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- Christensen, Torben Spanget, et al.
(författare)
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Interdisciplinaritet – en udfordring til fagdidaktikken
- 2014
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2014:1, s. i-xiv
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Tidskriftsartikel (refereegranskat)abstract
- This editorial outlines a theoretical, general didactical framework for analysing demands for interdisciplinarity that we see arising in the school system, and why they occur. It also outlines a theoretical, subject specific didactically framework for analysing challenges school subjects are facing when meet with the requirement of interdisciplinarity. The intention is to provide a theoretical framework for understanding the theme of interdisciplinarity in Social Science Education in primary and secondary education and also to set a frame which cuts across the questions taken up in the various articles of this issue. It thus provides a scaffold for transverse reflections on general and subject specific didactic problems related to interdisciplinarity in primary and secondary education and in teacher training programmes. We also give short introductions to how each article in Nordidactica 2014:1 contributes to the theme of interdisciplinarity. For more adequate introductions we refer to the abstracts of the articles themselves.
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- Laustsen, Søren Ravn, et al.
(författare)
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Præoperativ funktionel magnetisk resonans-billeddannelse hos patienter med hjernetumor
- 2010
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Ingår i: Ugeskrift for læger. - 0041-5782 .- 1603-6824. ; 172:35, s. 2370-2376
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Tidskriftsartikel (refereegranskat)abstract
- INTRODUCTION: Functional Magnetic Resonance Imaging (fMRI) allows important functions in the brain cortex to be mapped noninvasively. The purpose with this work was to investigate a possible correlation between the distance from the tumour margin to fMRI activity and postoperative neurological deficits by means of a standardised method for measurement of distance. A second purpose was to investigate the influence of preoperative fMRI on the neurosurgical decision-making process. MATERIAL AND METHODS: Retrospective study of 25 patients. The inclusion criteria were surgery or biopsy after fMRI plus a three-month postoperative assessment. A total of 14 patients complied with these requirements (six men and eight women, the mean age was 39 years). fMRI raw data was collected using a three tesla magnetic resonance scanner (Signa HDx R14M5, GE Healthcare). The distance from the tumour margin to fMRI activation was measured using GE-reformat version 4.2 after raw data had been postprocessed using GE BrainwavePA version 1.3.08130. The neurosurgeons valuation of fMRI in the preoperative decision-making process was obtained using a standard questionnaire. RESULTS: There was a trend of association between distance from tumour to eloquent functional areas and the patients' postoperative neurological outcome (Fisher's exact test: distance < 15 mm, p = 0.43; distance < 10 mm, p = 0.14). fMRI proved very useful when deciding whether to operate or not (42%), when deciding the surgical approach (50%) and when deciding the extent of the surgical approach (83%). CONCLUSION: The standardised method for measurement of distance between tumour margin and fMRI activity can contribute to the preoperative risk assessment in patients with brain tumours.
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- Spanget Christensen, Torben
(författare)
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Samfundsfag - et senmoderne fag?
- 2011
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Ingår i: Nordidactica. - Karlstad CSD. - 2000-9879. ; :1, s. 1-25
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Tidskriftsartikel (refereegranskat)abstract
- This article is about social studies (civics) as a school subject in Danish secondary and upper secondary school, especially with focus on what the subject contributes to the students in terms of development of citizenship (democratic Bildung) and in terms of general preparation for college and university studies. The subject curriculum show clear signs of a postmodern identity. The term postmodern refer to a globalized society challenging the absolute authority of the state. The state is under pressure of two interconnected and partly conflicting tendencies, namely globalization and individualization, leading to problems of state governance that cannot be solved in the traditional way, by strengthening the state and citizen loyalty. On the contrary, the situation calls for a high level of self governing on the part of the citizens and a high level of cooperation in the international society between states and between citizens in NGO’s. This sets a new task to social studies. The presented analysis of the social studies curriculum demonstrate how postmodern features are evident by the priority given to aims of student self governance and student self reflection opposed to a more traditional aim of loyalty to the state, by the implicit status given to democratic norms and democratic behavior opposed to explicit pointing out the right democratic norms and behavior, and by the emphasis on inductive methods opposed to deductive methods. It is argued that the postmodern identity of the social studies subject can be traced back to the early 1960’ties and even further back to anti authoritarian reactions to Fascism and Nazism in the 1930’ties and the 1940’ties. A comparison of two important textbooks (1917 and 1945) show how social studies changes focus from a legal to a sociological focus comprising postmodern features. It is further showed how these postmodern features develop in the social studies subject from the 1950’ties till today’s curriculum.It is concluded that the most important general aims (citizenship/ general bildung)of today’s social studies subject is to develop the students ability to connect social science knowledge on one side with societal development and own possibilities to act on a democratic basis in society, ability of self governance and ability of normative reflection. In addition the higher (optional) levels of subject gives a social science based preparation for college and university studies.
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