30761. |
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30762. |
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30763. |
- Ómarsdóttir, Silja Bára R., et al.
(författare)
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Iceland
- 2023
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Ingår i: A shared commitment. - Oslo ; Uppsala : Norsk Utenrikspolitisk Institutt ; Nordiska Afrikainstitutet. - 9789171068996 ; , s. 38-43
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Bokkapitel (populärvet., debatt m.m.)
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30764. |
- Ómarsdóttir, Silja Bára R., et al.
(författare)
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L'Islande
- 2023
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Ingår i: Paix et sécurité. - Oslo ; Uppsala : Norsk Utenrikspolitisk Institutt ; Nordiska Afrikainstitutet. - 9789171069009 - 9789171069016 ; , s. 40-47
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Bokkapitel (populärvet., debatt m.m.)
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30765. |
- O'Meara, Carolyn, et al.
(författare)
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Representing space and place : hunter-gatherer perspectives
- 2020
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Ingår i: Hunter Gatherer Research. - : Liverpool University Press. - 2056-3264 .- 2056-3256. ; 4:3, s. 287-309
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Tidskriftsartikel (refereegranskat)abstract
- The anthropological sciences have long been interested in how hunter-gatherers perceive and interact with their spatial environment. The spatially flexible and dynamic modes of subsistence and residence typical of many hunter-gatherer communities have been considered to be key factors in the social organisation and ideological framing of such communities. However, close attention to spatial representation—in the form of categories and distinctions as they surface in everyday communication and behaviour, for example—has so far been largely restricted to certain subfields within the language and cognitive sciences. This inquiry, on the other hand, has not been concerned with the hunter-gatherer category as such, and it has rarely addressed spatial representations in their sociocultural context. The present special issue aims to highlight the potentials of a closer integration of these different research perspectives in advancing our understanding of hunter-gatherer space. The contributions—written by experts on a diverse set of communities—address a range of representational phenomena of core concern to this aim. This introductory paper presents space as a domain of inquiry into meaning, it reviews the literature on spatial representation among hunter-gatherer communities, and it outlines some of the major patterns of hunter-gatherer spatial strategies that emerge from the literature and the present contributions. Pointing to both diversity and commonalities across communities, the data offer new views of promising ways forward in the inquiry into hunter-gatherer relationships with the environment.
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30766. |
- Omrcen, Eddi, 1962, et al.
(författare)
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Agenda 2030 as a framework for collaboration - experiences and recommendations from eight Swedish universities.
- 2021
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Universities can (and many do) engage in research and education to meet local, regional and global needs for a sustainable future. They also do so in their community engagement activities. There are multiple ways for universities and other HEIs to engage with the Sustainable Development Goals (SDGs). How they choose to act will depend on their size, context, research focus and educational strengths, funding availability, priorities and the needs of the communities they serve. This report outlines general concepts and practical cases and examples highlighting the nexus between collaboration and SDG-related work at HEIs based on activities and experiences from the Vinnova funded AGERA-project. We hope that the report will contribute and inspire universities as well as other stakeholders to strengthen their collaborative capacity to contribute to Agenda 2030.
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30767. |
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On Communication. 4 / Om kommunikation. 4 : Selected papers from a seminar arranged by the Department of Communication Studies, on 3-4 June, 1986
- 1987
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Proceedings (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This report contains eight papers presented at the interdisciplinaryseminar arranged by the Department of Communication Studies, University of Linköping, on 3-4 June, 1986.The papers deal in different ways with the problem of distributing knowledge or with methods of describing and improving individualcompetence and skills in communicative situations, especially in classroom interaction. Three of the papers are concerned with knowledge and competence as being mainly social and cultural phenomena - the social transmission of knowledge, educational drama as a means of improv ing social competence, and music reviews as exponents of certain cultural communities. One paper discusses instructions as one way of disseminating knowledge and competence. The last four contributions discuss different levels of knowledgeand competence in various educational settings, such as teacher and pupil interaction, and the ways in which different perspectives on language may cause misunderstandings and other communicative problems in language learning.
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30768. |
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30769. |
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30770. |
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