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Hvilke fællesskabsorienterede dynamikker og konsekvenser er på spil, når skolen gennemfø-rer uddannelsesparathedsvurderinger? Med afsæt i en interviewundersøgelse af elever og professionelle, sætter vi i denne artikel fokus på de komplekse sociale og faglige in- og eksklusi-onsprocesser, som foregår i elevfællesskaberne i udskolingen i forbindelse med uddannelses-parathedsvurderingen. Erving Goffmans begreb stigma og Basil Bernsteins begreb klassifikationanvendes som analyseledende begreber for at se nærmere på, hvilke betydninger uddannel-sesparathedsvurderingen kan have for såvel den enkelte unge som for elevfællesskaberne i skolen. Nøgleord: elevfællesskaber, uddannelses-parathedsvurdering, stigma, klassifikation, CEPRA-striben, Nr. 30 (2022): På kanten af fællesskaber eller fællesskaber på kanten (NUBU Særnummer)

Magnetic resonance elastography (MRE) is a novel imaging modality allowing quantification of tissue consistency. Multiple trials have focused on the use of MRE to describe meningioma consistency prior to surgery and on improving diagnostic accuracy of normal pressure hydrocephalus and other dementias. MRE shows promising results, but still lacks direct clinical translational value. Within neurosurgery and neurosciences MRE could contribute and improve decision-making, diagnosis and treatment. Furthermore, the use of MRE will improve the basic understanding of neuroanatomy, physiology and pathology.

Educating all youth can be seen as an investment for modern western states. Well-educated creative youth contribute to the knowledge based globalized world economy and equality in education can contribute to maintaining the democratic welfare state. But do educational institutions and the educational system reflect this demand? Newer educational policies tend to focus on measuring and testing skill in particular subjects as important methods for attaining the educational goals. However, this has not led to greater equality in education and has given rise to theoretical and methodological questions. In this article, we focus on the classroom level in secondary schools and ask: How can a specific educational approach contribute to fulfilling the goal of educating all youth to be innovative, democratic citizens? We explore the concept of Inquiry Based Education (IBE) as a theoretical and empirical approach to learning. We perceive IBE as an academic way of thinking and learning and not just a pedagogical method. IBE can be understood as a way of supporting democratic praxis and experience by creating innovative learning processes in an inclusive learning environment. The article discuses how IBE works in theory and on a classroom level. The aim is to unfold how IBE can contribute to equality in education and avoid being ‘just another’ pedagogical method that favors middle-class norms and culture. In this article we will explore the concept of Inquiry Based Education (IBE) on classroom level in secondary schools. We use casestudies to deskribe and analyze two different learning environments and give a theoretical and an empirical approach to understanding students’ learning opportunities. In the article IBE is perceived as an academic way of thinking and learning and not just a pedagogical method. Taking this broad understanding, we use the concept of IBE as an educational approach and a theoretical framework. The article points to how different educational aims bring about different teacher – students relations and offer students different kind of learning possibilities and positions. It is further shown how different learnings environments can open up for democratic praxis and experience and be understood as creating inclusive learning environment. The argument in the article is that central elements of IBE can contribute to more equality in education by creating inclusive learning environments that take into account different levels of the students learning processes.

Energy wastage due to little or bad thermal insulation is a problem. An increase in the quality of the building envelope with more and better insulation is therefore an initiative to reduce the emission of greenhouse gases. Smouldering fire is a hazard in combustible insulation. A material can decompose and undergo a smouldering combustion at lower temperatures than needed to initiate a flaming fire, and cellulose insulation in combination with inadequate separation from electrical appliances and heat-producing equipment has led to smouldering combustions and building fires. The purpose of this thesis was to find the conditions necessary for combustible building insulation materials to undergo a self-sustained smouldering combustion. The main goal was to find the temperature exposure needed to initiate a self-sustained smouldering combustion. If smouldering was obtained, the differences and similarities in the combustion of the different test materials was studied and connected to the chemical and physical properties of the materials. The thesis is based on experimental tests. A literature study was used as a foundation for the discussion of test results. Four different types wood fibre insulation was tested. The samples were placed in an insulated steel chimney above a hotplate, and heated from underneath. Temperature development and mass loss was registered during the testing. The results show that one of the four test materials obtained a smouldering combustion at temperatures much lower than the rest. Two different types of smouldering behaviours were observed in the test samples. The distinction was made based on the registered mass losses and maximum temperatures. The one with highest maximum temperature and mass loss was found to be typical for materials undergoing a secondary oxidation of the char. The temperatures needed from external heating to obtain a self-sustained smouldering behaviour in the tested materials are: 275 °C for material T, 280 °C for material U, 225 °C for material V and 290 °C for material W. This indicated that an onset of a self-sustained smouldering combustion occurs at lower temperature in insulation material with smaller fibre size than in a material with larger fibre size, when the materials have the same added level of fire retardant. A higher level of added fire retardant gave an onset of a smouldering combustion at lower temperatures, when the fibre size of the material is the same. The testing and results in this thesis is only indicative. Future work should include more tests with each material, but narrow down the factors to be studied. The existing test results can also be analysed with other methods than the ones used in this thesis, to look for more information.

Tests i vejledning: fra psykoteknik til aktualitet

Rapporten formidler viden om, hvordan unge i udskolingen, som har svag skoletilknytning og vigende deltagelse i skolen, oplever skolen og den særligt tilrettelagte indsats omkring dem.Undersøgelsen har særlig fokus på at forstå de unges oplevelser af de indsatser, der tilbydes dem. Der er i undersøgelsen særlig vægt på at åbne blikket op for, hvilke indsatser, der giver mening for de unge, og hvilke indsatser, som de unge har svært ved at finde mening i.Det er vores håb, at undersøgelsen om de unges oplevelser og erfaringer med det forebyggende arbejde er anvendelig i forhold til udvikling og målretning af de forskellige forebyggende indsatser og samarbejdet mellem forskellige professionelle

This article explores structures in the learning environment at the classroom level that can contribute to reduction of social inequality in education. It draws on qualitative observation studies of Latino’s in high schools in New York City, USA, by a Danish researcher. The purpose of this article is to explore ‘good examples’ from an outsider’s perspective and there by create an empirical and theoretical focus on how school characteristics and structures cross boarders are connected to the reduction of social inequality in education.

Inklusion og eksklusions mekanismer eksisterer på alle niveauer og områder af samfundet ikke mindst i uddannelsessystemet. En hjørnesten i regeringens 95 % målsætning er at minimere frafaldet på ungdomsuddannelserne. Men hvem er de unge der er i fare for at falder fra og hvordan kan ungdomsuddannelsesinstitutionerne inkludere dem?

I dette inspirationskatalog gives både konkrete eksempler på hvordan man kan arbejde med inkluderende undervisning og nogle meta teoretiske reflektionsmuligheder, der kan bidrage til at stille spørgsmål ved egen praksis og lade sig inspirere til tænke i inkluderende undervisningsmetoder, fx: Hvad er egentlig målet med min undervisning? Hvilke overordnede principper bygger jeg på for at nå der hen? Hvordan forstår jeg elevernes bidrag til og deltagelse i denne proces? Hvordan forstår jeg som lærer min egen position i elevernes læringsproces?

I dette kapitel sættes temaet ’inkluderende undervisningsmetoder’ ind i en samfundsmæssig kontekst og dernæst skitseres en model, der kan bidrage til at give et overblik over og indblik i de forskellige retninger, som inkluderende undervisningsmetoder kan antage. Dette ud fra et hermeneutisk videnskabsteoretisk mål om at kunne forstå, hvad inkluderende undervisning er og hvordan det udfoldes på forskellig vis. Håbet er at kunne inspirere til refleksion, nytænkning og videre debat om, hvorfor og hvordan vi kan arbejde med inkluderende undervisningsmetoder.

In this article, we address one of the most critical challenges facing the schools today: designing of learning environments that can provide learning opportunities for all students. The article first provides a brief introduction to content of this challenge. Then we focus on theoretical tools to understand the learning environment. Based on the concepts of classification and framing, as found in the later work of Basil Bernstein, we view that learning is fundamentally linked to the social and the cultural context of the school. To scales are presented for understanding and analysing the learning environment: the praxis scale and the student positioning scale. The scales are tools for analysing three different learning environments in upper secondary schools in Denmark, Switzerland and the USA. The article provides theoretical and empirical explanations of how the design of the learning environment is connected to the challenges and opportunities faced by different kinds of students. Based on these analyses, a model of four ideal types of learning environment will be presented. It is concluded that the specific design of the learning environment always comes down to the conscious, reflected and common sharing of the teaching responsibilities as the crucial factor in the development of learning opportunities for all students, regardless of the intention of the teaching and the desired learning outcome. In this article, we address one of the most critical challenges facing the schools today: designing of learning environments that can provide learning opportunities for all students. The article first provides a brief introduction to content of this challenge. Then we focus on theoretical tools to understand the learning environment. Based on the concepts of classification and framing, as found in the later work of Basil Bernstein, we view that learning is fundamentally linked to the social and the cultural context of the school. To scales are presented for understanding and analysing the learning environment: the praxis scale and the student positioning scale. The scales are tools for analysing three different learning environments in upper secondary schools in Denmark, Switzerland and the USA. The article provides theoretical and empirical explanations of how the design of the learning environment is connected to the challenges and opportunities faced by different kinds of students. Based on these analyses, a model of four ideal types of learning environment will be presented. It is concluded that the specific design of the learning environment always comes down to the conscious, reflected and common sharing of the teaching responsibilities as the crucial factor in the development of learning opportunities for all students, regardless of the intention of the teaching and the desired learningoutcome.

Da UU skulle evalueres i 2009, ønskede Efterskoleforeningen også at igangsætte en undersøgelse af efterskolens vejledning. Ønsket var især at få mere viden om, hvordan efterskolens særlige rum kunne udnyttes optimalt til at give uddannelses- og erhvervsvejledning. Det skulle altså ikke kun være en evaluering, men også en dokumentation af efterskolens vejledning, som kunne danne afsæt for en videreudvikling. Opgaven blev overdraget til Forskningsenheden i Vejledning, DPU, Aarhus Universitet. Der blev stillet tre hovedspørgsmål i det forskningsbaserede evalueringsprojekt: Hvordan tilrettelægger efterskolerne uddannelses- og erhvervsvejledningen? Hvordan oplever de unge vejledningsprocessen? Og hvordan udvikles og kvalificeres vejledningen, så efterskolerne udnytter det særlige vejledningsrum?

Belysning af tre forskellige perspektiver på det at være ung og hvordan de tre forskellige perspektiver kommer til udtryk i vejledningssammenhæng.

Rapporten er resultatet af et toårigt mentorprojekt på højskolerne. 160 unge uden ungdomsuddannelse har deltaget i projektet, 48 højskoler samt 115 UU-vejledere fra 41 UU-centre. De unge i projektet har under deres højskoleophold haft en mentor fra højskolen. Målet fra FFD's side var gennem højskoleopholdet at motivere unge uden ungdomsuddannelse til at få ny motivation til læring og videre uddannelse.

Rapport skrevet på baggrund af interview og spørgeskemaundersøgelser af efterskolernes erfaringer og praksis i forhold til de sårbare unge. Viser bl.a. at der er mange forskellige definitioner af det at være sårbar og efterskolerne har meget forskellig praksis

Hvorfor putter vi de unge ind i traditionelle klasseværelser, når de skal lære noget? Hvorfor bliver vi ved med at forvente, at de unge møder klokken 8, når kun få møder til tiden om vinteren? Hvorfor er stilhed et ideal, når man skal koncentrere sig?

Rapport fra det kommunale udviklingsprojekt: Slagelse Vision 2012, hvor brobygning er i fokus.

Undervisningsministeriets undersøgelse fra 2004, med formålet at belyse hvilke former for praksis i undervisningen, der henholdsvis fremmer og hindrer læring

Vejledningens rolle ift marginaliserede

De unge, som højskolernes mentorprojekt henvender sig til, er karakteriserede ved, at de ikke har gennemført en ungdomsuddannelse. Typisk vil de unge have oplevet et eller flere frafald fra gymnasiale eller erhvervsorienterede uddannelser. Vi ved fra flere undersøgelser, at gruppe af unge uden uddannelse er en meget broget flok, som kræver en differentieret indsats, hvis de skal fastholdes i uddannelsessystemet. Antalsmæssigt drejer det sig om ca. en ud af hver seks unge, der ikke gennemfører en uddannelse efter 9. klasse. Det svarer til ca. 10.000 i hver ungdomsårgang. Teoretisk og empirisk har vi arbejdet med en opdeling af de unge i fire grupper: de opgivende, de praktiske, de vedholdende og de flakkende og set på hvilke mentorrolle unge grupperne kan have gavn af.

I dette arbejdspapir er det målet at få beskrevet og diskuteret, hvem de unge, der kan deltage i FFD-pro­jektet, er (de unge uden afsluttet uddannelse efter 9./10. klasse), hvad en mentor er og kan være, og at komme med bud på hvilke mulige mentorroller og -relationer der vil være hensigtsmæssige i forhold til forskellige ungegrupper.

Sidste rapport fra mønsterbryderprojektet hvor der ses nærmere på de udviklingsprojekter som de første to rapporter afstedkom og som har været i gang siden sommer 2005 på gymnasiale ungdomsuddanenlser i Danmark.