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- Gansum, Terje, 1967
(author)
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Hauger som konstruksjoner : arkeologiske forventninger gjennom 200 år
- 2004
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Doctoral thesis (other academic/artistic)abstract
- The production of archaeological knowledge is the main focus in this thesis. Archaeological expectations and praxis is analyzed through the study of barrows. Are all barrows grave mounds, or is this only an archaeological interpretation that has not been challenged? In the last 200 years the search for artefacts have dominated the expectations among Scandinavian archaeologists. We will take a closer look at the excavation techniques, strategies and documentation from 1830 to 2003. Changes within these three analytical categories are located. In which ways did or did not new knowledge and know-how change praxis? The main theme in this study is to analyze mounds as constructions in many different perspectives. In the archaeological literature mounds are treated as graves or empty graves. This interpretation has dominated the discourse in the archaeological discipline. We want to challenge the notions we use, and the concepts and categorizations we make, by treating the mounds as constructions.Constructions are built and may be rebuilt. The language and metaphors that has connotation to constructions are not bound up with the concept of grave. This shift of focus guides us in new directions in our analysis of archaeological praxis and production of knowledge. The mounds are the locus for transformations over long time spans. Such constructions cannot be empty by definition, since they are built on purpose. We analyzed the excavation rapports from the Swedish National Heritage Board from the period 1990-2003 to get an overview on praxis. By examining the original documentation and conducting new excavations (single context planning) to produce relevant data we were able to get a better grip on the construction sequences. Through these sequences we were able to interpret the actions behind the different deposits and interfaces. We were able to understand the building process; the re-building and re-openings of the constructions and by this way get knowledge about the rituals that took place. Mounds are materialized rituals and we believe that this change of perspective may lead to a better understanding of the pre-Christian rituals including the cult of the dead
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- Hambro, Camilla, 1966
(author)
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Det ulmer under overflaten. Agathe Backer Grøndahl (1847-1907). Genus, sjanger og norskhet
- 2008
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Doctoral thesis (other academic/artistic)abstract
- Abstract Ph.D. dissertation at Göteborg University, Sweden, 2008 Author: Camilla Hambro Title: Det ulmer under overflaten. Agathe Backer Grøndahl (1847–1907), genus, sjanger og norskhet English title: What smoulders beneath the surface. Agathe Backer Grøndahl (1847–1907), gender, genre and Norwegianness Language: Norwegian, with an English summary Department: Department of Culture, Aesthetics and Media Series: Skrifter från musikvetenskap, Göteborgs universitet, nr 91, 2008 ISSN 1654-6261 ISBN 978-91-85974-07-8 My dissertation is a problem oriented one. The composer pianist Agathe Backer Grøndahl (1847–1907) has always been a self-evident figure in chapters of Norwegian music history books that cover music, musicians and composers in "Grieg’s shadow". Extensive historical source materials (reception materials connected to Backer Grøndahl’s concerts and compositions; her letters, notebooks, workbooks and sketches) form the basis of the study. The problems studied are what kind of expectations are connected to three intertwined core concepts connected to Backer Grøndahl, namely: "femininity", "genre", and "Norwegianness" (the folk-influenced Norwegian tradition). Musical and material, as well as institutional, sociological and economical, ”Agathe Backer Grøndahl” discourses are examined. The arenas where the three core concepts and discourses unfold, sound, develop, are moulded and understood, are threefold: •Musical culture with which the pianist composer and her compositions interacted from 1866–1903. •Presentations of her in monographs and music history books. •Various attempts to revise this kind of music historiography. The musical analysis starts out from reception materials connected to her performances of her own works and tries to trace the critics’ descriptions in the scores. The works analyzed are: One of her two orchestral compositions, Andante quasi allegretto for piano and orchestra (1869) in sonata form. (I rediscovered this "lost" work in the National Library in Oslo.) The song "To the queen of my heart" (Op. 1/3, 1870), the descriptively titled lyrical piece Wood Nymph’s Dance (1887), the feminist cantata Nytaarsgry (1901) performed at the Scandinavian Women’s Convention 1902 and the singable and (in)famous song "Eventide" Op. 42/7 1899). Performed compositions become performative via the reception materials, hers, the listeners’ and amateur performers "producerly texts" connected to them.
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- Horn, Anna Catharina
(author)
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Lov og tekst i middelalderen. Produksjon og resepsjon av Magnus Lagabøtes landslov
- 2016
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Doctoral thesis (other academic/artistic)abstract
- This thesis investigates fifteen out of a total of thirtynine extant manuscripts containing The Norwegian Code of the Realm (1274), henceforth the Code. They are all dated before 1400. The fifteen manuscripts display some kind of harmonization of two particular chapters in the sections on assault and land rent, respectively. I work from the hypothesis that these manuscripts share a common background in a particular exemplar and/or scribal milieu. The thesis has two aims. One is to further our understanding of the relation between the preserved MSS of the Code. The other is to develop a method for analysis of texts which display contamination, or texts that have been transmitted using several exemplars. The analyses are based on parameters that are tied to the production and reception of the Code. The new method is composed of elements from both textual criticism and material philology. The object of study is raised from the level of the word, phrase, or clause to that of the graphic unit of the chapter, defined by elements as initials and rubrics. The chapter is the crucial component upon which the structure of the Code is built. First, a selection of variables regarding codicology, layout, and script are analyzed. Based on the scribes’ ability to execute these features, the manuscripts are sorted into three levels of proficiency. Second, the analysis of the structure of the text shifts to a focus on the order of the chapters. Thus, the structures of the fifteen manuscripts are put into a diagram. The variants are revealed as patterns, which show that the manuscripts have additional variants in common. Nearly all variants relating to rearrangement or interpolation turn out to be attested in earlier regional laws, although by the time when the Code was promulgated, these should presumably have been rendered obsolete. This suggests that the manuscripts derive from a milieu where the Code was seen as a symbiosis of old and new rules, and that older law codes were used as exemplars together with the new Code in order to produce the most convenient Code.
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- Meland, Aud Torill
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Ansvar for egen læring. Intensjoner og realiteter i en norsk videregående skole
- 2011
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Doctoral thesis (other academic/artistic)abstract
- Education policy in Norway is currently emphasizing personal flexibility, responsibility and freedom of choice for learners. Concepts are modern, but also derive from traditions of progressive education. Pupils’ responsibility for own learning relies on self-regulation theory. Self-regulation skills are vital not only to guide one’s own learning during school, but also to educate oneself and up-date one`s knowledge after leaving school. The purpose of this work is to investigate how responsibility in learning and work is talked about and constructed in a context where pupils are invited into such activities. The empirical study was conducted during a period of 1 year. Data were collected by a case study and ethnographic research involving participant observation in two classes in one school. Data were also obtained through document analysis, field notes and individual interviews with pupils and teacher, and group-interviews with pupils. The thesis demonstrates how new education policies were reflected in both architecture and the schools´ curriculum. Teachers were invited to influence the planning process by working collaboratively in teams, but much of the decisions and activities were described as centrally controlled planning. In spite of heavy leadership investment in architecture and pedagogical vision building, teachers’ work organization did not manage to find a common improvement strategy for a vision teachers found both right and impossible at the same time. The school´s official ideology emphasized pupils´ own responsibility. This constructivist view of learning has implication for teaching because it suggests an active role for pupils. Teachers were required to offer an environment that stimulates pupils´ to take responsibility for their own learning and skills. Pupils’ perceptions of learning environments were related to their motivation and use of self-regulation skills. About one third of them managed to show responsible own learning with most tasks. I call their capacity a general self-regulative orientation. The others, the majority, only succeeded with this under special circumstances, thus I call it a specific self-regulative orientation. Within that group some did not manage the demands on responsibility at all, in sum 15 per cent. The result shows that not all teachers were well equipped to create conditions in order to foster the development of effective self-regulatory skills. The learning context did not stimulate pupils to create their own goals; instead the learning tended to be steered by teachers’ goals. These goals did not always capture the pupils’ interest, or activate prior knowledge or steer the learning process. Pupils’ perception for taking responsibility for their own learning were related to their appreciation of learning tasks and self-efficacy. Pupils’ autonomy is an important condition for active self-regulated learning. Lack of support, expectations and engagements from teachers had great influence on pupils’ attitudes and motivation. Teachers’ behaviors are essential to create a self-regulated environment. Since many pupils had difficulties in managing their studies and cope with the learning environment, disciplinary actions from the teachers were necessary.
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