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Fabrikation von Erkenntnis – Experimente in den Digital Humanities. Hg. von Manuel Burghardt, Lisa Dieckmann, Timo Steyer, Peer Trilcke, Niels Walkowski, Joëlle Weis, Ulrike Wuttke. Wolfenbüttel 2021—2022. (= Zeitschrift für digitale Geisteswissenschaften / Sonderbände, 5), Dieser Beitrag stellt diverse visuelle Experimente vor, bei denen insbesondere mediale Transformationsprozesse und sowohl Vorgang als auch Ergebnis von Modellierungsprozessen im Fokus stehen. Bei den ausgewählten Beispielen entstehen durch den Einsatz und die Entwicklung von Softwaresystemen unterschiedliche visuelle Artefakte. Zentral ist dabei, dass die Experimente nur auf Grundlage von Modellen und in Verbindung mit Modellierungsprozessen durchgeführt werden können. Dies ist substantiell für den Erkenntnisgewinn und die analytischen Betrachtungen insgesamt, wie in diesem Beitrag aufgezeigt wird. Darüber hinaus wird dargelegt, dass sich visuelle Experimente in den digitalen Geisteswissenschaften nie ohne Modelle unterschiedlichster Arten durchführen lassen., This article presents a number of visual experiments with a special focus on processes of media transformation and modelling. In the selected examples, the development and use of computer systems are used to create different visual artefacts. These experiments can only be performed with the use of models in modelling processes. This chapter shows how important modelling and the use and development of software is for the analytical reflections and thus for the gaining of new knowledge. We also show how these points tend towards a more general pattern: visual experiments in the digital humanities cannot be performed without the use of models.

Afghan journalists have been experiencing a deteriorating situation, due to a multitude of threats. They operate in a situation of low popular literacy, as well as low media literacy. Threats from Taliban and other insurgents cause many journalists to live in constant fear. This article is based on interviews with 28 Afghan journalists. They report that they are less willing to take risks than before, their editors even less so. Routines are far from always in place in media institutions, and quite a few journalists have not received necessary security equipment. Almost all report experiencing post-traumatic stress syndrome, some have even experienced physical harm. We conclude by stating that Afghan journalists are caught in a balancing act, facing powerful violent insurgents, oppressive authorities and media owners.

Interkulturell kompetanse kan defineres som ferdigheten til å forholde seg konstruktivt til mennesker med andre tenkemåter eller kommunikasjonsmønster enn en selv (Dypedahl, 2020). I et samfunn der økende globalisering stiller stadig nye krav til hvordan man kommuniserer på tvers av kulturelle og språklige grenser spiller derfor interkulturell kompetanse en viktig rolle, noe som også gjenspeiles i innføringen av interkulturell kompetanse som kjerneelement i læreplanen LK20 (Utdanningsdirektoratet, 2019). Innføringen av dette kjerneelementet plasserer fremmedspråkfaget i en særstilling når det gjelder utviklingen av elevenes interkulturelle ferdigheter. Denne studien ser derfor nærmere på lærerholdninger til kulturundervisningen i fremmedspråkfaget ved hjelp av kvalitative intervju med fem tysklærere som underviser tysk på ungdomsskolenivå i Norge. Resultatene fra studien viser først og fremst at lærerne har et uttalt fokus på konkrete undervisningseksempel når de blir spurt om hvilke vurderinger som ligger til grunn for planleggingen og gjennomføringen av undervisningen. Videre viser studien at lærerne foretrekker tema og kulturuttrykk som fokuserer på de hverdagslige sidene av kultur(er) i målspråkslandet. Aktualitet og autentisitet er blant de sentrale prinsippene som kommer til uttrykk i kulturundervisningen, og videre gir lærerne uttrykk for viktigheten av å ta i bruk både elevenes og lærerens kulturelle erfaringer i arbeidet med interkulturell kompetanse. Oppsummert presenteres det som et overordnet mål i kulturundervisningen at elevene skal tilegne seg både interesse og ferdigheter som kan bli nyttige i det videre arbeidet med kulturelle og språklige ferdigheter – også etter endt skolegang. Intercultural competence can be defined as the ability to constructively relate to others who possess ways of thinking or communication patterns that differ from our own (Dypedahl, 2020). In a society increasingly effected by globalization, new demands are being set as to how one should communicate across cultural and linguistic boundaries, intercultural competence plays an important role. This is reflected in the introduction of intercultural competence as a core element in the curriculum LK20 (Utdanningsdirektoratet, 2019). The introduction of this core element highlights the importance of foreign language subjects when it comes to the development of the pupils’ intercultural abilities. This study explores teacher attitudes towards cultural education in foreign language subjects through qualitative interviews with five German teachers who teach German in junior high schools in Norway. The results from the study above all show that the teachers have a proclaimed focus on concrete teaching examples when asked which values are fundamental for the planning and execution of their teaching. Furthermore, the study shows that the teachers prefer themes and expressions of culture that emphasizes the every-day aspects of the culture or cultures from which the language is derived. Topicality and authenticity are among the central principles expressed through the cultural education. Furthermore, the teachers indicate the importance of making use of the cultural experiences already held by the teacher and the pupils when working on cultural competence. In short, how pupils are to acquire an interest and the capabilities that can be essential in future development of cultural and linguistic abilities are presented as a paramount goal in the cultural education, bearing importance also after the schooling has been completed. Tysk mastergradsoppgave TYS350 MAHF-TYS MAHF-LÆFR

This article reflects on the role of media in the re-imagination and reproduction (reconstruction) of Norwegian identities and communities with a particular focus on how young people within diasporas follow news on war and conflict in their (or their parents’) countries of origin. The research employs focus groups with young people from the Pakistani, Afghan, and Tamil Diasporas, and also online surveys. The three groups share the experience of trying to build a life in another country (Norway), while their family and friends in the “homeland” experience political violence and civil war. We identify a notable sense of frustration and skepticism towards Norwegian media. The informants actively use international media and media from the homeland, and often find these more reliable and providing more relevant information than Norwegian media. They also voice a strong critique of the ways in which the media react when “the others” are victims of violence, and several participants react negatively towards the neglect of positive reporting from their respective homelands, and to media hostility towards Muslims.

This article examines the visualization of climate change through two empirical studies. First, a quantitative overview of the visuals emerging in newspapers in 15 different countries before, during and after the Copenhagen climate summit in 2009. The findings demonstrate a variety of visual topics as well as genres, and a global diversity having to do with press conventions as well as access to resources. Then follows an in-depth study of a small number of cartoons published in the same period addressing global conflict, most of them linked to framing the Global North as responsible for the development of climate change. Leaning on Barthes and supplemented by other scholars who have studied media visualization, the article discusses the particular challenges of climate change as an often unseen phenomenon.

This paper discusses the relationships between TEI and ontologies from the perspective of computer-based modeling, understood here as a way to establish meaning. The distinctions between creation and use of models as well as between modeling for production and modeling for understanding are presented and compared with other categorizations or models of modeling. One method of establishing meaning in TEI documents is achieved via linking mechanisms between TEI and external ontologies. How such linking can be done and what it may imply for the semantic openness and usability of TEI documents is the practical focus of this article.

In the surgical treatment of Dupuytren's disease a tissue adhesive, Tissucol (Immuno, Heidelberg), has been used rather than vacuum drainage to reduce postoperative haematoma formation. Tissucol has been used in more than 260 severe cases of Dupuytren's disease. The size of postoperative haematoma formation and the degree of necrosis of wound margins have both been significantly reduced. An earlier return to function has been observed.

Satellite pictures and the results of radiosonde ascents indicate that FS "Meteor" was placed very near to or within the region of the ITCZ during the anchor station 1969 (March 8 to April 4) at the equator in 32° W. In spite of this the most frequently observed radar echoes are smaller than 100 km2, which is also shown by the small radar index (mean value 2.6%). The diurnal variation of the radar index over the ocean shows two maxima, in contrast to the continental typ. There is a weak maximum in the late afternoon due to surface heating. But the main peak occurs in the early morning (3 a.m. local time), apparently due to the increasing instability in the lower troposphere by longwave outgoing radiation. A frequently (20%) observed phenomenon is the arrangement of the echoes in organized structures, four examples of which are discussed: convergence line, shower streets, open cells.