The Late Bronze Age hoard from Bækkedal, Denmark: new evidence for the use of two-horse teams and bridles

In late summer 2014, two metal detectorists located 40 bronze objects on a small hillock west of Gammel Skørping in Himmerland. Eastern Himmerland in particular is renowned for its many Late Bronze Age hoards and the Bækkedal hoard, as the discovery is now known, underlines this trend as it represents a multi-type hoard from Late Bronze Age period V. The hoard, which was undergoing progressive plough disturbance, contains both male and female items and, astonishingly, also several metres of well-preserved leather straps that had once formed parts of bridles and harness. Moreover, several bronze fittings, including cheek pieces and phalerae, were in situ on the leather straps, thereby enabling parts of the bridles to be reconstructed. The many bronze harness-related objects show that the hoard represents the components of bridles for a twohorse team. This article gives a preliminary presentation of the hoard, with a particular focus on the metal objects and horse harness, which are then placed in a broader northwest European context

Studerende i en fremdriftstid: Prioriteter, valg og dilemmaer set i lyset af fremdriftsreformen

Rapporten præsenterer resultaterne af den første samlede undersøgelse af fremdriftsreformens betydning, set med studerendes øjne. Rapporten bygger på en omfattende spørgeskemaundersøgelse blandt 4.354 universitetsstuderende, som er blevet bedt om at vurdere, hvordan de fremover vil disponere deres tid i lyset af de øgede gennemførelseskrav. Spørgeskemaundersøgelsen er gennemført i april 2015.Rapporten fremlægger således en række nye indsigter i studerendes prioriteringer og valg. Både i relation til studiefremdriftsreformen og en række andre rammevilkår, som har betydning for studerendes liv og læringsudbytte – og dermed også for det samfund, som de videregående uddannelser bidrager til at skabe.Rapporten indgår i et politisk uafhængigt forskningsprojekt, som er finansieret af Forskningsrådet for Kultur og Kommunikation (FKK)

On the Outskirts of the European Bell Beaker Phenomenon – the Danish Case

This article explores the Danish Bell Beaker phenomenon by focusing on the meaning of this distinctive pottery and seeking answers to the following questions: Does the pottery reflect social identities with respect to gender, rank, religion and so forth, and is the symbolic meaning of beakers the same all over their wide area of distribution? Furthermore, why are Bell Beakers adopted in some regions but rejected in others? The starting point for this article is a detailed analysis of a comprehensive selection of potsherds comprising not only Bell Beakers, but also different types of coarse ware found at Bejsebakken, a settlement site in northern Jutland. The intra-site distribution of pottery may reflect learning patterns and, consequently, matrimonial traditions. This has wider implications for our understanding of the social organisation of Late Neolithic society. Finally, this article discusses the directions of influence, rejecting a single source of origin, but arguing that the material culture of the Danish Bell Beaker phenomenon was shaped by many-sided influences

Forstlige Vink. Med særligt Hensyn til private Skoveiere.

Forstlige Vink. Med særligt Hensyn til private Skoveiere

Progression på tid og på tværs. Fremdrift og fleksibilisering som styringsregime på de videregående uddannelser

Med den kommende studiefremdriftsreform følger både krav om hurtigere gennemførelse og en fleksibilisering af systemet, der skal lette meritoverførslen og gøre det nemmere at sammenstykke en uddannelse på tværs af institutioner og uddannelser. Artiklen diskuterer de nye tiltag som en bestemt styring af de studerendes uddannelsesnavigation: Hvad sker der, når vi giver den enkelte studerende større frihed til at sammensætte uddannelse på tværs af moduler, der ikke har nogen på forhånd tilrettelagt (faglig) progression mellem sig? Vil den øgede valgfrihed medvirke til at motivere de studerende, højne gennemførelsen og gøre dem mere arbejdsmarkedsparate, sådan som regeringen fremlægger det? Og er prisen i givet fald en fragmentering af viden og instrumentel overfladelæring blandt de studerende, sådan som kritikerne foreslår?  The aim of the so-called ‘speed-up’ reform is to cut the time available for students to complete their university studies. One consequence of the reform is the increased requirement for flexibility within the Danish higher education system. To cope with the reform, the system will need to facilitate transfer of credits and make it easier for students to compose more personalized learning portfolios, which can include courses from different institutions and study programmes. The article discusses the possible implications of this new approach to steering students through the higher education system: What happens when we allow the individual student to compose a personal profile from different modules with no intentional progression between them? Will the students’ increased freedom serve to motivate them, make them complete their studies more quickly and make them more fit for the labour market like the Danish government presumes? Or will this be at the expense of leaving students with fragmented knowledge and superficial understandings as suggested by the critics

Higher Education Futures:Part 5

In this section, five authors reflect on Sue Wright's academic trajectory, her work in creating disciplinary and interdisciplinary networks and her engagement – as both an activist and scholar – in institutional change-making. They also reflect on her research on university reform, neoliberalisation and higher education futures

The psychological turn in higher education and the new taxonomy of attitudes and emotions: Denmark as a case study

Everyday use of the concept of ‘well-being’ usually refers to happiness and health and often these terms are used interchangably in the public domain (Layard, 2005; Oxford English Dictionary, 2022). For OECD (2004) and later in higher education policy discourse, wellbeing refers to to life satisfaction, quality of life and sustainability. This article analyses the increased concern with students’ well-being in higher education as a mode of governance that goes hand in hand with new mechanisms of exclusion. Focusing on a new student survey in Denmark, which measures students’ well-being, we show how the well-being agenda is entangled with a new ‘taxonomy of attitudes and emotions’ that align with neoliberal ideals about the self-efficient and self-governing individual. Implied is a notion of learning as a smooth and effortless process, which may lead to individualisation of structural and pedagogical challenges. With particular although not exclusive reference to the Danish case, we suggest that these new entanglements between well-being and leaning represent a narrowing view on the role and purpose of higher education, which devaluates the educational value of of doubt, bewilderment and moments of uncertainty (Aaen, 2019; Dall’Alba and Bengtsen, 2019). Paradoxically, the well-being agenda may therefore lead to the pathologisation of students who struggle while at the same time eroding the language for critique