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Tørkepapir som hygienetiltak: Reduserer det bakterieveksten etter toalettbesøk?
Full text linkFormålet med denne studien var å undersøke om bruk av tørkepapir til å berøre overflater etter toalettbesøk reduserer bakterieveksten på hendene, og om det finnes kjønnsforskjeller i bakterienivåene. En spørreundersøkelse ble gjennomført ved Storo Storsenter, der deltakerne ble delt inn i grupper basert på om de brukte tørkepapir eller ikke. Prøver ble tatt fra deltakerne ved hjelp av Q-tips, og bakterieveksten ble analysert i agarglass. Kolonitellingen fra agaren viste en signifikant forskjell mellom gruppene ved hjelp av t-test (p = 0,021). Resultatene viste at bruk av tørkepapir indikerer en reduksjon i bakterievekst, mens det ikke ble observert noen signifikante kjønnsforskjeller. Studien antyder at små endringer i hygienevaner kan ha effekt på bakteriespredning i offentlige toaletter
Tindaya Variations
No full textThe mountain of Tindaya (Fuerteventura, Canary Islands) has been entangled in controversy for over thirty years. The mountain is, at once, a sacred site for the indigenous people of Fuerteventura– who decorated it with hundreds of engravings–; a mining resource where trachyte rock is extracted; and the proposed location of a monumental artwork consisting of a huge cubic cave dug into its interior. Tindaya Variations follows the traces of the conflict against a background of everyday activities, tourist landscapes and post-crisis ruins– revealing, in the process, the tensions between environmental conservation, indigenous heritage and development-oriented futures.
Isaac Marrero Guillamón teaches anthropology at the University of Barcelona. He was previously senior lecturer in anthropology at Goldsmiths, University of London, where he convened the MA in Visual Anthropology. His research has focused on spatial conflicts and controversies where questions of heritage, displacement and ‘progress’ are at stake, and where new forms of expertise, activist formations and conditions of possibility are enacted. He has conducted ethnographic research on the transformation of ex-industrial neighbourhoods in Barcelona (Poblenou) and London (Hackney Wick). More recently, his work has approached the relationship between indigeneity, modern art and development in Tindaya, Fuerteventura (Canary Islands). Across these projects, he has experimented with a range of visual, multimodal and collaborative research devices including film, photography, public events, textual objects and exhibitions
Exploring the Practicality of Portable EEG Equipment for Visualising Emotional Responses When Listening to Meaningful Songs: A Position Paper
No full textPortable EEG technologies have gained popularity in investigating the effect of music on people’s emotional responses by affective neuroscience, music psychology, and music therapy researchers. This paper provides a brief overview of current literature on music, emotion, and EEG, and a reflection on Kim’s use of one portable EEG technology (Emotiv Insight) to explore distressed young people’s emotional responses during intentional listening of their meaningful songs. Inconsistent results in Kim’s study and across music and emotion research studies revealed the reality of the still-emerging state of EEG technologies and thus, researchers should approach the tool with vigilance and some suspicion. In our experiment, the Emotiv Insight offered distressed young people novel and interesting opportunities to reflect on their emotional distress with a new lens. However, distressed young people did not perceive that the EEG visual data actually represented the complexity of their emotional worlds. Rather, they suggested that listening to their meaningful songs, selecting emotion-related words from self-report scales, and discussing their emotions with someone was more useful to better understand their emotional worlds.
Acknowledgements
Kyung Min Mindy Kim was supported in conducting this research by Melbourne Research PhD Scholarship. The Emotiv technology was purchased with support from a strategic Faculty of Fine Arts and Music internal grant
En komparativ analyse av kjølepasta i ulike prisklasser
Full text linkFormålet med denne forskningen er å undersøke om kjølepasta er nødvending for drift av prosessorer, og om kjølepastaer i forskjellige prisklasser yter forskjellig. Kjølepasta er et termisk forbindelsesstoff som forbedrer kontakt mellom prosessor og prosessorkjøler. Hypotesen påstår at dyrere kjølepasta kan prestere bedre enn billigere, og at kjølepasta er nødvendig for drift av prosessorer. Testingen av kjølepastaene består av 3 deler; En hviletest, en stresstest og en dagligbrukstest.
Effekten av miljøgiften Bisfenol A på veksten av bakterien E. coli
Full text linkBisfenol A (BPA) er en mye brukt kjemikalie i plastprodukter og har vært gjenstand for bekymring grunnet potensielle helseeffekter. I denne studien ble effekten av BPA på veksten av Escherichia coli (E. coli) undersøkt ved å eksponere bakteriene for ulike konsentrasjoner av BPA. Resultatene viste at høyere BPA-konsentrasjoner førte til økt bakterievekst, noe som kan ha implikasjoner for tarmfloraens balanse og menneskers helse. Tarmfloraen spiller en avgjørende rolle for mennesker, og er helt essensiell når det kommer til fordøyelsen og immunforsvaret. Studien gir verdifull innsikt i hvordan BPA kan påvirke mikrobiotaen og understreker behovet for videre forskning på området
Lysintensitetsoptimum for mikroalgen Rhodomonas salina
Full text linkStudien undersøker om det er en sammenheng mellom lysintensitet og formering av mikroalgen Rhodomonas salina. Hvis det kan påvises en sammenheng, kan mikroalgen bidra til å løse klimakrisen gjennom karbonfiksering. En startkultur ble laget og fordelt i kolber, satt i separate hyller med blått lys i 12 timer og 12 timer uten lys. Det ble satt opp seks paralleller med lysintensitet fra 0 til 281 LUX. Målingene ble utført ved hjelp av flowcytometri ved Ullevål universitetssykehus 4 ganger i løpet av 10 dager. Resultatene viste et lysintensitetsoptimum i forhold til vekst på rundt 107 LUX.
The literary mentoring dialogue: Empowerment and de-hierarchization in a Norwegian L1 master’s supervision process
No full textÅ skape strukturer for praksisrelevante, fagdidaktiske masteroppgaver er en utfordring i den femårige grunnskolelærerutdanningen. Artikkelen analyserer erfaringer fra en veiledningsmodell hvor universitet og praksisfelt samarbeider om å legge til rette for studentenes profesjonsutvikling i norskdidaktiske masterprosjekter. Vi undersøker en veiledningssituasjon hvor fem studenter, en praksislærer og tre universitetsveiledere hadde felles lesesirkel om en «vanskelig» litterær tekst. Lesesirkelen dannet utgangspunkt for studentenes empiriinnsamling i en klasse på niende trinn. For å synliggjøre deltakernes erfaringer og refleksjoner over tid analyseres et materiale bestående av refleksjonslogger, individuelle intervjuer og et gruppeintervju. Med bakgrunn i teorier om det tredje rommet og undervisning som hendelse viser vi at det vi kaller en litterær veiledningssamtale, har potensial til å myndiggjøre studenter og viske ut hierarkiet mellom universitet og praksisfelt. Vi argumenterer for at møtet mellom deltakerne skjer i og gjennom et konkret faglig arbeid, og drøfter implikasjonene dette kan ha for veiledning i norskdidaktiske masterprosjekter.Creating structures for practice-relevant, discipline-specific master’s theses constitutes a challenge in teacher education. The article analyzes a mentoring model where the university and the practice field collaborate to facilitate students’ professional development in Norwegian L1. We focus on a situation where five students, a practice teacher, and three university-based master supervisors participated in a joint reading circle about a “difficult” literary text. This became the basis for students’ data collection in a ninth-grade class. To highlight participants’ experiences over time, we analyze a material consisting of reflective logs, individual interviews, and group interviews. Drawing on theories of the third space and teaching as an event, we demonstrate that what we call a mentoring literary dialogue has the potential to empower students and eliminate the hierarchy between the university and the practice field. We argue that the meeting between these participants happens in the discipline and discuss implications for supervision of master projects
Equity, Diversity, Inclusion, and Belonging in Canadian Music Therapy
No full textIssues of equity, diversity, inclusion, and belonging (EDIB) are urgent priorities for an increasing number of minoritized and allied music therapists. With the aim of addressing gaps in the current music therapy literature and inspired by the British Association for Music Therapy’s 2020 Diversity Report, the research team developed a questionnaire that was distributed to all Certified Music Therapists in Canada. This questionnaire asked for demographic data in addition to exploring Canadian music therapists’ perspectives, priorities, and concerns regarding EDIB within the professional landscape. This paper explores participants’ answers to three qualitative questions, where results from data analysis are delineated by three overarching themes: Power and Representation, The Role of Music, and Advocacy. We share our perspectives on key findings from the data analysis and connect our discussion to broader discourse surrounding systemic inequalities in healthcare, music practices, and society from our perspectives as minoritized and allied Canadian music therapists. We present ideas for future research and explore how our findings contribute to vital dialogue that challenges inequality, removes barriers, and supports progress toward becoming an inclusive profession that fosters belonging and represents the communities we serve
Studenters motivasjon for språkmakkerarbeid og syn på seg sjøl som språklige ressurser
No full textStudents\u27 motivation for language peer mentoring, and their perception of themselves as linguistic resources
During the past decade co-student mentoring to strengthen the social and professional learning environment has become common practice in Norwegian higher education. Between 2018 and 2021, Oslo Metropolitan University developed a language-mentoring program where students assist co-students to enhance their Norwegian oral skills. The target group was second language students. Solid oral skills in the instruction language are required to ensure high quality in subject learning, both for oral and written academic practice, and in theoretical and practical contexts. Half of the applicants for the student mentor positions had Norwegian as a second language themselves, or family members with a first language other than Norwegian.
«Kor langt skal det vera?»: Eit essay om å arrangera essaykurs
No full textThe Writing Centre at The Western Norway University of Applied Sciences (HVL) offers an essay course as an optional 40-hour module which is integrated in the development program for basic competence in University Pedagogy. We initiated the course because faculty teachers supervising students writing an academic essay as a bachelor\u27s assignment requested training in essay supervision. In this essay, I reflect on the challenges I have faced in the development and implementation of the essay course, above all why some teachers turn out to become so insecure, or so it seems, when faced with open evaluation criteria. What makes this genre so difficult? How can we help teachers become more confident in writing academic essays so that they can guide students in a more productive way in their writing process and assess the essays they write? When we asked the course participants to write their own essays and supervise each other in the writing process during the course seminars, it became clear that they too, just like the students, want clear answers. Many of them tend to ask for ready-made assessment criteria and guidelines for good academic essays – for both students, lecturers and examiners. I suspect that some faculty teachers prefer to operate with templates when giving assignments to students. However, reflections on professional experience, the very hallmark of an academic essay, can rarely be squeezed into a ready-made template. I argue that the insistence on templates actually makes writing, supervising and assessing more challenging