Suchergebnisse

Eitt af meginmarkmiðum núgildandi aðalnámskrár (Mennta- og menningarmálaráðuneytið, 2011/2013) er að búa nemendur undir þátttöku í lýðræðislegu samfélagi. Samkvæmt þessu á grunnskólinn að vera sá staður sem veitir nemendum svigrúm til að öðlast reynslu af lýðræðislegu starfi og vera þátttakendur í því. Markmið þessarar rannsóknar var að kanna mögulegar breytingar á viðhorfum nemenda í þessum efnum yfir fimm ára tímabil, 2010 til 2015. Tveir hópar nemenda í 6.–10. bekk (Nalls = 627) voru spurðir um afstöðu sína til lýðræðis og lýðræðisþátttöku með fimm ára millibili. Rannsóknin var gerð í samvinnu við tíu skóla sem söfnuðu gögnum við reglubundið sjálfsmat. Niðurstöður sýna að viðhorf nemenda til lýðræðis í grunnskólum á Íslandi og lýðræðisþátttaka virðist hafa tekið mjög litlum breytingum á framangreindu tímabili. Engar breytingar var að finna á því sem kallað hefur verið frjálslynd lýðræðissjónarmið, svo sem tjáningarfrelsi og samkeppni í skólastofunni. Aftur á móti mátti greina smávægilega jákvæða breytingu á viðhorfum til þess sem kallað hefur verið samstarfslýðræði, þ.e. til þátttöku og samvinnu. Mikilvægi lýðræðisþátttöku að mati nemendanna virtist dala lítillega yfir þetta fimm ára tímabil. Niðurstöðurnar voru bornar saman við danska rannsókn frá árinu 2001 sem þessi rannsókn tók mið af. Enginn afgerandi munur fannst á viðhorfum dönsku og íslensku ungmennanna. Þó virtust frjálslynd lýðræðissjónarmið vera traustari hjá dönsku ungmennunum. ; The Icelandic national curriculum guide for compulsory schools published in 2011 specially emphasized the importance of preparing students for active participation in a democratic society: "It is expected that children and youth learn democracy by learning about democracy in a democracy" (Mennta- og menningarmálaráðuneytið, p. 19). Democracy was furthermore emphasized as one of six fundamental pillars of the Icelandic education system together with literacy, sustainability, health and welfare, human rights, equality, and creativity. Accordingly, knowledge about changes in attitudes towards democracy and democratic participation since the introduction of this new conception in 2011 is of importance. The increased emphasis on issues related to democracy introduced in the Icelandic national curriculum guide for compulsory schools were to be fully implemented in 2013. Studies on how Icelandic students are prepared for an active participation in the constantly changing democratic society are few and far between. Therefore, the results of this study can be considered of importance for education stakeholders such as teachers, parents, students, and scholars. The theoretical model used in the study is based on the works of Danish researchers (Jacobsen, Jensen, Madsen, Sylvestersen, & Vincent, 2004), where democratic perspectives in a Western tradition are conceived as liberal democracy (e.g., emphasizing the rights of the individual) and republican democracy (e.g., emphasizing solidarity). According to the model, both perspectives need to be in place for a democracy to function, and it is in the tension between these two perspectives a democratic process becomes active. The goal of this study is to contribute to an increased theoretical and empirical knowledge about democratic processes and democratic participation in public schools. The research was intended to detect possible changes in the responses of children to questions related to liberal and republican democracy after the full implementation of the Icelandic national curriculum guide from 2011. The goals of the study were approached by asking two groups of children in Grades 6 through 10 (Ntotal = 627) about their attitudes towards democracy and democratic participation in the classroom. The first data collection was conducted in 2010 and the second data collection was conducted in 2015. The study was conducted in collaboration with 10 schools that carried out the data collection as a part of their own internal evaluation. The results show that attitudes towards democracy and democratic participation over the above depicted period had changed remotely during the five-year period. No changes were found in attitudes related to a liberal democracy. A slight positive change was detected regarding opportunities for participation and collaboration in a republican democracy. However, the importance of democratic participation showed a slight decline during this five-year period. According to the model of Jacobsen et. al. (2004) one of the prerequisites for liberal democracy is individuality. A comparison with Danish result from 2001 showed that about 61% of the Danish adolescents indicated that it was very important to "be the way they are" but only 47% of the Icelandic adolescents responded the same way in 2015. These results were in accordance with other manifestations of liberal democracy in the survey, which seemed stronger among the Danish adolescents. The limited change in the attitudes of adolescents towards democracy and democratic participation raises questions about whether compulsory schools had the resources to implement the changes in policy recommended by the 2011 national curriculum guide. More research is needed to explore what was done in schools to increase democracy in the classroom during the 2011-2013 implementation period. Furthermore, it is important to conduct further research to identify efficient ways for teachers and school administrators to meet the policy recommendation for an increased emphasis of democracy in Icelandic classrooms. Finally, comparison with results from other countries give reason to conduct more research on manifestations of liberal democracy (e.g., opportunities for an open and democratic discussion; respect for individuality) among Icelandic adolescents. ; Peer Reviewed

The article addresses the early years of film in iceland, where the goal is to deepen our knowledge of the main participants in introducing and promoting cinema in iceland at the turn of the 19th century. Two years spanning a three-year period mark the beginnings of the age of film in iceland. The former is 1901 when the Dutch filmmaker F. A. Nöggerath came to film iceland and icelanders for an English film company. The latter year is 1903, when the Norwegian, Rasmus Hallseth and the Swede David Fernander, traveled around the country to screen films for the first time in iceland. These two visits mark the emergence of cinema in iceland. iceland-ers had little prior knowledge of the new medium, which was getting to be widely known around the world, apart from the coverage of newspapers and stories of lucky icelanders who had experienced film screenings abroad. Shows using a predecessor of film, the magic lantern, were held by Sigfús Eymundsson and Þorlákur ó. Jo-hnson in the 19th century. After the introduction of films in 1903, several people put together funds to buy Hallseth's and Fernanders' equipment and began to exhibit films on their own. However, daily performances did not happen until Reykjavik Biograftheater (later ,,Gamla Bíó") was established in 1906. After several attempts by various parties to hold regular screenings in Reykjavik, one could say that cinema did not properly settle in iceland until the establishment of Nýja Bíó in 1913.

Maģistra darba mērķis ir izvērtēt Āfrikas Savienības (ĀS) nozīmi miera un drošības uzturēšanā, darba sākumā izvirzot apgalvojumu, ka ĀS lielākie izaicinājumi miera uzturēšanā un konfliktu risināšanā ir nespēja nodrošināt nepieciešamo resursu mobilizāciju un spēku ģenerēšanu. Darba teorētiskajā ietvarā tiek aplūkoti miera uzturēšanas un konfliktu pārvaldības principi, kā arī reģionālo organizāciju loma miera uzturēšanā. Darba tālākajā gaitā tiek aplūkoti drošības izaicinājumi Āfrikā, ĀS izveides vēsturiskais konteksts un tās galvenie darbības principi un miera uzturēšanas un konfliktu pārvaldības instrumenti. Pētījuma analīzes daļā tiek izvērtētas ĀS miera uzturēšanas misijas Burundi, Sudānā un Somālijā, analizējot ĀS ieguldījumu šo konfliktu risināšanā. Darba noslēgumā tika apkopoti ĀS miera un drošības uzturēšanas ierobežojumi un izaicinājumi. ; The main aim of this thesis is to assess the role of the African Union (AU) in the maintenance of peace and security in Africa. This study focuses on the argument that the main challenge affecting the AU's peacekeeping and conflict resolution capabilities is the inability to provide the necessary resource mobilization and force generation. The theoretical basis of this thesis consists of peacekeeping, conflict management and resolution principles, as well as the role of regional organizations in the maintenance of peace and security. Further discussed topics are the security challenges in Africa, the establishment of the AU, as well as its key operating principles and peacekeeping and conflict management tools. The analysis section focuses on the AU peacekeeping missions in Burundi, Sudan and Somalia, which were selected to evaluate the role of the AU.

ParlaMint is a multilingual set of comparable corpora containing parliamentary debates mostly starting in 2015 and extending to mid-2020, with each corpus being about 20 million words in size. The sessions in the corpora are marked as belonging to the COVID-19 period (after October 2019), or being "reference" (before that date). The corpora have extensive metadata, including aspects of the parliament; the speakers (name, gender, MP status, party affiliation, party coalition/opposition); are structured into time-stamped terms, sessions and meetings; with speeches being marked by the speaker and their role (e.g. chair, regular speaker). The speeches also contain marked-up transcriber comments, such as gaps in the transcription, interruptions, applause, etc. Note that some corpora have further information, e.g. the year of birth of the speakers, links to their Wikipedia articles, their membership in various committees, etc. The corpora are encoded according to the Parla-CLARIN TEI recommendation (https://clarin-eric.github.io/parla-clarin/), but have been validated against the compatible, but much stricter ParlaMint schemas. This entry contains the ParlaMint TEI-encoded corpora with the derived plain text version of the corpus along with TSV metadata on the speeches. Also included is the 2.0 release of the data and scripts available at the GitHub repository of the ParlaMint project. Note that there also exists the linguistically marked-up version of the corpus, which is available at http://hdl.handle.net/11356/1405.

ParlaMint 2.1 is a multilingual set of 17 comparable corpora containing parliamentary debates mostly starting in 2015 and extending to mid-2020, with each corpus being about 20 million words in size. The sessions in the corpora are marked as belonging to the COVID-19 period (after November 1st 2019), or being "reference" (before that date). The corpora have extensive metadata, including aspects of the parliament; the speakers (name, gender, MP status, party affiliation, party coalition/opposition); are structured into time-stamped terms, sessions and meetings; with speeches being marked by the speaker and their role (e.g. chair, regular speaker). The speeches also contain marked-up transcriber comments, such as gaps in the transcription, interruptions, applause, etc. Note that some corpora have further information, e.g. the year of birth of the speakers, links to their Wikipedia articles, their membership in various committees, etc. The corpora are encoded according to the Parla-CLARIN TEI recommendation (https://clarin-eric.github.io/parla-clarin/), but have been validated against the compatible, but much stricter ParlaMint schemas. This entry contains the ParlaMint TEI-encoded corpora with the derived plain text version of the corpus along with TSV metadata on the speeches. Also included is the 2.0 release of the data and scripts available at the GitHub repository of the ParlaMint project. Note that there also exists the linguistically marked-up version of the corpus, which is available at http://hdl.handle.net/11356/1431.

Í þeirri lýðræðisvakningu sem varð á Íslandi eftir hrun mátti sjá hvernig ólíkir hópar byggðu lýðræðiskröfur og ákall um meira eða dýpra lýðræði á ólíkum hugmyndum um lýðræði. Kjarni þessara krafna var þó hinn sami: meira lýðræði þýddi aukin áhrif almennings á ákvarðanir og stefnumótun. Þannig undirstrikaði hin almenna umræða um lýðræði þann skilning að virkt samráð við almenning sé nauðsynlegur hluti lýðræðislegra stjórnarhátta. Í þessari grein er gerð tilraun til að varpa ljósi á ólíkt inntak lýðræðiskröfunnar eftir málefnum hverju sinni og athyglinni einkkum beint að þekkingarmiðuðu lýðræði. Því er haldið fram að þótt enn sé ekki hægt að segja að þekkingarmiðað lýðræði byggi á veigamiklum empíriskum rökum, þá bjóði það upp á áhugaverðustu leið samtímans til að hugsa um lýðræðisnýjungar. ; During the democratic awakening in Iceland during and after the financial crisis of 2008 it was evident that different groups based their demands for more or deeper democracy on different conceptions of democracy. Yet their demands had a common core: more democracy meant greater public influence on policy- and decision-making. Thus public discussion insisted on a conception of democracy according to which public consultation is a necessary part of democratic governance. This paper discusses different kinds of consultation depending on the particular demands in each case with particular emphasis on epistemic democracy. I argue that even though it can hardly be said that epistemic democracy is based on much empirical evidence yet, its approach is the most promising way to think about future democratic. ; Peer Reviewed ; Ritrýnt tímarit

ParlaMint is a multilingual set of comparable corpora containing parliamentary debates mostly starting in 2015 and extending to mid-2020, with each corpus being about 20 million words in size. The sessions in the corpora are marked as belonging to the COVID-19 period (after October 2019), or being "reference" (before that date). The corpora have extensive metadata, including aspects of the parliament; the speakers (name, gender, MP status, party affiliation, party coalition/opposition); are structured into time-stamped terms, sessions and meetings; with speeches being marked by the speaker and their role (e.g. chair, regular speaker). The speeches also contain marked-up transcriber comments, such as gaps in the transcription, interruptions, applause, etc. Note that some corpora have further information, e.g. the year of birth of the speakers, links to their Wikipedia articles, their membership in various committees, etc. The corpora are encoded according to the Parla-CLARIN TEI recommendation (https://clarin-eric.github.io/parla-clarin/), but have been validated against the compatible, but much stricter ParlaMint schemas. This entry contains the linguistically marked-up version of the corpus, while the text version is available at http://hdl.handle.net/11356/1388. The ParlaMint.ana linguistic annotation includes tokenization, sentence segmentation, lemmatisation, Universal Dependencies part-of-speech, morphological features, and syntactic dependencies, and the 4-class CoNLL-2003 named entities. Some corpora also have further linguistic annotations, such as PoS tagging or named entities according to language-specific schemes, with their corpus TEI headers giving further details on the annotation vocabularies and tools. The compressed files include the ParlaMint.ana XML TEI-encoded linguistically annotated corpus; the derived corpus in CoNLL-U with TSV speech metadata; and the vertical files (with registry file), suitable for use with CQP-based concordancers, such as CWB, noSketch Engine or KonText. Also included is the 2.0 release of the data and scripts available at the GitHub repository of the ParlaMint project.

ParlaMint 2.1 is a multilingual set of 17 comparable corpora containing parliamentary debates mostly starting in 2015 and extending to mid-2020, with each corpus being about 20 million words in size. The sessions in the corpora are marked as belonging to the COVID-19 period (from November 1st 2019), or being "reference" (before that date). The corpora have extensive metadata, including aspects of the parliament; the speakers (name, gender, MP status, party affiliation, party coalition/opposition); are structured into time-stamped terms, sessions and meetings; with speeches being marked by the speaker and their role (e.g. chair, regular speaker). The speeches also contain marked-up transcriber comments, such as gaps in the transcription, interruptions, applause, etc. Note that some corpora have further information, e.g. the year of birth of the speakers, links to their Wikipedia articles, their membership in various committees, etc. The corpora are encoded according to the Parla-CLARIN TEI recommendation (https://clarin-eric.github.io/parla-clarin/), but have been validated against the compatible, but much stricter ParlaMint schemas. This entry contains the linguistically marked-up version of the corpus, while the text version is available at http://hdl.handle.net/11356/1432. The ParlaMint.ana linguistic annotation includes tokenization, sentence segmentation, lemmatisation, Universal Dependencies part-of-speech, morphological features, and syntactic dependencies, and the 4-class CoNLL-2003 named entities. Some corpora also have further linguistic annotations, such as PoS tagging or named entities according to language-specific schemes, with their corpus TEI headers giving further details on the annotation vocabularies and tools. The compressed files include the ParlaMint.ana XML TEI-encoded linguistically annotated corpus; the derived corpus in CoNLL-U with TSV speech metadata; and the vertical files (with registry file), suitable for use with CQP-based concordancers, such as CWB, noSketch Engine or KonText. Also included is the 2.1 release of the data and scripts available at the GitHub repository of the ParlaMint project. As opposed to the previous version 2.0, this version corrects some errors in various corpora and adds the information on upper / lower house for bicameral parliaments. The vertical files have also been changed to make them easier to use in the concordancers.