Integrating Constrained Experiments in Long-Term Human–Robot Interaction Using Task- and Scenario-Based Prototyping

In order to investigate how the use of robots may impact everyday tasks, twelve participants in our study interacted with a University of Hertfordshire Sunflower robot over a period of 8 weeks in the university's Robot House. Participants performed two constrained tasks, one physical and one cognitive, four times over this period. Participant responses were recorded using a variety of measures including the System Usability Scale and the NASA Task Load Index. The use of the robot had an impact on the experienced workload of the participants di?erently for the two tasks, and this e?ect changed over time. In the physical task, there was evidence of adaptation to the robot's behavior. For the cognitive task, the use of the robot was experienced as more frustrating in the later weeks.     

Ranking national research systems by citation indicators. A comparative analysis using whole and fractionalised counting methods

This paper presents an empirical analysis of two different methodologies for calculating national citation indicators: whole counts and fractionalised counts. The aim of our study is to investigate the effect on relative citation indicators when citations to documents are fractionalised among the authoring countries. We have performed two analyses: a time series analysis of one country and a cross-sectional analysis of 23 countries. The results show that all countries’ relative citation indicators are lower when fractionalised counting is used. Further, the difference between whole and fractionalised counts is generally greatest for the countries with the highest proportion of internationally co-authored articles. In our view there are strong arguments in favour of using fractionalised counts to calculate relative citation indexes at the national level, rather than using whole counts, which is the most common practice today.     

Bridging theory and practice in Norwegian teacher education through action research

Handling the relationship between theory and practice is seemingly an endless challenge in Norwegian teacher education, and bridging theory and practice is highlighted whenever discussions about improvement of teacher education are raised. This article contributes to this discussion by shedding new light on the relationship through an analysis of empirical findings recorded in a subject-oriented action research project. The project was conducted as part of the subject Religion, Philosophies of life and Ethics integrated into teacher education at the University of Stavanger in 2008/09, and its name was ‘Teaching about Religious Diversity in School – Applying and Developing an Interpretive Cultural Approach to Religious Education’. As the name indicates, the project has tried out a particular approach to religious education. The tryout has been done by a community of practice. In this article I am asking whether findings from the project are pointing towards pedagogical approaches possible to categorize on a meta-level, and in which way these detected approaches shed new light upon the relationship between theory and practice in teacher education.     

Identity at Risk: Students’ Identity Configuration in the Aftermath of Trauma

Two and a half years after the July 2011 massacre on the Norwegian island of Utøya, 68 of the adolescent survivors were interviewed about their everyday life at school. The interviews revealed changes in the interplay and counterplay between student identity and social identity when new identities connected to the massacre were introduced in the school arena. This dynamic has two prominent contradictory aspects: (1) the strong need to avoid being associated with the massacre, yet (2) they also experience a high degree of imposed external framing of identity configuration. This article investigates school as an arena where unwanted identity changes are played out. School emerges as an arena that can complicate the rehabilitation process by confirming and specifying the changes caused by exposure to trauma. Implications for what trauma support at school could entail for trauma-exposed adolescents are indicated.     

Action research – connecting practice and theory

Teacher education is often criticised for not being relevant and for there being a lack of continuity between practice teaching and the university coursework. In the literature, action research is presented as a way to bridge the gap and connect the two. The present article explores, through a qualitative study, how research-based knowledge communicated at the university and experiences from practice teaching interact in student teachers’ action research projects. The study also explores the outcome, for the student teachers, of conducting research in their practicum. The findings show that student teachers use theory and research in many different ways, and they are both consumers and producers of research. They especially emphasise the outcome of theory interacting with real situations encountered in the teaching practice. Contributing to a positive impact on their outcome were the opportunity they are offered to reflect on their own practice, the possibility they have to focus on something they find important, and the chance to make their own experiences with a particular tool for professional development.     

Brand creation in international recurring sports events

Although recurring sports events are held more frequently and by a larger number of cities than one-off events, little research has examined the branding process within recurring events. This paper addresses this gap by examining the brand creation process for international recurring sports events. Based on Parent and Séguin's (2008) model for one-off sports events, a comparative case study of the Alberta World Cup (Canada) and World Cup Drammen (Norway) cross-country ski events was conducted. Findings included similarities (leaders’ skills/value-based actions, induced event experiences, and institutional experiences) and differences (branding/marketing efforts, recognition of the sport, and nature of the event (success, media coverage, geographic location, and history/impact)). An expanded model of event brand creation is proposed, which can be applied to both one-off and recurring sports events in small and large North American and European cities.     

Deaf and hard-of-hearing adolescents’ experiences of inclusion and exclusion in mainstream and special schools in Sweden

This study examines the question of which school environment – special or mainstream school – is more favourable for deaf and hard-of-hearing students in Sweden, when it comes to their well-being, and their social and academic inclusion. The aim is threefold: first to compare the well-being of adolescents who are deaf or hard-of-hearing, who are deaf or hard-of-hearing and have additional disabilities, and who have no disabilities; second to compare the adolescents from the two deaf and hard-of-hearing groups and their experiences of inclusion and exclusion in school; and third to ascertain if any gender differences exist between the two groups of deaf and hard-of-hearing students concerning their experiences of inclusion and exclusion. A total of 7865 adolescents (13–18 years of age) answered a total survey about the life and health of young people in a county in Sweden. The results show that both boys and girls in the hard-of-hearing groups rated their well-being lower and were less satisfied with their lives than pupils without disabilities. They also show that the hard-of-hearing boys and girls attending special school were more satisfied with their lives and to a greater extent felt included both socially and academically than students in mainstream school.     

Researchers’ perceptions of citations

This paper looks at how citations are perceived among scientists. Based on a questionnaire survey it traces the repertoire of views and experiences about citations that could be found among Norwegian scientists that had published highly cited papers. Their views circle around three issues: the relation between the quality (or importance or significance) of a paper and its citation history; the importance of visibility and how different sorts of factors play a role in determining citation in general and high citation in particular; and the fairness (or lack of fairness) of the system. Taken together, the respondents’ answers and comments offer an informal (and fragmented) sociology of citations and their role in the world of science. In the final section we discuss the relevance of our findings in respect to the increasing use of citation indicators in science policy and research evaluations.