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Skrivenatt: et bidrag i skriveprosessen til studenters akademiske tekster
No full textThere is an ever-increasing demand for students to produce academic texts throughout the course of study. The new student coming straight from upper secondary education has little or no experience writing academic texts. To help these students, we started Writing night.
Writing Night is an evening event where students at NTNU Dragvoll get help writing academic texts and information literacy.
The event is a collaboration between NTNU University Library, the Dragvoll library and NTNU\u27s Institute for Language and Literature (ISL). Writing Night takes place on the library premises one evening during the semester.
Writing Night is arranged to let the students choose how they want to spend the evening. They can sit and write on their own, get help from learning assistants from ISL, who walk around or go to workshops. The workshops we offer give students knowledge of various aspects of academic writing. During the first years of Writing Night, the library conducted workshops in literature search and reference management. This was later changed to one-to-one guidance stations. This change came after student feedback.
Student feedback indicates that they have gained more knowledge about academic writing and the event helped them to move on in their writing process. This has given them the confidence and sense of accomplishment they can use when working with academic texts.Det er et stadig økende krav for studenter om å produsere akademiske tekster gjennom hele studieforløpet. De nye studentene som kommer rett fra videregående opplæring har liten, eller ingen erfaring i det å skrive akademiske tekster.
Det har vært til dels lite fokus på skriveopplæring for nye studenter i akademisk skriving ved NTNU, derfor oppstod tilbudet om Skrivenatt.
Skrivenatt er et kveldsarrangement hvor studenter ved NTNU Dragvoll får hjelp til å skrive akademiske tekster (Academic Literacy) og informasjonskompetanse (Information Literacy).
Arrangementet er et samarbeid mellom NTNU Universitetsbiblioteket, biblioteket Dragvoll og NTNUs Institutt for språk og litteratur (ISL). Skrivenatt foregår i bibliotekets lokaler én kveld i semesteret.
Skrivenatt er lagt opp slik at studentene selv kan velge hvordan de ønsker å bruke kvelden. De kan sitte og skrive på egen hånd, få hjelp av læringsassistenter som går rundt eller gå på workshoper. Workshopene vi tilbyr skal gi studentene kunnskap om ulike sider ved akademisk skriving. De første årene med skrivenatt gjennomførte biblioteket workshops i litteratursøk og referansehåndtering. Dette ble etterhvert endret til hjelpestasjoner med en-til-en veiledning. Disse endringen kom etter lite besøkte workshops og tilbakemeldinger fra studentene.
Tilbakemeldinger fra studenter tyder på at de har fått mer kunnskap om hva akademisk skriving går ut på og hjelp der de er i skriveprosessen. Dette har gitt økt selvtillit og mestringsfølelse som de tar med seg videre i det å skrive akademiske tekster. 
Om at bygge skoler, bestemme skrift og varetage hygiejne som udtryk for samme habitus: Betydningen af lægers arbejde med skolehygiejnen i Danmark ca. 1880-1900
Get PDFFokus i artiklen er på, hvordan den medicinske professionskultur på samme tid arbejder efter en åbenbar, historisk bestemt fornuft og inkorporerer nogle bestemte meninger, holdninger og attituder i lægernes egen samfundsklasse og profession og i skolens kulturelle orden. Det empiriske afsæt er lægen Axel Hertels arbejde med skolehygiejne i København i årene 1880-1910. Bourdieus habitusbegreb bruges til at vise, hvordan en hel lægestand i en bestemt grundlæggende mening er bærer af den samme habitus, som karakteriserer hele professionen og den afledte professionskultur. De objektive strukturer, livsvilkårene, findes i lægernes habitus som principper eller logikker, der gennemsættes som strategier i fremgangsmåden for deres handlinger. Bag indprentningen af regler for skolens orden mht. arkitektur, møblement, skrivestillinger, opdelinger i køn og klasser, orden m.v. sker der således, trods skolens relative autonomi, en reproduktion af de herskende magtforhold i samfundet. Artiklen viser, hvordan en bestemt social orden fastholdes ved hjælp af en kulturel orden, skolens
Paɣiba Salma | Women\u27s Gold
No full textShea butter is a product traditionally made solely by women. The demand for this product in the world has grown drastically over the past decades and this has changed the production and production space of the commodity significantly.
Women’s Gold is an observational film, telling the story of the shea butter processing women of Tampe-Kukuo, a community on the outskirts of Tamale, the capital of the Northern Region in Ghana. This documentary investigates ideas of social space, dignity and gaining more than material independence, connected to the shea butter industry. The growing demand in the west means bigger productions, exporting the butter and growing profit, but it also means that the sole women-safe space is not guaranteed for the future
Using δ2H stable isotope analysis to identify the origin of a first winter Red-breasted Goose Branta ruficollis caught in Norway
Get PDFWe analysed the stable isotope of hydrogen (δ2H) in first generation median wing covert feathers sampled from a free-flying first winter Red-breasted Goose Branta ruficollis caught in Storøya, Norway in late April 2019. The highly depleted δ2H values corresponded to those predicted if the bird had grown feather in the Russian Arctic breeding areas of this species and were much more highly depleted compared to predicted values of a bird raised in captivity in Norway or elsewhere in western Europe. Although these data do not provide irrefutable proof of the individual’s wild origin, these results strongly suggest that even records outside the normal range for this species can potentially constitute a genuinely wild-reared individual.
Cover photo: Red-breasted Goose caught at Storøya, Norway in late April 2019. Photo: Sindre Molværsmyr
Masculine domination according to Pierre Bourdieu
Get PDFAbstract
Den feministiske kritiks mistanke om, at mandlige skrifter om forskellen mellem de to køn omfatter fordomme, er berettiget. Den mandlige analytiker kan ud fra en forsvarsholdning komme til at tilskrive de agenter, han analyserer, forudsætninger og fordomme, som i virkeligheden er de forudsætninger og fordomme, han selv går ud fra i sin analyse. Men frem for alt er forskellen mellem de to køn en institution, som gennem tusinder af år er indskrevet i de objektive, sociale strukturer og de subjektive mentale strukturer sådan, at forskeren er tvunget til at bruge dét som erkendelsesmidler, der burde være formål for analysen, nemlig de kategorier vi bruger for at tænke problemet.
Teksten er en resumerende fortolkning af Pierre Bourdieus artikel om det mandlige herredømme: Bourdieu, P (1990): La Domination Masculine. Actes de la recherche en sciences socialcs, 84, Paris 2-31. Fortolkningen prøver med nogle minimale kommentarer at indfange de store linjer i opfattelsen.Abstract
The suspicion of the feminist critic is justified, that male texts on the difference between the sexes are prejudiced. From a defensive position the male analyst might ascribe the preconditions and prejudices of the analysed agents that in effect are the presuppositions and prejudices he himself is assuming in his analysis. But, above all, the difference between the sexes is an institution that has been inscribed in the objective social structures and the subjective mental structures, so that the researcher is forced to use that as tools of recognition, which ought to be the object of the analysis, namely the categories we use to think the problem.
The text contains a summarized interpretation of Pierre Bourdieu\u27s article on the masculine domination: Bourdieu, P (1990): La Domination Masculine. Actes de la recherche en sciences sociales, 84, Paris 2-31. With certain minimal comments the article tries to catch the overall lines in the position.
 
“How Well Do I Know You?”: Intersubjective Perspectives in Music Therapy When Working with Persons with Profound Intellectual and Multiple Disability
No full textThe limited possibilities of understanding the inner reality of people with profound intellectual and multiple disabilities (PIMD) pose strong barriers for the development of a therapeutic relationship. Based on reflection on practice this contribution describes how music can be used for the realisation of continuous, attuned and harmoniously intertwined interactions that enable to gain deeper understanding of the person with PIMD and identify his/her positive personality traits. These reflections may be grounded in the theoretical framework of intersubjective communication. The author describes the role of music in both short-term and long-term interactions and discusses the benefits of music therapy for people with PIMD as well as for the interdisciplinary team support."Quanto ti conosco bene?" Prospettive intersoggettive in musicoterapia quando si lavora con persone con disabilità intellettiva profonda e multipla
Le limitate possibilità di comprendere la realtà interiore di persone con disabilità intellettive profonde e disabilità multiple (PIMD), pongono forti ostacoli allo sviluppo di una relazione terapeutica. Questo contributo, basato sulla riflessione della pratica, descrive come la musica possa essere utilizzata per la realizzazione di interazioni continue, sintonizzate e armoniosamente intrecciate, le quali consentono di ottenere una comprensione più profonda della persona con PIMD, nonché identificare i tratti positivi della sua personalità. Queste riflessioni possono essere radicate nel quadro teorico della Comunicazione intersoggettiva. L\u27autore descrive il ruolo della musica nelle interazioni sia a breve che a lungo termine, discutendo i benefici della musicoterapia sia per le persone con PIMD, sia per il supporto interdisciplinare del team.
Traduzione di Claudio Cominard
Gender Affirming Voicework: A Queer Autoethnographic Account
No full textGender affirming voicework: un account auto-etnografico queer
In precedenza ho offerto una prima introduzione al Gender Affirming Voicework (Maevon Gumble, 2019b), in quanto informato da esperienze personali, dalla mia ricerca auto-etnografica queer (Maevon Gumble, 2019a), dalla letteratura nei campi della patologia del linguaggio linguistico, pedagogia vocale e musicoterapia. Il Gender Affirming Voicework è un nuovo metodo olistico volto ad assistere persone accedendo e incorporando espressioni di affermazione di genere, in particolare espressioni vocali. Ti incoraggio perciò a leggere il suddetto testo introduttivo (2019b), prima di andare avanti. In questo articolo approfondirò tali intese offrendo un racconto auto-etnografico queer, impegnato in un intenso lavoro personale come persona trans non binaria. L’articolo prenderà in considerazione in modo più approfondito le mie esperienze personali e il mio percorso di coinvolgimento con la letteratura e la partecipazione a quanto segue: lezioni di canto con un ex insegnante di canto; diverse lezioni di Tecnica Alexander; sessioni di Guided Imagery and Music (GIM) complete e adattate; e sessioni di voicework solista, in cui ho esplorato più direttamente le possibilità del Gender Affirming Voicework. Questa storia queer - o piuttosto una serie di storie - che racconto qui è una versione di ciò che viene presentato nella mia ricerca di tesi (2019a); tuttavia, nello stile auto-etnografico queer,r rivisitare le mie storie per mettere insieme questa attuale ha portato a ulteriori "sviluppi" di qualcosa di nuovo. La mia speranza è che questo testo creativo fornisca un esempio personale di ciò che il Gender Affirming Voicework potrebbe essere nel campo della musicoterapia.
Traduzione di Claudio CominardiI’ve previously offered an initial introduction to gender affirming voicework (Maevon Gumble, 2019b) as informed by personal experiences, my queer autoethnographic research (Maevon Gumble, 2019a), and literature from the fields of speech-language pathology, vocal pedagogy, and music therapy. Gender affirming voicework is a new holistic method aimed at assisting individuals with accessing and embodying affirming gender expressions, particularly vocal expressions. I encourage you to read the aforementioned introductory text (2019b) prior to moving forth. In this current article, I will expand upon those understandings by offering a queer autoethnographic account of engaging within intensive personal work as a nonbinary trans person. This article will more deeply consider my personal experiences and journey of engaging with literature as well as participating in the following: voice lessons with a former voice teacher; several Alexander Technique lessons; both full and adapted Guided Imagery and Music (GIM) sessions; and solo voicework sessions, where I more directly explored the possibilities of gender affirming voicework. This queer story – or rather set of stories – that I tell here is a version of what is presented within my thesis research (2019a); however, in queer autoethnographic fashion, revisiting my stories to put together this current story has led to further ‘becomings’ of something new. It is my hope that this creative text provides one personal example of what gender affirming voicework might be within the field of music therapy
The Puck Project: A Shakespeare Performance and Ethics Program for Kids
Get PDFThe Puck Project is a performance-based summer program for K-6 learners in partnership with a non-profit agency that supports homeless families in Atlanta, GA. The Puck Project’s curriculum focuses on the ethical toolkit individuals acquire when they embark upon a journey of performance. The project’s aim was to cultivate skills relevant to building a community, formulating and expressing ideas as a team, reading and responding to the emotions of others, and accessing and attending to emotions in oneself. Together these skills serve a larger aim of cultivating what Gretchen Case and Daniel Brauner have called “empathetic imagination.” Central to empathetic imagination is translation, a powerful framework for pedagogical aims such as “transfer” and “carrying over.” The Puck Project de-centers the dramatic text in favor of the learner’s lived realities. Using Rex Gibson’s theory that the ambiguities of Shakespeare’s plays provide the soil in which actors may create their own meaning and experience, the Puck Project encourages performers to provide their own translations of a script based on their unique histories. We discuss how young performers are able to make connections about embodied expression, emotional intelligence, and broader forms of literacy
Penal Orders and the Risk of Wrongful Convictions
Get PDFThe expansion of simplified criminal procedures has been important over the last thirty years. While they certainly produce judgments at a reduced cost, recent findings hint at their higher risk of wrongful convictions. This article sheds light on the emergence of penal orders in Germany, first used by the Prussian police as mandate orders. Today, numerous countries apply penal orders to minor offences and impose penalties that have become harsher over time. The procedural shortcuts of penal orders, which made them successful in the first place, entail considerable risks of wrongful convictions. Courts are able to render justice more swiftly, but at what cost? In Germany, convictions are recorded in the Central Criminal Register and exclude convicted persons from work in many fields. This article contends that the procedural shortcuts of penal orders, which allow a preliminary prosecutorial investigation to be rendered as a judicial decision, require additional safeguards to prevent wrongful convictions
Breeding biology and long-term population dynamics of the Pied Flycatcher Ficedula hypoleuca in Skibotn, Northern Norway
Get PDFAbstract. The breeding biology and population dynamics of the Pied Flycatcher Ficedula hypoleuca in pine, mixed and deciduous forests in Skibotn, Northern Norway (69°20’N, 20°20’E), was studied during 33 years (1987–2019; in total 1775 completed first clutches). It was a period during which summer temperatures remained relatively stable, but late spring (May) temperatures tended to become warmer. The number of breeding pairs declined over the study period but varied less than in populations living in more harsh subalpine environments. In spite of the northern location, females started to lay eggs in a relatively late phenological phase of the environment and in relatively warm weather. The date of birch leafing and the date of egg-laying advanced during the study period, and they correlated with each other. Mean clutch size was 6.4 eggs, and mean number of fledglings/nest 4.6. Date of egg-laying was earlier and clutch size larger in deciduous forests than in pine and mixed forests, but this did not translate into better fledgling productivity. The main causes of nesting failure were predation by small mustelids and starvation in warm and dry summers. However, in the long run the population seemed to be able to maintain itself without immigration, i.e., act as a source population. The possibility that during warm climate periods of the past, breeding biology and population dynamics of Pied Flycatchers over large geographical areas might have resembled those in Skibotn is discussed.
Cover photo: “Mummified” Pied Flycatcher nestling (age about 10 days) starved to death in Skibotn in the warm and dry summer of 1988. Photo: Antero Järvinen