Erfaringer med bruk av simulering som transferstrategi

I denne artikkelen stiller vi spørsmålet: Er simulering egnet som læringsaktivitet når spesifikk praksis er tenkt trent og overført fra en simuleringskontekst til en nærmere bestemt anvendelseskontekst? For å besvare dette spørsmålet presenterer vi erfaringer fra tre single - case der ulike former for simulering er benyttet som transferstrateg i. M aterialet fra disse tre casene viser at flere faktorer ved simuleringen og transferkonteksten har betydning for om simulering egner seg som transferstrategi. Dette gjelder særlig faktorer som kontekstlikhet, overlappende arbeidsoppgaver, vektlegging av grensekryssingen mellom simuleringskontekst og anvendelseskontekst og i hvilken grad anvendelseskonteksten inviterer til bruk av erfaringer gjort i simuleringskonteksten

PENGARUH KONTROL PERILAKU DAN NIAT TERHADAP PERILAKU MENABUNG MAHASISWA (Suatu Kasus pada Mahasiswa Universitas Pendidikan Indonesia)

Penelitian ini dilatarbelakangi oleh penemuan adanya masalah bagaimana data menunjukkan masih kurangnya intensitas menabung di kalangan mahasiswa Univeritas Pendidikan Indonesia. Penelitian ini juga ingin mengetahui bagaimana pengaruh faktor-faktor yang mempengaruhi perilaku menabung mahasiswa Universitas Pendidikan Indonesia. Dasar teori untuk membahas penelitian ini adalah Teori Perilaku Terencana (Theory of Planned Behavior) yang disampaikan oleh Icek Ajzen. Faktor-faktor yang mempengaruhi perilaku menabung dalam penelitan ini meliputi faktor kontrol perilaku (menabung) dan niat (menabung). Metode yang digunakan dalam penelitian ini adalah metode survey eksplanatori, metode ini untuk mengetahui hubungan variabel dengan variabel lainnya. Populasi dalam penelitian ini yaitu seluruh mahasiswa Universitas Pendidikan Indonesia yang masih aktif kuliah. Teknik sampling yang digunakan adalah proportionate stratified random sampling, dengan jumlah 366 sampel mahasiswa Universitas Pendidikan Indonesia. Analisis data yang digunakan dalam penelitian ini adalah Path Analysis. Untuk perhitungan analisis data menggunakan bantuan program SPSS 18. Hasil penelitian ini menunjukkan bahwa kontrol perilaku (menabung) berpengaruh signifikan terhadap niat (menabung) mahasiswa Universitas Pendidikan Indonesia. Niat (menabung) berpengaruh signifikan terhadap perilaku menabung mahasiswa Universitas Pendidikan Indonesia. Kontrol perilaku (menabung) berpengaruh signifikan terhadap perilaku menabung mahasiswa Universitas Pendidikan Indonesia. Hasil perhitungan dan analisis data untuk keseluruhan faktor menunjukkan bagaimana adanya pengaruh yang diberikan terhadap perilaku menabung mahasiswa Universitas Pendidikan Indonesia. Kata kunci : Perilaku Menabung, Niat, Kontrol Perilaku, Teori Perilaku Terencana The background of this research is the discovery of how the data showed that the intensity of saving on students from Indonesia University of Education tend to be low. This research also want to know how the effect of the factors that influence the student saving behavior at Indonesian University of Education. The basic theory to discuss this research is the Theory of Planned Behavior which has submitted by Icek Ajzen. The student saving behavior can be influenced by several factors such as behavior control and intention to saving. This research employed an explanatory survey, the purpose of this method is to determine the relationship between variables. The population in this research are all students from Indonesia University of Ecucation who still active in college. The sample of this research involved 366 respondents by using proportionate stratified random sampling technique. This research used Path Analysis to analize data. All of the data were analyzed by using SPSS 18. Based on the research, it can be concluded that behavior control contributed significant on student’s saving intention. Saving intention contributed significant on student’s saving behavior. Behavior control contributed significant on student’s saving behavior. Keywords: Saving Behavior, Intention, Behavior Control, Theory of Planned Behavio

Economic benefits of training simulators

Use of operator training simulators (OTS) is claimed to be one of the best ways to train new operators and to refresh the skills of experienced ones, providing numerous benefits to the companies. What is the value of an operator training simulator in oil & gas industry? What are the economical and HSE benefits of successful simulator training? How much can be earned or saved by the use of training simulators? How large increase in productivity and effectiveness can be gained? This article reviews the OTS practices and quantifies the benefits of the OTS use based on a survey conducted in the Norwegian Oil & Gas industry during fall 2011

Does Native Language Experience with Vowel Length Transfer to Non-Native Audiovisual Vowel Perception?

Denne studien er en utvidelse av forskning utført av Redmon og kolleger (2020), hvor personer med engelsk (Vest-Canadisk) og Mandarin som morsmål ble testet i deres forståelse av audiovisuelle (AV) tense/lax vokalkontraster i vanlig og klar tale. I denne studien ble personer med norsk som morsmål testet med de samme betingelsene, og deres resultater ble sammenlignet med resultatene til personene med engelsk som morsmål. Målet var å undersøke om bruk av hint på varighet i persepsjon av norske vokaler, ville overføres til annenspråks persepsjon av engelske AV tense (/i, ɑ, u/ ) og lax (/ɪ, ʌ, ʊ/) vokalpar produsert i vanlig og klar tale. En klar tale-fordel ble funnet for tense vokaler i «audio-only» (AO) og «video-only» (VO) for begge språkgrupper, men kun de engelske deltakerne viste en klar tale-fordel for tense vokaler i AV. Der de engelske deltakerne viste en klar tale-fordel for lax vokaler i AO, ble ikke dette funnet for de norske deltakerne. Begge språkgrupper viste ingen klar tale-fordel for lax vokaler i AV, mens en klar tale-ulempe ble funnet i VO. Resultatene viste et lignende mønster på tvers av språkgruppene, og presenterer implikasjoner på påvirkning fra et morsmål på annenspråks vokalpersepsjon, hvor erfaring med temporal timing fra en deltakers morsmål øker sensitivitet for varighetskontraster i et annetspråk.The present study is an extension of research conducted by Redmon and colleagues (2020), where native (Western Canadian English) and non-native (Mandarin) perceivers were tested, in their intelligibility of audiovisual (AV) English tense/lax vowel contrasts in plain and clear speech. In the present study, Norwegian perceivers were tested with the same conditions, and their results were compares to those of the native English. The aim was to investigate whether the use of duration cues in Norwegian vowel perception, would transfer to non-native perception of English AV tense (/i, ɑ, u/ ) and lax (/ɪ, ʌ, ʊ/) vowel pairs produced in plain- and clear speech styles. A clear speech advantage was found for tense vowels in audio-only (AO) and video-only (VO) with both perceiver groups, while only the English showed a clear speech advantage for tense vowels in AV. Where the English perceivers showed a clear speech advantage for lax vowels in AO, the Norwegian perceivers did not. For both perceiver groups, lax vowels in AV resulted in no clear speech advantage, while a clear speech disadvantage was found in VO. The results showed a similar pattern across perceiver groups, and present implications of native vowel system influence on non-native vowel perception, where experience with temporal timing from a perceivers’ native language increases sensitivity to duration contrasts in a second language

Analysing the Interplay Between Institutional-Based and Workplace Learning

Learning and working are two significant social networks in preparing individuals for future life. An understanding of learning in the workplace can inform how we organize institutional learning in order to produce competent and relevant vocational education and training (VET) graduates for the world of work. This paper explores the existing collaborative activities in the masters in vocational pedagogy (MVP) study program at Kyambogo University in Uganda and their linkage with workplaces. Two research questions were posed. (1) What collaborative activities are there in the MVP program that allow for learning in vocational teacher training institutions (VTIs) and workplaces? 2) How is knowledge constructed amongst the participating actors? The questions were investigated through in-depth, semi-structured interviews with purposively sampled participants. An analysis of the documents from the MVP project, including program reports, collaborating stakeholders meeting minutes and students’ theses, was done. The findings revealed that field expeditions and action research (AR) projects were the key activities incorporated in the MVP program to support the back and forth learning from workplaces. Through interactions and sharing practices, these activities promoted learning by solving problems encountered at work and by doing real life tasks

Tetraspanin 6: a pivotal protein of the multiple vesicular body determining exosome release and lysosomal degradation of amyloid precursor protein fragments

BACKGROUND: The mechanisms behind Aβ-peptide accumulation in non-familial Alzheimer’s disease (AD) remain elusive. Proteins of the tetraspanin family modulate Aβ production by interacting to γ-secretase. METHODS: We searched for tetraspanins with altered expression in AD brains. The function of the selected tetraspanin was studied in vitro and the physiological relevance of our findings was confirmed in vivo. RESULTS: Tetraspanin-6 (TSPAN6) is increased in AD brains and overexpression in cells exerts paradoxical effects on Amyloid Precursor Protein (APP) metabolism, increasing APP-C-terminal fragments (APP-CTF) and Aβ levels at the same time. TSPAN6 affects autophagosome-lysosomal fusion slowing down the degradation of APP-CTF. TSPAN6 recruits also the cytosolic, exosome-forming adaptor syntenin which increases secretion of exosomes that contain APP-CTF. CONCLUSIONS: TSPAN6 is a key player in the bifurcation between lysosomal-dependent degradation and exosome mediated secretion of APP-CTF. This corroborates the central role of the autophagosomal/lysosomal pathway in APP metabolism and shows that TSPAN6 is a crucial player in APP-CTF turnover

Extramural English – A Study on Vocabulary Acquisition Through Gaming

This thesis explores the role of gaming as a form of Extramural English (EE) in vocabulary acquisition among Norwegian 8th-grade students. As video games continue to dominate the recreational landscape for adolescents, their potential as informal learning environments has attracted growing interest in the field of second language acquisition (SLA). This study investigates to what extent gaming and the type of video games played influence learners’ English vocabulary knowledge. Drawing on major theoretical frameworks, the research examines how input, interaction, and output within gaming contexts contribute to lexical development. A quantitative research design was employed, combining data from the Young Learners’ Vocabulary Assessment Test (YLVAT) with a self-reported questionnaire on gaming behavior. While overall gaming frequency was not in itself a consistent predictor of vocabulary knowledge, the study found significant associations between vocabulary performance and the active use of English in various modalities during gameplay. Students who reported regularly reading, listening, speaking, and writing in English while gaming achieved notably higher scores on the vocabulary assessment, suggesting that multimodal language use in gaming contexts plays a crucial role in supporting incidental vocabulary acquisition. These findings point to the importance of not just gaming itself, but the quality and depth of linguistic interaction that occurs during gameplay. Although the study is limited by its correlational design, self-reported measures, and a non-randomized sample, it offers important pedagogical implications. By understanding how different forms of language use in digital environments influence vocabulary learning, educators can more effectively leverage students’ out-ofschool experiences to support language development. The results contribute to the broader discussion on informal language learning and underscore the potential of digital gaming as a valuable complement to formal instruction

Extramural English - A Study on Vocabulary Acquisition Through Gaming

This thesis explores the role of gaming as a form of Extramural English (EE) in vocabulary acquisition among Norwegian 8th-grade students. As video games continue to dominate the recreational landscape for adolescents, their potential as informal learning environments has attracted growing interest in the field of second language acquisition (SLA). This study investigates to what extent gaming and the type of video games played influence learners’ English vocabulary knowledge. Drawing on major theoretical frameworks, the research examines how input, interaction, and output within gaming contexts contribute to lexical development. A quantitative research design was employed, combining data from the Young Learners’ Vocabulary Assessment Test (YLVAT) with a self-reported questionnaire on gaming behavior. While overall gaming frequency was not in itself a consistent predictor of vocabulary knowledge, the study found significant associations between vocabulary performance and the active use of English in various modalities during gameplay. Students who reported regularly reading, listening, speaking, and writing in English while gaming achieved notably higher scores on the vocabulary assessment, suggesting that multimodal language use in gaming contexts plays a crucial role in supporting incidental vocabulary acquisition. These findings point to the importance of not just gaming itself, but the quality and depth of linguistic interaction that occurs during gameplay. Although the study is limited by its correlational design, self-reported measures, and a non-randomized sample, it offers important pedagogical implications. By understanding how different forms of language use in digital environments influence vocabulary learning, educators can more effectively leverage students’ out-of-school experiences to support language development. The results contribute to the broader discussion on informal language learning and underscore the potential of digital gaming as a valuable complement to formal instruction