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Third-country nationals seeking protection have no EU-wide legal channels at present for entering EU territory and triggering protection mechanisms under the Common European Asylum System. As a result, many embark on hazardous journeys, with concomitant risks and loss of human life. The absence of 'protection-sensitive' mechanisms for accessing EU territory, along with EU external and extraterritorial border and migration management and control, undermine Member States' refugee and human rights obligations. Humanitarian visas may offer a remedy in this regard by enabling third-country nationals to apply in situ for entry to EU territory on humanitarian grounds or because of international obligations. This study asks whether the existing Visa Code actually obliges Member States to issue humanitarian visas. It also examines past implementation of humanitarian visas. It also examines past implementation of humanitarian visa schemes by Member States and considers whether more could be done to encourage them to make use of existing provisions in EU law. Finally, with a Commission proposal for Visa Code reform on the table, it asks whether there is now an opportunity to lay down clear rules for humanitarian visa schemes.

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