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Børnebibler som traditionsformidling: En litterær og teologisk undersøgelse af fem populære danske børnebibler fra 2010\u27erne
Get PDFPh.d.-afhandlingen Børnebibler som traditionsformidling - en litterær og teologisk undersøgelse af fem populære danske børnebibler fra 2010’erne er et bibelreceptionsstudie af fem populære danske børnebibler fra 2010’erne. Børnebibler er den primære kilde til den bibelske og kristne tradition for børn og deres familier til brug i private hjem i dag. Gennem litterære og teologiske analyser afdækker afhandlingen, hvordan børnebibler formidler den bibelske og kristne tradition. Med denne afhandling har traditionsformidlingen i fem af de mest populære børnebibler for første gang været genstand for grundig undersøgelse. Dermed har vi opnået et indblik i det konkrete udtryk, den bibelske og kristne tradition har, når den formidles til børn og deres familier gennem børnebiblerne i dag. Afhandlingen består af en indledning, fem kapitler og en konklusion. De fem børnebibler, der udgør afhandlingens empiri, er Synne Garffs De Mindstes Bibel fra 2007 med illustrationer af Lillian Brøgger og Cato Thau-Jensen, Sigurd Barretts Sigurd fortæller Bibelhistorier fra 2010 med illustrationer af Jeanette Brandt, Ida Jessens Bibelhistorier fra 2016 med illustrationer af Hanne Bartholin, Johannes Mølleha-ves Børnebibelen genudgivet i 2016 med illustrationer af Charlotte Pardi, og endelig Alle Børns Bibel, oversat af Ilse M. Haugaard og Johannes Møllehave i 2020 og illustreret af Kelly Pulley
Nationalbibliografi - formål og funktion: Nationalbibliografi generelt, internationale rekommandationer og en oversigt over den danske nationalbibliografi
Get PDFNationalbibliografi - formål og funktion giver en oversigt over nationalbibliografi generelt og internationale rekommandationer. Der gives en oversigt over den danske nationalbibliografi med en historisk oversigt, en redegørelse for dækning af forskellige publikationsformer og præsentation af de nationalbibliografiske institutioner. Desuden en annoteret oversigt over nationalbibliografiske fortegnelser og afslutningsvis præsenteres supplementer til dansk nationalbibliografi i form af services og databaser
Sygeplejevidenskab - myte eller virkelighed? Om genese og struktur af feltet af akademiske uddannelser og forskning i sygepleje i Danmark
No full textENGLISH SUMMARY:The aim of this study is to explore the feasibility and productivity of a model for description and analysis of what Bourdieu has called “the genesis and structure of cultural fields”, when the model is applied to the genesis and structure of a Nursing/Care Science, and of the corresponding practical, undergradutae and graduate Education for these purposes, in Denmark, during the last 20 years.
The study is primarily heuristic, and covers domains like education and pedagogy, epistemology and sociology of science.
The study does not pretend that there is or can be a relatively autonomous field of Nursing/Care Science and Education under constitution in Denmark, in the technical sense of Bourdieu’s field studies, since central features of the process point into contradictory directions. The study tries to disentangle the complex as much as possible.
During the period the craft of nursing has increasingly become academic, claiming to be based on scientific research. Among other things this has also resulted in different tentatives to organize undergraduate and graduate studies in the field, under the umbrella of different institutions and associations for research, higher learning and practical education.
The study comprehends three parts: a theoretical-empirical study of the undergraduate and postgraduate education in the field, complemented with the conclusions of a historiographic and analytical study of the institutions and associations implied in this effort to create academic-scientific structures, and two volumes of appendices, one volume related to the instruments and tables of the theoretical-empirical main study, and another volume containing the details of the historiographical study and the bibliography .
2.8.1 The three theoretical-empirical inquiries
Problem, theory and method.
The theoretical-empirical study starts with a presentation of the domain of problems studied, and of the theories of Bourdieu that will be applied. The first chapter makes some of the basic elements of theory and method available, with two of Bourdieu’s central contributions as sources of inspiration: field theory applied to science and to research education on one side, the analysis of the faculty of Medicine in Paris as part of a field theory applied to higher education in the book “ Homo Academicus “. Here the medical science is located to the right on the dimension of faculties at the University, that is to say among the learned disciplines that are most directly integrated with a professional and autorized responsibility for the maintenance of the societal order in terms of public health etc, and hence, with economic, social and political power outside the faculty, and with academic power within the faculty. At the difference of natural science, situated at the opposite end to the left of the dimension, since it is not integrated with the mundane order within and outside the faculty, but has its function and legitimity from critical thinking and fundamental science.
To the extent that the possible science of Nursing/Care would appear constitutively bound by Medical Science, the analogy with the analysis of Medical Science may be worthwhile to explore.
There is also a chapter that explains how the conceptual structure, the operationalisation and thee questionaire of Bourdieu’s Homo Academicus have been adapted for the purposes of this research..
The empirical part of the theoretical-empirical study comprehends three complementary subprojects.
2.8.2 The survey
The first step is made up of a questionnaire survey directed towards the population of both students and graduates/postgraduates implied. The questionnaire is printed in the appendix-part, together with the frequency tables of answers to the majority of the questions usefull for the further study.
The questionnaire aims at a description of the demographic, social and cultural background and life style of the students/researchers/lecturers, their ressources possibly relevant for the fact that they as former nurses started a second education in view of a different professional career, their position in the area of nursing and their standpoints on the actual development of nursing in terms of changes in the clinicial basic practical education and In-Service education, the creation of academic undergraduate education and postgraduate education, the organisation of research, the orientation of this whole development in terms of epistemology, paradigms of science, relation theory/practice etc. That is to say in terms of Bourdieu: their economic, social, cultural and symbolic capital, incorporated, objectified and institutional, related to their positions and positionings in the domain of their craft.
There is an extensive discussion of the reasons and consequences of the low /normal percentage of return of the mailed questionaires (circa 56 % of around 400 adressees). Indirect tests are brought in, in order to appreciate the degree of representativity. The conclusion is that this part of the project has to be understood as an exploration rather than as a test of the method, although there are almost no indirect signs of systematic biases in the return-sample.
The tabels with the frequencies of answers (cf. Appendices) are briefly commented, in as much they need some presentation in view of the central analysis.The whole set of data offered by the questionnaire inquiry have been submitted to an analysis of correspondences, often used by Bourdieu and scholars working in that tradition, by now well introduced in Scandinavia as well, executed with the help of the consultant Marianne Høyen.The non-mathematical aspects of the method are extensively presented, as well as 5 graphical representations together with a comment of the graphes.
The figures suggest without doubt that there are elements that discriminate between different profiles among the researchers and students, as far as their capitals, positions and positionings are concerned. Even if they as yet do not appear very clear cut: their interpretation will depend on further empirical-theoretical confirmation.
2.8.3 The analysis of the dissertations
The second empirical inquiry concerns only the ph.d dissertations of the researchers and the candidate dissertations of the Candidates in Cura from the independent School of Advanced Nursing Education at Aarhus University, basically a School for in-service training of nurses, but now housing even a cand. cur. education .
The dissertations have been analysed in two ways. By categorizing the bibliographical references there is a possiblity to define the scientific universes that have been consulted and used in the work for the dissertations. One of the intresting findings here is that there is an obvious contradiction between the tacit or open basic claim of the field alledgedly under constitution, to represent clinical nursery science, and the bulk of philosophical, human and social science inputs that are brought into play in the dissertations, while references to medical litterature are minimal.This may have to do with the contradictions in the constitution of the cand. cur. education programme, which will be discussed in the historiographic part, and with the fact that the involved researchers, if they possess a ph.d., have obtained it from human- and social science university faculties.This happened by necessity, because there were no and there are still almost no other possiblities in Denmark at least. But it happened also in many cases as a matter of principle and preference.
The text of the dissertations have been analysed and categorized, and transformed in frequency tables, which in turn also have been submitted to a correspondence analysis.
Even here a system of profiles defining different conceptions of the scientific craft involved in alledged nursery/care science writing do emerge, almost too much similar to those profiles that are the eternal reminders in the debate of the last 10 years. But some more hidden configurations also appear.
All these category systems and frequency tables are to be found in the appendices.
The text of the historiographical and analytical presentation of the involved institutions in detail,which constitutes a second part of the study, is displaced to the second volume of appendices, because of its extension. The reader will have to consult it there, but can take part of the conclusions in the first part , as they are integrated in the general conclusion of the first theoretical-empirical part, where the historiographic part is used to confirm, illustrate and complement the results of the objectified empirical inquiry.
The theoretically constructed objectified data of the first part need, at least for the reader who has not been a participant in the process, a historical description of the process, seen from the six main institutions and associations that have been housing the endeavour. At the same time it will be possible to describe other structural features of these activities.This historical reconstruction is meant to complement the first part in terms of more fully narrative and structural descriptions, which are comparable to the objectified quantifications. But it is also meant as a contribution to the social history and the history of ideas and science of the academic and scientific transformation of the craft, by a participant who is a professional on the practical and the theoretical side, but not a historian. Besides it is also to be appreciated as an effort to make available an overview of the documents and events, theoretically accessible for all interested people, but in fact almost impossible to collect, except for an insider .
The environments studied are:
The creation of a chair in Nursery Science at the Faculty of Medicine of Odense University
The activities of the Danish Institute for Health an Nursing Research ( DISS)
The activities of the Scool of Advanced Nursing Education at Aarhuus University ( DSH)
The activities of the University Hospitals Center for Nursing Research in Copenhagen (UCSF)
The activities of the Danish Nursing Research Society (DSS)
The activities of the Society of Academic Nurses in Denmark ( FASID)
Environments like the activities initiated by the Medical Research Council, or the social science Institutes of the Universities are not systematically considered in this second part .
The presentations focus mainly on the following aspects: academic structure and legitimation, recruitment of personnel, research activities and research paradigms, degree, education, curriculum, scientific paradigms.
This part concludes, focusing upon the differences within and between institutions, and upon the background of the tacit common ground (doxa), commonly named clinical nursing science.
The general conclusion of the dissertation compares the results of the first three empirical inquiries and the historiographical part in the light of the original question, generated by the field theory: can one observe, in Denmark today, in the field of Nursing/Care, the genesis of a relative autonomous field of Nursing/Care Science? The answer defended by the study is that the mutual dependency of Medical Treatment and Nursing/Care either in principle or in fact tends to difficult the genesis of such a field, either as a fundamental theoretical science or as a scientific technology. At the same a time there is a tendency to the autonomisation of the craft which is prolongated and reinforced by a tendency to translate professionalisation into academic and scientific autonomy. But even this tendency is complicated by the contradiction between the option to subordinate clinical nursery to clinical medicine in theory and practice, and the option to constitute an autonomous field in terms of a social science of education, nursing and care
Historic maps as source for hydrological reconstruction of pre-industrial landscape wetness in Denmark: a methodological study
Get PDFHistoric maps are an important primary source which can be utilized in the reconstruction of environmental variables of the pre-industrial landscape. However, methodological constraints have hitherto prevented large scale and systematic approaches. In this paper a novel methodology is presented, which documents the usefulness of the maps in the study of paleo-hydrology and thus serves a better understanding of the conditions for agricultural production under pre-drainage conditions. The methodology is developed based on eighteenth and nineteenth century maps from a 100 km2 study area in one stream catchment in East Jutland, Denmark. It combines information from two types of historic maps in order to correlate computed soil hydrology (wetness index) and recorded historic land-use. The calculated wetness indexes are derived from contour lines on topographic (military) maps (in Danish: Høje Maalebordsblade), whereas the spatial overlays are land-use classes from economic maps (in Danish: Matrikelkort - Original 1). This study demonstrates – for the first time - that the wetness index is explanatory for the agricultural suitable/non-suitable dichotomy (tilled land versus “wetland”: meadows, fens, and peat bogs) on the historic economic maps. Furthermore, the study shows that pre-industrial arable areas were stretched to their limits in respect to cropping wet soils in this agricultural dominated landscape. The study confirms the existing belief that the historic economic maps constitute the best available source of these mosaic-landscapes for periods before the intense subsurface tile drainage began. This finding opens for further methodological development and up-scaling using automatic feature detection, contour line extraction and text recognition of historical maps
Participation in Cultural Centres in Denmark
Get PDFThere is at least one cultural centre in every municipality in Denmark – in the vast majority of municipalities, many more. This means that cultural centres are probably the most widespread form of cultural institution in Denmark. So, it is surprising that there is a lack of knowledge about them. This report provides insight into a central, yet underexposed area of cultural life in Denmark. The report is part of the DELTAG (English: ‘Participate’) project (2019-23), funded by the Nordea Foundation and initiated by the Culture Centres in Denmark association and Aarhus University
En socialpædagogisk tendens? : Festskrift til Søren Langager
Get PDFDen 31/12 2021 overgik Søren Langager til den formelle status lektor emeritus på DPU, Aarhus Universitet. I den anledning afholdt vi et mindre seminar i august 2021 med afsæt i Sørens forfatterskab – godt 200 publikationer af forskellig karakter: artikler, rap‐porter, antologier, redaktionelle indledninger og temanumre af særligt Dansk pædagogisk Tidsskrift. De små oplæg fra seminaret har vi her samlet med andre bidrag fra kolleger for at fejre Søren, hans nye status og ikke mindst hans bidrag til socialpædagogikken som vidensfelt og praksisområde.
På valgfaget socialpædagogik lyder det tit, at ”Søren ved alt om socialpædagogik” og at hvis man er optaget af den ene eller den anden detalje – fra brede samfundsmæssige og socialpolitiske tendenser til institutionelle karakteristika og metodeforskrifter – så ”skal man bare spørge Søren”. Et sådan spørgsmål afføder tit nysgerrige og interesserede modspørgsmål og pludselig har man en længere dialog fyldt med personlige anekdoter, skarpe iagttagelser og intellektuelle stimulanser. Vi ønsker Søren al mulig held og lykke med sin nye status. Vi ved, at det heldigvis ikke betyder, at produktionen stopper. Og at vi stadig kan spørge Søren
Cut on the Bias: The social fabric of women\u27s lives in Maputo, Mozambique
No full textThis thesis is an ethnography of women from a poor, periurban neighbourhood of Maputo, Mozambique, during a period of neoliberal socioeconomic transformation. The study looks at how women from the neighbourhood (despite expectations of increased individualism and capitalist aspiration) actively strive to produce relationships that are intrinsically hierarchical and grounded in bonds of duty and obligation. It explores the different settings in which they cultivate these relationships: within the domestic sphere and the neighbourhood, but also in professional or institutional settings. And it examines the ends to which they put such relationships: marriage, moving to another area of the city or to a self-built house, earning a living, putting their children through school, or generally securing a future and a social position in which they are respected, recognised and cared for. Guided by their wishes and plans to make a good life, they articulate intersecting notions of propriety, status and influence, which are realised in their network of relationships and dependent on the quality of these bonds and of the people with whom they maintain such bonds. This ethnography, then, studies the ways in which these women’s networks of relationships, always personal, and always produced on the premise of difference, become constitutive of their person.
By exploring these movements, the thesis argues that the making of a social person is a process of establishing and balancing personal relationships of dependence that come to compose one’s personhood. In their efforts to weave these bonds, these women strive neither for equality nor closeness, but rather for an adequate hierarchical distance, a “tilt”. The analysis leads to a conceptualisation of personhood as a tensile, hierarchical collectivity: a composite of personal relationships of dependence that demands continuous balancing. The thesis’ narrative starts within the domestic space and moves outwards into the other spheres that are part of these women’s lives, and in so doing it comes to map the social landscape of Maputo, presenting a city composed of gendered, unequal, personal relationships of dependence that are modelled on kinship. By analysing social personhood in terms of a composite of personal relationships that are intrinsically unequal, the argument shows how Maputo’s social urban fabric is materialised in the physical organisation of the city, made of porous socio-spatial separations that define the movements of its dwellers and characterise a society with no civil arena, where all social spaces are personalised.
With classic sociological definitions of personal and impersonal relations as a backdrop, together with assumptions derived from psychological and sociological understandings of intimacy that are bound to specific, western conceptions of the individual, I discuss how intimacy and dependency in African contexts are imbricated aspects of relationality, and central to the process of production of men and women. I do so from a gendered perspective, building towards a reflection on important differences in the process of production of social personhood, which expands our understanding of dependence and intimacy in an African context by including the unequal positions of men and women in these relationships, yet undiscussed in this light. Importantly, the argument adds to debates surrounding democratisation and development projects in African countries in that it uses local practices of morally good relationships and local understandings of the collective and the public to problematise the unquestioned adoption of equality and democracy in international agents’ practices and in global discourses
Middle school students\u27 beliefs about mathematics as a discipline
Get PDFAdskillige forskningsstudier peger på vigtigheden af elevers forestillinger om matematik i forhold til deres læring, motivation og glæde ved faget (f.eks. Furinghetti & Pehkonen, 2002; McDonough & Sullivan, 2014). En del af disse forestillinger dannes tidligt i livet og udgør dermed et filter, hvorigennem nye erfaringer og informationer fortolkes. Forskning viser, at et dualistisk perspektiv, som er karakteriseret ved at opfatte matematik som en statisk samling af regler og procedurer, der skal læres udenad, ikke anses for at fremme elevernes læring eller glæde ved matematik. I modsætning hertil er et relativistisk perspektiv, hvor matematikken opfattes som et dynamisk, sammenhængende og anvendeligt system, relateret til høje faglige præstationer, entusiasme og en positiv selvopfattelse (f.eks. Gattermann m.fl., 2012; Grigutsch, 1998).
Aspekter af matematikken som disciplin (forstået som matematikkens samfundsmæssige, kulturelle, historiske og videnskabelige aspekter) bør således inddrages i matematikundervisningen for at udvikle elevernes syn på matematik i en relativistisk retning. Dermed øges elevernes indsigt i matematikkens karakter og rolle i verden. Sådanne indsigter er centrale i udviklingen af matematisk kompetence, som er en væsentlig del af deres almendannelse (eller Allgemeinbildung) i forhold til at være borgere i et demokrati. Derfor bør matematikundervisningen i et demokratisk samfund ideelt set bidrage til en sådan indsigt. Dog er der stærke indikationer på, at dette ikke nødvendigvis er tilfældet, som for eksempel påpeget af Schoenfeld (2015) og Fitzmaurice m.fl. (2021).
En målsætning om at udvikle forestillinger, der bidrager til elevernes matematiske kompetencer, indebærer en diskussion om, hvordan sådanne forestillinger kan udvikles og undersøges. Mens der findes omfattende viden om, hvilke forestillinger, eleverne besidder om matematik, er der imidlertid kun en begrænset mængde forskning, der omhandler udviklingen af elevers matematikrelaterede forestillinger i forhold til hvordan de dannes eller ændres, og hvordan en sådan udvikling kan igangsættes såvel som undersøges og vurderes. Desuden fokuserer kun få studier på yngre elevers forestillinger om matematik, heraf ingen i en dansk kontekst.
Dette projekt fokuserer på, hvordan elevers forestillinger om matematik som disciplin kan udvikles i den danske grundskole. I Fælles Mål for matematik er matematik som disciplin repræsenteret ved matematisk overblik og dømmekraft, der omhandler viden og forestillinger om tre aspekter: 1. matematikkens anvendelse i andre discipliner og praksisfelter, 2. matematikkens historiske udvikling, og 3. matematikkens karakter som fagområde (Niss & Højgaard, 2002). Meget tyder på, at danske matematiklærere generelt ikke medtænker eller anvender disse aspekter i deres undervisning, hvilket muligvis kan relateres til manglende redskaber til at implementere dem.
Hovedformålet med nærværende studie er at bidrage til udviklingen af elevernes forestillinger om matematik som disciplin gennem øget fokus på de tre former for overblik og dømmekraft. Dermed medvirker studiet til en øget forståelse af karakteren af danske mellemtrinselevers forestillinger om matematik som disciplin, samt de processer, der er involveret i udviklingen heraf. Endvidere giver det viden om, hvordan disse forestillinger og deres udvikling kan undersøges og karakteriseres.
Studiets hypotese er, at et længerevarende fokusskifte i matematikundervisningen kan bidrage til en ændring af mellemtrinselevers forestillinger om matematik – særligt, at et øget fokus på matematisk overblik og dømmekraft kan have en positiv indflydelse på deres forestillinger om matematik som disciplin. Denne hypotese testes gennem to forskningsspørgsmål:
Hvad kendetegner danske mellemtrinselevers forestillinger om matematik som disciplin?
Hvilke ændringer kan spores i elevernes forestillinger om matematik som disciplin efter en longitudinal intervention, der fokuserer på at udvikle elevernes matematiske overblik og dømmekraft.
Begge spørgsmål behandles på to niveauer: et generelt niveau, der undersøger elevernes forestillinger i to 6. klasser gennem et spørgeskema, og et dybdegående niveau, hvor fire elevers forestillinger og holdninger undersøges gennem triangulering af data fra spørgeskema, interviews og – i forhold til forskningsspørgsmål 2 – klasserumsobservationer. Det første forskningsspørgsmål fokuserer på at undersøge elevernes forestillinger forud for interventionen. Det andet forskningsspørgsmål addresseres gennem en toårig longitudinal intervention, hvor der anvendes en designbaseret forskningstilgang til at udforske, hvilke principper i undervisningen der kan understøtte udviklingen af elevernes overblik og dømmekraft. Disse principper udformes, testes og justeres i fire iterationer i samarbejde med de to matematiklærere i de deltagende klasser. Elevernes forestillinger og disses udvikling analyseres i forhold til refleksionsniveau, forstået som graden af eksemplificering, argumentation og sammenhæng.
Resultaterne viser, at selvom de deltagende elever fandt det vigtigt at lære matematik, havde deres opfattelse af matematik en tendens til at være af dualistisk karakter, og deres forestillinger om matematik som disciplin var enten ikkeeksisterende eller sammenfaldende med deres forestillinger om matematik som skolefag. Desuden var niveauet af refleksion i deres forestillinger generelt lavt. Disse resultater er i tråd med eksisterende international forskning. Efter to års intervention blev eleverne mere bevidste om aspekter knyttet til matematik som disciplin. Deres forestillinger syntes primært at have udviklet sig med hensyn til refleksionsniveau – navnlig inden for aspekter, som eleverne ikke tidligere havde udviklet nogen forestillinger om (for eksempel matematikkens historiske udvikling). Studiet viser derved, at perifere eller spirende forestillinger er lettere at ændre end forestillinger, der er baseret på gentagne erfaringer i klasseværelset og dermed er blevet centrale og robuste.
Derudover illustrerer projektets metodologiske bidrag, hvordan vanskeligheder forbundet med at undersøge komplekse og utilgængelige forestillinger kan imødekommes gennem en triangulering af datatyper samt et longitudinalt design, faciliteret af en designbaseret forskningstilgang, der muliggør en undersøgelse såvel som en udvikling af elevernes forestillinger i den kontekst, hvor de dannes.
Projektet er gennemført i perioden 1. februar 2019 – 12. august 2022
Proceedings of the 29th EG-ICE International Workshop on Intelligent Computing in Engineering
Get PDFThis publication is the Proceedings of the 29th EG-ICE International Workshop on Intelligent Computing in Engineering from July 6-8, 2022. The EG-ICE International Workshop on Intelligent Computing in Engineering brings together international experts working on the interface between advanced computing and modern engineering challenges. Many engineering tasks require open-world resolution of challenges such as supporting multi-actor collaboration, coping with approximate models, providing effective engineer-computer interaction, search in multi-dimensional solution spaces, accommodating uncertainty, including specialist domain knowledge, performing sensor-data interpretation and dealing with incomplete knowledge. While results from computer science provide much initial support for resolution, adaptation is unavoidable and most importantly, feedback from addressing engineering challenges drives fundamental computer-science research. Competence and knowledge transfer goes both ways.
This publication is the Proceedings of the 29th EG-ICE International Workshop on Intelligent Computing in Engineering from July 6-8, 2022. The EG-ICE International Workshop on Intelligent Computing in Engineering brings together international experts working on the interface between advanced computing and modern engineering challenges. Many engineering tasks require open-world resolution of challenges such as supporting multi-actor collaboration, coping with approximate models, providing effective engineer-computer interaction, search in multi-dimensional solution spaces, accommodating uncertainty, including specialist domain knowledge, performing sensor-data interpretation and dealing with incomplete knowledge. While results from computer science provide much initial support for resolution, adaptation is unavoidable and most importantly, feedback from addressing engineering challenges drives fundamental computer-science research. Competence and knowledge transfer goes both ways.
Biblioteksstandardisering i Danmark: Udvikling og implementering af standarder på biblioteksområdet i Danmark
Get PDFFormålet med Biblioteksstandardisering i Danmark er at give et overblik over udvikling og implementering af standarder på biblioteksområdet i Danmark