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Associations évoquées par le changement climatique chez des citoyens français et norvégiens
No full textCommunication related to climate change as well as to its consequences constitutes a major challenge; all the more so since climate is a non-observable phenomenon, in stark contrast to the weather. In this perspective, language plays a crucial role in the conceptualisation and the framing of climate change discourse.
In this paper, French and Norwegian data stemming from representative surveys in the two countries are compared. The participants are asked to answer an open-ended question concerning their conceptions of the expression “climate change”. The French data are collected from a survey undertaken in 2016 by ELIPSS at the Sciences Po (Institut d\u27études politiques de Paris). The Norwegian data are generated from a survey undertaken in 2013 by the Norwegian Citizen Panel/DIGSSCORE, at the University of Bergen. The answers are first analysed through a semi-automated structural topic modeling (STM) and then assessed through an in-depth manual evaluation. Further linguistic and enunciative analyses are undertaken of a selection of the respondents’ answer provided by the surveys.
Given the difference in the energy mix of the two countries, different associations are expected to appear from the French and the Norwegian participants. At the same time, with the common global dimension of climate change, it seems reasonable to expect some similar associations concerning the reality of the changes, the consequences and the measures of adaptation or mitigation proposed or undertaken by the two countries. These issues are discussed within the theoretical frame of enunciation, including perspectives related to concession in a polyphonic perspective and to deontic modality.
 
Effects of Instructor Gender, Visual, and Auditory Melodic Recorded Instruction on Sequential Working Memory Recall in Individuals with and without Autism Spectrum Disorder
No full textEffets de Sexe, Enregistrée Mélodique, les éléments Visuels et Auditifs de l\u27Instructeur/rice sur le Rappel Séquentiel Chez des Personnes avec ou sans Trouble du Spectre Autistique
Il n’ya pas assez d’investigation empirique concernant l’effet du sexe du thérapeute et des aspects de l’instruction mélodique visuelle et auditive sur la mémoire de travail chez les personnes atteintes de troubles du spectre autistique (TSA). Le but de cette étude était d’examiner les effets du genre d’instructeur et de l’instruction mélodique visuelle et auditive sur la mémoire de travail chez les personnes atteintes de TSA. Les participants (n = 38 personnes atteintes de TSA et n = 18 étudiants universitaires neurotypiques [NT]) ont visionné ou écouté quatre séquences mélodiques de sept mots monosyllabiques randomisés chantés par des instructeurs féminins et masculins. Pour évaluer la mémoire de travail, les tâches des participants consistaient à rappeler séquentiellement les informations appariées présentées dans chaque condition. Il n\u27y avait pas de différence significative au sein du groupe entre les conditions des instructeurs masculins et féminins et les instructions visuelles et auditives ou uniquement mélodiques. Bien que non significative, les participants avaient tendance à avoir un rappel moyen légèrement plus élevé pour l\u27instructeur masculin présentant un état de stimuli visuel et auditif et un rappel moyen inférieur pour l\u27instructeur ayant une condition de stimulus auditifs uniquement. Il y avait une différence significative entre les groupes, le groupe NT ayant une plus grande précision de rappel que le groupe ASD. Indépendamment du groupe ou de la condition, les participants ont tendance à avoir une plus grande précision de rappel aux positions série primaire et récence. Étant donné que les individus atteints de TSA peuvent avoir des problèmes d\u27apprentissage uniques, les informations associées à la musique peuvent être transmises de manière multisensorielle afin d\u27augmenter les chances de rappel et d\u27apprentissage ultérieur. Implications pour la pratique clinique, limitations de l\u27étude et suggestions pour des recherches futures sont fournies.Effekte des Geschlechts des*der Anleiter*in und Effekte von visuellen und auditiven aufgenommenen Anweisungen auf das sequentielle Arbeitsgedächtnis bei Menschen mit und ohne Autismusspektrumsstörung
Es fehlt an empirischen Untersuchungen über die Auswirkungen des Geschlechts des*der Therapeut*in und über Aspekte der visuellen und auditiv-melodischen Anweisung auf das Erinnerungsvermögen des Arbeitsgedächtnisses bei Personen mit Autismus-Spektrum-Störung (ASS). Ziel dieser Studie war es, die Effekte des Geschlechts des*der Anleiter*in und die Effekte der visuellen und auditiv-melodischen Anweisung auf das Arbeitsgedächtnis bei Personen mit ASS zu untersuchen. Die Teilnehmer (n = 38 Personen mit ASS und n = 18 neurotypische [NT] Studierende) betrachteten oder hörten vier melodische Sequenzen von sieben randomisierten monosyllabischen Wörtern, die von weiblichen und männlichen Anleitern gesungen wurden. Um das Arbeitsgedächtnis zu bewerten, sollten die Teilnehmer die in jeder Bedingung dargestellten gepaarten Informationen sequenziell abrufen. Es gab keinen signifikanten Gruppenunterschiede zwischen den männlichen und weiblichen Anleitern oder dem visuellen + auditiven oder der nur auditiv-melodischen Anweisung. Obwohl nicht signifikant, zeigten Teilnehmer*innen einen etwas höheren Mittelwert beim Erinnerungsvermögen bei der Anweisung durch den männlichen Anleiter in der Bedingung mit visueller und auditiver Anleitung und einen etwas niedrigeren Mittelwert bei der weiblichen Anleiterin mit nur auditiv-melodischer Anweisung. Es gab einen signifikanten Unterschied zwischen den Gruppen, wobei die NT-Gruppe ein höheres Erinnerungsvermögen aufwies als die ASS-Gruppe. Unabhängig von der Gruppenzugehörigkeit oder der Bedingung neigten die Teilnehmer*innen dazu, sich an die erstgenannten und zuletzt genannten Anweisungen besser zu erinnern. Da Personen mit ASS mit besonderen Herausforderungen beim Lernen konfrontiert sein können, könnte die Idee Informationen mit Musik zu verknüpfen und so einen multisensorischen Zugang zu wählen, die Möglichkeit bergen, dass sie sich besser erinnern und somit besser lernen. Implikationen für die klinische Praxis, Einschränkungen der Studie und Vorschläge für zukünftige Forschung werden dargelegt.
Übersetzung: Josephine GeipelThere is a lack of empirical inquiry concerning the effect of the therapist’s gender and aspects of visual and auditory melodic instruction on working memory recall in individuals with Autism Spectrum Disorder (ASD). The purpose of this study was to examine the effects of instructor gender and visual and auditory melodic instruction on working memory in individuals with ASD. Participants (n = 38 individuals with ASD and n = 18 neurotypical [NT] university students) viewed or listened to four melodic sequences of seven randomized monosyllabic words sung by female and male instructors. To assess working memory, participants’ tasks were to sequentially recall the paired information presented within each condition. There was no significant within-group difference between both the male and female instructor conditions or the visual + auditory or auditory only melodic instruction. Although not significant, participants tended to have slightly higher mean recall for the male instructor with visual + auditory stimuli condition and lower mean recall for the female instructor with auditory only stimuli condition. There was a significant between-group difference with the NT group having greater recall accuracy than the ASD group. Regardless of group or condition, participants tended to have greater recall accuracy at primary and recency serial positions. As individuals with ASD may have unique learning challenges, information paired with music may be delivered in multi-sensory ways to increase the likelihood of recall and subsequent learning. Implications for clinical practice, limitations of the study, and suggestions for future research are provided
Service Learning Within the Community Music Therapy Approach (CoMT): Implications for Music Therapy Education
No full textThe paper explores service learning as one of the pedagogical methods for music therapy students in supporting them to become professionals who can adapt and practice a holistic approach. Community music therapy (CoMT) is proposed as a conceptual framework that can guide the development and practice of music therapy service learning projects. Accordingly, a case example is presented of music therapy student service learning project based from a CoMT orientation. More specifically, this example reflects on participation in the Creative Music Making program as a service learning project for music therapy students. Creative Music Making is an annual collaborative music performance project conducted by the Maryville University Music Therapy Program, St. Louis Symphony, and St. Louis Arc, a non-profit organization that serves individuals with developmental disabilities. The paper outlines the details of the project and discusses the positive impact of the Creative Music Making project on the community participants, the over-arching community, and the music therapy students’ personal and professional development
A Pilot Study Investigating Research Design Feasibility Using Pre-post Measures to Test the Effect of Music Therapy in Psychiatry with People Diagnosed with Personality Disorders
No full textIntroduction: The objectives of the pilot study were (a) to investigate the feasibility of the research design (referral procedure, data collection procedure, measurement tools, and treatment doses/frequency); (b) to develop and evaluate the PROMT treatment manual; and (c) to test the use of flexible and or multiple interventions as part of the treatment options. Findings from this investigation aim to prepare for a future outcome study of music therapy treatments for patients with personality disorders, that are inspired by analytically oriented music psychotherapy and mentalization-based treatment.
Methods: Four participants assessed and diagnosed with personality disorder received 40 sessions of individual music therapy. Pre and post measures of outcome variables looking at attachment style, helping alliance, symptom severity, interpersonal problems, and quality of life were evaluated for inclusion in the design. Interviews with clinicians were used to further evaluate the manual.
Results: All participants completed treatment. Outcome measurement provided usable information and also showed some positive changes in the four cases. The research design was found to be usable for a larger study. The treatment manual was evaluated as usable, but specification on how to use mentalization-based treatment in music-based interventions is required in a future manual.
Discussion: In light of the current findings, we discuss several factors relevant to a possible future outcome study, including the research design, theoretical model, and specific elements of the treatment manual. We also discuss the potential of using flexible and/or multiple interventions as part of the treatment options. We conclude that integration of mentalization-based treatment into music therapy seems promising, but further development of the treatment manual is needed
NTNU Academic Writing - developed with UX
No full textIn spring 2017, the University Library of the Norwegian University of Science and Technology (NTNU) launched VIKO, the redesigned tool for fostering information literacy and academic writing skills.
The digital and technological development as well as new requirements for information literacy and academic writing skills have made it necessary to revise this tool.
A working group at NTNU University Library developed and carried out an electronic survey to map specific needs of students, teachers, and researchers. We involved our users in developing our information literacy tool in order to give them a more useful user experience. We asked the following questions: Is information about academic writing something you need? Where do you go to find information about this? What kind of content do you desire? The answers suggested that “Yes!” this was something both students and teachers wanted. They were eager to get all the information they needed in their studies in one place.
Results of this survey and additional depth interviews with students and staff have been the starting point for both the updated content and the new graphical design of VIKO. To accommodate the wish of having all information in one place, all content is now placed on the University Intranet together with all other information relevant for the students. A page listing relevant topics helps students navigate in the content relating to academic writing.
The content of the redesigned tool is structured into four topics: defining a research topic, finding sources, structuring your text, and using and citing sources. We know that people have different ways of learning, so offering content for different learning styles like visual learning, auditory learning, and read/write learning will contribute to improving the learning outcomes
Digital Academic Writing Support
No full textAt the University of Bergen (UiB), Norway, the library is given the coordinator responsibility for a project involving faculties, first-year-support, Department of Education and student administrative support. The project aims at making it easy to embed information literacy and academic writing into the curriculum.
Develop a digital tool box where academics will find and share teaching activities
Harvest experiences and suggest models for physic and digital writing support
Suggest competence building measures for teachers and guides of academic writing
Academic writing and critical dealing with sources are central skills that students are expected to master after graduating from university. At the same time these are generic skills which need practice, discussion and reflection. However, we know that this part of students\u27 learning is easily neglected in competition with subject teaching.
What we have done: The library has established the project in collaboration with two pilot subjects (biology and geography), emphasising digital writing support according to the UiB’s strategic aims and action plans. The two pilot subjects recognise the importance of writing for critical thinking and development of subject knowledge. They will redesign courses in their BA programmes to better align learning outcomes and assessment with learning activities, e.g. writing including peer and teacher feedback.
By the time of the conference in June, we will have drafted a framework for typical writing support in the pilots to use for their teaching in the autumn semester.
In our presentation we will address these key questions:
How does our institution support academic writing?
How do we train the trainers?
How do we provide integrated teaching of academic writing and IL
Editorial
No full textThis special issue of the Nordic Journal of Information Literacy in Higher Education summarizes the Conference Creating Knowledge IX held in Vejle, Denmark, June 6-8, 2018
Hva er den beste måten å bevare avokadoen lengst mulig på?
Get PDFHva er den beste måten å bevare avokado på? Det er nettopp det vi ville finne svaret på ved hjelp av dette prosjektet. Vi testet 18 ulike metoder, ved hjelp av fire ulike delforsøk, og eliminerte metoder til vi kom fram til at det å smøre smør på utsiden av avokadoen og å beholde steinen viste seg å være de beste metodene
Fra et utvalg tannkremer – hvilke inneholder mikroplast?
Get PDFInneholder tannkrem mikroplast?
Nesten alt inneholder plast, og mye av det havner i havet. Hygieneprodukter som tannkrem inneholder også mikroplastpartikler. Dette blir til slutt en del av økosystemet og vil ha en negativ påvirkning på mennekser og dyr. I dette forøket undersøker vi om tre uliker tannkremer inneholder mikroplastpartikler, hvor en av dem påstår at de ikke skal det. 
Påvirker sur nedbør planter sin spiringsprosent og vekst?
Get PDFForskningsprosjektet vårt viser om sur nedbør påvirker veksten og spiringsprosenten til planter, og i dette forsøket valgte vi å bruke karsefrø som plante. Prosjektets forskningsspørsmål er om en løsning med like lav pH-verdi som sur nedbør, påvirker planter sin spiringsprosent og vekst. Vi testet tre sure løsninger med hver sin pH-verdi opp mot vanlig vann i vanning på karsefrø. Vi valgte pH- verdiene 5, 4 og 3. For å finne spiringsprosenten telte vi antall frø som spiret. For å finne veksten telte vi hvor mange av de spirte som overlevde etter en uke, og deretter målte vi lengden. Når vi sammenlignet prosent overlevende for løsningen på pH 3 i forhold til vann, ble forskjellen signifikant, mens spiringsprosentene hadde ingen signifikant forskjell fra kontrollen. Gjennomsnittslengden til plantene for de forskjellige pH-verdiene ble kortere jo surere løsning, men kun de plantene for pH 3 var signifikant kortere enn kontrollen. Ut ifra resultatene fra forsøket kan man konkludere med at sur nedbør med pH-verdi ned mot 3 og lavere, vil påvirke planter sin spiringsprosent og vekst