Abstract. The core aim of the present study is to compare the effects of a safety campaign and a behavior modification program on traffic safety. As is the case in community-based health promotion, the present study's approach of the attitude campaign was based on active participation of the group of recipients. One of the reasons why many attitude campaigns conducted previously have failed may be that they have been society-based public health programs. Both the interventions were carried out simultaneously among students aged 18-19 years in two Norwegian high schools (n = 342). At the first high school the intervention was behavior modification, at the second school a community-based attitude campaign was carried out. Baseline and posttest data on attitudes toward traffic safety and self-reported risk behavior were collected. The results showed that there was a significant total effect of the interventions although the effect depended on the type of intervention. There were significant differences in attitude and behavior only in the sample where the attitude campaign was carried out and no significant changes were found in the group of recipients of behavior modification.
This article discusses the theoretical concepts of social inclusion and integration, topic, which have received new attention with the recent rise in international migration. According to the UN, "Social inclusion and integration are a key goal for social development", and a clearer understanding of these concepts can contribute to building better migrant programs. Here the authors develop a theoretical model based on empirical research conducting in Norway that reflects the relationship between social inclusion and integration, discuss the factors that affect these two processes, highlight the importance of the independent choice of the person in the two processes, rather than considering just the one side of society helping migrants. The authors conclude by describing possibilities for subsequent future empirical studies in this framework that can improve migrant outcomes. The article is exploring the origins and the definitions of social inclusion and integration to distinguish these concepts. Currently in science, there are many definitions of social inclusion. But it is still clear that the existing literature does not address the number of questions: what, if any, are the individual's "obligations" when it comes to social inclusion? Are there different types of social inclusion? What are the main factors that affect the transformation processes from social inclusion to integration? The aim of this paper is to distinguish between social inclusion and integration focusing initially on origins and definitions of concepts and then its measurement. The authors used the semi-structure interview to explore the life experience of immigrants, studying and living in Norway.
Music is to a large extent understood as if it is a language. This is also true when it comes to the recently published book Communicative Musicality edited by Stephen Malloch and Colwyn Trevarthen (2009a). In this essay it is demonstrated that a lingocentric understanding of music is strongly connected to modernity, but also that early experimental psychology presupposed a distinction between music and language. Polyphony, therefore, is here presented as a characteristic for the musical system.
Artikkelen tar utgangspunkt i en intervensjonsstudie blant ungdom i trafikksikkerhet, der man undersøkte effekten av en holdningskampanje satt opp mot effekten av en rent atferdsmodifiserende intervenering. Holdningskampanjen viste en svak via moderat til sterk effekt på opp til fem av de seks dimensjonene, mens atferdsmodifikasjonen viste ingen signifikant effekt med unntak av en av dimensjonene. Dette bryter med de fleste studier som sier at holdningskampanjer ikke har noen effekt. Dette forholdet blir forklart med at holdningskampanjer kan være mye forskjellig og at effekten sannsynligvis skyldes måten de er bygd opp på. Denne kampanjen ble basert på fem ulike faktorer som det utredes teoretisk for: »motstand mot læring«, »følelser«, »estetikk«, »tid« og »eierskap«. Argumentene går på at motstand mot læring eller endring er en logisk faktor psykologien tidligere tok høyde for, men som ikke har nedfelt seg særlig godt i læringspsykologien. Med utgangspunkt i de klassiske oppfatningene av følelser blir det argumentert for at følelser skaper et kaos som gjør at subjektet mobiliserer en strategi for å kunne møte et inntrykk. Estetikk gjør at inntrykket også kan få et uttrykk. Tidsfaktoren gjør at hele prosessen får festnet seg, og eierskapet blir et uttrykk for at den har festnet seg.
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