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A History of the Music Therapy Profession: Diverse Concepts and Practices
No full text A History of the Music Therapy Profession: Diverse Concepts and Practices, written by Kerry L.Hyrniw Byers, provides a synopsis of music therapy’s development as a profession. One of the features of this book is the presentation of the relationship between theoretical, philosophical, clinical, and professional aspects of music therapy as well as the chronological development of these aspects. Another important point of the book is Byers’ search for a unified theory, which would explain the profession in its entirety. This book review is written by a Japanese music therapist from a different cultural background to the author, and the reviewer concludes that this book will be useful for music therapists all over the world to understand the field’s development and its rich diversity
Creating new digital tools through co-creation activities with students
No full textDo we as librarians really know what students at our universities need to develop their information literacy? Yes, to some extent, but not necessarily completely. In Spring 2018, two librarians at Aalborg University Library have joined forces with two student project groups to explore the students’ views on what they need and how that corresponds with our knowledge and professional experience of what it takes to become information literate. We also focus on how best to accommodate these different needs in terms of digital tools.
Teaching activities at Aalborg University are based on problem-based learning (PBL). The students work in groups with projects focusing on real problems, and they are responsible for their own learning. Thus, in our partnership with the two project groups, the students are the driving force in the development, and we are collaborators in their process. One group is exploring the idea of developing a knowledge-sharing tool for use in project-based group work. The other group focuses on developing a tool that can support the process of information searching.
In our presentation, we will focus on the students’ ideas on how to create relevant tools for students, the actual tools, and our experience with engaging in co-creation-processes with students. Our co-creation processes are defined as an equal partnership with the students. However, although we have defined the scope of our partnership, we do not provide the solution. Our co-creation processes and their outcome are characterized by being deliberately unpredictable in order to further innovative ideas and creative thinking.
 
Knowledge and competence for a networked world
No full textKEYNOTE SPEECH.
The world of today may be viewed as networked, both socially and technologically, with characteristics such as globalization, mobility of people across contexts, bottom-up user involvement, interweaving of physical and virtual contexts, and general pervasiveness of ICT.
In her talk, Nina analyzes the competence demands which are posed on citizens in a networked world. She argues for a view of knowledge as a unity of experiential, practical, and propositional aspects, realized concretely in relation to the demands of the situation, yet points out that in a networked world, people are continuously required to use knowledge, learned in one setting, in new contexts. This raises the question of how people transform and resituate knowledge across contexts.
Finally, Nina discusses implications of her talk for design for learning the knowledge and competence required. Throughout the talk, she will engage in discussion with participants about the way her heoretical points plays out in library practice and which roles libraries and librarians can have as facilitators of others’ development of knowledge and competence for a networked world
Interprofessional Learning as Work-integrated Learning:: When Dialogues about Databases and Information Literacy create a platform for Learning
No full textTeam Research Support and Publishing at University West’s Library consists of four librarians who guide researchers and doctoral students in issues regarding publishing strategies, bibliometrics, Information Literacy and how to make research publications available e.g. in the local repository DiVA. The service is frequently used in several ways by various researchers in accordance with their special needs. The case is originally based on three meetings between a librarian and a researcher entailing individual texts of reflections. This presentation accentuates the benefits of the discussions through the perspectives of collaborative learning and work-integrated learning. These benefits will thus be highlighted through the experiences from continuous face-to-face appointments with focus on information seeking activities and the effective use of databases.
The meetings between the librarian and the researcher are affected by the fact that both work categories bring their specific professional competences into the discussions. In the dialogues they thus become each other’s teachers as well as students. The mixed situation of being the bearer of both roles simultaneously is dealt with by the interacting participants and the co-created meetings are carried through, and filled with contents, by the professionals themselves. Furthermore, this case emphasizes as well as problematizes this situation starting off from the individual professionals points of view. Finally, this study recommends the university management to encourage as well as create conditions for further interprofessional encounters at work in order to support Work-integrated learning in and for the organization
Woodpeckers in Western Norway: the White-backed Woodpecker is still the most common species
Get PDFThe pine-dominated forests of Western Norway have been found to harbour viable populations of woodpeckers, including the highly specialized White-backed Woodpecker Dendrocopos leucotos. The aim of this study was to investigate to what extent there were any changes in frequencies of woodpeckers, in particular the White-backed Woodpecker and the Grey-headed Woodpecker Picus canus, by resurveying 60 plots (each 1 km2) originally surveyed during 1994/1995. The resurvey was performed in 2013/2014. The White-backed Woodpecker was found to be the most common woodpecker species in both time periods. The Grey-headed Woodpecker was found to have a statistically significant decline from 27% of the 60 plots in 1994/95 to only 12% in 2013/14. The other four species all increased in frequency; although none of those increased frequencies were found to be statistically significant. We discuss possible explanations to why pine forests in Western Norway constitute a valuable habitat for the White-backed Woodpecker at the same time as it has drastically declined in other parts of Norway and Western Europe. In general, the reduced frequency of Grey-headed Woodpecker is not fully understood, although we suggest that cold winters during the years prior to the surveys in 2013/14 may be an important factor
A Camp is a Wall in a Forest
No full textA camp is a place where mohajers live in a state of waiting. Mohajers are asylum seekers, refugees, and other migrants in precarious situations and their camps are reception centers, detention centers, and temporary shelters. Camps are often located in remote areas, effectively isolating the individuals living in them. They are facilities for storing humans, full of invisible walls, and windows to remind people that the world they can see through them is out of their reach
Étendue du vocabulaire et compréhension écrite – le français à l\u27université en Suède
No full textThis paper investigates the amount of French vocabulary needed to read (with reasonable comprehension) three authentic novels used in a first semester course of French at a Swedish university. The analysis applies the concept of lexical coverage and uses the frequency lists of Lonsdale & Le Bras (2009). The counting unit is the lemma. This study also examines the common French word list used in all Swedish universities offering French degrees. The results show that 7 000 to 9 000 lemmas will provide the 98 % coverage needed for reasonable comprehension. This is at least twice the 4 000 lemmas contained in the university list. The results therefore point to the necessity of including a vocabulary component also in higher-level French courses
Voix, silences et colonialisme
No full textAsking whether silence necessarily equals oppression, and (giving) voice necessarily assures agency, Jorunn Svensen Gjerden’s paper examines voices and silences related to colonial power structures in three francophone literary texts belonging to different historical periods and geographies. In her seminal essay “Can the subaltern speak?”, Gayatri Spivak shows that the pitfalls of colonial and/or gendered epistemic violence are difficult to avoid when speaking on behalf of others. In a similar vein, Édouard Glissant paradoxically suggests that dilemmas of invisibilisation may best be resolved by way of other forms of silence, arguing that the right to psycho-cultural opacity ensures the integrity of individuals through the formation of non-assimilative relationships.
Against this backdrop, Gjerden analyses La Vénus Hottentote, ou Haine aux Françaises, a Parisian vaudeville from 1814, which thematises the Khoisan woman Sara Baartman’s performances as the ‘Hottentot Venus’ in Paris the same year. The play constitutes an extreme case of colonial silencing and stereotypical othering that comes across as purely instrumental and therapeutic for its French audience at a moment of national humiliation and division. However, when read alongside J.M.G. Le Clézio’s Le Chercheur d’or (1985) and Kamel Daoud’s Meursault, contre-enquête (2014), two postcolonial novels that in different ways focus on the role of silence for allowing every voice to be heard in a globalised world, the silencing of the vaudeville lends itself to new interpretations. Arguing that the claimed silence of postcolonial theory and literature may thus offer insights into hidden subversive dynamics of silence in colonial literary texts such as the Hottentot Venus vaudeville, Gjerden calls attention to the play’s latent surprising modernity with regard to issues of identity and multiculturalism
La fonction communicative d’énoncés déclaratifs utilisés dans l’interrogation totale ‒ une étude contrastive français/norvégien
No full textThis paper discusses the communicative function of declarative sentences used as polar questions in French and Norwegian:
(1a) - Inger Holter jobbet i en bar?
(1b) - Inger Holter bossait dans un bar ?
These two sentences are similar concerning the subject-verb order, the ascending intonation curve, and the choice of lexical morphemes. In both languages, they are declarative sentences used to ask questions. More precisely, we are dealing with polar questions marked by intonation only.
The way sentences such as (1a) and (1b) are used in actual texts shows that they do not have the same communicative function. The Norwegian speaker expects his assumption to be confirmed by the listener, maybe with a hope of getting more information. The French example, on the other hand, admits two different interpretations, and it is the context of the utterance that decides. It can be a request for information, in which the speaker has no preconceived idea of what the answer will be. Alternatively, the interpretation can be the same as in Norwegian if a modal particle or adverb is added, as in Inger Holter bossait dans un bar, n’est-ce pas?
 
Reescribiendo Casa de muñecas como respuesta crítica a la desigualdad de las mujeres durante el franquismo
No full textA Doll’s House [Et Dukkehjem, 1879] is Henrik Ibsen’s best known and most widely performed play. In Spain, it was Ibsen’s first translated play, in 1892, and it has been translated, published, staged and rewritten multiple times since then. The objective of this article is to do a preliminary analysis of the reception of three stage rewritings by Ana Diosdado (1938-2015) and Lucía Miranda (1982- ) that have as a common element their Francoist references that were used to make the plot more relatable for the Spanish audience. Therefore this article studies how the reception and interpretation of A Doll’s House in contemporary Spain has been influenced by the self-perception of the backwardness of the country in relation to women’s emancipation during Francoism, which made the situation of women in that period comparable to that of Nora in 1870s Norway