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The Norwegian Criminal Regulation of Drugs: An Overview and Some Principled Challenges
Get PDFThis article describes and critically analyses the current state of the Norwegian criminal regulation of drugs. The first parts of the article describe the contemporary rules and Norway’s international obligations in this field of law. The following part addresses the official justification of this regulation. Here, the article scrutinises the official justification for the contemporary regulation, in particular the criminalisation of use and minor possession of drugs. The analysis applies the principle opted for by the Norwegian legislator as a guiding criminalisation principle in the preparation of the Criminal Code of 2005, i.e. the harm principle. The article does not completely reject the possibility for justifying the regulation, but concludes that the contemporary regulation at least rests on an insufficient normative basis. The final section critically discusses the high levels of punishment applied in Norway in the drug context
Hvordan forstår lærere utfordringer i praksisopplæringen? En studie av eksamenstekster
Get PDFHensikten med artikkelen er å undersøke hvordan deltakere i en videreutdanning for praksislærere i en videregående skole forstår utfordringer i praksisopplæringen. I artikkelen besvares to forskningsspørsmål: Hvilke utfordrende tema beskrives i eksamenstekstene? Hvilke tiltak identifiseres i diskusjonen om utfordrende tema i eksamenstekstene? Artikkelens utgangspunkt er en skolebasert videreutdanning gjennomført i vårsemesteret 2016 ved én av NTNUs universitetsskoler. Tematiske analyser av eksamenstekstene identifiserte fire utfordrende tema: klasseledelse, innsikt i skolekonteksten, relasjonen praksislærer praksisstudent og etiske dilemma. Diskusjonen rundt tiltak kan grupperes i fire tolkende koder: kommunikasjon, kartlegging av praksisstudentens livsrom, utvikling av praksislærerens kompetanse, og utvikling av praksisstudentens kompetanser. Deltakernes forståelse av utfordringer i praksisopplæringen knytter seg til to funn: 1) Betydningen av å utvikle et språk for å samtale med praksisstudenter, kolleger og lærerutdanningsinstitusjoner om erfaringer relatert til praksisopplæringen. 2) Temaer i praksisopplæringen som inngår i kulturelle-diskursive forhold (det semantiske rommet) og i makt (det sosiale rommet) er avgjørende for en profesjonell praksisopplæring.
The purpose of the article is to investigate how participants in a further education for internship teachers in a high school understand challenges in practice training. The article answers two research questions: What challenging topics are described in the exam texts? What measures identified in the discussion of challenging topics in the exam texts? The article\u27s starting point is a school-based further education completed in the spring semester of 2016 at one of NTNU\u27s university colleges. Thematic analyzes of the exam texts identified four challenging topics: Classroom management, insight into the school context, the relationship of practice teacher-practice student and ethical dilemma. Discussion of measures is divided into four interpretative codes: Communication, mapping of the student\u27s living space, developing the teacher\u27s competence, and developing the student\u27s competence. Participants\u27 understanding of challenges in practice training relates to two findings: 1) the importance of developing a language for conversation with practicum-students, colleagues and teacher education institutions about experiences related to practice training. 2) Themes in practice training that are part of cultural-discursive relationships (the semantic space) and in power (the social space) are essential for a professional practice training
Una revisione sistematica di articoli inediti e non referenziati di musicoterapia per la salute mentale trovati via Google Scholar
No full textAs Google Scholar searches yield unpublished papers, it may inadvertently impact the perception of the music therapy literature for clinicians, researchers, and service users. Therefore, the purpose of this systematic review was to identify and analyze the current literature comprised of unpublished and non-refereed papers regarding music therapy and mental health from January 2000 to September 2017 located via Google Scholar. After establishing inclusion and exclusion criteria, papers were identified using a variety of combinations of music therapy and mental health keywords. Twenty-one papers met inclusion criteria. Sixteen papers were master’s theses and five were doctoral dissertations. Almost half of the papers (n = 8) involved adolescents with mental health diagnoses. Although not all papers contained data, more papers contained qualitative data (n = 10) than quantitative data (n = 3). The unpublished music therapy and mental health literature may represent a valuable resource for guiding clinical practice and research. As the majority of authors were affiliated with universities outside the United States, perhaps there is greater interest in mental health outside the United States. It is concerning that many identified papers required additional login credentials. Implications for clinical practice, limitations, and suggestions for future research are provided.Poiché le ricerche su Google Scholar producono documenti inediti, esse potrebbero inavvertitamente influire sulla percezione della letteratura musicoterapica per medici, ricercatori e utenti di servizi. Pertanto, lo scopo di questa revisione sistematica è stato quello di identificare e analizzare la letteratura attuale comprendente studi inediti e non referenziati di musicoterapia e salute mentale, da gennaio 2000 a settembre 2017, individuati tramite Google Scholar. Dopo aver stabilito i criteri di inclusione ed esclusione, gli articoli sono stati identificati utilizzando una varietà di combinazioni di parole chiave di musicoterapia e salute mentale. Ventuno studi hanno incontrato i criteri di inclusione. Sedici studi erano tesi di laurea e cinque erano tesi di dottorato. Quasi la metà degli studi (n = 8) ha coinvolto adolescenti con diagnosi di salute mentale. Sebbene non tutti gli studi contenessero dati, più studi contenevano dati qualitativi (n = 10) rispetto ai dati quantitativi (n = 3). La letteratura inedita di musicoterapia e salute mentale può rappresentare una risorsa preziosa per guidare la pratica clinica e la ricerca. Poiché la maggior parte degli autori erano affiliati a università al di fuori degli Stati Uniti, si pensa che altrove ci sia un maggiore interesse per la salute mentale. È preoccupante che molti studi identificati richiedessero credenziali di accesso aggiuntive. Vengono inoltre fornite implicazioni per la pratica clinica, limitazioni e suggerimenti per la ricerca futura. (Traduzione di Claudio Cominardi)Étant donné que les recherches effectuées par Google Scholar produisent des articles non publiés, elles peuvent avoir une incidence par inadvertance sur la perception de la littérature sur la musicothérapie pour les cliniciens, les chercheurs et les utilisateurs de services. Par conséquent, le but de cette revue systématique était d\u27identifier et d\u27analyser la littérature actuelle composée d\u27études non publiées et non référencées concernant la musicothérapie et la santé mentale de janvier 2000 à septembre 2017, via Google Scholar. Après avoir établi les critères d\u27inclusion et d\u27exclusion, les documents ont été identifiés à l\u27aide de diverses combinaisons de mots-clés en musicothérapie et en santé mentale. Vingt et une études répondaient aux critères d\u27inclusion. Seize études étaient des thèses de maîtrise et cinq étaient des thèses de doctorat. Près de la moitié des études (n = 8) concernaient des adolescents ayant un diagnostic de santé mentale. Bien que toutes les études ne contenaient pas de données, davantage d\u27études contenaient des données qualitatives (n = 10) que des données quantitatives (n = 3). La documentation sur la musicothérapie et la santé mentale non publiée peut constituer une ressource précieuse pour orienter la pratique clinique et la recherche. Comme la majorité des auteurs étaient affiliés à des universités à l\u27extérieur des États-Unis, il se peut qu\u27il y ait un plus grand intérêt pour la santé mentale en dehors des États-Unis. Il est inquiétant de constater que de nombreuses études identifiées nécessitaient des identifiants de connexion supplémentaires. Les implications pour la pratique clinique, les limites et les suggestions pour de futures recherches sont fournies. (Traduit par Danielle Jakubiak).Da die Suche über GoogleScholar auch unveröffentlichte Artikel ausgibt, kann dies zu unbeabsichtigten Auswirkungen bezüglich der Wahrnehmung von Literatur über Musiktherapie bei Kliniker*innen, Wissenschaftler*innen und Klient*innen kommen. Der Grund dieser systematischen Übersichtsarbeit war deshalb die unveröffentlichten und nicht begutachteten Artikel aus dem Bereich Musiktherapie in der Psychiatrie, Psychosomatik und Psychotherapie über GoogleScholar aus den Jahren 2000 bis 2017 zu finden und zu analysieren. Nachdem Ein- und Ausschlusskriterien festgelegt worden sind, wurden Arbeiten mittels der Eingabe verschiedener Suchbegriffe aus den Bereichen Musiktherapie und Psychiatrie gesucht. 21 Studien konnten eingeschlossen werden. 16 Studien sind Masterarbeiten und fünf Arbeiten sind Dissertationen. Fast die Hälfte der Studien (n=8) beinhaltet den jugendpsychiatrischen Bereich. Obwohl nicht alle Arbeiten empirisch sind, beinhaltet der größere Teil der Studien qualitative Daten (n=10) und der Kleinere quantitative Daten (n=3). Diese unveröffentlichten Arbeiten sind eine nützliche Quelle für die klinische Praxis und Forschung. Da ein Großteil der Autor*innen, Angehörige von Universitäten außerhalb der USA sind, kann daraus geschlossen werden, dass außerhalb der USA das Interesse am Psychiatrie-Bereich größer ist. Es ist besorgniserregend, dass viele der gefundenen Studien zusätzliche Login-Daten erforderten. Implikationen für die klinische Praxis, Grenzen der Arbeit und Vorschläge für zukünftige Forschungsarbeiten werden aufgezeigt. (Übersetzung: Josephine Geipel
私たちは皆どこかからやって来た
No full textCette réflexion sur la pratique concerne un projet de musicothérapie à court terme entrepris en 2014 avec des familles en quête d\u27asile dans une grande ville du Pays de Galles. Le projet a été conçu pour aider ces familles à s\u27installer dans leur nouvelle maison et a été la première initiative de musicothérapie pour l\u27organisme de bienfaisance qui l\u27a financé. Le travail lui-même a amené le thérapeute à réfléchir sur le contre-transfert engendré par l\u27expérience et comment cet aspect du travail lui a permis de mieux comprendre les problèmes auxquels sont confrontés ceux qui cherchent asile dans un autre pays. (Traduit par Danielle Jakubiak).Questa riflessione sulla pratica, riguarda un progetto a breve termine di musicoterapia intrapreso nel 2014 con famiglie richiedenti asilo in una grande città del Galles del Sud. Il progetto è stato ideato per supportare queste famiglie a stabilirsi nelle loro nuove case, ed è stata la prima iniziativa di musicoterapia per l\u27ente di beneficenza che l\u27ha finanziata. Il lavoro stesso ha indotto la terapista a riflettere sul controtransfert generato dall\u27esperienza, e su come questo aspetto del lavoro le abbia permesso di acquisire una comprensione più profonda dei problemi affrontati da coloro che si trovano in cerca di asilo in un altro paese. Traduzione di Claudio Cominardi.This reflection on practice concerns a short-term music therapy project undertaken in 2014 with asylum seeking families in a major city in S. Wales. The project was designed to support these families in settling in their new home, and was the first music therapy initiative for the charity who funded it. The work itself caused the therapist to reflect on the countertransference engendered by the experience and how this aspect of the work enabled her to gain a deeper understanding of issues faced by those who find themselves seeking asylum in another country.这个临床反省是关于一个从2014开始进行的短期音乐治疗项目，对象是在南威尔士主要城市寻找庇护的家庭。这个项目主要支持这些家庭安顿他们的新家，这是慈善机构首个资助的音乐治疗项目。这个工作本身让治疗师思考由自身经验而产生的反移情作用，和这个方面让她不能对那些在其他国家寻求庇护的家庭所面临的问题有更深的理解。(翻译：温蕴)Dieser Artikel reflektiert praktische Bedenken über ein Kurzzeit-Musiktherapie-Projekt, welches 2014 mit Asylbewerber-Familien in einer großen Stadt in S. Wales durchgeführt wurde. Das Projekt wurde konzipiert, um diese Familien bei der Eingewöhnung in ihre neue Heimat zu unterstützen und war die erste Musiktherapie-Initiative für die Wohltätigkeitsorganisation, die das Projekt finanziert hat. Die Therapeutin reflektiert die Gegenübertragung, erzeugt durch diese Erfahrung und wie dieser Aspekt der Arbeit sie befähigte ein tieferes Verständnis zu gewinnen für die Dinge, mit denen Asylbewerber in einem fremden Land konfrontiert sind. (Übersetzung: Josephine Geipel)この実践レビューは、2014年にサウスウェールズ（イギリス）の主要都市で難民家族のために行われた、短期間の音楽療法プロジェクトに関するものである。プロジェクトはこれらの家族に向けた新しい土地への定住支援のためにデザインされ、資金提供したチャリティー団体にとっては初めての音楽療法の取り組みであった。セラピストはこの経験によって生じた逆転移について内省し、またこの点を通じて、異国に亡命を求める人々が直面化している問題に対し、いかに理解が深まったかを考察した
Book Review: An Introduction to Music Therapy Research
No full textAn Introduction to Music Therapy Research, edited by Barbara Wheeler and Kathleen Murphy, is a 20-chapter that provides overview of how research has been conceived and implemented in music therapy. The text is geared to those beginning their studies in music therapy and as such address all stages of research, beginning with foundational aspects like selection of a topic before moving to a more detailed presentation of specific research components like data analysis and interpretation of results. Objectivist (qualitative) and interpretivist (quantitative research) theoretical perspectives, methodologies, and methods are included in the book, as well as information on mixed methods research and important historical, ethical, and multicultural considerations
Carolyn B. Kenny – Reflections on a Humanitarian, A Scholar, A Master Teacher, an Elder – and a Friend.
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Representations of Architecture in Lucas van Leyden’s Prints
Get PDFCategorization of Lucas van Leyden (1494-1533) is a matter of defining modern at the turn of the sixteenth century. His depiction of Late Gothic and Classic architectural forms in his prints shows an interaction between the Italian Renaissance and the Netherlandish traditions. The use of urban setting is to familiarize the viewer with the story. This technique of grabbing the attention of the viewer by situating him within the audience in the image is a traditional characteristic of medieval art. On the other hand, he employs the new method of Renaissance spatial perspective in order to create the three dimensional effect in the print. Ornaments work as metalingual elements giving away subtle information on the subject. A symbol exists by being a reference to a former incidence, which adds to the discussion of whether Lucas van Leyden was a Renaissance or an early modern artist. His concern is with the narrative rather than the idealistic illustration of architecture. His German contemporary Albrecht Dürer also appears to come and go in representing two styles of architecture. Therefore there will be a comparison between Lucas van Leyden, Albrecht Dürer and Italian contemporaries such as Perugino and Raphael. Yet it is still a question to where to position Lucas van Leyden.
Veiledning i lærerstudenters praksisopplæring – et bidrag til læring og utvikling?
Get PDFDenne studien er gjennomført på bakgrunn av et målrettet samarbeid mellom to videregående skoler og en lærerutdanningsinstitusjon med en målsetting om å styrke og utvikle en bedre sammenheng mellom praksisopplæring, pedagogikk og didaktikk. I teksten retter vi oppmerksomheten mot veiledning som et framtredende element i samarbeidet mellom de tre institusjonene. Vi støtter oss hovedsakelig til sentral teori om veiledning (Lauvås & Handal, 2014), teori som dreier om utvikling av det tredje rom (Zeichner, 2010) og om koherens i lærerutdanning (Raaen, 2014). Det metodologiske grep er deltakende aksjonsforskning, og datainnsamlingsmetoden som er tatt i bruk benevnes som brevmetoden (Berg, 2003). I artikkelen viser vi til og drøfter funn som tyder på at ganske ulike tilnærminger til måter å veilede på, kan bidra til læring og utvikling, og at praksislærers veiledningsfaglige kompetanse er avgjørende for kvaliteten på veiledningsøktene. Videre tyder funnene på at lærerstudenter ikke setter pris på monologisk og kontrollfiksert veiledning. Funnene avdekker også at praksislærere ser det som en naturlig del av sitt ansvar å veilede studenter inn i lærerprofesjonen. Både studenter og praksislærere gir uttrykk for at de opplever trepartsamtalen som særdeles verdifull og læringsfremmende, samtidig som tid og ressurser i veiledningen oppleves som kritiske suksessfaktorer.
This study has been carried out based on a targeted collaboration between two upper secondary schools and a teacher education institution. The goal is to develop a more coherent teacher education. In this article we focus on mentoring, because we consider it to be a crucial factor for making the collaborative quality between the three institutions better, as well as increasing the students’ learning outcomes of their practicums. We rely mainly on central theory about mentoring (Lauvås & Handal, 2014), theory concerning the development of ‘the third space’ (Zeichner, 2010) and coherence in teacher education (Raaen, 2014). The methodological approach is participatory action research, and the letter method is used to collect data (Berg, 2003). Findings show that rather different mentoring approaches can contribute to learning and development, and that the quality of the mentoring sessions depends highly on the mentors’ competence. Furthermore, we find that students do not appreciate monologue and control-oriented mentoring. The findings also show that the school mentors consider guiding the students into the teacher profession as an obvious part their work-obligation. Both students and mentors agree upon that the three angled conversation between the student, the practicum teacher and the mentor from the teacher training institution is particularly valuable and learning-promoting, while enough time and resources are considered to be crucial for success