Here is the whole issue of Arctic & Antarctic International Journal of Circumpolar Socio-Cultural Volume 18 - 2024
The Arctic & Antarctic International Journal of Circumpolar Socio-Cultural Issues
Digital victimization experiences in Iceland in 2016-20221
Helgi Gunnlaugsson & Jónas Orri Jónasson (University of Iceland)
The web has increasingly been used as a source to target suitable victims all over the globe. By using the internet we can all be connected offering all kinds of new opportunities for deviant activities and crime. The first study in Iceland examining cybercrime victimization among the Icelandic public was conducted online in 2016 and was repeated every other year ´till 2022. According to the findings in 2016, about 13 percent of the respondents reported having been victimized by cybercrime in the past three years prior to the survey. In 2018 and 2020 close to 20% of the respondents admitted cybercrime victimization. Slightly fewer respondents admitted cybercrime victimization in 2022 compared to 2020 and 2018, or about 16%. In the paper it is shown that both the me-too movement starting in 2017, and the pandemic during 2020-2022, might have had some impact on sexual harassment victimizations and slander experiences respectively.
Argentine Cinema Between Ice and Mountains: Patagonia and Antarctica as Landscape, Theme, and Motivation
Nicolás Batlle National Argentine University of San Martín (UNSAM) Former President of the National Argentine Institute of Cinema and Audiovisual Arts (INCAA, 2019–2023). Former Co-President of Ibermedia Programme (2023)
This brief article examines the relationship between Argentine cinema and the country’s southern territories, focusing specifically on Patagonia and Antarctica. It analyzes both fiction and documentary film production, highlighting recurring themes, aesthetic styles, and the logistical challenges associated with these extreme, inhospitable, and circumpolar locations. Indeed, these regions function not only as powerful visual settings but also as symbolic elements that determine and condition Argentine audiovisual narrative and poetics.
Constructivist Approaches and Pedagogical Reform in Icelandic Financial Education
Sigurdur Gudjonsson, Kari Kristinsson (University of Iceland)
This study reconceptualizes a comparison of traditional versus active learning methods in a university finance course through a constructivist theoretical framework. We conduct a randomized controlled trial in a Finance I course at the University of Iceland, contrasting a conventional lecture-based review session with an active learning session using the Think-Pair-Share (TPS) technique. Grounded in constructivist pedagogy and Nordic education reform ideals, we hypothesize that the collaborative, student-centered approach will enhance learning. Students were randomly assigned to a 40-minute exam review delivered either as a traditional lecture or via TPS-based active learning, under blinded conditions. Learning outcomes were measured by performance on subsequent exam questions. Contrary to expectations from constructivist theory and prior active-learning research, results show no significant difference in exam performance between the active learning and lecture groups. We discuss these findings in the context of constructivist learning theory, implications for educational innovation, and curriculum development within Iceland’s higher education system. The study contributes to the dialogue on pedagogical reform in Nordic financial education by highlighting both the potential and challenges of implementing constructivist-aligned teaching practices.