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Adapting, Understanding, and Thriving: Contributions to this issue
No full textThis is an editorial about the articles included in the November 2023 issue
Kor e alle k-ar hen? Variasjon mellom k- og v- i spørjeord blant bergenske barnehagebarn
No full textArtikkelen presenterer ei undersøking av variasjon mellom k- og v- i framlyd av spørjeord blant bergenske barnehagebarn med norsk som første- og andrespråk. I undersøkinga er det brukt innsikter frå både sosiolingvistikk og barnespråkstileigning for å finne ut korleis barna tileignar seg denne sosiolingvistiske variabelen. Datamaterialet som undersøkinga er basert på, er frå opptak av samtalar mellom to‒tre barn som leika saman i barnehagane dei går i. Medan Mykings undersøking av same variabel frå 1988 peika mot ei utvikling der v- i framlyd kunne vere på veg ut av bergensk, har seinare undersøkingar vist at v- framleis er noko brukt, også av ungdommar i Bergen. Dei nye resultata som blir presentert her, viser at barna brukar overraskande mykje v- i framlyd – langt meir enn ungdommar og vaksne frå Bergen. 
Hjemmelaget desinfiserende middels antibakterielle effekt sammenliknet med butikkjøpt håndsprit
Get PDFI denne studien ble eddikkonsentrasjon som alternativ til håndsprit undersøkt. Petriskåler med kjøttpeptonagar ble tilført bakterier og likt volum av blandinger med forskjellig konsentrasjon eddik. Noen petriskåler ble tilført bakterier og butikkjøpt håndsprit. Etter 6 dager ble bakterieveksten i petriskålene sammenliknet og analysert. Bakterieveksten i petriskålene viste en svak tendens til lavere bakterievekst i petriskålene med høyere konsentrasjon eddik. Konklusjonen ble at den svake tendensen er konstant nok til å vurderes som ikke tilfeldig, men at det ikke var stor nok forskjell mellom gruppene til å kunne validere hypotesen om at økt eddikkonsentrasjon fører til mindre bakterievekst
Lode\u27s Code
No full textWhat is it like to grow up in a family with different norms? \u27Lode\u27s Code\u27 is an auto- visual ethnographic portrait that shows the relationship with the filmmaker oldest brother Lode and her search into her own position within the family nest. Her leaving is the common thread. Using family footage collected over four years; Marieke (the filmmaker) has made a hybrid animation-documentary. She does not offer explanations, but brings subjective experiences to the fore
Quality of Life for People who Sing: An Exploration of Participant Experiences Singing in Neurological and Community Choirs Across New Zealand
No full textBackground: A growing ageing population in New Zealand and worldwide poses a number of challenges, including the predicted strain on public health services due to a consequential increase in neurological conditions, which tend to occur later in life. Diagnosis with a neurological condition is associated with negative psychosocial and quality of life (QOL) outcomes, which medical interventions do not address. There is growing interest in the role of music and singing in improving some of these negative outcomes that provides a rationale for the present research.
Methods: This mixed methods research explores the health-related quality of life (HRQOL) of 90 choir singers who sing in neurological choirs (social singing groups offering choral singing therapy) and community choirs in New Zealand. HRQOL data were obtained using the NZ WHOQOL-BREF and choir involvement perspectives were obtained using a choir participation questionnaire (CPQ). Non-parametric statistical tests were used to explore the NZ WHOQOL-BREF and visual analogue scale (VAS) responses in the CPQ. Qualitative measures were used to explore open-ended responses in the CPQ.
Results: HRQOL was similar across participants on the psychological, social relationships, and environmental domains, and lower for neurological choir members on the physical domain. Choir involvement perspectives showed that choir members perceived several positive benefits associated with choral singing that were often identified under the psychological, social relationships, and environmental domains
What if becoming information literate were an adventure?
No full textWhat if becoming information literate were an adventure? This question was posed in a keynote for the Creating Knowledge Conference 2021. It was answered in a thought piece by examining adventure-based ways to prepare students to be information literate adults through the principles and mechanisms that people find arousing and pleasurable and that are not classically a part of university pedagogy. How might these mechanisms be used to engage students more in the IL learning process and to encourage them to pursue being an information literate person as a lifelong endeavor? Adventure is presented as an experience that is situated, soft or hard, emotionally charged, challenging and rewarding. The risk aspect of adventure, often linked to danger, is also examined. Some of the dangers that exist in the management of information are explored (e.g., traps in sharing practices, seductive novelty and bypassing reason) as well as the personal costs of not managing information literacy well. How we nevertheless find danger alluring is explained in terms of arousal, as well as how we navigate zones of danger and delight with the help of protective frames. In order to arouse and sustain student engagement in becoming information literate adults, the value of interest is also introduced with the four-phase model of interest development. Suggestions for where to get started in translating the mechanisms of adventure, danger and interest into theoretically motivated and enjoyable teaching in order to support student growth as lifelong information literate adults are woven into the text for reflection
How librarian involvement enhances students’ information literacy
No full textIn 2017, 120 University West nursing students wrote a scientific report as an examination. Merely 30 students passed on their first attempt and one of the identified shortcomings concerned information literacy. In collaboration with the course coordinators, the liaison librarian modified the course design adding new contents as well as new assignments to create a kickstart for the students who lack the information literacy required in higher education. The module in information literacy training was extended to provide the students with the skills needed for successful results and thus making them better equipped for the rest of their studies, as well as for lifelong learning. This best practice article accounts for the course development, focusing on library instruction. Furthermore, it posits that the principles of andragogy, student activating methods and the united effort to meet the students where they are, have enhanced their learning process and consequently their information literacy. In 2020 and 2021, the students who passed the scientific report examination on their first attempt more than doubled. Due to librarian involvement, new pedagogical approaches, and a fruitful collaboration with course coordinators, these students’ information literacy skills seem to have improved
Getting to “No” You: When Nonspeaking Autistic People Refuse Music Therapy
No full textNonspeaking autistic people frequently begin music therapy at the request of others. Typically, family or care systems are tasked with making decisions on their behalf and have decided this service will be of benefit. Consequently, music therapy is a given rather than a choice. For this paper I have used my own evolving understanding to explore the complexities and power dynamics related to nonspeaking people being able to say “no” to music therapy. Elements in this discussion include: (a) the ability, and safety, to say “no” in the context of a culture of compliance, (b) the complicated relationship between music therapists and the systems within which they work, and how this affects the therapy relationship, and (c) the role of music therapy practice standards. I advocate the following: (1) presume competence, (2) enter the therapy space with curiosity and openness, (3) be willing to “get to know,” (4) coping skills or communication attempts are not “behavior” in need of correction, and (5) learn how each nonspeaking person communicates “no.” Actively encouraging and respecting treatment refusal goes a long way toward building a respectful music therapy practice/relationship
“What Sound Does a Cat Make in Cantonese?”: Advocating for Lingual Plurality in Music Therapy Settings
No full textIn this piece, I wish to examine the notion of translation and to question the need of an interpreter in music therapy settings. Through reflecting on a therapeutic relationship between me, an Israeli music therapist working in the United States, and a Chinese American family (two parents, a grandmother, and their 2-year-old infant that is likely autistic), I wish to ponder the losses and gains of establishing a relationship that refrains from using a dominant verbal language (represented by an interpreter). Embracing the absence of any verbal and cultural monopoly, this work will present a plural lingual approach and show how it provides an opportunity for clients whose primary language differs from the primary language of the therapist to walk their first steps in an unfamiliar world. I will then explore two parallel processes that took place in the therapeutic encounter: the first, relating to the family’s capacity to contain their infant’s minimal verbal state, and the second, relating to my own endeavor to communicate with the family as a non-native English speaker and as an immigrant music therapist. I hope that my reflections will provide insight regarding lingual plurality in a multicultural context in music therapy