bluuebunny/crossref_metadata_2025_split huggingface dataset:
Pædagogik – opdragelse. Frihed og demokrati. Kausalitet og totaliserende elementer
Authors: Tuft Karsten 
Published: November 2020

ResuméBegreberne pædagogik, opdragelse, frihed, demokrati, kausalitet og totaliserende elementer analyseres ud fra sprogteorien i filosofisk hermeneutik (Gadamer). I Oplysningstiden ser vi en konfrontation mellem pædagogik (Pädagogik), som føres frem af de nye socialvidenskaber (Sozialwissenschaft, Staats-; Achenwall, Schlözer), og opdragelse (Erziehung), som føres frem i filosofi (Kant). Oplysningstidens begreb om kausalitet i pædagogik (Schlözer; det, der virker) antages at være forbundet med vore dages totaliserende elementer (Rousseau, Arendt). Frihedens betydning i Oplysningstidens opdragelsesfilosofi (Kant; det, der sker) svækkes i 1800-tallet. Derimod er frihed et stærkt begreb i den politiske proces omkring såvel det repræsentative demokrati (Nevers) som ved opbygningen af danske institutioner for børn og for uddannelse af pædagoger. Gennem den lange politiske kamp for frihed blev samfundet også reformeret med børnehaver og fritidshjem, der blev skabt i tæt sammenhæng med uddannelse af pædagoger; tilsammen kaldet den reformpædagogiske bevægelse. I dag ser vi totaliserende elementer vinde frem og true børns og voksnes myndighed og frihed. AbstractThe concepts of pedagogy, upbringing, freedom, democracy, causality and totalizing elements are analysed through the theory of language in philosophical hermeneutics (Gadamer). During The Enlightenment we find a confrontation between pedagogy (Pädagogik) promoted by the new social sciences (Sozialwissenschaft, Staats-) and upbringing (Erziehung) promoted by philosophy. Enlightenments conception of causality in pedagogy (Schlözer, what works) is assumed to have connection with todays totalizing elements (Arendt). The position of freedom in the Enlightenment philosophy of upbringing (Kant, what happens) is weakend during the 19th century. Nevertheless freedom is a strong political concept connected with representative democracy (Nevers) and the field of Danish early childhood education. During the long political fight for freedom Kindergartens were established together with education of pedagogues, and the reform-pedagogical movement were promoted. Today we are in a transition where totalizing elements gain strength and threatens genuine independency in the life of children and adults.
Struktureret pædagogik og relationspædagogik i arbejdet med unge med autisme og udfordrende adfærd
Authors: Breumlund Anne 
Published: November 2020

Øvrige forfattere: Inger Bruun Hansen og Grit Niklasson ResuméArtiklen bygger på resultater fra et forskningsprojekt på et botilbud på det specialiserede socialområde om, hvorvidt og hvordan indsatsen skaber forandringer for beboere med autisme og udfordrende adfærd mv. Et resultat er, at beboerne opnår forandringer af deres praktiske færdigheder i hverdagen som følge af en struktureret pædagogisk tilgang og et adfærdsregulerende belønningssystem, men at de ikke opnår bedre trivsel. De er isolerede og ensomme oplever medarbejdere, pårørende og de unge selv. I en analyse med begrebsparrene kunne og gøre samt være og føle, inspireret af Aristoteles’ vidensformer techne og fronesis tydeliggøres, hvordan pædagogiske tilgange lægger vægt på forskellige vidensformer. Den strukturerede tilgang kan kobles til kunne og gøre, mens en pædagogisk tilgang, som lægger mere vægt på relationelle elementer, kan forbindes med være og føle. AbstractA structured pedagogical approach and the quest for relationships in work with young residents with autism and challenging behaviorThis article is based on results from a research project on a specialized residential care institution in social services in Denmark and address questions about whether and how the effort creates changes for residents with autism and challenging behavior, etc. One result is that residents attain changes in their practical skills in everyday life because of a structured pedagogical approach and a behavioral reward system, but that they do not achieve better well-being. Both employees, relatives and the residents themselves think that they are isolated and lonely. In an analysis based on the pairs of concepts can and do and be and feel, inspired by Aristoteles’ forms of knowledge, techne and phronesis, it is demonstrated how pedagogical approaches emphasize different forms of knowledge. The structured pedagogical approach can be linked to can and do, while a pedagogical approach, which emphasizes relational elements, can be linked to be and feel.
Mavefornemmelser og dårlige lugte
Authors: Houmøller Kathrin 
Published: November 2020

Denne artikel omhandler sansninger som en integreret del af den pædagogiske praksis i en børnehave beliggende i et socialt udsat boligområde. Med afsæt i den fænomenologiske antropologi og en orientering mod sanser og sanselighed udforsker artiklen, hvordan pædagogerne i børnehaven erfarer og søger at skabe viden om ’familien’, samt peger på de dilemmaer og potentialer, denne form for vidensskabelse indebærer. Med et perspektiv på det sanselige som politisk såvel som et begreb om atmosfære, argumenteres der for en større faglig opmærksomhed på det sanselige og en bevægelse henimod et fokus på, hvordan der vides i det pædagogiske arbejde og ikke kun, hvad der vides om børn og deres familier. Artiklen bygger på empiri fra et etnografisk feltarbejde.

[Abstract – UK]Gut feelings and bad smells – How pedagogues sense the family in a social housing area. This article addresses the sensorial as an integral part of the pedagogical practices in a Danish kindergarten located in a social housing area. Drawing on phenomenological anthropology and an orientation towards sensations, the article explores how the pedagogues in the kindergarten experience and come to know ‘the family’ as well as the dilemmas and potentials that this involves. With a perspective on sensations as political as well as by drawing on the notion of atmosphere, the article argues for greater attention to the sensorial within the pedagogical profession and a move towards exploring how pedagogues come to know as opposed to what they know about children and their families. The article builds on ethnographic fieldwork.
Med viden skal skole- og fritidspædagogik bygges
Authors: Ringskou Lea , Gravesen David Thore 
Published: November 2020

ResuméMed reformen af pædagoguddannelsen i 2014 blev der oprettet en skole- og fritidsspecialisering, som dækker pædagogens arbejde med aldersgruppen 6-18 år inden for skole, SFO, klub og ungdomsklub. Eftersom specialiseringen, der ifølge bekendtgørelse og studieordninger (bl.a.) skal baseres på videnskab og forskning, kun har eksisteret i fem år, mangler der i skrivende stund en kortlægning af dens forskningsbaserede vidensgrundlag. Formålet med artiklen er at præsentere resultaterne af det review vi har foretaget af den forskningsbaserede litteratur, der findes om pædagogers arbejde på feltet for skole- og fritidspædagogik. I artiklens analyse sætter vi fokus på særligt to fund. Først peger vi på, at forskning omkring skolereformen 2014 og i relation hertil, pædagogers samarbejde med lærere, er dominerende pædagogiske tematikker i litteraturen. For det andet finder vi, at især klubområdet er underrepræsenteret som undersøgt professionsfelt i litteraturen. Vi diskuterer afslutningsvist, hvilke vidensmæssige implikationer sådanne fund har for uddannelse, praksis og forskning på feltet for skole- og fritidspædagogik i Danmark.
AbstractThrough knowledge, school- and leisure pedagogy must be built.A review and critical analysis of research-based literature in the field of school- and leisure pedagogy in DenmarkWith the reform of the pedagogue education in 2014, a school- and leisure specialization was established. The purpose of the article is to present the results of a review we have made of the research-based literature in the field of school- and leisure pedagogy. In the article's analysis, we focus on two findings. First, we point out that research on the school reform in 2014 and in relation to this, the pedagogue’s cooperation with teachers, are dominant pedagogical themes in the literature. Secondly, we find that research on pedagogical work in youth clubs is under-represented in the literature. In the conclusion, we discuss what implications the findings have for education, practice and research in the field of school- and leisure pedagogy in Denmark.
Pædagogisk rettethed og situerede evaluerende praksisser i pædagogisk arbejde
Authors: Krøyer Pia Rauff , Laursen Hanne 
Published: November 2020

ResuméI den nye dagtilbudslov specificeres det, at læringsmiljøet i dagtilbuddet skal kvalificeres og evalueres kontinuerligt af pædagogerne gennem inddragelse af børns perspektiver (Dagtilbudsloven 2018 § 9.). Det kalder på ny viden om, hvordan vi involverer børns perspektiver i evaluering og udvikling af den pædagogiske praksis. Denne artikel bestræber at vise, hvordan pædagoger, med afsæt i børns perspektiver, dagligt møder og udvikler læringsmiljøet i dagtilbuddet. Med det empiriske udtryk situerede evaluerende praksisser viser artiklen, at den pædagogiske praksis har en evaluerende karakter i sig selv, fordi den har en pædagogisk rettethed indlejret i sig, der retter sig mod barnet og det pædagogiske projekt (Togsverd & Rothuizen, 2016). Med inspiration fra Max van Manens fænomenologi og forståelser af pædagogisk takt (Manen, 1991) og det pædagogiske øjeblik (Manen, 2012) er hensigten med artiklen først at vise, hvordan den pædagogiske rettethed på forskellige måder kommer til udtryk i pædagogisk arbejde. Dernæst at diskutere, hvordan pædagogers rettethed er et udtryk for pædagogisk kvalitet, og hvorfor den bør anerkendes som en vigtig del af pædagogers daglige evalueringspraksis med småbørn. På den måde tilstræber artiklen at bidrage med nye opmærksomheder omkring den evalueringskultur, dagtilbuddene lige nu står over for at skulle udvikle.
AbstractSituated evaluative practices in pedagogical workThe new Danish Day Care Act specifies that the learning environment in daycare settings must be qualified and evaluated continuously by the pedagogues and with the involvement of children’s perspectives (Day Care Act 2018, Section 9). This implies the need for new knowledge about how we involve children’s perspectives in the evaluation and development of pedagogical practice. This article seeks to show how the pedagogues with the involvement of children’s perspectives develop the learning environment in a daycare setting. With the empirical term, situated evaluative practices the article proposes that pedagogical practice is evaluative in itself due to its inherent pedagogical intentionality. Inspired by Max van Manen’s “Phenomenology of Practice” (2007) and his concepts of pedagogical moment (2012) and pedagogical tact (1991), the purpose of the article is to, 1) describe and discuss pedagogical intentionality as a pedagogical situated and evaluative phenomenon, 2) to discuss why pedagogue’s intentionality should be recognized as an important part of pedagogue’s daily evaluation practice. The article thus seeks to contribute with new perspectives regarding the development of the new culture of evaluation, which Danish daycares currently are developing.
Klubpædagogen mellem demokrati, frihed og markedsgørelse?
Authors: Ringskou Lea , Vengsgaard Christoffer , Bach Caroline 
Published: November 2020

ResuméArtiklen omhandler et toårigt forskningsprojekt på VIA Pædagoguddannelse om klubpædagogisk professionsidentitet. I forskningsprojektet er der udført 11 kvalitative semistrukturerede interviews. Ud fra interviewene konstruerer vi analytisk tre dominerende narrativer: klubpædagogen som demokratisk medborgerskaber, frihedens klubpædagog og klubpædagogen som sælger. Ud fra narrativerne præsenterer vi tre større historisk og kulturelt forankrede nøglefortællinger om klubpædagogisk professionsidentitet. De to første narrativer indeholder nøglefortællinger om demokrati og frihed, der trækker på klassisk reformpædagogik og kritisk frigørende pædagogik. Heroverfor indeholder narrativet pædagogen som sælger en historisk nyere nøglefortælling om markedsgørelse. Vi betragter mødet mellem nøglefortællingerne som en mere overordnet fortælling om klubpædagogisk professionsidentitet mellem tradition og forandring. Afslutningsvis diskuterer vi, hvilke udfordringer og muligheder mødet mellem nøglefortællingerne, nærmere bestemt mødet mellem demokrati og frihed på den ene side og markedsgørelse på den anden, potentielt kan indeholde i forhold til klubpædagogisk professionsidentitet og omverdenens anerkendelse. På den ene side kan markedsgørelsen tolkes som risiko for dekonstruktion af klubpædagogisk professionsidentitet, der vil kunne udhule nøglefortællingerne om demokrati og frihed. På den anden side kan der argumenteres for, at netop nøglefortællingen om markedsgørelsen kan tolkes som mulighed for at styrke de to andre nøglefortællinger og at den sigt vil kunne bidrage til stabilisering og anerkendelse af klubpædagogisk professionsidentitet.
AbstractLeisure time pedagogue working in youth clubs: between democracy, freedom and marketing? Three key narratives in professional identity of leisure time pedagogues working in youth clubsIn this article, we present the results of a research project about the professional identity of leisure time pedagogue working in different forms of youth clubs with children and teenagers from 10 to 18+ years of age. We base the analysis on 11 qualitative semi-structured interviews. Through the analysis, we construct three key narratives: a key narrative concerning democracy, a key narrative concerning freedom and a key narrative concerning marketing (sale). We use these three key narratives to illustrate the complexity of the professional identity of the leisure time pedagogue. Both tradition and renewal characterizes the professional identity of the leisure time pedagogues. In the final section, we discuss the encounter between the key narratives of democracy and freedom on the one hand and the key narrative of marketing on the other. What are the possible pitfalls and potentials in this encounter, when the pedagogues strives for the acknowledgement and acceptance of professional identity?
Fra støttepædagog til ekspert med pædagogisk takt
Authors: Nøttrup Jonna , Nielsen Ole Steen 
Published: November 2020

ResuméKommunerne har siden 1980’erne etableret centrale korps af støttepædagoger. Daginstitutionerne kan søge om særlig støtte fra dette korps til pædagogiske praksis. Støttepædagogernes opgaver har ændret sig fra en kompenserende indsats til det enkelte barn til en indsats, hvor støttepædagogerne hovedsagelig skal yde støtte til pædagogernes udvikling af læringsmiljøet for alle børn i institutionen. Støttepædagogerne oplever det ofte som en følsom udfordring, når de må stille spørgsmål til fagfællers pædagogiske forståelser, antagelser og lokale praksis for at understøtte udvikling af denne. Denne udfordring kalder på en særlig form for støttepædagogisk praksis. Vi anvender begreberne interaktionel ekspertise (Collins & Evans, 2007) og pædagogisk takt (van Manen, 2015) til at forstå og karakterisere den ekspertise og faglighed, der er i spil og på spil, når der skal ydes støtte til udvikling af pædagogisk praksis i dagtilbud. Artiklen er udarbejdet på baggrund af aktionsforskning i forbindelse med et aktionslæringsforløb med støttepædagoger i en større dansk kommune.
AbstractFrom assistant preschool teachers to expert with pedagogical tact Since the 1980s, many Danish municipalities have been establishing centralized units of assistant pre-school teachers who provide special assistance for the pedagogical practices of pre-school institutions. The tasks of these assistant pre-school teachers have changed over time: from an originally compensatory effort targeting individual children, to primarily assisting pre-school teachers and the development of the learning environment for all children. In the endeavor of assisting the development of these learning environments, it is often perceived as a sensitive issue, when assistant pre-school teachers question the pedagogical assumptions and local practices of their professional peers. This challenge calls for a special kind of pedagogical practice. In this article, we apply the concepts of interactional expertise (Collins & Evans, 2007) and pedagogical tact (van Manen, 2015) to characterize the expertise and professionalism that is at play and at stake, in the provision of assistance for the development of pedagogical practices in pre-schools institutions. The article has been developed based on action research in connection to an action learning course for assistant pre-schools teachers in a larger Danish municipality.
Comparison of State Medical Licensing Board Disclosures Regarding Resident Performance for United States Allopathic, Osteopathic, and Foreign Medical Graduates
Authors: Gajewski Michal , Hillen Machteld , Matassa Daniel , Kunac Anastasia , Anana Michael , Pompeo Lisa , Kothari Neil , Murano Tiffany 
Published: November 2020

Abstract

Context
While recent streamlining of the graduate medical education process signals an important change from the traditional dichotomy between doctors of osteopathic medicine (DOs) and US-trained doctors of medicine (USMDs), this new uniformity does not continue into the process for licensure, including state medical licensing verification of training (VOT) forms for DOs, MDs, and foreign medical graduates (FMGs). Wide variability remains.

Objective
To document the differences in the performance metrics program that directors are required to disclose to state medical licensing boards for DOs and FMGs compared with USMDs.

Methods
VOT forms were collected from all osteopathic and allopathic licensing boards for all US states, Washington DC, and US territories. The authors then reviewed VOT forms for questions pertaining to trainee performance only in states where VOT forms differed for DOs, USMDs, and FMGs. Licensing board questions were categorized as relating to disciplinary action, documents placed on file, resident actions, and nondisciplinary actions by the program.

Results
Fifty-six states and territories were included in the study (50 US states; Washington, DC; and 5 US territories). Most states and territories (46; 82.1%) used the same VOT form for DOs and USMDs. All states and territories except New York used the same form for FMGs and USMDs (55; 98.2%). Of the 14 states with an osteopathic board, Nevada used Federation Credentials Verification Service (FCVS) for DOs only, and 8 states used a unique osteopathic VOT form. Of these 8 osteopathic boards, 3 VOT forms did not ask any questions regarding resident performance during training. Of the remaining 5 forms, all asked about disciplinary actions. Ten states and 1 territory (US Virgin Islands) required the FCVS for both USMDs and FMGs, but not for DOs, while New York required FCVS only for FMGs. Nevada required FCVS only for DOs.

Conclusion
Although VOT requirements for FMGs and USMDs were mostly the same within states, performance metric question sets varied greatly from state to state and within states for osteopathic vs allopathic licensing boards. Implementation of a standardized VOT form for all applicants that includes academic performance metrics may help ensure that medical licensure is granted to all physicians who demonstrate academic competency during training, regardless of their degree.
A Strategic and Adaptive Plan for Resurgence of Food-Tech Delivery Service Sector During and Beyond Public Health Pandemic Crisis
Authors: Munshi Angad , Singla Ashim Raj 
Published: November 2020

Purpose: India’s highly competitive online food delivery space is at the forefront of pandemic distress due to unprecedented challenges posed by the global pandemic COVID-19. The thrust of this paper is to focus on, how can Indian online food-tech aggregator landscape operate and sustain business ventures amidst this pandemic disaster. This article examines, investigates and delves into various issues regarding logistics, customer care and penchants coupled with related issues and elucidates various challenges and opportunities there-in. The authors while doing so endeavoured to assess and analyse the impact of COVID-19 pandemic on customer behaviour with reference to online food delivery sector in India.
Design/ Methodology/Approach: The paper is a mix of theoretical study along with author’s viewpoint. The data was also gleaned from the latest updates from various organizational and government sites. A survey involving a representative sample of randomly identified 106 food lovers patronizing online food delivery platforms was conducted using online interview method via CISCO Webex platform.
Findings: Elucidation of evidence-based avenues to work upon to overcome COVID-19 slowdown for the present and beyond is the only riposte. The survey revealed that around 98% of the respondents agreed to higher consumption of food and persons living alone have invariably placed order via online food delivery platforms. The quality and hygiene of the food endorsed by 99% was a highly significant and imperative factor. The need for more stringent safety & hygiene norms for checks and balances required emerged as a primary concern.
Research Limitations/Implications: This being a rapid turnout study, due to pandemic lockdown reaching the customer base, even identifying them, restricted the survey population. The use of evidence-based outcomes of changing customer perceptions and behaviour in this new norm of pandemic, together with logistic avenues using a larger sample size would have further complemented and augmented the viewpoints expressed in this study thereby aided in working out a robust roadmap.
Practical Implications: The authors suggest that business leaders in food-tech delivery firms need to have a dynamic and proactive approach towards the challenges which are evolving on a daily basis, since the impact of COVID-19 is continuous and ever-changing.
Originality/Value: The study presents a strategic and adaptive plan for resurgence of food-tech delivery service Sector using ICT tools and techniques during public health pandemic crisis and beyond.