The Pedagogue and the Poetic – Kristeva and the Quest for Singularity in Education

Creative Commons Attribution 4.0 International.In this article, I argue that Julia Kristeva’s concepts of semiotization and transubstantiation may contribute both to an understanding of the way in which the human subject might realize itself, and to the way in which educational institutions may serve as keepers of such a notion of humanity. To focus the human subject is urgent in a time of various neo-liberal pressures – including the area of education. Mechanisms of effectivization and standardization in education are unable to bring forth the singularity of the human being. Inspired by the Russian Futurists and their word-creation, I follow up on the theoretical discussion with a classroom exercise for students, that potentially provides them with a space to begin the process of exploring (regaining) their semiotic selves and their potential to experience and share human singularity.publishedVersio

The Relationship between Self-harm and Bullying Behavior: Results from a Population based-study of Adolescents.

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Effects of Heat Treatment on Composition and Nutritive Value of Herring Meal

1. The effect of heat treatment on quality of herring meal has been investigated using a rotating autoclave operated under variable conditions (meal moisture: 1.1% - 41%; meal temperature: 96° C – 132° C; heating time: 0-2 hrs). 2. In terms of proximate chemical analyses all heat treated meals, containing 82.5-85.0% protein on a dry weight basis, would be considered of a very high grade. 3. Short heat treatments at about 125° C appeared to stabilize the lipid phase towards oxidation during storage: After four weeks an unheated reference meal had a carbonyl number of 323 mmol CO/kg fat whereas heat treated meals had values in the range of 74-91 mmol CO /kg fat. Corresponding iodine numbers were on the average 100 g I2/100 g fat for the unheated meal and 120 g I2/100 g fat for heat treated meals. 4. Analyses indicated some slight decrease in amino acids of the herring meals resulting from the heat treatments. 5. No clear correlation was found between available lysine and conditions of heat treatment, but there was a tendency for availability to decrease with increasing moisture content during prolonged heating of meals. 6. During the heat treatments, pepsin digestibility for dry meals dropped to 66% while that for wet meals dropped at most to about 33% with reference to freeze dried meals. 7. Pepsin digestibility was well correlated with values for nutritive criteria obtained in animal feeding tests. 8. Apparent indigestibility of individual amino acids In two selected meals showed some increase due to heat treatment

Alpha-Tocopherol in Some Marine Organisms and Fish Oils

A study has been made of a-tocopherol in some marine sources. Apart from commercial oils, which were of normal quality, care was taken to ensure fresh material. The a-tocopherol contents have been determined in eleven marine oils, four liver oils and seven body oils. The liver oils showed values from 35-700 µg per g. Cod liver oil ranged from 150-225, whereas Greenland shark liver oil showed very high contents, 300-700 µg a-tocopherol per g. The body oils normally contained 20-80 µg per g, thus eight samples of unspecified fish oils for hydrogenation showed 40-70 µg per g. Capelin oil showed high values, 50-230 µg per g. Fish livers varied greatly, the highest values were found in wrasse and catfish with respectively 108-180 and 290-300 µg a-tocopherol per g. Estimated. values for the liver oils were in the order of 200 µg per g for most species studied, exceptions were again wrasse and catfish with 1540 and 3100 µg per g, respectively. Values of this extremely high order were confirmed in additional analysis on extracted oils from these species. The muscle of ten species of fish were analysed. The a-tocopherol contents varied from 1.0 to 16 µg per g, with a clear tendency for fat fillets to show the highest values. Estimation of the contents in the fats showed values generally in the order 300-500 µg a-tocopherol per g. Some values were confirmed on extracted oils. The distribution of a-tocopherol in different organs were studied on male and female herring, cod and coalfish. There was a striking difference between the content in the liver of the male and female herring. Both were in the spawning state and the male contained ten times more than the female, the estimated values for the liver fat being respectively 7000 and 700 µg per g. No difference of importance could be observed between the testis (soft roe) and ovaries (hard roe), with 32 and 41 µg per g, respectively. The pyloric caeca showed similar values for all species, 8-18 µg per g. The a-tocopherol content of ten species of echinoderms and mollusks were investigated. The analysis refer to the whole animal except for the squid. The values were in the order 4-15 µg per g fresh weight, and approx. 100 µg per g dry weight. Exceptions were the littoral snails periwinckle and limpet, with approx. 40 and 150 µg per g fresh weight, or approx. 200 and 1000 µg per g dry weight, respectively. The high values in the limpet was confirmed in extracted oils. Fat extracted from the deep sea prawn showed 950 µg a-tocopherol per g

Bruken av alternative læringsarenaer i dagens skole

I bacheloroppgaven «Bruken av alternative læringsarenaer i dagens skole» har jeg tatt utgangspunkt i problemstillingen hvilke muligheter og utfordringer opplever lærere i barneskolen når de skal ta i bruk alternative læringsarenaer? For å besvare dette spørsmålet har jeg benyttet meg av en kvalitativ forskningsmetode ved å gi lærere ved en valgt skole i Trondheim kommune refleksjonsspørsmål om hvordan og hvorfor de bruker alternative læringsarenaer. Som teoretisk grunnlag for drøftingen av funnene har jeg valgt å ta utgangspunkt i Vygotskys sosiokulturelle læringsteori. I tillegg har jeg brukt teori om klasseledelse, -miljø og relasjoner, planlegging av undervisning, alternative læringsarenaer og lærertetthet. I forskningsresultatene kom det frem at det er få lærere som benytter seg av denne undervisningsformen og at de vanligste utfordringene med det er størrelsen på elevgruppene. Flere så likevel verdien i alternative læringsarenaer og mente at muligheten for bruk i fremtiden var til stede, hvis de nåværende rammefaktorene ble endret. De mulighetene som ble trukket frem av lærerne var muligheten for sosial utvikling hos elevene og det å skape autentiske opplevelser for elevene som de sammen kan bruke videre i refleksjon og arbeid i klasserommet.The Bachelor thesis “The use of alternative learnings arenas in today’s school” is based in the question which opportunities and challenges does teachers in primary school experience when using alternative learning arenas? To answer this question, I have used a qualitative research method by giving teachers at a chosen school in Trondheim questions of reflection on how and why they use alternative learning arenas. As a theoretical basis for the discussion of the findings, I have chosen to start with Vygotsky’s Social development theory. In addition, I have used theory of class management, class environment, planning of teaching, alternative learning arenas and ratio of students per teacher. The research results showed that there are few teachers who make use of this type of teaching and that the most common challenges with this are the size of the student groups. However, they saw the value of alternative learning arenas and believed that the possibility of future use would be present if the current framework were changed. The opportunities presented by the teachers were the opportunity for the social development of the students and the creation of authentic experiences for the students, which they can use together in reflection and work in the classroom

Efficiency test bench for Kindernay XIV

Oppgaven er skrevet for CA-Technology ASsubmittedVersionM-MP

The Atlantic Ocean surface microlayer from 50°N to 50°S is ubiquitously enriched in surfactants at wind speeds up to 13 m s−1

We report the first measurements of surfactant activity (SA) in the sea surface microlayer (SML) and in subsurface waters (SSW) at the ocean basin scale, for two Atlantic Meridional Transect from cruises 50°N to 50°S during 2014 and 2015. Northern Hemisphere (NH) SA was significantly higher than Southern Hemisphere (SH) SA in the SML and in the SSW. SA enrichment factors (EF = SASML/SASSW) were also higher in the NH, for wind speeds up to ~13 m s−1, questioning a prior assertion that Atlantic Ocean wind speeds >12 m s−1 poleward of 30°N and 30°S would preclude high EFs and showing the SML to be self-sustaining with respect to SA. Our results imply that surfactants exert a control on air-sea CO2 exchange across the whole North Atlantic CO2 sink region and that the contribution made by high wind, high latitude oceans to air-sea gas exchange globally should be reexamined

Barndomspedagogikk? – På leit etter pedagogikkens selvforståelse

Henvendelser om boken kan rettes til Oplandske Bokforlag AS [email protected] boka henvender seg til deg som er opptatt av barn og barndommens vilkår – i vid forstand. I dragsuget etter de siste 15–20 årenes politiske handlingsiver, med forebyggende og tidlige innsatser, kan det hevdes at pedagogikken er i ferd med å miste både fotfeste og selvbevissthet. Slik barndommen er blitt institusjonalisert, har også pedagogikk som fag endt opp institusjonalisert. Mer enn å verne om barnet og barndommens egenverdi i institusjonene, har pedagogikken selv blitt rammet inn av institusjonenes rammebetingelser. Faren for å fremstå som et ureflektert redskapsfag for politiske satsningsområder og markedsdefinerte behov, er overhengende. Dette krever handling. Barn og barndom stiller alle og enhver overfor et etisk ansvar – pedagoger især. Pedagogikk som fag kan ikke unndra seg dette ansvaret. Boka inneholder to essays der forfatterne søker å reforhandle pedagogikkens selvforståelse gjennom å undersøke og drøfte egenverdiens problem