð til að skoða hvernig aðsókn hefur þróast eftir starfsgreinaflokkum. Auk þess að greina þróun aðsóknar er markmið greinarinnar að skoða hvort hægt sé að greina almenna þætti sem hafa áhrif á þróun aðsóknar í starfsnám eða hvort þróunin sé mismunandi eftir starfsgreinaflokkum. Niðurstöður benda til þess að aukin aðsókn síðustu ára stafi einkum af vexti í ákveðnum starfsgreinaflokkum en aðsókn hafi staðið í stað eða minnkað í öðrum greinaflokkum. Greina mátti áhrif nokkurra almennra þátta í þróun aðsóknar, til dæmis efnahagshrunsins og breytinga á umgjörð framhaldsskólans. Einnig mátti greina sértæka þætti tengda þróun tiltekinna starfsgreina. Samspil áhrifaþátta sem tengjast stöðu og þróun atvinnulífsins, starfsgreina og menntakerfisins er flókið og ef efla á starfsnám er nauðsynlegt að taka mið af því, sem og sérstöðu tiltekinna starfsgreina eða starfsgreinaflokka
Stjórnsýsla án hliðstæðu: Valdsvið biskupsembættisins 2011 til 2021
Get PDFGrein þessi fjallar um stjórnsýslu þjóðkirkjunnar á tímabilinu 2011 til 2021. Upphaf þess skeiðs tekur mið af skýrslu Ríkisendurskoðunar um biskupsstofu, sóknir og sjóði kirkjunnar frá árinu 2011. Í skýrslunni voru gerðar alvarlegar athugasemdir við stöðu biskups í skipu-laginu. Tímabilinu lýkur með setningu nýrra þjóðkirkjulaga árið 2021 og í kjölfarið breyttu skipulagi kirkjunnar. Meginhugmyndin sem liggur til grundvallar þessari grein er að viða-mikið hlutverk biskups hafi á þessum tíma brotið í bága við grundvallarhugmyndir um lýð-ræðislegt skipulag þar sem sami aðilinn fór með framkvæmdavaldið og var í forsæti í þeirri nefnd (kirkjuráði) sem best var fallin til þess að sinna eftirliti með því sama valdi. Sögulegt yfirlit var gefið um viðleitni kirkjuþingsfulltrúa til að breyta skipulaginu í anda þess sem höfundar fyrrnefndrar skýrslu kölluðu eftir
Ritdómur: Religionswissenschaft und Theologie: Disziplinen diskursiv denken
Get PDFRitdómur um bókina Religionswissenschaft und Theologie: Disziplinen diskursiv denken eftir Christiane Nagel
Ritdómur: When God Was a Bird: Christianity, Animism, and the Re-Enchantment of the World
Get PDFRitdómur um bókina When God Was a Bird: Christianity, Animism, and the Re-Enchantment of the World eftir Mark I. Wallac
Upp á kant við kverið? Vitnisburður Klettafjallaskáldsins um fermingarfræðslu á Norðurlandi
Get PDFÞessi grein á það einfalda erindi við lesendur sína að benda þeim á merkilegan vitnisburð vestur-íslenska skáldsins Stephans G. Stephanssonar (1853–1927) um fermingarfræðsluna eins og hann hafði kynnst henni heima á Íslandi. Jafn-framt er reynt að skýra baksvið ummælanna: segja frá þeim dönsku fermingar-kverum sem notuð voru á Íslandi langt fram eftir nítjándu öld og einkanlega því sem Stephan G. hefur greinilega lært, kennt við höfund sinn, Balle. Ummæli skáldsins benda til að á Norðurlandi hafi hið lögboðna fermingarkver mætt gagnrýni sem helst minnir á afstöðu danskra vakningarsafnaða, og kemur nokkuð á óvart ef sá hugmyndastraumur hefur átt mikinn hljómgrunn meðal Skagfirðinga eða Þingeyinga
