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Fra migrant til SOSU-aspirant: Uddannelse og rekruttering af herboende migranter til ældreplejen
Get PDFFra Migrant til SOSU-aspirant præsenterer resultater, der bidrager til gentænkning af de aktuelle rekrutterings- og fastholdelsesstrategier inden for social- og sundhedsfagene og ældre-plejen. Rapporten er resultatet af et treårigt forsknings- og innovationsprojekt med formålet:
at foreslå løsninger til, hvordan social- og sundhedsskoler og kommuner bliver bedre til at skabe attraktive og inkluderende uddannelses- og arbejdsmiljøer og dermed tiltrække og fastholde flere social- og sundhedselever og -medarbejdere med migrantbaggrund
at give social- og sundhedselever med migrantbaggrund redskaber til at forbedre deres læring, kommunikation og samarbejde i læringssituationer.
Projektet har kombineret eksplorativ antropologisk forskning og feltarbejde med samskabelse og it-udviklingsprocesser. Rapporten præsenterer viden om og erfaringer med barrierer og indsatser for adgang til og gennemførelse af en social- og sundhedsuddannelse blandt elever med migrantbaggrund. Vi præsenterer på den baggrund dels en række anbefalinger til et bedre elevforløb, dels prototypen på det læringsunderstøttende digitale værktøj, SOSU Appen
Tilblivelse af en musical : En analyse af de funktioner og arbejdsprocesser, der foregår i arbejdet med at lede og organisere opsætningen af en semiprofessionel musicalforestilling.
Get PDFDette studie beskriver de processer der foregår, når Musical Silkeborg opsætter en nyskreven musicalopsætning, Drewsen. Da der er tale om en helt ny egenproduktion, bliver det dermed muligt at følge hele processen fra ide til forestilling. Musical Silkeborg laver nogle bemærkelsesværdige opsætninger, da de er af semiprofessionel karakter. Det vil sige, at visse aktører som instruktør, dirigent og de ledende roller løses af professionelle, mens store biroller og ensemblet, teknik og mange andre opgaver varetages af frivillige.For at opsætte en semiprofessionel musical skal mange ting koordineres og gå op i en højere enhed, for at resultatet bliver en forestilling af høj kvalitet.
Mit forskningsspørgsmål lyder derfor: Hvilke processer indgår i tilblivelsen af en semiprofessionel musicalforestilling? Herunder undersøges i det følgende, hvordan arbejdet med opsætningen ledes og organiseres, fra stykket udvælges til arbejdet med at pille scenen ned igen er afsluttet? Hvordan koordineres og holdes der sammen på et netværk af forskellige aktører som professionelle skuespiller og lokale amatører, specialiserede teknikere og frivillige, musikere og mange andre, som bidrager med tid, penge, udstyr og viden?
Dette studie handler om ledelse og organisering og interesserer sig for processer, arbejdsgange og funktioner, snarere end for personer, motiver og oplevelser. Det sker med udgangspunkt i inspiration aktør-netværksteori som analytisk ramme og teoretisk afsæt for at forstå ledelse og organisering. Med aktør-netværksteori fokuseres på, hvad netværk gør ved at samle et utal af humane og ikke-humane aktører og undersøge, hvordan noget samles, forbliver holdt sammen eller falder fra hinanden samt hvilke effekter, der genereres herved. Studiet tilrettelægges som et empirisk feltarbejde, hvor de forskellige aktører, følges og observeres, når de arbejder med deres opgaver. Disse aktørers arbejde former et netværk, der kan kortlægges. Hverken produktionsleder eller instruktør er den eneste aktør i organisationen, som kan være kilde til handlinger, det kan andre humane aktører også, foruden materielle aktører som teknologier, ideer og bygninger. Derfor forstås opsætningen af en musicalforestilling som en proces, der indebærer en løbende samling af ideer, mennesker, kompetencer, teknologier med meget mere. Det er netop beskrivelsen af, hvordan disse forskellige aktører samles, holdes sammen og hvilke effekter, disse samlinger genererer, som er interessant at kortlægge og beskrive
Tales of Bygone Kings. Discussions of Monarchy, Form of Government and Popular Sovereignty in Danish Medievalistic Literature c. 1789-1848
Get PDFThis dissertation, entitled Tales of Bygone Kings. Discussions of Monarchy, Form of Government and Popular Sovereignty in Danish Medievalistic Literature c. 1789-1848, studies how Danish fictional literature published between c. 1789 and 1848 used representations of medieval regents to consider political issues pertaining to the absolute monarchy and popular, political agency. The dissertation takes as its starting point an overview of the distribution of publications of this type of literature from the last part of the eighteenth century and the first half of the nineteenth century. I this is identified a tendency that on the whole, fictional literature about Danish, medieval regents are first published in the 1790s, that the frequency of publication drops in the first two decades of the nineteenth century, and that there is a significant increase in the number of publications from the 1820’s and until 1848. The dissertation studies why the publications of fictional literature about medieval regents are distributed in this way and argues that there is a relation between high frequency in publications and periods in which questions about royal power and form of government is more widespread in the Danish public. Following this, the dissertation examines how the literary depictions of medieval regents were used to consider political questions pertinent to royal power in the period
Because of the significant amount of objects of analysis, the dissertation is limited to examine representations of the events in Danish, royal, medieval history, which are most often represented in the literature. The dissertation therefore studies fictional literature about Sweyn Grathe, Canute V and Valdemar the Great; Eric Clipping and Eric Menved; the Interregnum 1332-1340 and Valdemar Atterdag; and Christian II, divided between c. ten novels, twenty plays, some poems and ballets. The corpus for analysis consists of some well-known works, but is mostly comprised of literature that has not or has rarely been studied by researchers.
The dissertation consists of four chapters that examine different political themes, which are prevalent in the studied literature. The first chapter focuses on the first wave of medievalistic literature published over a few years in the 1790s. The chapter analyses the significant influence of republican thought in literature, which is also found in the literature of the nineteenth century, but particularly finds expression in the literature of the late eighteenth century. The chapter consists of analyses of two literary works about the end of the Interregnum; Levin Christian Sander’s play Niels Ebbesen af Nørreriis [Niels Ebbesen of Nörreriis] (1797) and Malthe Conrad Bruun’s ode “Niels Ebbesen, Tyrandræberen” [Niels Ebbesen, the Tyrant Killer] (1797), which both incorporates republican ideas into a fictional, Danish context, but to significantly different effects.
The second chapter deals with ius resistendi, the right to resist an unfit ruler. This was not a theme that was discussed in the public debate of the period, but the theme is quite prevalent in the literature studied in the dissertation. The chapter demonstrates that it is a widespread theme by providing an overview over where and how the theme finds expression in literature and mapping out the different stances towards ius resistendi expressed through different literary works.
The third chapter of the dissertation examines the distribution of political agency between regent and people in the literary works. It shows how the fictional people are provided with a degree of political agency which is significantly greater than that of the contemporary, real Danish people and how the king in some instances – but not all – is reduced to a more politically passive figure. Like chapter two, this chapter consists of selections from a number of literary works which functions to map out the different ways in which the distribution of political agency is dealt with in the literature.
The fourth chapter has a dual but connected aim. It analyses how some of the literature dealt with nationalises the figure of the king so that the king is not only portrayed as a political head of state, but is given a part in the national, popular community. In addition to that, the chapter examines why the large majority of the fictional literature about Christian II is limited to being published in the 1830s and 1849s. The chapter analyses the nationalisation of Christian II in three literary works about the king: Hans Christian Andersen’s play Kongen drømmer [The King Dreams] (1844), Carsten Hauch’s novel Vilhelm Zabern. En Autobiografi fra Christian den Andens Tid [Vilhelm Zabern. An Autobiography from the Time of Christian the Second] (1834) and Ole Bang’s Kongen vaagner [The King Awakens] (1846). The chapter argues that Christian II’s status as a king of the people or king of the burghers makes him an apt figure for discussing inclusion of the people in the government of the country, and that the emotionally controlled nature of the king makes him fit for exploring whether one is necessarily suited for reigning only because one is born to do it. Both are political issues which are highly pertinent to Denmark in the 1830s and 1840s, by when the absolute monarchy had had its day and it was widely acknowledged that the country would soon transfer to constitutional monarchy.
The dissertation comprises a contribution to the understanding of how the Danish literature of the eighteenth and nineteenth centuries facilitated considerations about contemporary political issued, which in the case of the nineteenth century could not be discussed explicitly in public because of the restrictions of the freedom of the press which gave strict limits for public discussion of royal power and the government. The dissertation thereby contributes to expanding the understanding of the public debate and the considerations which preceded the abolition of the absolute monarchy in 1848 and thereby demonstrates how fictional literature provides a fruitful supplement to the description of the political development during the late absolutism offered by historical research
Pædagogers arbejde med børn og unge i fritidspædagogikken : Fritidspædagogikkens betydning for børn og unges trivsel, udvikling og livsmuligheder
Get PDFDenne rapport formidler centrale resultater fra et forskningsprojekt, der har haft fokus på fritidspædagogikkens betydning for børn og unges trivsel, udvikling og livsmuligheder.
Rapporten tager afsæt i et forskningsprojekt, der økonomisk er støttet af BUPL’s Forskningsfond, og som har forløbet over et år i perioden 2021-2023. I denne periode har pædagoger, ledere samt børn og unge bidraget med vigtig viden til at udforske, hvordan det fritidspædagogiske arbejde rummer muligheder for at arbejde med børn og unges trivsel, men også, hvordan det fritidspædagogiske arbejde rummer muligheder for at skabe trivsel og forebygge oplevelser af mistrivsel
Conceptual Design Tool for Structural Layout Optimization in the Early Design Phase
Get PDFThis thesis develops a conceptual design tool capable of generating optimized structural layout suggestions for building design in the early design phase. The structural layout of a building is the arrangement and design of the load-bearing elements that support the weight of the building and resist external forces. The structural layout in this project solely consists of prefabricated reinforced (RC) elements. The use of prefabricated RC elements is embedded in the Danish construction industry and will likely remain so in the foreseeable future. Therefore, there is great potential for more effective use of concrete in terms of sustainability and decreasing cost. The proposed design tool can help fulfill this potential. Action Research (AR) is used to create the conceptual framework of the design tool. The AR analysis consists of semi-structured interviews and a co-creation workshop where architects, engineers, and contractors contribute to the development of the design tool to ensure that the final tool conforms to real-world practice. The final design tool is based on this framework and developed using four core principles: optimization, interactivity, dissemination, and automation. A novel parametric modeling method is developed in the design tool called Adjacent Polygon (APoly) representation. The APoly method creates a dynamic parametric representation of a given building plan to generate diverse yet feasible structural layout suggestions. The evaluation modules of different structural typologies are constructed using surrogate models in the form of Neural Networks. The surrogate models are combined in a hierarchical structure to create an algorithm capable of predicting the optimized geometry and corresponding cost for a structural element based on the external conditions inputted into the algorithm. The entire network of prediction models is then combined with a meta-heuristic optimization algorithm in the form of a Genetic Algorithm (GA) to create a surrogate-assisted optimization framework. A repair algorithm is incorporated into the GA to increase the number of valid solutions generated during each optimization iteration to decrease the convergence time. The performance and reliability of the design tool are validated through two groups of local and global case studies. The first group consists of parameter sensitivity studies on the local approximation modules for each structural typology. The second group of validation studies examines the design tool’s effectiveness across relevant building plans and scenarios. The corresponding results demonstrate that the tool can effectively adapt to these different settings and produce optimized structural layout suggestions. It is also demonstrated that the design tool can conduct multi-objective optimization and produce a front of Pareto optimal solutions
Inclusion in the Faroese public school: From political vision to practice in tension between general education and special needs education
Get PDFThe research study focused on exploring the development of inclusive education in the Faroese public school from political vision to practice. The study used Situational Analysis as its theoretical and methodological framework and involved interviewing 97 actors in the Faroese school system and analysing school policy documents. The study aimed to understand how the global vision of inclusion is transferred, translated and transformed in the local environment of the Faroe Islands as a very small society.
The study revealed the absence of overarching initiatives and leadership to promote inclusive education in the Faroese school system. This is partly explained through the Faroese culture and the close relationship between culture/practice and the political sector in a small society like the Faroe Islands. The research raises the question of where the impetus for initiating and motivating inclusive development processes should come from. Although the Faroe Islands is a small society with a historical dependency on Denmark, it is also part of the global world and inspired by international policies and research that affect its practice. Hence, despite being subject to the basic conditions of a small society, there are also points of similarity with the international environment. The findings reveal that the development of inclusive education in the Faroe Islands finds itself caught in the middle of cross-pressures from different and divergent global school policy trends and special features of local policy practice and local traditions and culture.
The study argues that inclusive education should be an issue for an overarching school policy that applies to the entire school environment. It provides insights into pupils\u27 perspectives, which can contribute to developing inclusive education. If pupils are listened to and heard as experts in their school lives, we can understand what it takes to achieve inclusion. In our search for effectiveness and quality of school life, pupils\u27 perspectives can serve as a "directional indicator" for inclusion.
Understanding inclusion as a situational and involvement issue means that the development of inclusion is not just about the structure and organisational and strategic measures but also about social learning processes that require involvement from multiple standpoints. In the Faroese case, this primarily means involvement from the administrative and political sectors to initiate, motivate and lead inclusive school development processes while also involving stakeholders\u27 experiences, perspectives, views, and positions from different social worlds and arenas to discuss and negotiate how to approach and develop inclusion.
The study focused on the tension between general education and special needs education problematised through a compensatory and inclusive approach. The empirical material reveals that the Faroe Islands\u27 education system primarily has a narrow approach to translating inclusive principles into practice. Simultaneously, it also reveals that the actors view the inclusive approach as desirable but requiring significant changes in the legislation concerning political and local leadership, in structure, collaboration and with regard to understanding the concept of being professional. This research argues that developing inclusive education must be anchored in local policy and culture and may require combining compensatory and inclusive approaches to work with and handle dilemmas. In the Faroe Islands, there is an increased demand for special educational needs settings with a compensatory approach, which may hinder the transformation of inclusive principles. This is because structural reforms without working to ensure that teachers, pedagogues, and other educational and advisory staff work inclusively do not lead to the transformation of inclusive principles into practice. Developing inclusive education requires recognising and working in and with dilemmas between special needs education and general education.
This study advocates a whole situational approach that has allowed me to develop and propose “situated inclusion” as a new concept in the global and local discourse on inclusive education. “Situated inclusion” addresses the four core involvement elements of community involvement, negotiating involvement, policy and administration involvement and argument involvement. This may be the direction to take to develop inclusive education in the Faroe Islands
Exploring School Culture: Technical report for data collection
Get PDFThe following is a description of the process of selecting and recruiting schools, classrooms and teachers for the completion of the Exploring School Culture (ESCU) survey.
The ESCU-survey was part of the “Exploring School Culture” research project, funded by the Velux foundation. The survey was collected among Danish 6th and 9th students and their respective mathematics and Danish teachers, during the first half of 2019.
The following topics will be addressed.
Survey development and validation
Sampling process
Recruitment
Non-response
Comparison of respondents to full population of students
The full questionnaires are specified in the appendi
Evalueringsrapport. Steiner HF
Get PDFDenne rapport har til formål at sammenfatte, hvordan HF-uddannelsen på Steinerskolerne har fungeret, siden den implementeredes i 2018
Casting the runes and parsing them: Unpacking software mediation, interactions, and computational literacy in non-conventional programming configurations
Get PDFThis dissertation is an investigation of computational literacy and how it is shaped by software use and mediation. Early visionaries such as Perlis and Naur recognized the need for everyone to learn computing, but these ideals are yet to be fully realized. Arguably, a narrow focus on computational thinking is the more popular approach in contemporary computing education research and policymaking. Another branch of researchers, in particular Kay and diSessa, have argued for the need for providing the right media for computing. In line with them, I argue that a more materially grounded literacy is a necessary step. By extension, this means providing a better understanding of how these material conditions (e.g., software) influence the development of computational literacy.
Through eight studies, I have employed a mix of qualitative methods and constructive design research. The qualitative methods fall under ethnography, technography, and retrospective autoethnography. The empirically grounded research draws from interviews with five humanities students, interviews and observations of four biomolecular scientists, interviews with 12 experienced programmers, and a workshop and observations of 12 experienced knitters. These interviews focused on their experiences with programming, their ability to use and appropriate unfamiliar software, and their feelings of mastery and disempowerment. This is supplemented with technographic investigations of computational media, literate computing environments, and programming interfaces that focuses on the mediating qualities of software for programming such as interaction, semiotics, ethics, and transformation.
My work has shown the importance of the material foundations of computational literacy in these contexts. More specifically, the material conditions affect this literacy in multiple ways such as the dissonance between software visions, people’s expectations, and the practical implementations. People experience disempowerment and crises and resolve those through various means such as enrolling a more capable peer or incorporating supporting artifacts. The dissertation further presents computational media as a promising, yet fragile software paradigm and shows how this paradigm blends use and development, inscribes particular user roles, and balances between evoking trust and alienation in its users. Finally, by emphasizing a theoretical lens of self-concept in the context of computational literacy, the dissertation provides a view of literacy as a product of continuous experiences and confirmations from people’s social and material lifeworlds.
These findings should resonate with scholars of new media, human-computer interaction, and computing education, as the dissertation explores the complex mutual relationships between people’s cultural, social, and material environments as well as their ongoing and sometimes contradictory ways of seeing themselves. Computational literacy can be emancipatory for everyone, not just for computer scientists, yet the development of literacy demands adequate conditions. This dissertation is an argument for the importance of those conditions.At riste og råde runerne: En udlægning af mediering, interaktion og datalogiske kompetencer i ukonventionelle programmeringskonfigurationer
Denne afhandling er skrevet på engelsk. Jeg benytter engelske begreber, som desværre er vanskelige at oversætte uden at miste noget af deres betydning. Eksempelvis er der på engelsk en forskel mellem literacy og kompetencer, som ikke findes på samme måde på dansk. Computational har jeg nogle steder i det følgende oversat til datalogisk, selvom der er en mindre begrebsmæssig forskel. Ligeledes har jeg oversat computing til datalære, hvor det er hensigtsmæssigt.
Afhandlingen er en undersøgelse af datalogiske kompetencer (en. computational literacy), og hvordan de formes af softwarebrug og -mediering. Tidlige visionærer som Perlis og Naur indså behovet for, at alle skulle lære datalære, men disse idealer er endnu ikke opfyldt. Et snævert fokus på datalogisk tænkning (en. computational thinking) er tilsyneladende en mere populær tilgang i aktuel uddannelsesforskning og på den politiske dagsorden. En forskningsgren, anført af blandt andre Kay og diSessa, har argumenteret for behovet for de rigtige medier i datalære (en. computing). I tråd med disse argumenter italesætter jeg også det nødvendige i mere materielt funderede kompetencer. Det betyder altså i denne sammenhæng, at der er behov for en bedre forståelse af, hvordan de materielle betingelser (fx software) påvirker udviklingen af datalogiske kompetencer.
Gennem otte studier har jeg anvendt en kombination af kvalitative metoder og konstruktiv designforskning. De kvalitative metoder er mere specifikt etnografi, teknografi og retrospektiv autoetnografi. Min empirisk funderede forskning trækker på interviews med fem humanistiske studerende, interviews og observationer med fire biomolekylære forskere, interviews med tolv erfarne programmører og en workshop og observationer med tolv erfarne strikkere. Fokus i interviews og observationer var deltagernes erfaringer med programmering, deres evne til at bruge og tilegne sig ukendt software samt deres følelse af mestring og umyndiggørelse. Dette blev suppleret med teknografiske undersøgelser af computational medier, literate computing-miljøer og programmeringsinterfaces med fokus på de medierende kvaliteter i programmeringssoftware, eksempelvis interaktion, semiotik, etik og transformation.
Mit arbejde har demonstreret betydningen af det materielle fundament for datalogiske kompetencer i disse kontekster. Mere specifikt påvirker de materielle betingelser kompetencerne på flere måder, eksempelvis i form af dissonans mellem softwarevisioner, forventninger og praktiske implementeringer. Deltagerne oplever umyndiggørelse og kriser, som de løser på forskellige måder, blandt andet ved indrullering af mere kompetente ligesindede eller inkorporering af andre artefakter. Afhandlingen præsenterer derudover computational medier som et lovende, men skrøbeligt softwareparadigme og viser, hvordan paradigmet blander brug og udvikling, indskriver bestemte brugerroller og balancerer mellem tillid og fremmedgørelse for de mennesker, som har med det at gøre. Slutteligt bidrager afhandlingen med et perspektiv på kompetencer, der bygger på selvbegreb som et teoretisk indgangsvinkel. I dette perspektiv er kompetence et produkt af folks løbende erfaringer og bekræftelser fra deres sociale og materielle livsverdener.
Mine resultater skulle gerne give genlyd blandt forskere med interesse i nye medier, menneske-maskin-interaktion og informatikundervisning. Dette skyldes især, at afhandlingen udforsker de komplekse og gensidige forhold mellem folks kulturelle, sociale og materielle omverden samt de løbende og ofte selvmodsigende måder, de ser sig selv. Datalogiske kompetencer kan være frigørende og dannende for alle, ikke bare for dataloger og programmører, men udviklingen af disse kompetencer forudsætter altså tilstrækkelige betingelser. Denne afhandling er et argument for vigtigheden af disse betingelser
The Protected Burial Mound ‘Store Vejlhøj’, Vinderup, Denmark: First Results
Get PDFAn archaeological excavation of the protected burial mound Store Vejlhøj in northwestern Denmark was carried out in October-November 2021. The excavation formed part of the ERC-funded research project called ANTHEA, focusing on the deep history of anthropogenic heathlands. It was conducted by Aarhus University in collaboration with Holstebro Museum and Moesgaard Museum. The aim was to test a new method of sampling pollen data from different construction stages in a burial mound and comparing them with pollen data from nearby lake sediments with a view to improving our understanding of prehistoric anthropogenic heathland dynamics. Prior to the excavation, soil cores were collected from two nearby peat sediments as well as six burial mounds (including Store Vejlhøj) within a 1 km range of Lake Skånsø, where previous pollen analyses had been carried out.
Based on these preliminary corings, Store Vejlhøj was selected for further archaeological investigation. A dispensation for excavating the protected mound was granted by the Danish Palaces and Culture Agency. The excavation was based on a 5 m long trench through the barrow, moving from its foot inwards. The surface vegetation and 40 cm topsoil were removed by an excavator, after which the remainder of the trench was manually dug in horizontal layers. Observation conditions were good. The excavation revealed a series of well-defined barrow construction stages, as well as unusually wellpreserved turf structures. Only two archaeological finds could be related to the barrow, both of which were later than its initial construction: a secondary urn in the top layer, and the base of a second urn at the foot of the mound.
The burial mound was constructed using a minimum of three shells, which could be observed in the trench profile. Turfs were most probably collected locally in a landscape dominated by grass pastures, where no previous turf cutting had taken place. A total of 34 soil samples were collected for paleoecological analyses (pollen, Non-Pollen Polymorphs (NPPs), macrofossils) and geoarchaeological analyses (micromorphology, bulk samples). Preliminary pollen and macrofossil results from the burial mound revealed poor preservation conditions, which prompted a trench extension of 0.5 m by 0.2 m to find better preservation conditions. This extension resulted in the collection of a single final macrofossil sample, although there was no identifiable change in the in-situ preservation conditions.
The dating results of the mound have not yet been completed and will be included as appendix 4-6 in 2023