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Gruppelederes erfaringer med digitale lærings- og mestringstilbud i spesialisthelsetjenesten: en kvalitativ studie
No full textThe corona pandemic actualized the digitalisation of group-based patient education. The aim of this study is to examine the experience health personnel have with the use of digital group-based patient education within the specialist health service. Increased knowledge of group leaders\u27 experiences can provide a better basis for understanding the opportunities and limitations of the use of group-based patient education. Semi-structured individual interviews were conducted with seven group leaders. The data material has been analysed by systematic text condensation. The analysis resulted in three categories: 1) Interaction-limiting, 2) Multiple roles to master and 3) The digital as a valuable supplement. The study shows that group leaders experience digital group-based patient education as interaction-limiting, compared with physical education. Altered premises for interaction create a need for role adjustments for both group leader and educator. The group leaders consider digital courses to be a valuable supplement, as they can increase patients\u27 and relatives\u27 access to group-based patient education.Koronapandemien aktualiserte digitalisering av lærings- og mestringstilbud. Studiens hensikt er å undersøke gruppelederes erfaringer med digitale lærings- og mestringstilbud i spesialisthelsetjenesten. Økt kunnskap om gruppelederes erfaringer kan gi bedre grunnlag for å forstå hvilke muligheter og begrensinger bruk av digitale lærings- og mestringstilbud kan gi. Semistrukturerte intervju er gjennomført med sju gruppeledere. Datamaterialet er analysert ved systematisk tekstkondensering. Analysen resulterte i tre kategorier: 1) Interaksjonsbegrensende, 2) Multiple roller må beherskes og 3) Det digitale som verdifullt supplement. Studien viser at gruppelederne erfarer digitale lærings- og mestringstilbud som interaksjonsbegrensende, sammenlignet med fysisk gjennomføring. Endrede premisser for interaksjon gir behov for tilpasninger i rollen som både gruppeleder og underviser. Gruppelederne anser digitale kurs som et verdifullt supplement, da det kan øke pasienters og pårørendes tilgang til lærings- og mestringstilbud
Demokratiserande læringsprosessar : - sjukepleiestudentar sine erfaringar kring medverknad i eksamens- og praksisførebuing
No full textStudies on students\u27 experiences of informal user participation in higher education are in demand. It is desirable that the students participated in democratizing learning and assessment processes, since they have first-hand experience of what is important to them. The purpose of the study was to explore and describe how nursing students in the third year of study experience their own participation in the theoretical subject of mental health work. Data were collected in focus group interviews with sixteen students and analyzed through qualitative content analysis. The findings were discussed in detail in how nursing students experience their own user participation within the autonomy they have in the nursing education\u27s theoretical learning initiatives. Students experience that certain framework factors, such as large classes, challenge the processes. Students participate through their learning strategies and various forms of learning. User participation is greatest when the students work in small groups where they get to practice practically on the basis of written cases with guidance from the teacher.Studiar om studentar sine erfaringar med uformell brukarmedverknad i høgare utdanning er etterspurt. Det er ynskjeleg at studentane deltek i demokratiserande lærings- og vurderingsprosessar, sidan dei har førstehandserfaring med kva som er viktig for dei. Hensikta med studien var å utforske og beskrive korleis sjukepleiarstudentar i tredje studieåret erfarer eigen medverknad i teoriemnet psykisk helsearbeid. Data vart samla inn ved fokusgruppeintervju med seksten studentar og analysert gjennom kvalitativ innhaldsanalyse. Funna vart drøfta i høve til korleis sjukepleiarstudentar erfarer eigen brukarmedverknad innafor autonomien dei har i sjukepleiarutdanninga sine teoretiske læringsinitiativ. Studentane erfarer at visse rammefaktorar, som til dømes store klassar, utfordrar prosessane. Studentane medverkar gjennom sine læringsstrategiar og ulike læringsformer. Brukarmedverknaden er størst når studentane arbeider i små grupper der dei får øvd seg praktisk på grunnlag av skrivne kasus med rettleiing frå lærar
Åarjelsaemien gïele goh dïhte jillemes uralske gïele jïh akte gieltegs dotkemeobjeekte
Get PDFThe article discusses the role and importance of South Saami, the westernmost language of the westernmost branch of the Uralic language family, in Saami, Uralic as well as general typological linguistics. It briefly summarizes the origins of the South Saami language and discusses some of the most prominent characteristic features of the language in its Saami and Scandinavian contexts. Special attention is given to three phenomena: 1) the so-called relation forms of nouns, etymologically related to the comparative marking of adjectives, but synchronically reminiscent of markers of definiteness and possession; 2) differential object marking with as many as three distinct morphological cases (accusative, nominative and elative); and 3) the nature and origins of the auxiliary verb edtjedh ‘shall’, possibly a degrammaticalization of the Proto-Saami potential mood marker
Partiklar i sørsamisk
Get PDFThe article presents the most central particles in Southern Sami, and argues that they constitute a separate part of speech different from adverbs. Most particles usually occur in the second position of the sentence, but several particles may also occur in second position in complex verb phrases, i.e. in third position in the sentence. A group of words have in previous research been treated as both proclitic and enclitic particles, it is argued here that these should be treated as adverbs.Artikkelen går gjennom dei mest sentrale partiklane i sørsamisk, og argumenterer for at dei utgjer ei separat ordklasse separat frå adverba. Dei fleste partiklane står som regel i andre posisjon i setninga, men ein stor del av desse kan også stå i andre posisjon i komplekse verbfrasar, dvs. i tredje posisjon i setninga. Ei gruppe av ord har i tidlegare forsking vorte handsama som både proklitiske og enklitiske partiklar, det blir her argumentert for at desse bør bli handsama som adverb
Listen to the world around us
No full textFocus:
To take time to identify and recognize the sounds in the spaces around us.
Learning objectives:
With this activity, we will draw attention to our surrounding environment through listening. This can function as a stand-alone activity. However, you can also use it as a starting point before transferring the experience to deep- sea environments in the activity called “Cold Seeps Symphony”.
Key words:
Spatial awareness, listening, sound walk, noise pollution
A journey to a cold seep: How scientists study methane in the Arctic ocean: A paired teaching lesson plan
No full textFocus:
Where are and what happens at cold seeps and how scientists study them.
Learning objectives:
After this lesson, students should be able to:
Relate different datasets by observing and describing scientific maps
Differentiate between carbon dioxide and methane gas
Clarify misconceptions about greenhouse gas
Explain what cold seeps are and why most gas/methane hydrates
occur at continental margins
Describe some of the methods scientists use to locate and study
methane/gas hydrates
Prerequisites:
Prior to this lesson, students should be familiar with understanding maps, molecular structure and bonding, and the greenhouse effect and gases.
Key words:
Arctic Ocean, Methane, Carbon Dioxide, Gas Hydrate, Cold Seep, Greenhouse Gases
Sedimentation
No full textFocus:
To understand the role of sedimentation in creating the unique conditions of ocean floor ecosystems.
Learning objectives:
With this activity, pupils will gain a basic understanding of how sediments in the ocean settle on the ocean floor (sedimentation) and what this looks like.
Key words:
Settling, sediment, terrigenous, pelagic
FastDTI: Drug-Target Interaction Prediction using Multimodality and Transformers
No full textRecent advances in machine learning have proved effective in the application of drug discovery by predicting the drugs that are likely to interact with a protein target of a certain disease, leading to prioritizing drug development and re-purposing efforts. State-of-the-art techniques in Drug-Target Interaction (DTI) prediction are often computationally expensive and can only be trained on small specialized datasets. In this paper, we propose a novel architecture, called FastDTI, utilizing pretrained transformers and graph neural networks in a self-supervised manner on large-scale (unlabeled) data, which additionally allows for embedding of multimodal input representations, for both drug and protein properties. Extensive empirical study demonstrates that our approach outperforms state-of-the-art DTI methods on the KIBA benchmark dataset, while greatly improving the computational complexity of training, about 200 times faster, leading to excellent performance results
PLM-AS: Pre-trained Language Models Augmented with Scanpaths for Sentiment Classification
No full textRecent research demonstrated that deep neural networks could generate meaningful feature representations from both eye-tracking data and sentences without designing handcrafted features, which achieved competitive performance across cognitive NLP tasks, such as sentiment classification over gaze datasets, but the previous works mainly encode the text and gaze data separately without considering the interaction between these two modalities or applying large-scaled pre-trained models. To address these challenges, we introduce PLM-AS, a novel framework to take full advantage of textual and eye-tracking features by sequence modeling in a highly interactive way for multimodal fusion. It is also the first attempt to combine large-scaled pre-trained models with eye-tracking features in the cognitive reading task. We show that PLM-AS captures cognitive signals from eye-tracking data and shows improved performance on sentiment classification within and across three datasets of different domains