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- Aili, Carola, 1963-, et al.
(författare)
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OCTOPUS in EDUCATION : new models of welfare – new demands on the teachers' profession
- 2009
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Konferensbidrag (refereegranskat)abstract
- In the Nordic countries the Welfare State has a broad political base, but the meaning given the concept of welfare appears to be changing. The welfare state is not only talked about in terms of common responsibilities towards citizens in need of help or as a duty to protect citizenship and civic rights. Welfare is also talked about as a “service” directed to the individual and as an investment to insure the best possible development of national competitiveness in a global world. This transformation or displacement brings new demands on the knowledge and competence professionals need to be able to manage their daily work. Drawing on empirical examples from research projects looking into everyday school work in Pre-school, Elementary school and Secondary school in Denmark and Sweden this study claims that the welfare state transformation introduces fields of tensions that teachers have to cope with. In this context raise new questions of professionalization understood as building up new bases of knowledge, developing new strategies for work organisation and time management and creating new spaces for ethical or democratic reflections. The paper draws on empirical examples from 4 research projects studying teachers work in Pre-school, Primary School and Secondary school in Denmark and Sweden.
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| 4. |
- Aili, Carola, et al.
(författare)
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OCTOPUS in EDUCATION : new models of welfare – new demands on the teachers' profession
- 2009
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In the Nordic countries the Welfare State has a broad political base, but the meaning given the concept of welfare appears to be changing. The welfare state is not only talked about in terms of common responsibilities towards citizens in need of help or as a duty to protect citizenship and civic rights. Welfare is also talked about as a “service” directed to the individual and as an investment to insure the best possible development of national competitiveness in a global world. This transformation or displacement brings new demands on the knowledge and competence professionals need to be able to manage their daily work. Drawing on empirical examples from research projects looking into everyday school work in Pre-school, Elementary school and Secondary school in Denmark and Sweden this study claims that the welfare state transformation introduces fields of tensions that teachers have to cope with. In this context raise new questions of professionalization understood as building up new bases of knowledge, developing new strategies for work organisation and time management and creating new spaces for ethical or democratic reflections. The paper draws on empirical examples from 4 research projects studying teachers work in Pre-school, Primary School and Secondary school in Denmark and Sweden.
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- Blauenfeldt, Rolf Ankerlund, et al.
(författare)
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Remote Ischemic Conditioning for Acute Stroke : The RESIST Randomized Clinical Trial
- 2023
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Ingår i: JAMA. - 0098-7484. ; 330:13, s. 1236-1246
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Tidskriftsartikel (refereegranskat)abstract
- Importance: Despite some promising preclinical and clinical data, it remains uncertain whether remote ischemic conditioning (RIC) with transient cycles of limb ischemia and reperfusion is an effective treatment for acute stroke. Objective: To evaluate the effect of RIC when initiated in the prehospital setting and continued in the hospital on functional outcome in patients with acute stroke. Design, Setting, and Participants: This was a randomized clinical trial conducted at 4 stroke centers in Denmark that included 1500 patients with prehospital stroke symptoms for less than 4 hours (enrolled March 16, 2018, to November 11, 2022; final follow-up, February 3, 2023). Intervention: The intervention was delivered using an inflatable cuff on 1 upper extremity (RIC cuff pressure, ≤200 mm Hg [n = 749] and sham cuff pressure, 20 mm Hg [n = 751]). Each treatment application consisted of 5 cycles of 5 minutes of cuff inflation followed by 5 minutes of cuff deflation. Treatment was started in the ambulance and repeated at least once in the hospital and then twice daily for 7 days among a subset of participants. Main Outcomes and Measures: The primary end point was improvement in functional outcome measured as a shift across the modified Rankin Scale (mRS) score (range, 0 [no symptoms] to 6 [death]) at 90 days in the target population with a final diagnosis of ischemic or hemorrhagic stroke. Results: Among 1500 patients who were randomized (median age, 71 years; 591 women [41%]), 1433 (96%) completed the trial. Of these, 149 patients (10%) were diagnosed with transient ischemic attack and 382 (27%) with a stroke mimic. In the remaining 902 patients with a target diagnosis of stroke (737 [82%] with ischemic stroke and 165 [18%] with intracerebral hemorrhage), 436 underwent RIC and 466 sham treatment. The median mRS score at 90 days was 2 (IQR, 1-3) in the RIC group and 1 (IQR, 1-3) in the sham group. RIC treatment was not significantly associated with improved functional outcome at 90 days (odds ratio [OR], 0.95; 95% CI, 0.75 to 1.20, P =.67; absolute difference in median mRS score, -1; -1.7 to -0.25). In all randomized patients, there were no significant differences in the number of serious adverse events: 169 patients (23.7%) in the RIC group with 1 or more serious adverse events vs 175 patients (24.3%) in the sham group (OR, 0.97; 95% CI, 0.85 to 1.11; P =.68). Upper extremity pain during treatment and/or skin petechia occurred in 54 (7.2%) in the RIC group and 11 (1.5%) in the sham group. Conclusions and Relevance: RIC initiated in the prehospital setting and continued in the hospital did not significantly improve functional outcome at 90 days in patients with acute stroke. Trial Registration: ClinicalTrials.gov Identifier: NCT03481777.
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- Bøje, Jakob Ditlev, et al.
(författare)
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Studiekompetence - professionelle elever? : definitionen og forståelsen af, hvad studiekompetence er, er afgørende for vurderingen af reformens effekt.
- 2008
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Ingår i: Gymnasieskolen. - 0017-5927. ; :15
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Studiekompetence er et af de helt centrale omdrejningspunkter i 2005-reformen. Derfor kunne et centralt »succeskriterium« for reformen være, at elevernes studiekompetence faktisk øges. Men hvad vil det egentlig sige at være studiekompetent? Som vi tidligere har beskrevet her i bladet, kan studiekompetence defineres på flere forskellige måder. Vores analyse af reformens styringsdokumenter og andre centrale reformpapirer kunne udpege mindst 4 konkurrerende – indbyrdes mere eller mindre konfliktende – forståelser af begrebet.
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