Music Listening and Empowerment in Health Promotion: A Study of the Role and Significance of Music in Everyday Life of the Long-term Ill
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study considers music listening and its role as a lay or folk healing practice in the lives of men and women with long-term illnesses and diseases. Twenty–two participants aged 34 to 65 with long–term illnesses and diseases from Oslo and Akershus in Norway, were recruited as a strategic sample involving eight in–depth interviews stretching over a yearfrom 2004 to 2005. The research, participatory and action–oriented, focused on whether participants could, through exposure to and exchange ofnew musical materials and practices, learn to use music as a 'technology' of health promotion and self care. A novel 'Participatory CD design' was developed, involving participants' reflections on and contribution to the making offour CD compilations. Participants described their involvement with the project, and their subsequent raised musical amsciousness as beneficial, resulting in increased self–awareness and a new repertoire of musical skills relating to self care. Participants considered music listening and musicking to be important tools in the process of change and self–development, enhancing well–being and 'wellness' and offering resources for recovery and quality of life in the face of illness.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it