bluuebunny/crossref_metadata_2025_split huggingface dataset:
Сategories of analysis within activity-oriented counseling
Authors: Kuntsevska Anastasiia 
Published: November 2020

This paper aims to provide an analysis of the theoretical and methodological grounds of Activity-oriented models of psychological counseling practice, along with an author's model of counseling interaction between a psychologist and a client within the framework of Activity theory.
In contrast to majority of psychological theories, Activity theory has not yet been fully reflected in psychotherapeutic and counseling practice. As a consequence, we can see the gap in the relevant methodology of psychological care, despite of multiple theoretical and empirical research, conducted within Activity framework.
The structure and procedure of Activity-oriented counselling is based on major categories of Activity theory, developed by S. Rubinstein, A. Leontiev, F. Vasilyuk, G. Schedrovitsky, namely: i) unity of consciousness and activity; ii) experiencing as a form of personal activity; iii) categories of activity analysis. Since the subject of counseling is the problem situation experienced by a client, the main purpose of psychological counseling is to convert the problem into achievable tasks, which requires setting a clear logic and sequencing stages of consultative process.
It is shown that the consultant guides the client through a series of stages, which involve consistent changes.
Those stages include following: situation scanning; positional analysis; problematizing and capturing of contradictions, repositioning and designing of new activity schemes.
Activity-oriented counseling offers a comprehensive, context-sensitive method of client`s life story exploration and highly structured procedure, which allows psychologist and the client to retain its overall meaning and logic.
Certainly, an active approach in the psychological practice of counselling requires further methodological developments: in particular, the development of protocols of counseling sessions and non-parametric methods of diagnosis of client advancement.
An early mid-latitude aurora observed by Rozier (Béziers, 1780)
Authors: Bertolin Chiara , Domínguez-Castro Fernando , de Ferri Lavinia 
Published: November 2020

Abstract. Aurora observations are an uncommon phenomenon at low and mid latitudes that, at the end of the 18th century, were not well known and understood. Low and mid geomagnetic latitude aurora observations provide information about episodes of intense solar storms associated with flares
and outstanding coronal mass ejection (CME) and about the variation of the geomagnetic field. However, for many observers at mid and low latitudes, the
features of a northern light were unknown, so they could easily report it as
a phenomenon without explanation. In this work, we found that an earlier mid geomagnetic latitude aurora was observed in Beauséjour, close to Béziers (43∘19′ N, 3∘13′ E),
France, by the abbot François Rozier. He was a meticulous botanist, doctor and agronomist with a special interest in atmospheric phenomena. On 15 August 1780, from 19:55 to 20:07 (Universal Time), François Rozier observed a
“phosphoric cloud”. A careful analysis of the report indicates that he was reporting an auroral event. The recovery of auroral events at low and
mid latitude during the 1780s is very useful for shedding light on solar activity during this period because there are few records of sunspot
observations.
Mapping the grounding zone of Larsen C Ice Shelf, Antarctica, from ICESat-2 laser altimetry
Authors: Li Tian , Dawson Geoffrey J. , Chuter Stephen J. , Bamber Jonathan L. 
Published: November 2020

Abstract. We present a new, fully automated method of mapping the Antarctic Ice Sheet's grounding zone using a repeat-track analysis and crossover analysis of newly acquired ICESat-2 laser altimeter data. We map the position of the landward limit of tidal flexure and the inshore limit of hydrostatic equilibrium, as demonstrated over the mountainous and hitherto difficult to survey grounding zone of Larsen C Ice Shelf. Since the start of data acquisition in 2018, our method has already achieved a near 9-fold
increase in the number of grounding zone observations compared with ICESat,
which operated between 2003 and 2009. We have improved coverage in particular over the previously poorly mapped the Bawden and Gipps ice rises and Hearst Island. Acting as a reliable proxy for the grounding line, which cannot be directly imaged by satellites, our ICESat-2-derived landward limit of tidal flexure locations agrees well with independently obtained measurements, with a mean absolute difference and standard deviation of 0.39 and 0.32 km, respectively, compared to interferometric synthetic-aperture-radar-based observations. Our results demonstrate the efficiency, density, and high spatial accuracy with which ICESat-2 can image complex grounding zones and its clear potential for future mapping of the pan-ice sheet grounding zone.
Makt og myndighet i pedagogisk utøvelse av medvirkningspraksis – saksbehandleres samhandling med ungdom i barnevernet
Authors: Jensen Gro 
Published: November 2020

ResuméProblemstillingen i artikkelen omfatter hvordan makt og myndighet fordeles i samhandling mellom saksbehandlere og ungdom, i møter innrammet av makt i barnevernet. En underliggende argumentasjon angår betydningen av pedagogens refleksjon over egen praksis, som kan utvide det pedagogiske handlingsrommet i barnevernet. Det empiriske grunnlaget er en ph.d-studie om Flipover-metoden som en brukermedvirkende tilnærming for ungdom i barnevernet. Barnevernets virksomhet preges av asymmetriske posisjoner, der maktutøvelsen kan være både åpen og skjult. Jeg ser på maktformer i barnevern, og belyser brukermedvirkning som praktisk-pedagogisk utøvelse i barnevernet. Gjennomgående benyttes empiriske eksempler fra intervjuer med saksbehandlere og ungdom i studien. AbstractThe article discusses power and authority in interaction between professionals and youth in a Norwegian child welfare context. An underlying aim is to highlight the importance of the professional’s reflection on their own pedagogical actions, in order to improve practices in child welfare services. The empirical foundation is a PhD study of user participation in a Norwegian network approach, named Flipover. This approach intends to increase youth´s participation in problem solving in child welfare. Characteristic for child welfare activities are asymmetric positions and hidden power through the professionals’ beliefs and assumptions in problem solving. Power in child welfare can also be a productive and positive force. Empirical examples from interviews with social workers and youth in the study illustrate some of the issues. Reflective practice as a shared activity with colleagues, researchers and service users of child welfare, can qualify and expand the pedagogic leeway in child welfare systems.
Professionalismens spændingsfelt – om principledet professionalisme i udviklingen af den pædagogiske læreplan i dagtilbud
Authors: Hansen Naja Fibiger 
Published: November 2020

Øvrig forfatter: Peter Møller Pedersen, ph.d. Uddannelsesdirektør, University College Nordjylland ResuméI denne artikel fremlægges resultaterne af forsknings- og udviklingsprojektet ”Principledet professionalisme i udviklingen af den pædagogiske læreplan i dagtilbud”. Projektet handler om, hvordan man på en professionel og pædagogisk måde kan arbejde med en styrket pædagogisk læreplan i dagtilbud. Projektet er gennemført som professionscirkler med et integreret forskningsspor i samarbejde med to daginstitutioner i Aarhus Kommune. Formålet har været at finde spor af en ny form for professionalisme, en professionalisme, den britiske professionsforsker Ivor Goodson kalder ”principledet professionalisme”. Det er en form for professionalisme, der hviler på sociale og etiske principper, og som fastholder de professionelles fagpersonlige engagement i et åbent samarbejde med omverdenen. I professionscirklerne i projektet findes der klare empiriske spor af en principledet professionalisme i det, vi kalder professionalismens spændingsfelt. Gennem projektet udvikles en tankefigur, der kan være med til at identificere elementerne i den principledede professionalisme. Tankefiguren kan bruges i den løbende refleksion i det pædagogiske arbejde og som grundlag for en løbende dokumentation og evaluering af praksis.AbstractThis article presents the results of the research and development project “Principled Professionalism in the Development of the Educational Curriculum in Early Childhood Education”. The purpose of the project was (1) to find ways of working in a professional and pedagogical way with “the bolstered educational curriculum” which is on the verge of being implemented in Denmark and (2) to examine if there would be signs of what Ivar Goodson calls “principled professionalism”. We organized five profession-circle sessions in cooperation with two daycare centers in Aarhus Municipality. During those sessions we found clear signs of professionalism grounded on social and ethical purposes which can maintain the professionals’ professional commitment in an open collaboration with the outside world. A figure is developed in order to identify the elements of principled professionalism. The figure can be used in the continuous reflection of pedagogical work and as the basis for continuous documentation and evaluation of practice, and might be helpful in the further process of translation of the bolstered educational curriculum into practice.
Digitale teknologiers kulturkraft i daginstitutionen
Authors: Schrøder Vibeke 
Published: November 2020

Digitale teknologiers kulturkraft i daginstitutionen undersøger den kulturelle produktion og reproduktion i daginstitutionen og inkluderer teknologier som en aktiv kulturel aktør. De empiriske data, der ligger til grund for analysen, stammer fra et praksisnært forsknings- og udviklingsprojekt initieret i 2014 af Ministeriet for Børn, Ligestilling, Integration og Sociale Forhold. Formålet med artiklen er at bidrage til en brugsbaseret forståelse af praksis med digitale teknologier i daginstitutionen. Analysen af de empiriske data viser børn, der omformer teknologierne til brug for leg og humor i børnefællesskabet. Når børn og pædagoger deltager i den samme aktivitet med digitale teknologier, er der en tendens til, at pædagogernes kultur og tolkning af teknologierne dominerer aktiviteten. Pædagogerne har en faglighed, der forstår værdierne i børnefællesskaberne, men deres teknologiforståelse er overvejende instrumentel. Dette skygger for en aktiv teknologiforståelse og for professionelle analyser af teknologiernes kulturkraft – både i relation til hverdagslivet i institutionen og i relation til de samfundsmæssige kampe i barnefeltet om vægtningen mellem børns leg og en læringsdagsorden.
AbstractDigital technology as a cultural force in the day-care institution investigates the culture production and reproduction in the institution while including technology as an active cultural actor. The empirical data used in the analysis stem from a practice-oriented research and development project initiated by the Ministry for Children and Social Affairs in 2014. The aim of this article is to contribute to a user-oriented understanding of practices involving digital technologies in the day-care institution. Analysis of the empirical data shows children using and transforming digital technologies for the purposes of play and humor in the child community. When children and pedagogues are engaging in the same activity, there is a tendency that the culture of the pedagogues and their perception of the technologies dominate the setting. The pedagogues do have a professional comprehension of the values in the community of the children, but their comprehension of the digital technologies are predominantly instrumental. This prevents an active technology comprehension and a professional analysis of the cultural role of the technologies – in the actual day-care setting as well as in relation to the general societal struggles in the day-care field between emphasizing children’s play or the agenda of learning.
Arrangementet som pædagogisk handlingsform
Authors: Jacobsen Gro Hellesdatter , Larsen Doris Overgaard , Nielsen Ole Steen 
Published: November 2020

ResuméMed skolereformen fra 2014 har pædagoger fået en ny rolle i skolen, hvor de bl.a. varetager ”understøttende undervisning”. Det er dog stadig ikke helt klart, hvad pædagoger kan bidrage med i skolen, og hvordan deres bidrag forholder sig til lærernes. Med denne artikel præsenterer vi, med udgangspunkt i et almenpædagogisk perspektiv, et mere udfoldet bud på, hvad pædagoger kan bidrage med i skolen, og særligt hvordan de kan bidrage til at mindske marginalisering af børn. Vi argumenterer for, at pædagoger frem for at benytte sig af tydeligt instruerede aktiviteter, der minder om lærernes undervisning, med fordel kan benytte sig af arrangementet som en pædagogisk handlingsform, hvor den pædagogiske intention bevidst holdes svag for børnene. Hermed kan pædagoger bruge deres pædagogiske faglighed til at fremme børns medvirken i egne lærings- og dannelsesprocesser samt mindske marginalisering i skole og SFO.
AbstractThe Danish school reform (2014) has given pedagogues (social educators) a new role in primary schools, where they among other things provide "supportive teaching". However, it is still not quite clear how pedagogues contribute and how their contribution relates to that of the teachers. Based on a general pedagogical theoretical perspective, we propose a more detailed description of pedagogues’ contribution in the school context, with a particular focus on reducing marginalization of children. We argue that pedagogues, rather than using clearly instructed activities similar to teachers' lessons, should make use of ”the pedagogical arrangement” as a form of action, in which the pedagogues’ intention is deliberately kept subtle. In this way, pedagogues may use their pedagogical expertise to promote children's involvement in their own learning and Bildung processes and to reduce marginalization in schools and school-based leisure time facilities.
Optimisme og handlekraft
Authors: Buus Anne Mette 
Published: November 2020

ResuméMetoder deklareret som evidensbaserede vinder frem i danske daginstitutioner båret af politiske ambitioner om en pædagogik baseret på videnskabelig viden om, hvad der virker. Evidensbegrebet anvendes i denne sammenhæng til at signalere, at effekten af en specifik indsats er målt med en videnskabelig præcision, der gør det muligt at forudsige dens virkning, uanset hvor den anvendes. Artiklen har som formål at udfordre en sådan forståelse af evidens og som alternativ at tilbyde en forståelse af evidens som et fænomen, der konstitueres og virker som del af en situeret politisk, social og kulturel praksis. Med afsæt i empiri fra et etnografisk feltarbejde og inspiration fra Aktør-Netværk-Teori undersøges i artiklen, hvordan den evidensbaserede metode De Utrolige År tildeles relevans og handlekraft på en national konference om evidens, til undervisning i metoden og i en børnehave. I disse sammenhænge stabiliseres metoden i kraft af sin status som evidensbaseret som en hensigtsmæssig del af en dansk småbørnspædagogik. De stabiliserende kræfter er ikke specifikke forskningsdesigns eller forskningsresultater men derimod attraktive og statusgivende rationaler og identiteter, som tildeler pædagogikken optimisme og status. Artiklen peger på, hvordan en evidensbaseret metode som et magtfuldt og virksomt fænomen i en dansk småbørnspædagogik ikke bliver til og virker i kraft af en iboende kvalitet, men er et resultat af metodens forbindelser til aktører af både politisk, ideologisk, emotionel og materiel art.
AbstractEvidence-based methods are becoming increasingly widespread in Danish early childhood education driven by political ambitions about a pedagogy based on scientific studies about “what works”. The concept of evidence signals a scientific precision that makes it possible to predict a specific outcome. Such assumptions are challenged in this paper, and an alternative perspective is offered, inspired by theoretical perspectives from Actor-Network-Theory and data from ethnographical fieldwork. Through an analysis of the evidence-based method “The Incredible Years” in three different contexts, the paper explores how evidence-based methods are stabilized as the right and only thing to do. In these contexts, evidence is not linked to research results or relevance criteria but to attractive rationalities and identities which assigns optimism and power to early childhood education. As such the paper argues that evidence as a dominant part of Danish early childhood education is not the result of an essential quality, but the result of multiple other actors of various kinds - political, ideological, emotional, and material.
Pædagogisk ekspertise og kvalitet i fritidsinstitutionerne
Authors: Stæhr Mette Høgh , Madsen Lisbeth 
Published: November 2020

ResumeDet pædagogiske arbejde med børn og unge i fritidsinstitutionerne har de senere år politisk, økonomisk, kompetenceudviklingsmæssigt og forskningsmæssigt været nedprioriteret til trods for institutionernes samfundsmæssige rolle og betydning for børn og unge. Denne artikel diskuterer, hvilken betydning dette har for den faglige ekspertise på området. Gennem analyse af empiri indsamlet i forbindelse med et projekt vedrørende kompetenceudvikling på det fritidspædagogiske område, beskriver artiklen den faglige udvikling i praksis, hvilken viden henholdsvis pædagoger, ledere og organisationer fremhæver som essentiel, hvad dette kan være et udtryk for, og hvorfor netop denne viden sættes i tæt relation til drøftelser vedrørende pædagogisk ekspertise samt kvalitet i fritidsinstitutionerne. Med afsæt i analyser fra en gennemført undersøgelse er artiklens pointe, at pædagogisk kvalitet i fritidsinstitutionerne tager udgangspunkt i pædagogfaglig viden og situationsbunden kundskab om børne- og ungegruppers divergerende hverdagsliv, institutionsliv og interessefællesskaber.
Abstract Pedagogical expertise and quality in leisure institutionsWithin the last few years social pedagogical work among children and young people in after school clubs and -centers have not been prioritized politically and economically, with regard to continuing education and when it comes to research despite the societal role and importance these institutions have for the development of children and young people. The article discusses the possible consequences this has had for professional expertise in the field through an analysis of empirical data collected in relation to the project: ‘development of professional courses to professionals working within the field of after school clubs and centres.’ The article takes the reader through a description of the field within the last few years to an analysis of the knowledge that pedagogues, leaders and various organizations evaluate as needed. We will point out that good quality must be found in the relation between knowledge on the one side and capable professionals on the other.
Faglige fyrtårne
Authors: Jensen Charlotte Riis , Preus Marianne 
Published: November 2020

ResuméArtiklens ærinde er at undersøge hvordan fænomenet fagligt fyrtårn, der blev introduceret i forbindelse med den nationale kompetenceudvikling på dagtilbudsområdet i 2018, konstrueres blandt ledere, medarbejdere og fyrtårne, samt at identificere de udfordringer, muligheder og dilemmaer der knytter sig hertil. Artiklen bygger på interviews med faglige fyrtårne, ledere og kolleger. Analysen viser, at de faglige fyrtårne konstrueres på mangfoldige måder gennem de positioner de forhandler sig frem til og bliver givet i det pågældende samarbejde. Artiklens metodologiske afsæt er inspireret af socialkonstruktionistisk erkendelsesteori, hvor virkeligheden anskues som et socialt konstrueret fænomen. I artiklen bliver fænomenet faglige fyrtårne sat i perspektiv i forhold til forståelsen af en intern og ekstern professionsforståelse og artiklen afsluttes med at fremhæve fire fremtrædende analytiske positioner; faglige fyrtårne som lyskastere, eksperter, facilitatorer og forandringskraft.
AbstractVocational lighthouses - a growing phenomenon in daycare institutionsThe purpose of this article is to examine the ways in which the phenomenon vocational lighthouse, introduced in reference to the national competence initiatives in daycare in 2018, is constructed among leaders, employees and vocational lighthouses and to identify challenges, possibilities, and dilemmas related to the position. The article is based on several interviews from vocational lighthouses, leaders and colleagues. The analysis shows that the vocational lighthouses are constructed in specific and multifarious ways, closely connected to the context and the negotiated positions in which they participate in the local collaboration. Methodologically the article is inspired by social constructionist theory, whereby reality is viewed as a socially constructed phenomenon. The article places the vocational lighthouses in an understanding of an internal and external profession, and in conclusion, the article highlights four salient positions: vocational lighthouses as light-casters, experts, facilitators and change enforcers.
Characteristics and Management of Pregnant Patients From a Neuromusculoskeletal Medicine/Osteopathic Manipulative Medicine Clinic
Authors: Frank Leah D. , Bhatia Shalini , Snider Karen T. 
Published: November 2020

Abstract

Context
Osteopathic manipulative medicine (OMM) is considered beneficial in the treatment of pregnant women, but few studies have outlined the presenting complaints and diagnoses that warrant consideration and utilization of osteopathic manipulative treatment (OMT) in this population.

Objective
To describe the characteristics of pregnant patients receiving OMM at a neuromusculoskeletal medicine (NMM)/OMM specialty outpatient clinic, for the purpose of identifying patients who would benefit from referral to NMM specialty clinics or to be considered for treatment by DOs in non-NMM specialty clinics.

Methods
Electronic health records were reviewed from a single clinic for a 3-year period from October 2015 through September 2018 for patient encounters involving patients with an International Classification of Diseases 10th Revision code for pregnancy. Data regarding patient demographics, payment methods, presenting complaints, treatment modalities, regions treated, and assessment diagnoses were collected and analyzed.

Results
Records showed 465 clinical encounters with 194 pregnant patients (mean [SD] number of encounters per patient, 2.4 [2.0]). The most common presenting complaints involved the back (371; 55.4%), hip and pelvis (99; 14.8%), neck (62; 9.3%), and head (54; 8.1%). The most common clinical assessments were lumbar and thoracic spine neuromusculoskeletal diagnoses (420; 53.0%). There were 2604 somatic dysfunction assessments documented; lumbar (409; 15.7%) and sacral (396; 15.2%) somatic dysfunction were most commonly assessed. There were 2518 OMT techniques documented, and muscle energy was most frequently used (406; 16.1%).

Conclusions
This data, which documents the most frequent presenting complaints of pregnant patients in an NMM/OMM clinic, may be used by clinicians to better understand the role of OMM as an obstetric adjunctive treatment approach and to identify conditions to investigate in future outcome studies.